Annual Quality Assurance Report
Report for the Period 2014-15
Submitted by
SIVA SIVANI INSTITUTE OF MANAGEMENT
NH-7, KOMPALLY, SECUNDERABAD - 500100.
TELANGANA, INDIA.
Submitted to
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL
An Autonomous Institution of the University Grants Commission
P. O. Box. No. 1075, Opp: NLSIU, Nagarbhavi, Bangalore - 560 072, India.
UPLOADED: DEC 29, 2015 Weblink : http://www.ssim.ac.in/AQAR2014-15.doc
Contents
Page Nos.
1. The Annual Quality Assurance Report (AQAR) of the IQAC ...... 03
Part – A
2. Details of the Institution ...... 03
3. IQAC Composition and Activities ...... 06
Part – B
4. Criterion – I: Curricular Aspects ...... 14
5. Criterion – II: Teaching, Learning and Evaluation ...... 16
6. Criterion – III: Research, Consultancy and Extension ...... 21
7. Criterion – IV: Infrastructure and Learning Resources ...... 26
8. Criterion – V: Student Support and Progression ...... 28
9. Criterion – VI: Governance, Leadership and Management ...... 32
10. Criterion – VII: Innovations and Best Practices ...... 37
11. Annexures ….. .41
The Annual Quality Assurance Report (AQAR) of the IQAC
All NAAC accredited institutions will submit an annual self-reviewed progress report to NAAC, through its IQAC. The report is to detail the tangible results achieved in key areas, specifically identified by the institutional IQAC at the beginning of the academic year. The AQAR will detail the results of the perspective plan worked out by the IQAC. (Note: The AQAR period would be the Academic Year. For example, July 1, 2012 to June 30, 2013)
Part – A
AQAR for the year (for example 2013-14)
1. Details of the Institution
1.1 Name of the Institution
1.2 Address Line 1
Address Line 2
City/Town
State
Pin Code
Institution e-mail address
Contact Nos.
Name of the Head of the Institution:
Tel. No. with STD Code:
Mobile:
Name of the IQAC Co-ordinator:
Mobile:
IQAC e-mail address:
1.3 NAAC Track ID (For ex. MHCOGN 18879)
OR
1.4 NAAC Executive Committee No. & Date:
(For Example EC/32/A&A/143 dated 3-5-2004.
This EC no. is available in the right corner
bottom of your institution’s Accreditation Certificate)
1.5 Website address:
Web-link of the AQAR:
For ex. http://www.ladykeanecollege.edu.in/AQAR2012-13.doc
1.6 Accreditation Details
Sl. No. / Cycle / Grade / CGPA / Year of Accreditation / Validity Period1 / 1st Cycle / B / 2.56 / 2014 / 5 Years
2 / 2nd Cycle
3 / 3rd Cycle
4 / 4th Cycle
1.7 Date of Establishment of IQAC: DD/MM/YYYY
1.8 Details of the previous year’s AQAR submitted to NAAC after the latest Assessment and Accreditation by NAAC ((for example AQAR 2010-11submitted to NAAC on 12-10-2011)
i. AQAR ______This is 1st AQAR ______(29/12/2015)
1.9 Institutional Status
University State Central Deemed Private
Affiliated College Yes No
Constituent College Yes No
Autonomous college of UGC Yes No
Regulatory Agency approved Institution Yes No
(eg. AICTE, BCI, MCI, PCI, NCI)
Type of Institution Co-education Men Women
Urban Rural Tribal
Financial Status Grant-in-aid UGC 2(f) UGC 12B
Grant-in-aid + Self Financing Totally Self-financing
1.10 Type of Faculty/Programme
Arts Science Commerce Law PEI (Phys Edu)
TEI (Edu) Engineering Health Science Management
Others (Specify)
1.11 Name of the Affiliating University (for the Colleges)
1.12 Special status conferred by Central/ State Government-- UGC/CSIR/DST/DBT/ICMR etc
Autonomy by State/Central Govt. / University
University with Potential for Excellence UGC-CPE
DST Star Scheme UGC-CE
UGC-Special Assistance Programme DST-FIST
UGC-Innovative PG programmes Any other (Specify)
UGC-COP Programmes
2. IQAC Composition and Activities
2.1 No. of Teachers
2.2 No. of Administrative/Technical staff
2.3 No. of students
2.4 No. of Management representatives
2.5 No. of Alumni
2.6 No. of any other stakeholder and
community representatives
2.7 No. of Employers/ Industrialists
2.8 No. of other External Experts
2.9 Total No. of members
2.10 No. of IQAC meetings held
2.11 No. of meetings with various stakeholders: No. Faculty
Non-Teaching Staff Students Alumni Others
2.12 Has IQAC received any funding from UGC during the year? Yes No
If yes, mention the amount
2.13 Seminars and Conferences (only quality related)
(i) No. of Seminars/Conferences/ Workshops/Symposia organized by the IQAC
Total Nos. International National State Institution Level
(ii) Themes
2.14 Significant Activities and contributions made by IQAC
2.15 Plan of Action by IQAC/Outcome: The plan of action chalked out by the IQAC in the beginning of the year towards quality enhancement and institutional growth and the outcome achieved by the end of the year under report is summarized hereunder*Plan of Action for 2014-15 proposed by IQAC:
