Vidya Pratishthan's Institute of Information Technology, Baramati

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL SELF STUDY REPORT OF VIDYA PRATISHTHAN’S INSTITUTE OF INFORMATION TECHNOLOGY, BARAMATI 1 TABLE OF CONTENTS S. NO. PARTICULARS PAGE NO. 1 NAAC Steering Committee 3 2 Preface 4 3 Director’s Message 5 4 Executive Summary 6 – 9 5 Self-Study Report 10 – 136 Part I: Institutional Data A. PROFILE OF THE INSTITUTE 10 – 19 B. CRITERIA-WISE ANALYTICAL REPORT 20 - 136 Criteria I Curricular Aspects 20 Criteria II Teaching – Learning and Evaluation 29 Criteria III Research, Consultancy and Extension 52 Criteria IV Infrastructure and Learning Resources 75 Criteria V Student Support and Progression 100 Criteria VI Governance, Leadership and Management 112 Criteria VII Innovations and Best Practices 129 6(a) Evaluative Report of MCA Department 137 6(b) Evaluative Report of MBA Department 140 7 Declaration by the Head of the Institution 143 8 Certificate of Compliance 144 ANNEXURE ANNEXURE I Approval of Courses of Affiliating University 145 ANNEXURE II TO ANNEXURE VII 146 2 NAAC Steering Committee S. No. Name of Members 1 Dr. Amol Goje – Head of the Institute 2 Dr. Rupendra Gaikwad 3 Dr. Sateeshchandra Joshi 4 Mr. Popat Mohite 5 Mrs. Rohini Gaikwad 6 Mr. Dhananjay Bhavsar 7 Mr. Sagar Nimbalkar 3 Preface This accreditation report is a precious document that has been prepared with utmost sincerity and honesty to the best of our knowledge and belief. This report contains information about Vidya Pratishthan’s Institute of Information Technology (VIIT), Baramati, India. This report has two parts, namely, Institutional Data and Evaluative Report. The first part includes Profile of the Institute and Executive Summary. The second part consists of Criteria-wise Evaluative Report, a Declaration by the Head of the Institute and annexes. The institute is one of the premier Information Technology Education Centre. It caters to the needs of youths in the vicinity of Baramati, a semi-urban place. We are very much aware of the fact that the dimensions of the quality of IT and Management education and institutes keeps on changing rapidly. In addition, the quality cannot be assessed in isolation. It is considered to be a relative attribute. One has to monitor the national and global trends in the quality of IT and Management education and research. There is a need to self-assess itself as a centre of Higher Education and Learning. The NAAC has developed a yardstick and is continuously refining it to measure the quality of Higher Education Institute accurately and precisely. It is absolutely impossible to complete this SSR without receiving wholehearted support and fruitful interaction with all the staff members of VIIT family. We received additional and valuable support from Vidya Pratishthan’s Central Office and their staff members. We are too keen to meet the peer team of National Assessment and Accreditation Council during their forthcoming visit to our institute. When such a wonderful occasion occurs, all faculty members, support staff, students and all stakeholders would be immensely benefited and vastly enriched with peer team interaction. With this self-study report, we look forward to receive the peer team at our institute. Dr. Amol Goje Chairman, Steering Committee 4 DIRECTOR’s MESSAGE Since the beginning of the era of liberalization, globalization and privatization, the economy as a whole had observed significant growth in various sectors. Educational sector has seen many upheavals as well as downward trends in recent past. Our institutions’ vision, mission and goals are to reach out to those unprivileged rural youth who are miles away from knowledge of technology and management. Quality education to rural youth has been our major focus since the institute is established in rural part of India (Baramati, Dist. Pune). There has been significant change in the sphere of technology and management. In the era of globalization, it has become absolutely relevant to set the benchmark for the quality in all spheres of organizational operations. Keeping in view the aforesaid requirement, our institute intends to obtain NAAC accreditation. The objective of this Self-Study Report (SSR) is to set right all the operations of the institute in proper perspective. It is our endeavor to continuously follow up improvements in infrastructure, teaching-learning pedagogies, research and consultancy, entrepreneurial development, student growth, harnessing of employability skills, satisfaction of stakeholders and interaction with industry. We have made an honest attempt to put across facts and figures for the consideration of peer committee visiting our campus for the said accreditation. I take this opportunity to welcome all peer team members of NAAC and extend warm greetings for their fruitful interaction