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The quality assurance policy of Jaipuria Institute of Management, Lucknow, is derived from the vision of the Institute i.e. to provide learner-centric quality education for stakeholders’ wellbeing. The academic quality assurance mechanisms rest on the foundation of ensuring effectiveness of the curriculum for all important stakeholders and for our students in particular. With the formation of IQAC committee the institute has put in place an institute wide academic quality management frame work to gather evidence based information on the quality of its programs and graduates and to encourage a culture of continuous self-improvement through self-reflection of process.
This quality policy document is integral to the setting of the internal quality assurance cell (IQAC) in the Institute in accordance with the UGC guidelines, which emphasizes the essential need for an internal mechanism for sustenance, assurance and enhancement of the quality culture of education imparted by higher education institutions and adds that every institute should have an internal quality assurance system , with appropriate structure and processes, and with enough flexibility to meet the diverse needs of the stakeholders.
The institute has long been committed to the quality of its academic output. Various informal and formal mechanisms have existed such as well-structured course feedback system, review and ratification of course outlines at twin levels of specific areas and faculty council. This is coupled with collective review of pedagogy and debate on the rigor and relevance of the overall curriculum. However, in the backdrop of the emerging quest of Institute and Program level accreditation and drawing upon the feedback received from the three visits of experts teams of NAAC (Year 2012, 2017), and AIU (Year 2013); the institute committed itself to outcome based education. This commitment is reflected in adoption of a formal academic audit mechanism under the aegis of the IQAC committee, for all the courses, introduction of midterm feedback system in addition to the term end feedback.
Two other mechanisms support this, the system of open classes (attended and reviewed by Dean Academics and Director), and the Academic Program Committee which reviews the functioning/ output of and advises the program committees, examination committee and the IQAC on policy and implementation. In addition, Director / Dean (Academics)/ Program Chair Level review of courses takes place intermittently in small and large group meetings with students and faculty members.
Faculty members will be provided a checklist of documents which must be submitted at the completion of the course to the IQAC office. The documents to be submitted include course outline, self-audit form duly filled by faculty members, all readings/ support material used/ quizzes / cases etc. The files are reviewed by the IQAC office staff at the first level and matched against the check list. The IQAC Committee meetings will be convened to initiate the academic audit process as follows:
- Matching of course audit form against the course Outline to ensure that the necessary coverage of course and the assessment elements has taken place.
- A review of question sample assignments is undertaken. All claims in the self-audit form are cross checked and mapped against the course learning outcomes. The sample IQAC assessment form to be filled by the committee members is presented in Appendix
- The committee makes recommendations based on the audit process which will later be shared at the academic program committee and faculty council level.
- The observations are shared with faculty members and a need based one to one meeting is scheduled with individual faculty members.
Since the A.Y. 2019-20, the IQAC Acadmic Audit Process has been integrated with the LMS (Moodle) and the full audit process including filling up the IQAC Audit Form, loading of supporting documents and both stages of the audit process is processed on the same platform.
As an outcome of the IQAC processes the following specific outcomes have been achieved:
- Curriculum review and design: The process of academic audit and multipronged stakeholder feedback in combination with the systems for monitoring and review of courses delivery during a term have contributed towards designing of the course curriculum which is both robust and relevant.
- Student support and progression: All aspects of a student’s development and progression are mapped on various student activities, placement training, aptitude training and counselling interventions.
- Creating a conducive support system framework for academic program delivery: all support services are regularly monitored through stakeholder feedback, frequent review and audits to ensure a seamless support system for all the students and faculty members.
In June 2018, IQAC committee recommended adoption of IQAC. Pursuant to this, the institute adopted output based education(OBE) from the academic year 2018-19. For the effective implementation of OBE from the academic year 2018-19, it was decided that the following actions will be taken:
- Mission and Vision statement of the institute will be reframed with the involvement of promoters and board.
- Program Educational Outcomes (PEOs) of the institute will be framed to assess what our students will be able to do after five years of completion of the program. The PEOs will be designed at the institute level and not at the individual program levels. That is, PEOs will be framed for the institute as a whole and will be applicable for all the three programs. The PEOs must be aligned with the mission and vision of the institute. The APC may take the advice of the experts from academia and industry while designing PEOs.
- In alignment with mission, vision and PEOs, the Program Learning Outcomes (PLOs) will be designed for each of the three programs to assess what our students will be able to do after completion of the program. The responsibility of designing of PLOs will be given to individual program committees under the overall supervision of Dean (Academics). While designing the PLOs, the program committee will seek advice from alumni and experts from industry and academia. After designing the PLOs, these PLOs will be placed before the respective Program Advisory Committees (PAC) for their advice.
- In alignment with PLOs, the Course Structure of each program will be redesigned. The overall responsibility of redesigning the course structure will be given to the individual program committees and APC. The APC and program committees will take the advice from alumni and experts from industry and academia while designing the course structure.
- In alignment with PLOs and course structure, the course outlines of different courses to be offered during the tenure of the program will be prepared at the area level at assess what our students will be able to do after completion of the course. The course outlines must clearly indicate overview of the course, Course Learning Outcomes (CLOs), mapping of CLOs with PLOs, assessment components and their measurement in alignment with CLOs, pedagogy, reading material, session wise details along with learning outcome of each session in alignment with CLOs.
- The course should clearly attempt to answer the following two questions: (a) What will our students will learn from the course? What are our expectations from the students? (b) How will our students learn from the course? The responsibility of preparing course outlines will be given to respective Area Committees. While preparing the course outlines, the respective areas will seek advice from alumni and experts from industry and academia. After preparing the course outlines, these course outlines will be placed before the respective Area Advisory Committees (PAC) for their advice.
- To assess the outcome of learning, the Assurance of Learning (AOL) framework will be prepared to assess whether CLOs and PLOs have actually been achieved or not. The AOL framework will clearly define the instruments and measures that were used to assess learnings. The AOL framework should clearly attempt to answer the following two questions: (a) How the institute will know that our students have learnt or not? (b) If the students have not learnt, what the institute will do? The responsibility of designing of AOL framework will be given to individual program committees under the overall supervision of Dean (Academics). While preparing the AOL framework, the program committees will seek advice of experts from academia who already have experience of implementing OBE.
An OBE curriculum means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction and assessment to make sure this learning ultimately happens. Basic principles of OBE include
- Clarity of focus
- Designing down
- High Expectation
- Expanded opportunities
For OBE implementation, a “design down” process was employed which moved from PLOs (which are aligned to the vision/mission of the Institute) to Course Learning Outcomes (CLOs) and outcomes for individual learning experiences. Outcomes at the course level were aligned with, and contributed to, the program outcomes.
OBE Based Curriculum Review: The major pillars of Higher Education rest upon the concept of ‘Kaizen’ or continuous improvement. Innovation and continuous improvement are a steady process that that takes its own time but once imbibed in the institutional processes and procedures, it becomes a part of institutional culture. The process is quite evident in the majority of academic and administrative processes in Jaipuria, Lucknow. The student engagement survey and student satisfaction survey are conducted independently for understanding the gap in the expectation and actual delivery of services to the students.
Since 2018-19 onwards, OBE has been an essential part of program curriculum designing and upgradation.