National Assessment And Accreditation Council Research Articles

Impact of Green HRM Practices on Job Performance of Faculties with Special Reference to Select Higher Educational Institutions, Tamil Nadu

Green HRM practices are considered the most important aspect of every organization. The study aims to identify the perception of faculties and the impact of Green HRM practices on the job performance of faculties in select higher educational institutions. Teaching faculties are the backbone of higher educational institutions. So, the well-being of the faculties is essential for the success of an institution. The study adopted a descriptive research method and a Simple random sampling technique. Samples consist of 200 teaching faculties in five colleges ranked by the National Assessment and Accreditation Council (NAAC) and the National Institutional Ranking Framework (NIRF) in Tamil Nadu and the collected data is analyzed using various statistical tools such as Exploratory factor analysis, ANOVA, correlation and multiple regressions. Hence, better green HRM practices are essential for every institution which contributes towards job involvement, job attachment, and job commitment. This paper tries to prove the relationship between various Green HRM practices with the Job performance of teaching faculties in select higher educational institutions in Tamil Nadu

The Role of the National Assessment and Accreditation Council in Ensuring Quality Education in the Indian Education System: An Analysis of Its Accreditation Standards and Grading Practices

The National Assessment and Accreditation Council (NAAC) strives to uphold the quality of education by conducting transparent assessments and certifying Higher Education Institutions (HEIs). Through the Assessment and Accreditation (A&A) process, educational institutions are rigorously evaluated to ensure their adherence to guidelines and requirements established by esteemed national bodies, like NAAC. These accreditation standards evolve to meet the diverse needs and capabilities of various stakeholders. This study delves into the functioning of NAAC and its pivotal role in the comprehensive evaluation of HEIs in India, fostering a robust educational landscape across the nation. Furthermore, it explores the evolution of the NAAC Grading System from 1995 to 2023 and analyzes the qualitative and quantitative aspects of the Self Study Report (SSR) as integral components of the A&A process for HEIs in India.

Perception of Faculty Regarding Proposed New Accreditation Norms by the National Assessment and Accreditation Council (NAAC)

Perception of Faculty Regarding Proposed New Accreditation Norms by the National Assessment and Accreditation Council (NAAC)

Bloom’s Taxonomy and Examination Reform in Higher Education using ICT as a Tool

This study highlights the basic features of Bloom’s Taxonomy and its importance in integrated teaching- learning-assessment system. This study detailed a plan of information and Communications Technology (ICT) based implementation of revised Bloom’s taxonomy (2001) as a mark of examination reform to analyze students’ attainment level by measuring knowledge level (K), course outcome (CO) and program outcome (PO) in respect to each curriculum. The plan ultimately facilitate to develop a portal and fulfil the basic objective of Outcome based Education (OBE) system as the students’ attainment report is one of the required field for accreditation by National Assessment and Accreditation Council (NAAC).

Overcoming Covid19 Effect to Implement NAAC: Mind Mapping

Abstract :The sudden impact of Covid19 in India coincided with the NAAC assessment submission decision at Sreyas Institute of Engineering & Technology at Hyderabad, India. Institute decided to document the upgraded National Assessment and Accreditation Council (NAAC) version and submit it to the NAAC board during February 2020; Covid19 started spreading in India. By March first week, a total lockdown started, and all educational institutions were closed. Along with quickly adapting to online classes, online examinations for the benefit of student's the staff also adopted the online media to complete the NAAC documentation as per the new standards laid by NAAC. To motivate the staff, who were technically knowledgeable, a lateral thinking approach was adopted. The criteria aspects were mapped to the socio, spiritual, scientific, and management aspects to bring the group together to focus on achieving their common goal for the institute of achieving the assessment and approval of the upgraded NAAC procedures and standards. Within the Covid locked down period of about five months, the required five years of data of all aspects of all criteria were collected with co-operation among the staff, and the submission was completed in September of 2020. This report is to focus on the mind mapping used initially to bring the faculty team together forpreparing the NAAC Document. All seven criteria of the NAAC system were mapped to socio, scientific and spiritual practices through which all humans were brought up. The relationship is communicated via zoom meetings to all staff and the criteria in charge. Commitment improved as they related the known imbibed knowledge they possessed. Keywords: Covid19; Mind Mapping; NAAC; Baghavad Gita; Engineering Institute; Pedagogy