with our stakeholders. Dr. Amol Goje DIRECTOR VIIT, Baramati 5 EXECUTIVE SUMMARY Vidya Pratishthan’s Institute of Information Technology (VIIT) was established in February 2000 at Baramati, District Pune, Maharashtra, India. The core objective is to cater to Rural Youth with an aim to provide quality professional education in the field of Information Technology and Management. From the year of establishment, the institute has proven itself to be one of the best IT Institutes conducting various Post Graduate Management Programmes. VIIT offers management programmes like Master of Computer Application (MCA) and Master of Business Administration (MBA) affiliated to University of Pune and recognized by All India Council for Technical Education (AICTE), New Delhi. I. Curriculum Aspects: Affiliating University provides the curriculum in the form of the syllabi. Institute works out details for effectively operationalize it. Teachers’ orientation is of prime importance. Appropriate teaching learning pedagogies are discussed among teaching staff members and these pedagogies are put in place. The teaching staff designs various contents in different formats. These formats are inclusive. Hence, the imparting of employability skills become relevant and hence, student-centric. The teaching staff members are given absolute freedom to use the time frame of the courses, horizontal and vertical mobility and inter-disciplinary options. Supplementary enrichment programmes are also offered. Those programmes include speeches and interaction with industry experts, training programmes for advanced technologies as well as management strategies. There is a mechanism to collect regular feedback from all its stakeholders. The feedback is collected for all operational aspects such as curriculum, teaching-learning, library, staff, overall performance and quality of institute. II. Teaching Learning and Evaluation: The institute admits students to two programmes, namely, Master of Computer Application (MCA) and Master of Business Administration (MBA). Admission process is transparent and well-administered. It complies with all the norms of concerned regulatory authorities, such as, Directorate of Technical Education (DTE), Mumbai, All India Council for Technical Education (AICTE), New Delhi and University of Pune. It ensures equity and wide access as reflected from representation of student community from different geographical areas, socio-economic, cultural and educational backgrounds. The institute adopts gender equity and admission opportunity to the students of diverse background and backward communities. Institute adopts different pedagogies to make learner-centric education effective. Teaching staff provide a variety of learning experiences using inclusive techniques, which are interactive and participatory in nature. It aims at making learning process constructive. Institute has experienced academic as well as industry drawn faculty, who share their experiences with initiatives which aim at building up employability skills among the students. Important elements of teaching-learning process are evaluation of the students as well as faculties. Teaching staff incorporates various elements and activities in their respective teaching plans. These elements ensure that evaluation done on the basis of those activities 6 provide qualitative dimensions. It helps to enhance competence of the students. It also helps institute to gauge knowledge and skills of the students and calibrate accordingly. Effective imparting of knowledge and skillsets ensures successful completion of the programme. The desired outcome is revealed in acquisition of skills and knowledge. However, the learning outcomes do not necessarily get equated to level of competence of each participating student. III. Research, Consultancy and Extension: Institute has a full-fledged research centre approved by affiliating University, i.e., University of Pune. Right from the inception, institute has been keen in providing for ideal infrastructure as well as facilities to create research culture. It encourages its faculty members to undertake variety of research projects which are ultimately useful for society at large. It, therefore, ensures that social responsibility and core values are safeguarded. Faculty members are facilitated to participate in research and related activities. They are supported with assistance in the form of reimbursement of registration fees for participating in research oriented conferences, seminars, workshops, etc. They are also encouraged to pursue projects funded by Board of College and University Development (BCUD), University of Pune. Necessary infrastructure for making those research conducive is provided. Faculty members who have significant achievements as well

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