Plan of Action / Achievements
To take steps to motivate students to learn through pre class participation it is proposed to introduce /practice ‘Surprise Quiz’, as a method to ensure pre class preparation by the students. / To encourage pre-class preparation by the students a surprise quiz is conducted before the beginning of the class. This helped the faculty to gauge the pre-preparation and comprehension of the students of the subject matter. The instructions/discussion of the day was accordingly tuned and conducted particularly those relating to case studies. Non-performing students were counselled and guided.
Further benefits that resulted were: When students write incorrect answers they received instant feedback by the professor after the quiz. Class attendance improved substantially. Students recognized that surprise quizzes are designed to help and therefore resentment has diminished or is eliminated. It is also observed that this small and simple measure has given good result as seen in the class participation. Another benefit was increase in final grades of the students and better performance at the interviews by the students.
In order to expose students to the field experience and expertise ‘Guest lectures’ by industry experts for various courses is proposed to be increased. / In order to expose students to the field experience, lectures by industry experts are arranged for various courses in all programs. The lectures were more of an interactive type and have resulted in active participation by students and have resulted in true learning.
It is proposed to take frequent and open house feedback from students from each class for the purpose of taking remedial action before a particular deficiency or shortfall becomes a high magnitude problem.
/ It is the practice of the institute to take a feedback on the academic aspect at the end of every trimester. While the practice is being continued and remedial action taken soon, we have also initiated the process of identifying deficiencies in the entire system including campus living. A third party survey through online questionnaire was administered to all the students. Since this was an online as well as third party survey, feedback was most uninhabited.
This survey has classified the students into 3 categories viz. satisfied, neutral and dis-satisfied. The survey also brought out the reasons for being so for the two extreme categories of satisfied and dis-satisfied. This has helped to resolve issues concerned with dis-satisfaction almost instantly. Issues that needed further augmentation such as infrastructural facilities of network, internet etc., were also attempted for sooner resolution. The process is being repeated twice a year.
To fill the gap between theories and practice (that’s hard to bridge) by introducing ‘Experiential Learning Technique’ (ELT). / The institute adopted the ‘ELT’ and implemented it to enhance student learning. The process consisted of defining the scope and the methodologies for conducting, monitoring and evaluating the implementation of ELT. These details of ELT are given in the Annexure – I.
To consider ‘Outbound training’ for students for developing team bonding and building self-confidence and other behavioural traits of personality. / In outbound training the students are taken OUT of the classroom and into the open. It is a throwback to the Guru Kul system. The students have to perform many physical and sometimes challenging tasks and play games and conduct experiments. They learn the fun way and in groups.
The result of out bound training is team bonding and self-confidence building of the students. These activities helped in developing, sharpening and fine-tuning the behavioural skills and qualities of the students and also mutual trust and understanding between members of a group.
Before the training, most of the students are tired, dispirited, and utterly disinterested .The training helped to generate fresh ideas, better attitudes, and acted as a trigger to reconsider existing work related attitudes. It helped them venture out of the comfort zone all the while boosting the team spirit.
To increase the involvement of the students in the placement and internship activities. / To make the placement activity more students driven a ‘placement committee’ of students has been formed. Two students from each section are made placement coordinators and are assisted and guided by the faculty placement team. Further, internship activity is also made student driven.