Impact of ICT Driven QA Framework on the Institutions of Higher Learning: India

Quality Assurance is presently entrusted with the national level accreditation agencies in India. National Assessment and Accreditation Council (NAAC) has made pioneering impact in past 25 years and has gained an acceptable level of credibility in higher education sector of the country. This study is about the efforts made by NAAC in bringing paradigm shift by launching a data driven framework for assessment and accreditation of institutions. It is attempted to analyze the impact of introducing ICT enabled bench-marking based NAAC’s framework on the performance of institutions. There are around 1546 institutions in various cycles completing this new assessment process as on 31st December 2020; performance of class-wise institutional categories is analyzed examine the possible patterns as well as to focus on reasons for such patterns.

Comparison of Indian Quality Assurance Model and Accreditation Parameters of Higher Education with International Standards

Abstract: The globalization of higher education has become one of the most significant factors for the academic, social, and political promotion of a country. Quality human resources and knowledge workforce plays a vital role in the emerging environment and digital economy. Assessment and Accreditation (AA) of education ensures the quality of education and make the system more responsive to demand and accountability. This paper explores international quality assurance models and compares the significant quality parameters of higher education with the Indian accreditation system. India's accreditation bodies, National Assessment and Accreditation Council (NAAC) and National Board of Accreditation (NBA) maintain the quality of higher education in India which evaluates the institutional and programme standards respectively. The research mainly adopted generic quality parameters identified by the global accreditation agencies for the survey and feedback from the educational experts in higher education. The paper aims to propose a qualityassurance framework model that matches with global standards. Keywords: Quality Assurance, Higher education, Accreditation, Quality framework

A Case-Study on Leveraging the Policies on Outcome-Based Education

Abstract: India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of theBachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents thesystems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT. Keywords: Outcome Based Education, National Board of Accreditation, Education, Quality

A Comparative Study on Research Performance of Indian Universities with NAAC A++ grade Accreditation

Background/Purpose: Developing and Maintaining quality in higher education is an essential aspect of the sustainability of universities. National Assessment and Accreditation Council (NAAC), India has developed a new model of HEIs assessment and accreditation from July 2017. Based on its assessment, NAAC announces the final result in the form of Cumulative Grade Point Average (CGPA) between 0 to 4.0, which is a combination of evaluation of qualitative and quantitative metrics with three parts including peer team report, graphical representation based on quantitative metric, and institutional grade sheet. Out of more than 380 universities assessment out of about 950 universities as on 30/042021, only 9 universities have been graded as A++ letter grade by NAAC. Objectives: Study on Criteria wise performance of top nine A++ scored Indian Universities according to NAAC Accreditation, full scores obtained in various criteria with reasons, compare research performance and analyse it using ABC model of research productivity, the effect of organizational leaders as role models on the research output, and to critically analyse the organizational SWOC based on NAAC data and outcome. Design/Methodology/Approach: Analysis of information collected from self-study reports of NAAC A++ graded universities, comparing and analyzing criteria wise, and analyzing research productivity of these universities and their leaders using ABC model of annual Research performance framework. Findings/Result: Out of nine NAAC A++ graded universities, five universities got full scores in the Curricular Aspects criterion. The universities are ranked based on their overall scores in the accreditation process. Based on the scores obtained in different criteria, the strengths and weaknesses of these universities are studied. These nine universities are further ranked based on their annual research performance and the leaders/Vice-chancellors research annual research productivity by considering the last five years research productivity. It is observed that many vice-chancellors failed to contribute to universities research outcomes as role models and motivators to other researchers of these universities. A comparative study on research performance-based grading is found to be ambiguous and little disparity is observed on key indicator-based university grading. Based on observations, some general recommendations are suggested. Research limitations/implications: This study used the data from the Self-study Report, Peer Team Report, and Grade Report of respective universities kept for public reference in the NAAC website in accordance with the new accreditation framework, downloaded on 30/04/2021. Originality/Value: This paper compares the research performance of nine NAAC A++ accredited universities of India using their last 5 years’ research data and identifies the strengths, weaknesses, opportunities, and challenges of these universities for further improvement. Paper Type: Explorative Research based on research analysis.

A Comparative Study on Research Performance of Indian Universities with NAAC A++ grade Accreditation

Background/Purpose: Developing and Maintaining quality in higher education is an essential aspect of the sustainability of universities. National Assessment and Accreditation Council (NAAC), India has developed a new model of HEIs assessment and accreditation from July 2017. Based on its assessment, NAAC announces the final result in the form of Cumulative Grade Point Average (CGPA) between 0 to 4.0, which is a combination of evaluation of qualitative and quantitative metrics with three parts including peer team report, graphical representation based on quantitative metric, and institutional grade sheet. Out of more than 380 universities assessment out of about 950 universities as on 30/042021, only 9 universities have been graded as A++ letter grade by NAAC. Objectives: Study on Criteria wise performance of top nine A++ scored Indian Universities according to NAAC Accreditation, full scores obtained in various criteria with reasons, compare research performance and analyse it using ABC model of research productivity, the effect of organizational leaders as role models on the research output, and to critically analyse the organizational SWOC based on NAAC data and outcome. Design/Methodology/Approach: Analysis of information collected from self-study reports of NAAC A++ graded universities, comparing and analyzing criteria wise, and analyzing research productivity of these universities and their leaders using ABC model of annual Research performance framework. Findings/Result: Out of nine NAAC A++ graded universities, five universities got full scores in the Curricular Aspects criterion. The universities are ranked based on their overall scores in the accreditation process. Based on the scores obtained in different criteria, the strengths and weaknesses of these universities are studied. These nine universities are further ranked based on their annual research performance and the leaders/Vice-chancellors research annual research productivity by considering the last five years research productivity. It is observed that many vice-chancellors failed to contribute to universities research outcomes as role models and motivators to other researchers of these universities. A comparative study on research performance-based grading is found to be ambiguous and little disparity is observed on key indicator-based university grading. Based on observations, some general recommendations are suggested. Research limitations/implications: This study used the data from the Self-study Report, Peer Team Report, and Grade Report of respective universities kept for public reference in the NAAC website in accordance with the new accreditation framework, downloaded on 30/04/2021. Originality/Value: This paper compares the research performance of nine NAAC A++ accredited universities of India using their last 5 years’ research data and identifies the strengths, weaknesses, opportunities, and challenges of these universities for further improvement.

Beyond 4.2: Librarian’s role in overall NAAC process of the institution in the light of revised framework

Assessment and Accreditation through National Assessment and Accreditation Council (NAAC) is now obligatory to the higher education institutions. Recently NAAC has revised its assessment process framework. The place of library in the institution has its own importance. The library and the librarian can contribute a lot in the development of the institution and accreditation. The paper discusses the role of librarian and the library in overall NAAC process in the light of revised framework. Keywords: NAAC, Higher education institutions, University, College, Assessment, Accreditation, Library, Librarian.

Understanding Revised NAAC Grading Pattern

National Assessment and Accreditation Council (NAAC), an autonomous institution of University Grant Commission (UGC), it has been merely 26 years since the inception of NAAC, whose Accreditation to Higher Education Institutions (HEIs) in India is mandatory likewise only a NAAC Accredited higher learning institutions are eligible for UGC and other various grants. Moreover, NAAC accreditation determines the quality of the institute in terms of education, infrastructure, research, teaching & learning, etc.NAAC Accreditation helps a learning institution to know its strengths, weaknesses, and opportunities through the various review process, likewise in initiating modern pedagogical methods and in receiving grants from the Government’s various bodies. Importantly, it helps students to know details of the educational institution in terms of infrastructure, quality of education, research output, etc. Therein, NAAC Accreditation is indispensable to HEIs in India, and this paper, the prime focus of research has been to unravel the revised NAAC Grading Pattern because, in the end, a ‘Grade’ determines the quality of an institution.

National Assessment and Accreditation Council (NAAC)’s accreditation of health sciences institutes: Challenges and the road ahead

National Assessment and Accreditation Council (NAAC)’s accreditation of health sciences institutes: Challenges and the road ahead - JETHS- Print ISSN No: - 2454-4396 Online ISSN No:- 2393-8005 Article DOI No:- 10.18231/j.jeths.2019.014, Journal of Education Technology in Health Sciences-J Educ Technol Health Sci

Developing Entrepreneurial Ecosystem in Professional Educational Institutions through Reinforcement of Accreditation Framework

This study identifies the underlying dimensions which promote entrepreneurial environment in the professional institutions. We analyze the present status of the entrepreneurship as included in the accreditation processes by two accrediting bodies in India i.e. National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). We devise a model to expand the presence of entrepreneurship aspect into the assessment criterion pertaining to entrepreneurship within these frameworks of accreditation. The study used two scales for obtaining data from the professional institutions. While one scale for measuring the entrepreneurial intentions was adopted a new scale for measuring the ‘support to entrepreneurship by institutions, was developed. Exploratory factor analysis performed on the data identified the seven dimensions, which create a positive impact on the entrepreneurial ecosystem in the professional institutions. Bivariate Correlation analysis is performed and results reveal a significant relationship between entrepreneurial intentions of the students and the supporting entrepreneurial activities by educational institutions. The present study conducted in December 2018, evaluated the Entrepreneurial intensions of the students enrolled in the professional programs and their linkage with the support to entrepreneurial activities by the educational institutions. The study has identified five main factors namely, training, guidance and counseling, Infrastructural support, networking opportunities and incubation and mentoring and two weakly supported factors – participation in entrepreneurship events and patent licensing and technology support. These factors can collectively help promote entrepreneurship in the professional institutions. The seven dimensions were proposed to be included in the accreditation process as the present accreditation framework in India was found to be adversely skewed towards entrepreneurship. The paper attempts to begin a debate on how accreditation can drive the national education agenda rather than merely play the role of quality assessor which igonores the vital aspects of entrepreneurship

Feedback Management System with reference to Institutions of Higher Education: Opportunities & Challenges - An Exploratory Study

Universities in India are globally famous for providing quality education with low cost. The privatization has further developed formal education with advanced technology, infrastructure and learning environment. It has become a matter of pride for the higher educational institutions to show case the innovations they do to provide quality education to the students. Sustainability can be attained only by detecting the defects in teaching, learning and evaluation system in the educational institutions. There is a need to seek proper solutions to solve the existing defects in the educational system so as to provide good citizens to the society. The Students, Faculties, Parents, Employers, Collaborative Institutions, Regulating Bodies, Banks and financial Institutions, Sponsoring bodes etc. are the prime stakeholders of educational system. The expectation of each set of stakeholder differs in its magnitude based on its role towards the cause of education. Feedback is the process of knowing the self for every educational institution to rate its service towards its stakeholders. Educational Institutions shall establish and adopt Feedback Management System (FMS) to detect the best practices and defects existing in its system. The University Grants Commission has mandated the feedback on teachers. It has directed the National Assessment and Accreditation Council (NAAC) to seek feedback from the students to evaluate the quality of educational delivery. This paper describes about the regulatory norms, process, opportunities and challenges of Feedback Management System in the Higher Education system in India.

The impact of knowledge management system on student performance

PurposeThe purpose of this paper is to empirically test the role of knowledge management system (KMS) on the performance of students in higher educational institutions (HEIs).Design/methodology/approachBuilding on the extensive review of literature, the authors explored the factors of KMS to arrive at the conceptual model which was then validated using structural equation modeling. For the quantitative analysis, data were collected from undergraduate students using questionnaires distributed both through online and offline modes.FindingsEmpirical evidence supports the view that KMS have a direct and significant impact on the student performance (SP) in HEIs.Research limitations/implicationsThe data are limited to 311 undergraduate students from the University of Delhi, India.Practical implicationsWith the onset of national rankings framework like NAAC (National Assessment and Accreditation Council), NIRF (National Institutional Ranking Framework) and the attempt to achieve global recognition in THE (Times Higher Education), Quacquarelli Symonds and other world university rankings, the HEIs are trying hard to improve their performance comprehensively. In such a scenario, this paper provides insights into how HEIs can enhance performance of its students by harnessing KMS.Originality/valueThe current paper empirically validates the effect of KMS on the performance of students in an educational institution. While the impact of KMS on performance is measured empirically in corporations, such studies are scanty in academic centers. Moreover, while measuring the performance in HEIs using KM, the focus on ranking parameters has never been there. Such an orientation is essential as the rankings are getting wide acceptance from a global audience.

Higher Education Commission of India:Challenges Ahead

Now that the Government of India has decided to set up the Higher Education Commission of India (HECI), it is time to look at the challenges ahead. The University Grants Commission (UGC) will cease to exist. All India Council of Technical Education (AICTE) and the National Council for Teacher Education (NCTE) will continue to function. National Assessment and Accreditation Council (NAAC) will continue too.

AUTONOMY IN HIGHER EDUCATION FROM AFFILIATION TO SELF GOVERNING MANAGEMENT: AN INDIAN PERSPECTIVE

Many issues pertaining to autonomy of the higher educational institutions are discussed and emphasized throughout the universities and colleges in India. The University Grants Commission (UGC), National Assessment and Accreditation Council (NAAC) and government are spearheading this movement of ‘auto-nomination’ of higher education institutions. Here it is important to note that, the decline of quality in higher education in India underlines the importance of autonomy of the institutions. The adoption of affiliation system made the existing higher educational scenario mechanical and less useful in the era of globalization; consequently, the education system has become outdated and irrelevant in the present circumstances. The decline in the quality education motivated the researcher to think about means which can bring qualitative change in higher education. Autonomy in Higher Education is found as a ray of hope to reach the goal of quality education, for that the study started with the objectives of discussing present affiliation system and need of autonomy in higher education. The present paper has been prepared with the help of secondary data obtained from various book, journals, newspapers and e-sources. The empirical and descriptive method of research has been used for the paper. The researcher found that financially strong colleges should adopt autonomy and restructure the curricular according to local needs and the autonomous colleges should create their own infrastructure to produce skilled and well trained human resource to meet the modern needs. The study can further be extended in the areas of technological advancements in higher education as well as comparative study between two or more developing nations.

Designing optimal architecture of recurrent neural network (LSTM) with particle swarm optimization technique specifically for educational dataset

Designing an optimal neural network architecture plays an important role in the performance of a neural network model. In the past few years, various bio-inspired optimization techniques have been applied to find the optimal architecture of a neural network model. In this paper particle swarm optimization (PSO) technique has been applied with recurrent neural network long short-term memory (LSTM) algorithm to find an optimal architecture for feed forward neural network. To optimize the architecture of neural network model Parameters considered are hidden neurons, learning rate and activation function. Fitness function applied for the selection of the optimal combination of the parameters is root mean square error (RMSE). Due to privatization of education number of private institutes and universities are increasing rapidly every year. This increase has resulted in huge number of data (NAAC reports) regarding the assessment and accreditation of higher education institutions. Dataset of 500 educational institutes has been collected from the official site of National Assessment and Accreditation Council (NAAC). Hybrid model of PSO with LSTM algorithm has been applied to the educational dataset. Selection of the optimal architecture is done on the basis of RMSE, Accuracy and other performance parameters.

English

The graduation or ranking of higher educational institutes like colleges or universities are evaluated on the basis of different criteria. The most important criterion is research criterion. Higher educational institutes need to collect staffs and students’ research publications, and also check their citations, h-Index, i10-Index and impact factors of journals. Even the evaluation committees like National Assessment and Accreditation Council (NAAC) expect higher educational institutes to give cumulative citation, h-index and i10-index, that is, research metrics. In order to get individual and cumulative research metrics like number of citations, number of citable documents, cites per document, h-Index and i10-Index, and impact factor of journals in an easy way, authors took the initiative to create Google Scholar profile of each faculty and then created Google Scholar account for the colleges adding links of all faculties’ on the Google Scholar accounts. This innovative new strategy will benefit higher education institutes appearing for NAAC accreditation or re-accreditation, or other ranking systems by the instructions, guidelines and steps furnished in this report. Key words: Citation index, i10-index, h-index, Google Scholar, cumulative citations, higher education, rankings, accreditation, Criteria III, research.