The curriculum of the institute prescribes an internship of 6-8 weeks during summer vacation between 3 and 4 trimesters. During this period students have to work in an industry/organization of their choice as per the learning objectives and guidelines specified for the purpose.
The process of finding suitable organization is handled by students and committees for this purpose are formed with two students from each section who will again work under the supervision and guidance of faculty placement team.
This action of making the placement and internship activities more students driven has encouraged student participation and also resulted in accountability of the student community in these activities.
A remarkable achievement of the current year is ‘international internships’ from organizations of repute like SOFITEL in Bahrain and Dubai.
To explore launching of ‘International Certification Programs and Diploma Programs’ by strengthening international collaborations. / The international division with AVP as its head has been set up to expand the frontiers of SSIM in the international arena.
The results of these efforts are :
SSIM has introduced short term certificate management course for fresh graduates with one of tied up universities. This will enable students to go to USA for doing MBA.
Since Business Analytics is in good demand, SSIM tied up with a university in USA (Global University of Engineering, California, USA) to offer the program to our students and outside students to under blended mode – online and contact classes. Students can pursue an eleven month certificate program in Big data and proceed to USA to do MS (BA).
Alternatively they can do MS in India itself on online basis through SSIM.
To improve publications of quality papers and strengthen research activity. / To improve publications of quality papers and presentations in seminars, research and consultancy, the following measures have been taken:
Restructuring Consultancy and Training Division with necessary staff duly defining the roles and responsibilities, targets in terms of number of training as well as contribution for the institute. The revised objectives/goals include breaking ground on the consultancy front besides increasing the number of MDPs/FDPs to a sizable number.
Consider starting of programs like PGDM-SCM, PGDM-Retail Management, PGDM-IT since there is demand in industry. / The possibility of starting additional PGDM in SCM, retail management have been explored and examined. Considering the present environment, instead of starting a new program, specializations in these specific areas of Logistics and SCM are offered to PGDM students. Similarly Retail Management is also offered as a specialization.
Creating the ‘Research Cell’. / To improve publications of quality paper and strengthen research activity a research cell has been created, duly structured and staffed. The detailed processes, roles and responsibilities and expected outcomes in terms of academic quality and organizational learning and knowledge management are drawn up.
To develop and nurture entrepreneur skills in the students an ‘Entrepreneurship Cell’ be started. / Entrepreneurship club has been started to inculcate the initiation to be an entrepreneur and provide guidance in the direction to the students. Students who are interested in starting any business venture in future can join in the club as members. A committee of faculty members who have experience and expertise in the area guides them.
To Develop and maintain an institute wide information system for administrative and governance purpose. / The institute wide information system to full extent is under development. The administrative and governance sub-system for the process of attendance and generation of hall tickets as well as other parts of academic sub-systems has already been existing and has been refined, and is in use.
Further, integration with other modules is under development.
A sub-system for faculty participation in seminars etc. was tried about a couple of years back. This is being revived and efforts are made for development of an integrated system.
To set up offices for IQAC, Placement and Research and provide the required infrastructural facilities. / Office of IQAC has been established with suitable team. An exclusive office for ‘Placement cell’ has been established.
To examine and analyse the process of branding and admissions to identify areas for improvement which may include :
Publicize achievements / awards / appreciation and accolades received by students and faculty of the institute through appropriate media. / Students have a key role in spreading the message of “a satisfied customer”. Their role has been identified and given due weightage in the admissions process.
SSIM has organized many Student Development Programs (SDPs) in degree colleges and engineering colleges on Personality Development, Soft skills and Career development Programs. Also conducted Quizzes and competitions. These activities helped bringing awareness about management programs and the institute among graduating students.
* Attached the Academic Calendar of the year as Annexure V(page no.50) & VI(Page no.51)
2.15 Whether the AQAR was placed in statutory body Yes No
Management Syndicate Any other body
Provide the details of the action taken:
Part – B
Criterion – I
1. Curricular Aspects
1.1 Details about Academic Programmes
Level of the Programme / Number of existing Programmes / Number of programmes added during the year / Number of self-financing programmes / Number of value added / Career Oriented programmesPhD
PG / 05 / - / 05
UG
PG Diploma
Advanced Diploma
Diploma
Certificate
Others
Total / 05 / 05
Interdisciplinary
Innovative
1.2 (i) Flexibility of the Curriculum: CBCS/Core/Elective option / Open options: