Self-Assessment Report
Department of Pharmacy Jahangirnagar University, Savar, Dhaka Bangladesh
Submitted to 1. Institutional Quality Assurance Cell (IQAC), JU
2. Quality Assurance Unit (QAU)
3. Higher Education Quality Enhancement Submitted by Project (HEQEP) Self-Assessment Committee (SAC) 4. University Grants Department of Pharmacy Jahangirnagar University Commission of Savar, Dhaka-1342 Bangladesh Ministry of Bangladesh Education (GoB)
Self-Assessment Report
Department of Pharmacy Jahangirnagar University, Savar, Dhaka Bangladesh
Higher Education Quality Enhancement Project (HEQEP)
Quality Assurance Unit (QAU)
University Grants Commission of Bangladesh Ministry of Education (GoB)
Submitted to Submitted by Professor Dr. Ajit Kumar Majumder Professor Dr. Sukalyan Kumar Kundu, Director Head International Quality Assurance Cell (IQAC) Professor Masum Shahriar, Member Jahangirnagar University Md. Fokhrul Islam, Member Savar, Dhaka-1342, Bangladesh Self-Assessment Committee (SAC) Jahangirnagar University Savar, Dhaka-1342, Bangladesh
Contents
Page no.
1. Chapter 1: INTRODUCTION 1 - 17 2. Chapter 2: GOVERNANCE 18 - 27 3. Chapter 3: CURRICULUM DESIGN & REVIEW 28 - 35 4. Chapter 4: STUDENT ENTRY QUALIFICATIONS 36 - 39 5. Chapter 5: PHYSICAL FACILITIES 40 - 45 6. Chapter 6: TEACHING-LEARNING AND ASSESSMENT 46 - 55 7. Chapter 7: STUDENT SUPPORT SERVICES 56 - 59 8. Chapter 8: STAFF AND FACILITIES 60 - 65 9. Chapter 9: RESEARCH AND EXTENSION 66 - 68 10. Chapter 10: PROCESS MANGEMENT AND CONTINUOUS IMPROVEMENT 69 - 77 11. Chapter 11: SWOT ANALYSIS 78 - 80 12. Chapter 12: CONCLUSION 81
Self-Assessment Report Department of Pharmacy, JU
Chapter 1 Introduction
1.1 Significance of Program Self-Assessment Self-assessment is the heart of an institution’s quality assurance culture. It is defined as ‘the involvement of learners in making judgments about their achievements and the outcomes of their learning’ and ‘identifying standards and/or criteria to apply to their work and making judgments about the extent to which they have met these criteria and standards’. Thus, self- assessment is intimately bound up with issues of power, control and authority and the extent to which these are transferred from academic staffs to students. Self-assessment is a critical tool for fostering conversation and improving communication within an organization. Since the process is internally driven, faculty not only have a vested interest in its success, but also are in control. This structured self-reflection process encourages scrutiny of and planning for program implementation. Key actions can be identified and aligned with program goals and the capacity to monitor progress. In addition, self-assessment provides a mechanism to demonstrate accountability to external authorities, the public, and donors. In Bangladesh, University Grants Commission (UGC) acts as the intermediary between the Government and the universities for regulating the affairs of all the universities. But currently, there is no recognized quality assurance (QA) mechanism for public and private universities in Bangladesh. The deficiency was recognized in the UGC’s Strategic Plan for Higher Education 2006-2026, and in the Bangladesh Government's National Education Policy (NEP) 2010. In the future, the existence of higher education will not be merely depending on the government, but mainly be depending on the assessments by stakeholders (students, communities, parents, work place/industries, government, lecturers, supporting staffs, and other interested parties) on the quality of its education. For its existence to be assured, higher education inevitably has to organize its quality of higher education. Since stakeholders will always do ongoing assessment, therefore quality assurance should be adjusted to continuous improvement. An institution for higher education generally has three core activities: teaching/learning, research and community outreach. Of course, the last two activities are important too. However in the guidelines the emphasis is on the quality of the educational task. Generally, all these
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Self-Assessment Report Department of Pharmacy, JU academic activities are taking place at the program level. Program level self-assessment measures the success and effectiveness of the program against the set goals and objectives. Self-assessment of program is very critical for improving its quality of teaching learning and research. It is also a requirement for program accreditation.
Program self-assessment helps the program offering entity to: 1. Better understand the ongoing programs under assessment; 2. Revisit the program objectives and goals; 3. Redress the intended learning outcomes of the program, if necessary; 4. Identify the areas of strengths, weaknesses, opportunities, threats (SWOT) and emerging changes to make the program updated and need based; 5. Assess the adequacy of student support services for effective teaching learning; 6. Assess the progress of improvement desired; and 7. Develop strategic plan with commitment and priorities for further improvement
1.2 Process of Assessment Self-assessment is a permanent and cyclical process of quality culture. For the purpose of further improvement SA collects information and evidences from the stakeholders, reviews those and identify the weaknesses and areas need further improvement to enhance quality of teaching learning and education. Self-Assessment does not mean that evidences of quality education are not available. It provides direction to continuous improvement through gradual internalization of the standards and good practices. IQAC has to take the lead role in this regard.
1.2.1 Initiative by Institutional Quality Assurance Cell- Jahangirnagar University (IQAC-JU) and formation of The Self-Assessment Committee (SAC): Self-assessment process involved a group of people with the task of implementing and analyzing the work under the supervision and support of the Institutional Quality Assurance Cell- Jahangirnagar University (IQAC-JU) in all aspects. Upon receiving the written directives from the Director of the IQAC, the chairman of the pharmacy department arranged a meeting inviting the faculty members to constitute a program self-assessment committee. In the meeting, the entity constituted the program self-assessment committee (PSAC) by interested, experienced and qualified faculty as per the provisions stated in IQAC Operations Manual. The Self-Assessment Committee (SAC) was consisting of three academic staffs where the Head of SAC was the
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Self-Assessment Report Department of Pharmacy, JU chairman of the Pharmacy department (Annexure 1). The SAC was approved by the Vice Chancellor.
1.2.2 Team Building Workshop: The first approach of SAC was organizing a workshop entitled “Workshop on Team Building for Self-Assessment and Quality Assurance of Pharmacy Program” where director of IQAC-JU was keynote speaker and Vice Chancellor was the chief guest. The invitation letter is attached herewith (Annexure 2). All faculty members were participated where the concept of self-assessment were clarified. The magnet part of this workshop was group discussion.
1.2.3 Survey tools: Remarkably, It was the first time that the department was involved in a structured self-assessment since its commencement back in 1987. So the self-assessment was aimed at finding evidence of the current quality status. Therefore, a set of questionnaires were formulated by IQAC that were used in finding the needed indications.
Additional opinion provided by respondents beyond this questionnaire were also included. Survey tools were designed for: (Annexure 3) (1) Employers (2) Alumni (3) Current students (4) Non-academic staffs (5) Academic staffs
1.2.4 Standards and criteria: In the self-assessment, the important question is against what standards we will assess the quality. The assessment criteria were designed by IQAC-JU under which various aspects of the program were evaluated using the survey questionnaires. Stakeholders were requested to give sincere comment against each of statements (standards) under the related assessment criteria by putting tick (✔) mark in the box of corresponding column according to the scale given; such as- 5-Strongly agree; 4-Agree; 3-undecided; 2-Disagree; 1-Strongly disagree
1.2.4.1 Standards and Criteria used to survey the employer: Criteria for dimensions of quality of graduates-
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Self-Assessment Report Department of Pharmacy, JU
A. Knowledge B. Communication Skills C. Interpersonal Skills D. Work Skills
Criteria for dimensions of competence of graduates- A. Knowledge B. Communication Skills C. Interpersonal Skills D. Work Skills
1.2.4.2 Standards and Criteria used to survey the alumni: A. Governance B. Curriculum: Content, design and review C. Student Entry qualifications, Admission procedure, Progress and Achievements D. Structures and facilities E. Teaching-learning F. Learning Assessment G. Student Support Services H. Research and Extension services
1.2.4.3 Standards and Criteria used to survey the existing students: A. Governance B. Curriculum: Content, design and review C. Student Entry qualifications, Admission procedure, Progress and Achievements D. Structures and facilities E. Teaching-learning F. Learning Assessment G. Student Support Services H. Research and Extension services
1.2.4.4 Standards and Criteria used to survey the Non-Academic Staffs: A. Governance B. Staff and Facilities: Recruitment and Staff development
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Self-Assessment Report Department of Pharmacy, JU
1.2.4.5 Standards and Criteria used to survey the Academic Staffs (Faculty members): A. Governance B. Curriculum: design and review C. Student Entry qualifications, Admission procedure, Progress and Achievements D. Structures and facilities E. Teaching-learning F. Learning Assessment G. Student Support Services
A total of 487 questionnaires were collected from five category respondents of which 13 were the employer, 150 were the alumni, 300 were the existing students, 9 were the non-academic staffs and 15 were the faculty members
1.2.5 IQAC’s Workshop on data analysis: All Heads and Members of SAC of the selected entities of 2016 and 2017 participated in the workshop. Discussions were concentrated on the data analysis of the 5 survey tools.
1.2.6 Data analysis and Report writing: Data were processed and analyzed with Excel 2013 software and with the SPSS Statistics 19 software. The process of preparing the report started under the support and directions of IQAC-JU and proceeded with content based on self- assessment manual and then discussions with relevant persons on this subject. Keeping in mind that report should be comprehensive, thorough and with equable approach, the head of SAC was responsible to endorse the report. Self-Assessment Report (SAR) will be used as the core document for the purpose of external peer review and strategic planning for further improvement.
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Self-Assessment Report Department of Pharmacy, JU
Table1.1:Self-Assessment Process steps at a glance
1. Initiative by IQAC 2. Formation of SAC 3. Approval of VC 4. Preparing action plan by SAC 5. Workshop 1: Team building workshop 6. Conducting survey 7. Data entry and Analysis 8. Workshop 2: Sharing the survey results 9. Preparing and submitting the report 10. Endorsement by the head of the entity 11. External peer review of SAR 12. Submission of peer review report 13. Workshop 3: Preparing and submission of improvement plan
14. Submission and approval of improvement plan 15. Implementation of improvement plan
1.3 Overview of the University:
Jahangirnagar University is a public university in Bangladesh based in Savar Upazila, Dhaka. It was formally launched on 12 January 1970 .Initially, it was named Jahangirnagar Muslim University, But after the independence of Bangladesh, its name changed to Jahangirnagar University under the Jahangirnagar University Act' 1973. (Annexure 4) The university is 32 kilometers away from the capital and spread out over nearly 300 hectares (698 acres) of land, a major portion of which form lush forests and beautiful lakes. The university is an autonomous body managed by an executive council known as 'the syndicate'. The senate passes the annual budget of the university, reviews its academic matters, and elects a panel of three nominees for the position of its vice-chancellor once every four years. The selection and appointment is made by the president of Bangladesh, who is the chancellor of the university. The chancellor also appoints the pro-vice-chancellor and the treasurer of the university. Having only 150 students in four departments – Departments of Economics, Geography, Mathematics and Statistics – and a small official building in the year 1970, the
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Self-Assessment Report Department of Pharmacy, JU university has come a long way and, currently, is one of the leading universities of the country. Presently, JU accommodates 6 Faculties, 36 Departments, 6 Institutes and Centers, 800 teachers, more than 15000 students and about 1500 other employees.
Six faculties include: 1. Faculty of Mathematical and Physical Sciences 2. Faculty of Biological Sciences 3. Faculty of Social Science 4. Faculty of Arts and Humanities 5. Faculty of Business Studies 6. Faculty of Law
Four institutes/centers include: 1. Institute of Business Administration (IBA) 2. Institute of Information Technology (IIT) 3. Bangabandhu Institute of Comparative Literature and Culture (BICLC) 4. Institute of Remote Sensing (IRS) 5. Wazed Miah Science Research Center (WMSRC) 6. Teachers and students centers (TSC)
Wazed Miah Science Research Center is the center for excellence, was established on 30th May, 2009. The research center is a six storied building and has fully air conditioned laboratories having sophisticated modern instrumental facilities. Its foremost purpose is to enhance research amenities of science faculties.
The University is culturally vibrant university with number of cultural organizations run by the students and teachers. The University is mandated to provide residential accommodation to every student with separate halls for the female students. Each hall has its own administration system headed by a provost and is equipped with facilities such as playgrounds, rooms for indoor games, dining halls etc. The central library is equipped with a huge collection of books. The entire area has Wi-Fi coverage. There are more than 110,000 books, 14,000 hard bound journals, and 22,000 online journals in the library. The library can accommodate over 250 students at a time. Jahangirnagar University has its own medical center for students, teachers and other staffs member. The center provides 24-hour service and is supervised by the chief medical officer with a staffs of qualified doctors.
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Self-Assessment Report Department of Pharmacy, JU
The teachers-student center (TSC) has the prime role in improving the relationship between the teachers and the students of the campus. It is a cultural hub for the university. Cultural groups usually perform drama and cultural programs at Muktomoncho. Shaptam Chayamancha is a great attraction for students.
The "Zahir Raihan Auditorium", located in the TSC complex, is named after Zahir Raihan, a famous Bangladeshi novelist, writer and filmmaker. There is also a seminar hall for seminars, meetings and cultural programs. The auditorium has 1500 seats, while the seminar hall can accommodate 250 persons. It is an auditorium fully equipped for drama, cultural activities, international conferences, and other similar events. The university has a gymnasium, a well-equipped swimming pool, an amphitheater, and a central cafeteria. Adequate bus services between the campus and Dhaka city are provided to the students, teachers, and other employees of the university.
1.4 Overview of the program offering entity: Founded in 1987, Department of pharmacy, Jahangirnagar University is one of the most promising entity providing Pharmacy education in Bangladesh. Over the years it has grown up to one of the successful departments in the university with a broad range of research interest which generates quality graduates. The department is now offering 5 years B.Pharm. (Professional), one year M.S. in Pharmaceutical Sciences and postgraduate degrees (M.Phil and Ph.D). As a part of the curriculum, every year B. Pharm. fourth year students have to take part in an industrial training programs for at least four weeks and final year students have to take part in a hospital training program for 6 months. At present more than 1000 students have achieved their B.Pharm and M.Pharm degree from this department. Till now 5 students have been awarded with M.Phill. degree and 10 students have been awarded with Ph.D. degree from different laboratories of the department. Pharmacy is a dynamic and fast growing profession all over the world including Bangladesh. Because of its enormous contribution to our health- care system, Pharmacy has always been a high priority choice to the students coming for university education. As a consequence, the Faculty of Pharmacy has intellectually rich, adroit and properly trained members to disseminate pharmacy education amongst the next generations. It has now 24 full-time faculty (table 1.2), 2 part-time teachers and 10 administrative and supporting staffs (Annexure 5).
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Self-Assessment Report Department of Pharmacy, JU
Table 1.2: Academic Staffs of the Department of Pharmacy, JU
Name, Designation & Research Area /Related E-mail Address Qualification Field Dr. Md. Rafiquzzaman Professor Pharmaceutical Chemistry [email protected] M.Sc.: JU PhD: Japan Md. Sahabuddin Kabir Choudhuri Pharmacology & Professor Toxicology, [email protected] M.Pharm.: DU Complementary & MS:USA Alternative Medicine MS: Canada Dr. Sakina Sultana Professor Pharmaceutics & M.Pharm.: DU [email protected] Formulation Technology MS:Australia PhD: UK A Y Shekh Firozuddin Ahmed Pharmacy Practice Professor Hospital and Community [email protected] M.Pharm.: DU Pharmacy Dr. Md. Sohel Rana Professor Pharmaceutical Technology [email protected] M.Pharm.: JU & Engineering PhD: Japan Abdullah Faruque Professor Medicinal Chemistry [email protected] M.Pharm.: DU Mohammad Mafruhi Sattar Ethnopharmacology, Professor [email protected] Pharmacokinetics M.Pharm.: JU Dr. Sukalyan Kumar Kundu Pharmacology, Professor Molecular Biology, [email protected] M.Pharm.: JU Biotechnology PhD: Japan Dr. Pijus Saha Professor Pharmaceutical Chemistry, [email protected] M.Pharm.: JU Medicinal Chemistry PhD: Austria Mohammad Didare Alam Drug Delivery, [email protected] Muhsin Phytochemistry, Professor Antimicrobial screening, M.Pharm.: JU Polymeric synthesis PhD: Australia
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Self-Assessment Report Department of Pharmacy, JU
Name, Designation & Research Area /Related E-mail Address Qualification Field Mohammad Motaher Hossain Chowdhury Phytochemistry, [email protected] Professor Pharmacology M.Pharm.: JU Masum Shahriar Professor Pharmacology and Clinical [email protected] M.Pharm.: JU Pharmacy MS: Japan Dr. Tasmina Rahman Associate Professor Physiology, [email protected] M.Pharm.: JU Pharmacology PhD: JU Dr. Runa Masuma Toxicology, [email protected] Associate Professor Clinical Pharmacy, M.Pharm.: JU Pharmacology PhD: Japan M. Salahuddin Bhuiya Pharmaceutical Marketing Associate Professor and Management, Drug [email protected] M.Pharm.: JU Regulatory Affairs, Physical MBA: DU Pharmacy Dr. Saquiba Yesmine Pharmacology, Associate Professor Biochemistry, [email protected] M.Pharm.: JU Biotechnology PhD: Australia Dr. Sanchita Sharmin Chowdhury Assistant Professor Tissue Engineering [email protected] M.Pharm.: JU PhD: UK K M Khairul Alam Nanotechnology-based Assistant Professor drug/gene delivery systems, M.Pharm.: JU Controlled drug delivery, [email protected] PhD: UK (Ongoing) Cancer nanotheranostics, Bionanomaterials Md. Fokhrul Islam Pharmaceutical Chemistry, Assistant Professor Pharmacy Practice, [email protected] M.Pharm.: JU Drug Regulatory Affairs Md. Nur Alam Assistant Professor Medicinal Chemistry [email protected] M.Pharm.: JU PhD: Australia (Ongoing)
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Self-Assessment Report Department of Pharmacy, JU
Name, Designation & Research Area /Related E-mail Address Qualification Field Sharif Md. Anisuzzaman Assistant Professor Biochemistry, M.Pharm.: JU Design of nucleotide [email protected] MS: USA aptamers PhD: USA (Ongoing) Anjumanara Begum Assistant Professor Pharmaceutical [email protected] M.Pharm.: JU Technology PhD: Australia (Ongoing) Tania Binte Wahed Phytochemistry, Assistant Professor Pathology, [email protected] M.Pharm.: JU Immunilogy Taslima Akhter Medicinal Chemistry, Assistant Professor [email protected] M.Pharm.: JU Pharmaceutics
In addition, the faculty utilizes many affiliated hospitals, health care clinics and pharmaceutical industries in the country for its in-term clinical and experiential programs. Faculty members have achieved higher degrees and trainings from many developed countries including the United Kingdom, United States, Australia and Japan. The graduate students are executing their excellence in the leading research organizations of the country as well as in different prime pharmaceutical companies. More ever, a good number of students are performing their eminence with great caliber as a faculty member in different Public and Private Universities of Bangladesh. After fulfilling the country needs in various sectors, every year graduates of this department are getting enrolled in World ranked Universities. The teachers and researchers of this department are working in various areas of Pharmaceutical sciences like analytical pharmacy, pharmaceutical chemistry, pharmaceutics, pharmacology, drug delivery, phytochemistry and drug screening and synthesis of medicinal and related substances, their structure elucidation and characterization etc. Department members have published a significant number of research articles in high profile scientific journal. The department has now dynamic collaborations with renowned institutions at home. Bangladesh Pharmacy Students Association (BPSA) is the student’s forum which run various cultural, academic and social awareness program throughout the year. BPSA consists of 15 members nominated/elected from different academic years.
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Self-Assessment Report Department of Pharmacy, JU
Table 1.3: The organogram of BPSA
5th year 1.Advisor 2. President 3.Vice president 4th year 4.Cultural secretary 5.Seminar and symposium secretary 6.General secretary 7.Sports secretary 3rd year 8.Junior vice-president 9.IT secretary 10.Publication secretary 11.Treasurer 2nd year 12.Co-sports secretary 13.General member 14.General member 1st year 15.General member
There is a medicinal plant garden having over 100 medicinal plants which helps to broaden the knowledge of the existing students The department has one mini library room, one computer lab, one seminar room and an animal house. The classrooms are furnished with multimedia projector and the laboratories are equipped with necessary instruments. Department of pharmacy is committed to endorse the highest student-oriented standards of learning, education, and research. It wants to create an academic environment for its faculties and students that is collaborative, spiritual and supportive of career development.
1.5 Objective and the intended learning outcome of the program:
The objective of the Bachelor of Pharmacy (B. Pharm.) degree is to train experts in pharmacy for pharmaceutical work in all fields of health care and to equip them with the resources required to maintain and develop their professional skills. The objective of the program is to equip students with the knowledge and skills listed below in order to ensure their expertise in the field of pharmacy.
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Self-Assessment Report Department of Pharmacy, JU
1.5.1 Bachelor of Pharmacy (B.Pharm.) degree: A. Theoretical skills A graduate holding a Bachelor of Pharmacy (B.Pharm.) degree: 1. Can apply basic knowledge of natural sciences and biomedicine in pharmaceutical work 2. Master of the pharmacotherapeutic process from the manufacture of drugs to their safe and appropriate use 3. Has an understanding of the field of Pharmacy as a whole, including employment 4. opportunities and the role and significance of Pharmacy in society and in health care in Bangladesh and internationally 5. Understands the basic economic principles governing business activities and social operations in the field of health care 6. Has the linguistic and communication skills required of a pharmaceutical expert in Bangla and English
B. Practical skills A graduate holding a Bachelor of Pharmacy (B.Pharm.)Degree: 1. Has formed a professional identity and understands his or her role and responsibilities as an expert in the field of health care 2. Is capable of critical thinking, i.e., assessing information and applying research information to his or her work 3. Has excellent problem-solving skills and tolerates uncertainty and pressure well 4. Understands the necessity of lifelong learning and is inclined to self- improvement 5. Has a responsible, active and self-directed approach to pharmaceutical expert work and is capable of independent inquiry 6. Has appropriate communication and teamwork skills and is capable of working in a Multi-professional group
The intended learning outcomes for a Master of Science in Pharmacy degree A. Theoretical skills A graduate holding an M.S. in Pharmaceutical Sciences degree-
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Self-Assessment Report Department of Pharmacy, JU
1. Is well versed in his or her chosen field of advanced specialized studies and can apply that knowledge to the research and development of drugs and medicines as well as to work in the field of health care 2. Can make scientific conclusions, produce scientific texts, generate new information and apply scientific research methodology to research questions in the field of pharmacy 3. Understands the basics of management work, business economics and supervision work
B. Practical skills A graduate holding an M.S. in Pharmaceutical Sciences degree- 1. Can actively serve as an expert, trainer and developer in the field of pharmacy 2. Has formed a professional identity and understands his or her role and responsibilities as an expert in the field of health care and in a more extensive context comprising other assignments
In addition to the intended learning outcomes for the Bachelor and Master of Science in Pharmaceutical Sciences degrees described above, person concerned must acquire the following knowledge and skills: I. Adequate knowledge of medicines and the substances used in the manufacture of medicines II. Adequate knowledge of pharmaceutical technology and the physical, chemical, biological and microbiological testing of medicinal products III. Adequate knowledge of the metabolism and the effects of medicinal products and of the action of toxic substances, and of the use of medicinal products IV. Adequate knowledge to evaluate scientific data concerning medicine in order to be able to supply appropriate information on the basis of this knowledge V. Adequate knowledge of the legal and other requirements associated with the pursuit of pharmacy
1.6 Brief Description of the program under review The degree of Bachelor of Pharmacy Professional will be conferred by the university after a student has satisfactorily completed all the required courses offered over a period of five
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Self-Assessment Report Department of Pharmacy, JU academic years. During this time period the student has to complete the following courses comprising of 205 credits. The program was designed as per two ordinances: 1. “Guidelines for Accreditation/ Recognition of Bachelor of Pharmacy (B.Pharm) Education in Public and Private Universities” by Pharmacy Council of Bangladesh (Annexure 6) [Note: The Pharmacy Council of Bangladesh (PCB) is an Autonomous Organization under the Ministry of Health and Family Welfare, Govt. of the People's Republic of Bangladesh. It was established under the Pharmacy Ordinance, Ordinance No. X111 of 1976.] 2. “ Bachelor of Pharmacy (Professional) Degree Ordinance 2011-2012”, “Master of Science in Pharmaceutical Science for the Department of Pharmacy Degree Ordinance 2012-2013”, “Ordinance for the Degree of Master of Philosophy 2010- 2011”, “Ordinance for the Degree of Philosophy (Ph.D) 2010-2011” (Annexure 7)
BACHELOR OF PHARMACY (B.PHARM.) PROGRAM The courses of study for the degree of Bachelor of Pharmacy under the Faculty of Pharmacy shall extend over five academic years. The examination shall be taken in 5 parts under the following heads: (Annexure 8)
i. Bachelor of Pharmacy Professional Year I Examination (Total Credit hours 41) ii. Bachelor of Pharmacy Professional Year II Examination (Total Credit hours 41) iii. Bachelor of Pharmacy Professional Year III Examination (Total Credit hours 49) iv. Bachelor of Pharmacy Professional Year IV Examination (Total Credit hours 46) v. Bachelor of Pharmacy Professional Year V Examination (Total Credit hours 28)
Total Credits 205
Theory Class (Duration in an academic year) For 4 credit courses- 60 hours For 2 credit courses- 30 hours Practical Class 30 hours for 2 credit laboratory courses
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Self-Assessment Report Department of Pharmacy, JU
Duration of Theory Examination For 4 credit courses - 4 hours For 2 credit courses - 2.5 hours Duration of Practical Examination 6 hours for 2 credit courses Full Marks of the Examination 4 credit theory course 100 2 credit practical course 50 2 credit theory course 50 1 & 2 credit viva voce 25 & 50 Industrial & Hospital Training: Students are required to complete 4 weeks in-plant training in reputed pharmaceutical industries at the end of Bachelor of Pharmacy Professional Part IV Examination. Students also required to complete 6 months training in reputed hospitals and clinics at the end of B. Pharm. Part V Examination.
MS IN PHARMACEUTICAL SCIENCES PROGRAM The degree of MS in Pharm. Sciences will be conferred to a candidate by the university when the candidate satisfactorily completes all the required courses during a limit of 12 months. Students are categorized to thesis group and non-thesis or general group. During the course of study each candidate irrespective of non-thesis and thesis group has to complete six core courses and two (out of nine) optional courses. In addition candidates of non-thesis group must complete three practical courses. Candidates of thesis group has to do a research project instead of taking up practical courses. Viva voce is compulsory for all. (Annexure 9)
M.Phil AND Ph.D. PROGRAMS The Department offer both M.Phill and Ph.D program in different branches of pharmacy. A student admitted to Ph.D courses will have to undertake 3 (with extension for another 1 year) years full time and 4 years (with extension for another 1 year) part time study in the department under the guidance of supervisor(s). The department will offer a number of courses and the degree of Ph.D will consist of (a) written examination (b) submission of a thesis and (c) an oral examination. The written examination will be on 2 courses namely CORE COURSE (meaning compulsory course) bearing 100 marks and OPTIONAL COURSE also bearing 100.
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Self-Assessment Report Department of Pharmacy, JU
Choosing of the optional course will be done on an arrangement between the candidate and the supervisor(s).The candidate will be awarded with Ph.D degree provided s / he complies the rules as stated in the preceding section. In summary the candidate should pass the written examination securing marks ≥ 55% in each course and giving at least two seminars and appearing at viva voce. (Annexure 10)
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Self-Assessment Report Department of Pharmacy, JU
Chapter 2
Governance
Governance of an educational institution deals with the roles pertaining to the management and organization of that institution. In a higher education institution where the activities and functions are highly diversified and intricate, the governing body has to be strong and versatile to face existing, evolving and prospective issues. Governing structures for higher education are very much differentiated throughout the world, but the different models nonetheless share a common ancestry. There is a central council that works in association with the departmental body to operate all the administrative and academic activities of a university. Members of the governance have both individual and collective responsibilities to run a successful administration. The members should follow certain principles which include but are not limited to integrity, objectivity, selflessness, accountability, honesty, leadership etc. In a time when governing is getting more and more challenging due to the expansive roles taken by the higher educational institutions, an effective and competitive governance is a prerequisite to elicit standard academic and research outcomes.
University governance is the way in which universities are operated. The concept of governance in educational institute predominantly refers to the internal structure, organization and management of autonomous institutions. The internal governance organization typically consists of chancellors and staffs, syndicate members, faculty senates, academic deans, department chairs, and usually some form of organization for student representation. Good governance is a major factor in improving the quality of higher education. Good governance can only be ensured through honest, sincere, accountable, transparent and responsible role by all administrative sectors.
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Self-Assessment Report Department of Pharmacy, JU
2.1 Program management
Table 2.1: Opinion of the respondents on whether Vision, Mission and objectives of the entity are clearly stated
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 17.50% 10.30% 22.20% 32.50% 41.50% 8.50% 50.00% Alumni 15.00% 3.00% 8.00% 11.00% 59.00% 15.00% 74.00% Academic staffs 22.20% 0.00% 27.80% 27.80% 38.90% 11.10% 50.00%
Though it is very much necessary to have a clear vision and thereby the well-set mission for its implementation to fulfill some objectives of some planned work, the main focus point of the entity i.e. the students are not so much aware of these. Our 50% students agree with this point though the percentage of strongly agree portion is very low, only 8.5%. Whereas, total disagree part was 32.5%. Interestingly the academics of the department were also responded almost similarly to the students. But our 74% alumni answered positive on this ground. Overall, it could be said that we must have to review this part carefully to overcome this ambiguous situation. As it is a very important part for beginning a journey we should prepare and maintain a clear view of ‘Vision, Mission and Objectives of the Entity’ so that at least 90% respondents of all groups become positive on this ground.
Table 2.2: Opinion of the respondents regarding Fairness and Transparency of academic decisions
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 20.90% 15.00% 21.80% 36.80% 35.00% 7.30% 42.30% Alumni 47.00% 1.00% 7.00% 8.00% 42.00% 3.00% 45.00% Academic staffs 22.20% 11.10% 16.70% 27.80% 33.30% 16.70% 50.00% Non-academic 69.20% 7.70% 15.40% 92.3% 0.00% 7.70% 7.70% staffs
To attain a reasonable as well as sustainable goal maintenance of fairness with proper transparency is an important issue. On this regard, we didn’t even get 50% students as well as alumni in favor of it – which is very much alarming for an entity like ours. Importantly, Around
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Self-Assessment Report Department of Pharmacy, JU
21% students were neutral to answer this question, whereas 47% alumni kept themselves apart to vote in any part of agree or disagree section. Even our academics are also not satisfied regarding fairness and transparency of the entity. Because only 50% of them agrees with this where strongly agree portion is very low (only 3%). However, more than one fourth portion of academics disagreed regarding this important fact and around similar number thought not to take any part of agreement or disagreement. (Annexure 11)
Table 2.3: Opinion of the respondents on whether ILO satisfy the stated mission and objectives of the entity.
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 31.20% 8.10% 29.50% 37.60% 26.90% 4.30% 31.20% Alumni 30.00% 11.00% 25.00% 36.00% 34.00% 0.00% 34.00% Academic staffs 50.00% 0.00% 11.10% 11.10% 27.80% 11.10% 38.90%
From this above table, it is very much evident that the satisfactory level from any group is not significant as not even 50% of any groups i.e. students. Alumni and academics were found positive against this question. Here we found a very interesting result when we calculated almost one third of both students and alumni opined for three gross parts of the answering i.e. Neutral, Total Disagree and Total Agree. This graph might be relevant with the success rate among them. We think it varied with the human individual capability for adaptability and self- development. Students of good background were satisfied with the current situation, whereas students with comparatively worse background in their secondary and higher secondary level were possibly possessed negative attitude with this satisfactory part. And, the students of mediocre quality kept themselves neutral to comment whether positive or negative. They may think it might be their fault that slows down their success and thereby satisfaction. Interestingly, similar type of reflection was found among the alumni. But among the academics a little difference was found regarding the satisfaction of vision, mission and objectives by ILOs, as we found 50% of our academics was not interested to put any comment regarding this against a fair percentage i.e. around 39% who goes in favor of satisfaction.
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Self-Assessment Report Department of Pharmacy, JU
Table 2.4: Opinion of the respondents on whether entity has adequate infrastructures to satisfying its mission and objectives
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 16.70% 21.40% 38.00% 59.40% 19.70% 4.30% 24.00% Alumni 30.00% 11.00% 25.00% 36.00% 34.00% 0.00% 34.00% Academic staffs 11.10% 16.70% 38.90% 55.60% 27.80% 5.60% 33.40%
Analyzing the table 2.4, it has been understood that most of both students (~59%) and academics (~56%) think there is scarcity of infrastructures for fulfilling the mission and objectives properly. Whereas, the alumni were almost equal on opined regarding sufficiency of infrastructures for satisfying mission and objectives of the entity. Probably they think as the in most cases our professional environment differs a lot from our academic training and environment, they didn’t feel our infrastructures inadequate for meeting the mission and objectives of our entity.
Table 2.5: Opinion of the respondents on whether academic calendars are maintained strictly by the entity
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 4.30% 53.40% 30.30% 83.70% 7.70% 4.30% 12.00% Alumni 14.00% 32.00% 32.00% 64.00% 17.00% 5.00% 22.00% Academic staffs 22.20% 5.60% 55.60% 61.20% 11.10% 5.60% 16.70% Non-academic 30.80% 53.80% 15.40% 100.00% 0.00% 0.00% 0.00% staffs
For regulating academic activities properly academic calendar should be an obligatory matter. But all of our respondent groups unanimously gave their opinion against the maintenance of the academic calendar of our entity. Majority of the present students (~84%) think there is no academic calendar in our entity. On the other hand, 64% alumni and ~61% academics supported this notion of the students. However, we should be more attentive to create an academic calendar that could be properly maintained for quality output from our students.
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Self-Assessment Report Department of Pharmacy, JU
Table 2.6: Opinion of the respondents on whether results are published timely in compliance with the ordinance
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 4.30% 69.70% 21.40% 91.10% 2.10% 2.60% 4.70% Alumni 18.00% 22.00% 42.00% 64.00% 16.00% 2.00% 18.00% Academic staffs 22.20% 11.10% 55.60% 66.70% 5.60% 5.60% 11.20% Non-academic 30.80% 69.20% 0.00% 100.00% 0.00% 0.00% 0.00% staffs
From the above table against the query for publishing of the result timely as per the ordinance, we understand tremendous shortcoming on this ground. Because all sections of the respondents disagree with this point, especially the students, as around 91% students believe our entity could not be able to publish the result in time following the guideline of the ordinance. Most importantly, ~70% among them were strongly negative on this matter. Also, alumni and academics in a significant percentage, 64% and ~67%, respectively, opined likely. It reflects that this is a problem of long way.
Table 2.7: Opinion of the respondents on whether entity review of policy and procedure regularly for further improvement
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 27.80% 13.70% 35.00% 48.70% 20.90% 2.60% 23.50% Alumni 28.00% 9.00% 36.00% 45.00% 21.00% 6.00% 27.00% Academic staffs 38.90% 5.60% 16.70% 22.30% 38.90% 0.00% 38.90%
According to the above table, it has been attributed that most of the students as well as alumni think that there is no need of review of the existing policy and procedure for further improvement. A reasonable percentage of academics (~40%) think it is needed. Actually, as the entity could not be able to follow the existing policy and procedure set for its betterment, at present it might not be such important to take steps for its further review.
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Self-Assessment Report Department of Pharmacy, JU
Table 2.8: Opinion of the respondents on whether code of conducts for the students and employees are well circulated
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 20.90% 7.70% 23.50% 31.20% 40.20% 7.70% 47.90% Alumni 35.00% 7.00% 31.00% 38.00% 23.00% 4.00% 27.00% Academic staffs 39.00% 6.00% 17.00% 23.00% 39.00% 0.00% 39.00%
Here in the table 2.8, it reflects the thing might be little ambiguous to all. Regarding code and conducts for the students and employees all of the respondents, especially the alumni and academic group, were not so much aware of. From some verbal conversation during survey we got the idea about the unawareness of stakeholders of the entity about the code and conducts available for the students and employees specifically.
Table 2.9: Opinion of the respondents on whether disciplinary rules and regulations explicitly defined
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 18.80% 15.40% 35.00% 50.40% 27.40% 3.40% 30.80% Alumni 31.00% 8.00% 33.00% 41.00% 24.00% 4.00% 28.00% Academic staffs 28.00% 6.00% 39.00% 45.00% 28.00% 0.00% 28.00%
Undoubtedly, disciplinary rules and regulations should be well-set and implemented for systematic operation of the entity like ours. Stakeholders of every sectors are aware of this and written forms or guidelines regarding rules and regulations are quite available in the entity. Yet, implementation is very much difficult on many instances. Manipulation and biasness on many cases are quite evident and that is the reason possibly respondents of all groups put their vote on disagreement part against this query. Students, alumni and academic staffs disagreed with this query by 50%, 41% and 45%, respectively.
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Self-Assessment Report Department of Pharmacy, JU
Table 2.10: Opinion of the respondents on whether website updated properly
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 17.10% 11.50% 26.50% 38.00% 38.90% 6.00% 44.90% Alumni 24.00% 35.00% 32.00% 67.00% 9.00% 0.00% 9.00% Academic staffs 6.00% 28.00% 56.00% 84.00% 11.00% 0.00% 11.00%
Though our students put their opinion in highest percentage (~45%) in favor of proper updating of the website probably they misunderstood taking university’s website in their count. Actually the query was about department’s individual website, which in practical is not being updated for long. This truth has been well proven from the answer of both alumni and academicians as 67% and 84% of them respectively gave their consent against regular and thereby proper updating of the entity’s website.
Table 2.11: Opinion of the respondents on whether entity provide brochure/handbooks to the students for comprehensive guidelines
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 17.10% 11.50% 26.50% 38.00% 38.90% 6.00% 44.90% Alumni 22.00% 25.00% 22.00% 47.00% 28.00% 3.00% 31.00% Academic staffs 11.00% 11.00% 50.00% 61.00% 22.00% 6.00% 28.00% Non-academic 30.80% 23.10% 38.50% 92.30% 7.70% 0.00% 7.70% staffs
Some printed version of instructions on entity’s curriculum, facilities, major rules and regulations, etc., often called as brochures or handbooks, are usually supplied to the students during their first arrival in the department. Though a major portion of the student respondents (~45%) are satisfied with this, alumni and academics don’t think it is maintained properly as we find 47% and 61% of them, respectively disagree with that matter.
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Self-Assessment Report Department of Pharmacy, JU
Table 2.12: Opinion of the respondents on whether entity ensuring a conductive learning environment
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 18.80% 8.10% 23.90% 32.00% 43.60% 5.60% 49.20% Alumni 39.00% 8.00% 20.00% 28.00% 28.00% 5.00% 33.00% Academic staffs 28.00% 0.00% 11.00% 11.00% 61.00% 0.00% 61.00% Non-academic 46.20% 7.70% 46.20% 100.00% 00.00% 00.00% 00.00% staffs
For better learning nowadays interactive sessions are very much privileged. Practical sessions are very much important for a conducting learning environment. Easy access to the faculties is another prerequisite for ensuring a conductive learning environment. In this regard, the response from all sectors was quite satisfactory as we observe students, alumni and academics agree by 49%, 33% and 61%, respectively in this issue. Though the percentage of agreement for the alumni part is relatively lower still it is better as their disagreed portion is further lower (28%) than the agreed portion. However, we have to take care of this issue further as it is an important tool of avoiding a lot of shortcomings of the entity.
Table 2.13: Opinion of the respondents on whether students opinion are addressed properly
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 13.70% 14.10% 26.50% 40.60% 36.30% 9.40% 45.70% Alumni 40.00% 9.00% 31.00% 40.00% 19.00% 1.00% 20.00% Academic staffs 17.00% 11.00% 33.00% 44.00% 39.00% 0.00% 39.00%
For the entity like us it is actually very much needed to crosscheck students’ opinion on many instances if we really on the way to take care our students, the most important stakeholder of the entity. From this table we find some ambiguous reflection from the students about this as almost similar percentage of them agreed and disagreed on this ground. Whereas, our alumni was quite more inclined to the disagreement part when we compare with the agreed (40%
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Self-Assessment Report Department of Pharmacy, JU against 20%); noticeably, 40% of alumni kept themselves quiet to react on any side of agreement or disagreement. The response of academics on this fact was quite similar to that of the students. However, from this result we get an idea that the students’ opinion might not have any promising contribution to the governance of the entity some deliberate or undeliberate negligence.
2.2 Academic documentation
Department preserves documents relating to all aspects of management of departmental programs and the university. Documents about student admission is maintained central admission section of the university and questions, answer scripts, results and certificate are maintained by the office of controller of examination.
39.00% Neutral
56.00% Agree Disagree
6.00%
Figure 2.1: Opinion of academic staff on whether documentation are maintained properly From this survey among academics only, we get some alarming situation regarding documentation. Though there is a massive endeavor so far involved for the proper documentation still a very significant portion of the academics i.e. around 91% believes the documentation system is not proper and importantly around 70% opined strongly against that fact.
2.3 Peer observation and Feedback Process
Peer observation has been demonstrated to be an effective tool for the enhancement of teaching, leading to improvements in student outcomes and experience. Opinions of stakeholders in terms of designing curriculum, teaching learning methods and assessment provide useful insight to improve the quality of the entity.
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56.00% 39.00%
Neutral
Agree
Disagree
6.00%
Figure 2.2: Decision making in the entity is participatory
This survey question was also only for the academics and here we find the major percentage (56%) agrees with this point but it is not so significant as a good percentage (39%) was indifferent on answering this part. We should review this system for the betterment of the entity as it is very much important for maintaining a congenial atmosphere in the entity (Annexure 11).
2.4 Internal Quality Assurance Process
Internal quality assurance concerns with the monitoring of all teaching, learning and assessment activities which learners will take on. This is crucial to ensure the quality and continuous improvement of curriculum in a transparent and accountable manners. Therefore, it is important for a department to develop and maintain periodic internal quality assurance policies and procedures that adopt a culture of quality at the university. Till now we have no established internal quality assurance process and we are considering to develop a process that can be done in the following way:
Strict adherence with class routine for academics and students Chasing academic calendar properly Student satisfaction surveys Ensuring adequate class lectures for all courses Periodic evaluation of the curriculum
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Chapter 3 Curriculum design & review
In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. It comprises a set of courses constituting an area of specialization. So basically, the curriculum is an essential element to run the academic activities of a department and hence it has to be designed cautiously and meticulously. It also has to align with the departmental objective and maintain the academic standard which is recognized internationally. A curriculum is designed in a number of steps-
Diagnosis of need Setting up objectives Content selection and organization Development of an assessment system An effective curriculum should be open to evaluation and modification from time to time. Besides, it has to be accessible and inclusive. It is important to remember that of all the factors that determine the educational outcome of an institution, the curriculum is one of the most important facts.
The survey evaluates the curriculum of the different degrees offered by the department- B.Pharm, M.Pharm, M.Phil. and Ph.D. etc. - analyzing the theoretical and practical courses offered each year along with their suitability and relevance with the national and international standard.
3.1 Need Assessment
The department of pharmacy offers five years course of B.Pharm professional degree and one year MS in Pharmaceutical Sciences degree. Curriculum is the vital element of any academic organization to achieve its vision and mission statements. Curriculum content simply means the totality of what is to be taught in a school system. These contents must be in line with the learning experiences and there must be clear cut objective to be achieved by the end of each
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Self-Assessment Report Department of Pharmacy, JU respective lesson. It can be in form of knowledge, skills, attitude and values that learners are exposed to. Content involves subject matter drawn on the basis of problems, themes or topics cutting across traditional subjects.
A needs assessment is most commonly conducted to guarantee that there is a need for a type of program or service and to determine what type of content should be included in the program curriculum. Needs assessment is an important stage of curriculum development. Curriculum is the vital element of any academic organization to achieve its vision and mission statements. In department of pharmacy, practice of need assessment is not formally used for curriculum development. Need assessment is partly reflected in program objective and ILO.
Survey result on opinion of the academic staffs on whether curriculum addresses the program objectives and learning outcomes is presented in the Figure: 3.1 For this query also only the academic staffs were targeted and 61% of them agreed that the program objectives and outcomes are being addressed in the curriculum. But a reasonable percentage, i.e. 28% was neutral from answering this. Thus, it might be considered as an ambiguous fact in some extent. For that reason these kind of addressing should be performed more systematically.
28.00%
Neutral
Disagree Agree 11.00% 61.00%
Figure 3.1: Opinion of the academic staffs on whether curriculum addresses the program objectives and learning outcomes
3.2 Curriculum Design
The curriculum is an “academic plan,” which should include: the purpose of the curriculum (i.e., goals for student learning), content, sequence (the order of the learning experience),
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instructional methods, instructional resources, evaluation approaches, and how adjustments to the plan will be made based on experience. A curriculum is considered the “heart” of any learning institution which means that universities cannot exist without a curriculum. Curriculum design is a process of critical questioning to frame learning and teaching. The main purpose of the process is to translate broad statements of intent into specific plans and actions. In the department of Pharmacy, a well-designed curriculum is still absent. But there is a syllabus for five years B.Pharm Professional degree (Annexure 8), one year M.S. in Pharmaceutical Sciences degree, (Annexure 9) two year Master of Philosophy (M.Phill) degree and three years (regular) to five years (part time) Doctor of Philosophy (Ph. D.) degree. (Annexure 10)
Curriculum design is evaluated by survey questionnaire through evaluating following area:
Courses in the curriculum from lower to higher levels are consistently arranged
The survey result on the courses arrangement in the curriculum is presented in the Table 3.1.
Table 3.1: Opinion of the respondent on whether consistent arrangement of courses in the curriculum from lower to higher levels
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 13.70% 6.00% 17.50% 23.50% 48.30% 14.50% 62.80% Alumni 33.00% 8.00% 6.00% 14.00% 41.00% 12.00% 53.00% Academic staffs 22.00% 0.00% 11.00% 11.00% 44.00% 22.00% 66.00%
From the above table it can be concluded that the arrangement of courses in the curriculum from lower to higher is systematic and consistent and that is why ~63%, 53% and 66% of students, alumni and academic staffs, respectively agrees with this query. Certainly it is a good trend of the entity and it should be maintained well during any further change or review of the ongoing curriculum.
Curriculum load is optimum and exerts no pressure
Survey result on whether curriculum load is optimal is presented in the Table 3.2
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Table 3.2: Opinion of the respondent on whether curriculum load is optimal
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 12.40% 23.50% 31.20% 54.70% 27.80% 5.10% 32.90% Alumni 24.00% 11.00% 27.00% 38.00% 36.00% 2.00% 38.00% Academic staffs 22.00% 11.00% 22.00% 33.00% 44.00% 0.00% 44.00%
From the above table it can be said that highest percent of students (~55%) believe the curriculum load is not optimum. Whereas, most of the academic staffs (44%) think the curriculum load is optimum. To the alumni this part was ambiguous and that’s why though 24% was neutral to respond this query, 38% of them took both positive and negative stand for this concept.
Teaching strategies are clearly stated in the curriculum
This survey result is presented in the Table 3.3.
Table 3.3: Opinion of the respondent on whether teaching strategies are clearly stated of in the curriculum
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 22.20% 11.50% 36.30% 47.80% 24.80% 5.10% 29.90% Alumni 28.00% 6.00% 23.00% 29.00% 34.00% 9.00% 43.00% Academic staffs 28.00% 0.00% 28.00% 28.00% 39.00% 6.00% 45.00%
Reaction against this question was quite interesting. Though the students on majority (~48%) opined negative on this regard, 43% and 45% of the alumni and academic staffs, respectively think the teaching strategies have been stated clearly in the curriculum. Yet, this percentage is not satisfactory and therefore, we should take better care of this issue.
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Assessment strategies are explicit in the curriculum
Assessment strategies are clearly stated in the Bachelor of Science (Honors) and Bachelor of Pharmacy (Professional)] Degree Ordinance of the Faculty of Biological Sciences (Annexure 7). Survey result on this issue is presented in the Table 3.4:
Table 3.4: Opinion of the respondent on whether assessment strategies are explicit in the curriculum
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 31.20% 13.70% 29.10% 42.80% 21.40% 47.00% 68.40% Alumni 27.00% 14.00% 21.00% 35.00% 37.00% 1.00% 38.00% Academic staffs 28.00% 0.00% 22.00% 22.00% 39.00% 11.00% 50.00%
From the survey we get the idea that a significant percent of respondent students, i.e. ~68%, doesn’t think that assessment strategies of their performance or learning have been clearly stated in the curriculum. But a major part of alumni and academic staffs, i.e., 38% and 50%, respectively, gave their positive consent regarding this matter; they believe whatever has been mentioned in the syllabus is enough to get the idea about assessment strategies of the learning.
3.3 Curriculum Review Process
Curriculum review process
A curriculum is regarded the foundation of an education organization that is an active process due to the changes ensued with time. It lists all the ideas, concepts and topics that will be covered in the course, or in the lesson plans assigned within a curriculum. The vital part in fruitful curriculum revision includes the involvement of all stakeholders, especially individuals who are directly involved in student instruction. Every three years our curriculum is reviewed in view of current development in the world as well as demands in job markets especially in pharmaceutical sectors. The process of our curriculum review is shown in a flowchart below:
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A committee is formed through a departmental meeting
The committee designs a draft of curriculum from
the feedback of all relevant teachers
The proposed curriculum is placed for the
approval of the committee of courses
The proposed curriculum is placed
in faculty meeting for the approval
Approval from academic council
Finally approved by the syndicate
Curriculum is reviewed and updated at regular intervals in compliance with the rules of the university
The curriculum of the department is updated regularly through a committee formed at academic meeting of the department. The survey result on whether curriculum is reviewed and updated at regular intervals is presented in the Figure 3.2. This question was also for only academic staffs and 66% of them opined that the curriculum set for the students was reviewed and updated at regular intervals. Therefore, it might be attributed that curriculum review and update is a well going process in the entity.
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17.00%
17.00%
Neutral Disagree Agree
66.00%
Figure 3.2 regular intervals: Opinion of the respondent on whether curriculum is reviewed and updated at
Opinions from the relevant stakeholders (Students, teachers, employers and alumni) are duly considered during review of curriculum
This question was only for the academic staffs to crosscheck whether there is any provision of taking opinions from the relevant stakeholders before designing the curriculum. Here, 56% academic staffs supported this theme. In fact, it is a continuous process. Though in many cases there is no official procedure to perform this process, still some unofficial practice exists supporting this matter.
17.00%
Neutral Disagree Agree
56.00% 28.00%
Figure 3.3: Opinion of the respondent on whether relevant stakeholders opinion are considered during review of curriculum
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3.4 Curriculum Alignment/ Skill Mapping
Curriculum mapping makes it possible to identify where within the curriculum learning objectives are addressed. In other words, it provides a means to determine whether our objectives are aligned with the curriculum.
The curriculum is effective in achieving day-one skill
This survey question was only for the alumni and the academic staffs. Interestingly, though a significant percentage of the academic staffs (78%) of the entity believe that the present curriculum is quite effective for the students, the largest percentage for the case of alumni, i.e., 36% alumni, think the present curriculum is not so effective. This kind of result reflects that our present curriculum should be reviewed and it should be done with the help of the alumni as they are the main part who are facing different sorts of challenges after being graduated. Certainly we have to have the views to produce most competent performers through proper designing of the curriculum first and then ensuring its implementation.
Table 3.5: Opinion of the respondent on whether curriculum is effective in achieving day-one skill
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Alumni 31.00% 6.00% 27.00% 33.00% 33.00% 3.00% 36.00% Academic staffs 17.00% 0.00% 6.00% 6.00% 28.00% 50.00% 78.00%
3.5 Gaps in Curriculum: Adequacy to meet the needs It is clear from the opinion of different stakeholders that curriculum of department of Pharmacy meet the requirements of job sector. However minor addition/adjustment in course contents should be carried out to make it more applied.
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Chapter 4 Student entry qualifications
4.1 Entry qualifications
A student intending to pursue the course for the degree of Bachelor of Pharmacy (Hons) may be admitted provided she/he have passed the SSC and the HSC Examinations (after 12 years of schooling) or examinations equivalent to HSC of Bangladesh Boards of Intermediate and Secondary Education with required GPA are considered eligible for admission to the Degree Honours Courses. Admission is highly competitive and every year and standard of academic attainment at the SSC and HSC levels is fixed by academic meeting of the department and approved by the University Admission Committee (Annexure 12). Students who passed at least five subjects in the GCE "0" level and two subjects in the "A" level examinations are also eligible to apply for admission. They are required to obtain at least B Grade in three subjects and C Grade in other four subjects among the seven subjects of "0" Level and "A" Level. Foreign students are also allowed to get admission in the Bachelor of Pharmacy (Hons) programs if their academic records are found acceptable by the equivalence committee of the university. Selection of students for admission is made through admission tests. All candidates have to take a written test and must score the pass marks to qualify in the admission test (Annexure 13). Students who pass the Honours Examinations of this University are admitted in the Master’s program. The student who have obtained Bachelor and Masters from any public university and met admission criteria can apply for to M.Phil. and Ph.D. programs of this department. The entry criteria is set by academic committee of the department and approved by academic council of the university (Annexure 14).
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SURVEY FINDINGS
Admission policy ensures entry of quality students
77% of respondent students, 78% alumni and 61% academic staffs agree that admission policy of the university ensure entry of quality students in the department. On the other hand 15% of the student, 4% of alumni and 34% of academic staffs disagreed with this opinion. Among the respondents, 7%, 18%, 6% of student, alumni and academic staffs, respectively, remain neutral on this issue (Table 4.1). Finding of this survey indicates that most of the respondent agreed that admission policy of the university ensures the entry of quality students.
Table 4.1: Opinion of the respondents on whether Admission policy ensures entry of quality students
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 7.30% 3.80% 11.50% 15.30% 38.90% 38.50% 77.40% Alumni 18.00% 1.00% 3.00% 4.00% 39.00% 39.00% 78.00% Academic staffs 6.00% 17.00% 17.00% 34.00% 44.00% 17.00% 61.00%
4.2 Admission procedure
In this question, 68% of the respondent students, 86% of the alumni and 72% of the academic staffs agree that admission procedure is quit fair. However, more than 17% of the student, 6% of alumni and 11% of academic staffs believes that admission procedure is not fair. Also, almost 15% of the students, 8% of alumni and 117% of the academic staffs remain neutral on this issue (Table 4.2). We can conclude from this survey findings and majority of the respondents from three groups opined that admission procedure is quite fair.
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Table 4.2: Opinion of the respondents on Fairness of the admission procedure
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 14.50% 4.30% 13.20% 17.50% 37.20% 30.80% 68.00% Alumni 8.00% 0.00% 6.00% 6.00% 55.00% 31.00% 86.00% Academic staffs 17.00% 0.00% 11.00% 11.00% 39.00% 33.00% 72.00%
4.3 Progress and Achievement
In this survey, 50% of the students, 60% of the alumni and 39% of the academic staffs agree that sincerity and commitment of the students exist to ensure desired progress and achievement. But 29% of the respondent student, 15% of the alumni, 28% of the academic staffs disagree with this opinion. 19% of the students, 25% of the alumni and 33% of the academic staffs remain neutral about this issue. Findings of this survey indicates that majority of the alumni and half of the respondent students agree with this opinion but good number of academic staffs have different opinion (Table 4.3)
Table 4.3: Opinion on Output on Sincerity and Commitment of the students to ensure desired progress and achievement
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 19.20% 5.10% 24.80% 29.90% 41.00% 9.80% 50.80% Alumni 25.00% 5.00% 10.00% 15.00% 52.00% 8.00% 60.00% Academic staffs 33.00% 6.00% 22.00 % 28.00% 33.00% 6.00% 39.00%
4.4 Students’ progress are regularly recorded and monitored Result of this survey presented in the Table 4.4 indicates that, 29% of the students, 27% of the alumni and 39% of the academic staffs feel that students’ progress are regularly recorded and monitored. In contrast, vast majority of the students (61%), 31% of the academic staffs didn’t agree with this issue. It can be concluded from this that majority of the respondents’ didn’t agree that students’ progress are regularly recorded and monitored.
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Table 4.4: Opinion of the respondents on whether Students’ progress are regularly recorded and monitored Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 9.40% 21.80% 38.90% 60.70% 26.50% 3.40% 29.90% Alumni 42.00% 0.00% 31.00% 31.00% 27.00% 0.00% 27.00% Academic staffs 17.00% 0.00% 44.00% 44.00% 39.00% 0.00% 39.00%
Teachers provided regular feedback to the students about their progress Survey result on this issue presented in the Table 4.5 show that 27% of the students, only 19% of the alumni and academic staffs agreed that teachers provided regular feedback to the students about their progress. However, majority of the respondent belonging to all three group were against this opinion.
Table 4.5: Output on Teachers regular feedback to the students about their progress Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 15.00% 21.80% 36.30% 58.10% 22.60% 4.30% 26.90% Alumni 37.00% 19.00% 25.00% 44.00% 19.00% 0.00% 19.00% Academic staffs 22.00% 0.00% 44.00% 44.00% 33.00% 0.00% 33.00%
4.5 Entity maintain individual student’s records properly During this survey, 34% of the student, 46% of the alumni and 50% of the academic staffs agreed that entity maintain individual student’s records properly. On the other hand 50% of the students, 38% of the alumni and 33% of the academic staffs didn’t agree with this view.
Table 4.5: Opinion of the respondents on whether entity maintain individual student’s records properly Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 15.00% 20.50% 29.90% 50.40% 26.10% 8.50% 34.60% Alumni 38.00% 0.00% 16.00% 16.00% 38.00% 8.00% 46.00% Academic staffs 17.00% 11.00% 22.00% 33.00% 50.00% 0.00% 50.00%
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Self-Assessment Report Department of Pharmacy, JU
Chapter 5 Physical facilities
Physical facilities include all the tools and logistics necessary to run an institution. The department of Pharmacy is composed of four class rooms, three laboratories, two office rooms, one computer laboratory, one seminar library, 13 teachers room, one store room and one animal house.
The most important facility is the classroom where the teaching is conducted. Classrooms have to be equipped with all the primary tools along with technological devices like Computers with Internet connection, Projectors etc. Laboratory facilities are also crucial not only for teaching practical courses but also for conducting research. It is indispensable that the labs contain running and up-to-date instruments and standard procedures to facilitate good research works. Computer lab, Seminar library, conference room etc. are secondary facilities which provide support in academicactivities. Finally, for a smooth administrative activity, sufficient office facility with competent manpower is crucial. The survey shows that the Department lacks some of these facilities.
5.1 Classroom
In this survey, only 19% of the student, 31% of the alumni and 45% of the academic staffs have favorable view about the suitability of the class room for ensuring effective learning. On the other hand, majority of the respondent student (73%), 50% of the alumni and 39% of the academic staffs disagree with the view that classroom facilities are suitable for ensuring effective learning. Based on this feedback, it can be concluded that most of the student and alumni are not satisfied with the available classroom facilities. (Table 5.1)
Table 5.1: Opinion on whether overall classroom facilities suitable for ensuring effective learning
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 7.70% 34.20% 38.90% 73.10% 17.50% 1.70% 19.20% Alumni 19.00% 11.00% 39.00% 50.00% 23.00% 8.00% 31.00% Academic staffs 17.00% 6.00% 33.00% 39.00% 39.00% 6.00% 45.00%
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5.2 Library facilities
There is one small seminar library having reading facilities of 20 students at a time. The total number of pharmacy books is around 2,000 and only have few journals. During this survey, only 51% of the students, 32% of the alumni and 39% of the academic staffs agrees that the library has adequate up-to-date reading and reference materials to meet the academic and research needs. However, good number of the students (36%), alumni (31%) and academic staffs (34%) disagree. (Table 5.2)
5.2: Opinion on whether library has adequate up-to-date reading and reference materials Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 12.40% 12.40% 23.90% 36.30% 42.30% 9.00% 51.30% Alumni 37.00% 15.00% 16.00% 31.00% 31.00% 1.00% 32.00% Academic staffs 28.00% 6.00% 28.00% 34.00% 39.00% 0.00% 39.00%
5.3 Laboratory and field laboratories
The Pharmacy department has three laboratories covering different disciplines. These are as follows 1. Medicinal and Phytochemical Laboratory Fractional Distillation set, Water distillation plant, Melting Point Apparatus, UV Spectrophotometer, Colorimeter, pH meter, Rotary Evaporator, Soxhlet Apparatus, Centrifuge
2. Pharmaceutical Technology Laboratory Tablet Hardness Tester, Tablet Compression Machine, Tablet Friability Test Apparatus, Tablet Disintegration Test Apparatus, Tablet Dissolution Test Apparatus, Sonicator, Silversion Stirrer, Vortex mixer, Hotplate & magnetic stirrer.
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3. Pharmacology & Microbiology Laboratory Compound Microscope, Incubator, Autoclave, Elevated Plus Maze, Hole Cross, Hole Board, Open Field Board, Cytotoxicity Test Apparatus, Analgesia Apparatus, Techno Rota-rod, metabolic cage and physiograph.
In this survey, only 27% of the respondent students, 9% of the alumni and 11% of the academic staffs believe that laboratory facilities are suitable for practical teaching-learning and research. In the contrary, majority of the student, alumni and academic stuff disagree (Table 5.3) with this view. Based on this survey it can be concluded that most of the respondent of all three category opined that existing laboratory facilities are not suitable for practical teaching learning and research.
Table 5.3: Opinion on whether laboratory facilities are suitable for practical teaching- learning and research Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 7.70% 28.60% 35.90% 64.50% 25.20% 2.60% 27.80% Alumni 42.00% 25.00% 24.00% 49.00% 9.00% 0.00% 9.00% Academic staffs 22.00% 28.00% 39.00% 67.00% 11.00% 0.00% 11.00%
5.4 Medical facilities
Result of the survey presented in the Table: indicates that only 18% of the student, 17% of the alumni and 6% of the academic staffs thinks adequate indoor and outdoor medical facilities are available. On the other hand, 72% of the respondent students, 57% of the alumni and 44% of the academic staffs disagree with this view. (Table 5.4)
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Table 5.4: Opinion of the respondents on whether adequate indoor and outdoor medical facilities are available
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 9.80% 34.20% 38.00% 72.20% 15.40% 2.60% 18.00% Alumni 26.00% 21.00% 36.00% 57.00% 13.00% 4.00% 17.00% Academic staffs 28.00% 22.00% 44.00% 66.00% 0.00% 6.00% 6.00%
5.5 Other facilities i. Adequate indoor and outdoor facilities are available.
In this survey, 72%, 43% and 55% of respondent students, alumni and academic staffs respectively agree that adequate indoor and outdoor facilities are available. Only 14% of student, 37% of alumni and 28% of academic staffs could not agree with this point.(Table 5.5) Based on this survey it can be concluded that most of the responded believes that existing indoor and outdoor game facilities are sufficient for the student.
Table 5.5: Opinion of the respondents on whether adequate indoor and outdoor game facilities are available.
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 6.80% 6.80% 13.70% 20.50% 41.90% 30.80% 72.70% Alumni 20.00% 18.00% 19.00% 37.00% 34.00% 9.00% 43.00% Academic staffs 17.00% 0.00% 28.00% 28.00% 44.00% 11.00% 55.00%
ii. Existing gymnasium facilities are good enough
Result of these survey presented in the table 5.6 indicates that majority of the student agree that existing gymnasium facilities are good enough for their need however, only 28% of academic staffs and 34% of alumni agree with their opinion.
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Table 5.6: Opinion of the respondents on whether existing gymnasium facilities are good enough
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 13.20% 14.50% 23.50% 38.00% 38.00% 10.70% 48.70% Alumni 29.00% 17.00% 20.00% 37.00% 32.00% 2.00% 34.00% Academic staffs 33.00% 6.00% 33.00% 39.00% 28.00% 0.00% 28.00%
iii. Internet facilities with sufficient speed are available
The Internet has introduced improvements in technology, communication and is also incredibly useful for education purposes as well. In this survey only 40% of student, 34% of the alumni and 28% of academic staffs have opinion that the internet facilities with sufficient speed are available. However, majority of the respondent of all three groups are against this opinion. (Table 5.7)
Table 5.7: Opinion of the respondents on whether internet facilities with sufficient speed are available
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 7.70% 26.10% 26.10% 52.20% 33.30% 6.80% 40.10% Alumni 24.00% 16.00% 26.00% 42.00% 33.00% 1.00% 34.00% Academic staffs 11.00% 6.00% 56.00% 62.00% 28.00% 0.00% 28.00%
iv. Adequate office facilities with competent manpower and relevant office equipment are available to support the students need
This survey was conducted only on academic staffs. Only 22% of the academic staffs agrees that adequate office facilities with competent manpower and relevant office equipment are available to support the students need. In contrast, 39% of the respondent thinks existing facilities in office and manpower are inadequate to support the students need.(Fig 5.1)
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22.00% 39.00%
Neutral Disagree
Agree
39.00%
Figure: 5.1: Opinion of the academic staffs on whether adequate office facilities with competent manpower and relevant office equipment are available to support the students need
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Chapter 6 Teaching learning and assessment
Teaching, learning and assessment form an interconnected loop that serves the ultimate purpose of an educational institution. Quality and standard in all three sectors must be maintained. Qualified teachers are the prerequisite to ensure teaching standard which has to be complemented by the desire, motivation, and capability of the students to imbibe what is given to them. However, the best way to measure the outcome is to conduct assessment through tests, quizzes, or surveys. Moreover, assessment shouldn’t be limited to the teaching and learning process; rather the governance, curriculum, staffs, available resources should also be subjected to regular evaluation.
The topics described in this category are whether teaching-learning is interactive or supportive and the methods used to achieve learning objective are diverse or not. The use of lesson plan, Technology integration, Class size, Strategy and diversity of assessment system, Transparency of assessment system etc. are also reviewed. Assessment is a way to measure if the learning objectives of a course are being met. Assessment is valuable for both students and teachers in evaluating progress. Teaching, learning activities and assessment can be best organized in order to allow students to reach the intended learning outcomes of a course of study. This section presents the opinion of the respondents on Teaching Learning and Assessment.
6.1 Quality Staff Good and effective academic staffs inspire a passion for learning and motivate their students to pursue knowledge. Qualifications of teaching staffs are found to be one of the most important factors affecting the perception of education quality. Academic qualifications as prescribed by UGC are followed while recruiting academic staffs (Annexure 15). Candidates must have four first class in all academic examinations, i,e SSC, HSC, B.Pharm., M.Pharm. Candidates with research experience at the undergraduate and post-graduate level are given special preference during the recruitment. Department have some high quality academic staffs having long
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Self-Assessment Report Department of Pharmacy, JU experience in teaching and research. (Table: 1.2). Department also have number of motivated non-academic staffs. (Annexure 5)
6.2 Teaching learning methods are interactive and supportive A teaching method comprises the principles and methods used by teachers to enable student learning. Interactive teaching makes student interested in subject and egger to learn more. This survey on whether teaching learning in the Department is Interactive and supportive teaching learning, 53% of the students, 36% of the alumni and 56% of the academic staffs agree that teaching learning in the Department is Interactive and supportive. On the other hand, 24% of the students, 44% of the alumni and 11% of the academic staffs disagree with this opinion. 17%, 20% and 33% of students, alumni and academic staffs respectively remain neutral. It can concluded from this result that of the three respondent group, only alumni disagree with this opinion. (Table 6.1)
Table 6.1: Opinion on whether teaching learning in the department is interactive and supportive
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 17.50% 5.10% 24.40% 2 9.50% 47.40% 5.60% 53.00% Alumni 20.00% 3.00% 41.00% 44.00% 30.00% 6.00% 36.00% Academic staffs 33.00% 0.00% 11.00% 11.00% 50.00% 6.00% 56.00%
Class size is optimum for interactive teaching learning
During this survey, 52% of the student, 36% of the alumni and 52% of the academic staffs agreed that class size is optimum for interactive teaching learning. Contrarily, 39% of the students, 29% of the alumni and 39% of the academic thought that class size is not optimum for interactive teaching learning. It can be concluded from his survey finding that most of the respondent students and academic staffs thought that class size is optimum for interactive teaching learning. (Table 6.2)
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Table 6.2 Opinion of the respondents on whether class size is optimum for interactive teaching learning
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 9.40% 9.40% 29.10% 38.50% 45.70% 6.40% 52.10% Alumni 35.00% 4.00% 25.00% 29.00% 28.00% 8.00% 36.00% Academic staffs 9.40% 9.40% 29.10% 38.50% 45.70% 6.40% 52.10%
6.3 Skill development Mechanism Entity provides adequate opportunities for practical exercises to apply in real life situation
In this survey, only 24% of the student, 33% of the alumni and 28% of the academic staffs agreed that adequate opportunities for practical exercises to apply in real life situation were provided by entity. However, majority of the student (58%), alumni (33%) and academic staffs disagree with this opinion. Therefore, it can be concluded that most of the respondents thought that entity failed to provide adequate opportunities for practical exercises to apply in real life situation. (Table 6.3)
Table 6.3: Opinion on whether adequate opportunities for practical exercises to apply in real life situation
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 18.80% 21.80% 35.90% 57.70% 20.10% 3.40% 23.50% Alumni 24.00% 7.00% 36.00% 43.00% 28.00% 5.00% 33.00% Academic staffs 39.00% 11.00% 22.00% 33.00% 28.00% 0.00% 28.00%
Students attained additional practical ideas apart from class room teaching This survey was conducted only on alumni. 43% of the alumni agreed that student attained additional practical ideas from real life situation apart from class room teaching. In contrast 29% disagree and 28% of the respondent alumni were neutral on this issue. It is apparent from
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Self-Assessment Report Department of Pharmacy, JU this finding that majority of the alumni agreed that Students attained additional practical ideas apart from class room teaching. (Figure 6.1)
29.00% 28%
Disagree Agree Netraul
43%
Fig 6.1: Opinion of the alumni whether students attained additional practical ideas apart from class room teaching
6.4 Technology integration: Modern device are used to improve teaching learning Technology integration is defined as the use of technology to enhance and support the educational environment. Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students' learning processes and outcomes. Opinion of respondent on whether modern devices are used to improve teaching-learning process in the department shows that 58% of the students, 35% of the alumni and 44% of the academic staffs agrees. On the other hand 32% of the student, 28% of the alumni and 23% of the academic staffs didn’t think that whether modern devices are used to improve teaching-learning process. 10%, 24% and 33% of the respondent students, alumni and academic staffs respectively were neutral on this issue. Result of this survey indicates that majority of students and academic stuff agreed that modern devices are used to improve teaching-learning process. However, most of the alumni didn’t agree with this opinion. This difference may be due to the fact that modern device are only introduced during last 5-8 years. (Table 6.4)
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Table 6.4: Opinion of the respondents on whether modern devices are used to improve teaching-learning process
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 9.80% 10.70% 21.40% 32.10% 52.10% 6.00% 58.10% Alumni 24.00% 13.00% 28.00% 41.00% 30.00% 5.00% 35.00% Academic staffs 33.00% 6.00% 17.00% 23.00% 44.00% 0.00% 44.00%
6.5 Diverse methods are used to achieve learning objectives
In this survey, only 23% of the students, 17% of the alumni and 33% of the academic staffs agree that diverse methods are used to achieve learning objectives. In contrast, 47% of the students, 46% of the alumni and 33% of the academic staffs disagree and 30% of the student, 37% of alumni and 34%of academic staffs remain neutral. Based on this survey result it can be concluded that majority of the respondent of three group think that diverse methods are not used to achieve learning objectives in this department. (Table 6.5)
Table 6.5: Opinion of the respondents on whether diverse methods are used to achieve learning objectives
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 29.90% 10.70% 35.90% 46.60% 23.10% 0.40% 23.50% Alumni 37.00% 8.00% 38.00% 46.00% 9.00% 8.00% 17.00% Academic staffs 34.00% 0.00% 33.00% 33.00% 33.00% 0.00% 33.00%
6.6 Use of Lesson Plan A lesson plan is a teacher's detailed description of the course including the goal. At the beginning of the course the teacher gives course outline with course contents, importance of the course and gives a list of recommended readings. Survey on whether lesson plans / course
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Self-Assessment Report Department of Pharmacy, JU outlines are provided in advance to students in the department, 36% of the student, 23% of the alumni and 28% of the academic staffs agree with this point. However, majority of the student 32% of the alumni and 50% of the academic staffs didn’t think lesson plans / course outlines are provided in advance to students in the department. A good number of alumni (45%), 11% of students and majority of the academic staffs remain neutral on this issue. This result indicates that most of the students and academic respondent did not think lesson plans / course outlines are provided in advance to students in the department. Currently lesson plans / course outlines are not provided in advance to students in the department. However, some academic staffs provide brief outline of course to student at the beginning of the course. (Table 6.6)
Table 6.6: Response against whether lesson plans/course outlines are provided in advance to students in the department
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 11.50% 21.80% 30.80% 52.60% 30.80% 5.10% 35.90% Alumni 45.00% 8.00% 24.00% 32.00% 21.00% 2.00% 23.00% Academic staffs 22.00% 6.00% 44.00% 50.00% 22.00% 6.00% 28.00%
6.7 Assessment of student performance Assessment of student performance and the evaluation of courses and teaching are critical elements in the teaching-learning environment and are central to each higher education institution's mission of preparing students for the future.
Assessment systems are duly communicated to the students on the commencement of the term/semester In this survey, 26% of the student, 45% of the alumni and 44% of the academic stuff agreed that assessment systems are duly communicated to the students on the commencement of the term/semester. On the other hand, 58% of the students, 23% of the alumni and 28% of academic staffs disagree with this. Based on this finding, it can be said that majority of students didn’t get information about assessment systems on the commencement of the term/semester.
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However, most of the academic staffs and alumni have the opinion that assessment systems are duly communicated to the students on the commencement of the term/semester (Table 6.7)
Table 6.7 Opinion of the respondents on whether assessment systems are duly communicated to the students on the commencement of the term/semester
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 15.40% 17.10% 41.00% 58.10% 22.60% 3.80% 26.40% Alumni 32.00% 4.00% 19.00% 23.00% 31.00% 14.00% 45.00% Academic staffs 28.00% 0.00% 28.00% 28.00% 44.00% 0.00% 44.00%
6.8 Assessment systems meet the objective of the course In this survey, 38% of students, 42% of the alumni and 62% of the academic staffs agreed that assessment systems meet the objective of the course. However, good number of students (28%), 23% of alumni and 28% of academic staffs didn’t agree with this opinion. (Table 6.8) 24%, 32% and 11% of the respondent students, alumni and academic staffs were neutral on this issue. Based on this result, it can be concluded that majority of academic staffs and alumni have the opinion that assessment systems meet the objective of the course but nearly 37% of students didn’t agree. (Annexure 16).
Table 6.8 Opinion of the respondents on whether assessment systems meet the objective of the course
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 24.80% 8.10% 28.60% 36.70% 35.50% 3.00% 38.50% Alumni 32.00% 3.00% 23.00% 26.00% 34.00% 8.00% 42.00% Academic staffs 11.00% 0.00% 28.00% 28.00% 56.00% 6.00% 62.00%
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Both formative and summative assessment strategies are followed
In this survey, 55% of the students, 53% of the alumni and only 61% of the academic staffs agreed that both formative and summative assessment strategies are followed during assessment process. On the other hand, 30% of Student, 22% of the alumni and 39% of the academic staffs disagree and nearly 34%, 25% and 28% of respondent student, alumni and academic staffs were neutral on this issue. This result indicates that only majority of respondents have the opinion that both formative and summative assessment strategies were followed in the department.(Table 6.9)
Table 6.9: Opinion of the respondents on whether both formative and summative assessment strategies are followed
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 34.00% 8.54% 21.80% 30.34% 43.20% 12.00% 55.20% Alumni 25.00% 3.00% 19.00% 22.00% 40.00% 13.00% 53.00% Academic staffs 28.00% 0.00% 11.00% 11.00% 44.00% 17.00% 61.00%
Assessment systems is reviewed at regular intervals This survey was conducted only on academic staffs. Result of the survey presented in Figure: indicates that only 28% of academic staffs agreed that assessment systems is reviewed at regular intervals. But majority of them disagree with this opinion while 33 remain neutral.
28 33
Neutral Disagree Agree
39
Fig 6.2: Opinion of the alumni whether students attained additional practical ideas apart from class room teaching
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6.9 Diverse methods and tool are used for assessment
During this survey, only 29% of the students, 30% of the alumni and 28% of the academic staffs agreed that diverse methods and tool are used for assessment. On the other hand, 40% of students and alumni and 39% of academic staffs didn’t agree with this opinion and nearly 30% of all respondents remain neutral on this issue. Based on this findings, it can be concluded that respondents thought that diverse methods and tool were used for assessment. (Table 6.10)
Table 6.10: Opinion of the respondents on whether diverse methods and tool are used for assessment
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 30.30% 7.30% 32.90% 40.20% 26.50% 3.00% 29.50% Alumni 30.00% 4.00% 36.00% 40.00% 30.00% 0.00% 30.00% Academic staffs 33.00% 0.00% 39.00% 39.00% 28.00% 0.00% 28.00%
6.10 Assessment feedback is provided to the students immediately
In this survey, nearly 18% of the students, 24% of the alumni and 28% of the academic staffs mentioned that assessment feedback is provided to the students immediately. But 76% of the student, 50% of the alumni and 45% of the academic staffs didn’t agree. About 15% of the students, 26% of the alumni and 28% of academic staffs were neutral on this issue. Finding of this survey indicates that all the respondents have the opinion that assessment feedback were not provided to the students immediately. (Table 6.11)
Table 6.11: Opinion of the respondents on whether assessment feedback is provided to the students immediately
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 15.00% 28.20% 39.30% 67.50% 15.00% 2.60% 17.60% Alumni 26.00% 12.00% 38.00% 50.00% 22.00% 2.00% 24.00% Academic staffs 28.00% 6.00% 39.00% 45.00% 28.00% 0.00% 28.00%
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6.11 Fairness and Transparency is maintained in assessment system
This survey question is only for academic staffs and result of this survey indicates that 67% of the academic staffs have the opinion that fairness and transparency is maintained in assessment system while, 11% disagree. 22% of the respondent academic staffs remained neutral view about this issue. Based on this record, It can be said that majority of academic staffs agreed that fairness and transparency is maintained in assessment system. (Figure6.3)
22.00%
11.00% Agree Disagree Neutral
67.00%
Figure 6.3: Opinion of the respondents on whether fairness and transparency is maintained in assessment system
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Chapter 7 Student support services
Student support services are a cluster of facilities and activities that are provided to make the learning process easier and more interesting for the learner. They serve as the interface between the institution and the learner. The quality of higher education depends directly on the student support services provided in various modes of higher education. Students does not require support in only academic area of education, but emotional and social aspects of education of individual also demands support in higher education. Major extra-curriculum activities include: Cricket, Football and Indoor Games, Voluntary Blood Donation Campaign, Community Volunteer Work, Photography, Music, Photography, Celebration of National and International events such as ‘Pohela Boishakh’, International Mother Language day, Independence day, Victory Day, Study Tour. Major co-curriculum activities include: Seminar and workshop, English Language Club etc. To know the perception of respondents’ regarding the available support services, this survey was conducted. This survey was conducted to find out the opinion of the respondent about student support service of the entity.
7.1 There is an arrangement in the entity to provide an academic guidance and counseling In this survey, 29% of the student, 50% of the alumni and 50% of the academic staff agree that there is an arrangement in the entity to provide an academic guidance and counseling. However, majority of the student (Table 7.1), 42% of alumni and 22% of academic staff disagree with this opinion. 14%, 14% and 28% of the respondent student, alumni and academic stuff remain neutral about this issue. From this finding, it can be concluded that most of the academic staff and alumni think that entity to provide an academic guidance and counseling but majority of the students do not think provided academic guidance and counseling is not enough. (Table 7.1)
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Table 7.1: Opinion on whether there is an arrangement in the entity to provide an academic guidance and counseling Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 14.10% 20.10% 35.90% 56.00% 26.50% 3.40% 29.90% Alumni 14.00% 10.00% 26.00% 36.00% 42.00% 8.00% 50.00% Academic Staffs 28.00% 0.00% 22.00% 22.00% 44.00% 6.00% 50.00%
7.2 Students are encouraged to involve in Co-curriculum and extra- curricular activities The result of this survey presented in that the table: shows that 73% of the student, 57% of the alumni and 67% of the academic staff believes that student are encouraged to involve in co- curriculum and extra-curricular activities. Only 11% of the students, 28% of the alumni disagree with this opinion. On the other hand 14%, 15% and 33% of the respondent student, alumni and academic stuff remain neutral about this issue. Based on this finding, it can be concluded that most of the respondent have opinion that student encouraged to involve in Co- curriculum and extra-curricular activities. (Table 7.2)
Table 7. 2 Opinion on whether students are encouraged to involve in co-curriculum and extra-curriculum exposures Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 14.50% 2.10% 9.80% 11.90% 50.00% 23.50% 73.50% Alumni 15.00% 8.00% 20.00% 28.00% 39.00% 18.00% 57.00% Academic Staffs 33.00% 0.00% 0.00% 0.00% 61.00% 6.00% 67.00%
7.3 Scholarship/financial grants available to the students in case of hardship During this survey, 48% of the students, 37% of the alumni and 28% of the academic staff agree that scholarship/financial grants are available to the students in case of hardship. But majority of the academic staff (56%) and alumni (44%) and only 22% of the student have the opinion that Scholarship/financial grants are not available in case of hardship. Based on this
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finding, it can be said that majority of the academic staff and alumni did not agree with this issue but a good number students think funds are available in case of hardship. (Table 7.3)
Table 7.3 Opinion on whether Scholarship/financial grants available to the students in case of hardship Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 20.90% 8.10% 22.20% 30.30% 42.30% 6.40% 48.70% Alumni 19.00% 17.00% 27.00% 44.00% 22.00% 15.00% 37.00% Academic Staffs 17.00% 28.00% 28.00% 56.00% 28.00% 0.00% 28.00%
7.4 Alumni Service The Alumni Association plays an important role in helping to shape the future of University. Today, alumni relations is an important part of an institution's advancement activities for many reasons: Alumni are an institution's most loyal supporters, alumni are fundraising prospects, alumni generate invaluable word-of-mouth marketing among their social and professional networks and alumni are great role models for current students and are often well placed to offer practical support to students as they start their careers. This survey was conducted to find out the opinion of the respondent about alumni of this department. In this survey, 54% of the student, 31 % of the alumni and 39% of the academic staff agrees that alumni are Organized and supportive. In contrast only 21% of the students, 37% of alumni and 39% of the academic staff disagree. Based on this result, it can be said that only student think that department have Organized and supportive alumni. (Table 7.4)
Table 7.4 Opinion of the respondents on whether alumni are Organized and supportive
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 24.40% 5.10% 16.20% 21.30% 39.70% 14.50% 54.20% Alumni 32.00% 18.00% 19.00% 37.00% 28.00% 3.00% 31.00% Academic Staffs 22.00% 22.00% 17.00% 39.00% 39.00% 0.00% 39.00%
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Entity collects alumni feedback to update the learning outcomes of the program
On this issue, 31% of the student, 29% of the alumni and 22% of the academic staff agree that entity collects alumni feedback to update the learning outcomes of the program. In contrast, 40% of the student, 41% of the alumni and 44% of the academic staff disagree. It can be concluded from this survey that most of the respondents thinks that entity do not collects alumni feedback to update the learning outcomes of the program. (Table 7.5)
Table 7.5: Opinion on whether entity collects alumni feedback to update the learning outcomes of the program Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 27.80% 12.40% 28.20% 40.60% 27.40% 4.30% 31.70% Alumni 30.00% 16.00% 25.00% 41.00% 27.00% 2.00% 29.00% Academic Staffs 34.00% 22.00% 22.00% 44.00% 22.00% 0.00% 22.00%
7.5 Community service Community service is a non-paying job performed by one person or a group of people for the benefit of the community or its institutions. Community service can have a lot of positive effects on students, such as helping them to develop skills, making contacts, and allowing them to improve the quality of life of others. During this survey, 49% of the student, 58% of the alumni and 33% of the academic staff agree that there are opportunities to get involve with community service. In contrast, 35% of the student, 21% of the alumni and 39% of the academic staff disagree. Based on this finding, it can be concluded that most of the student and alumni believes that there are opportunities to get involve with community service. (Table 7.6)
Table 7.6: Opinion of the respondents on whether there are opportunities to get involve with community service Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 15.40% 12.80% 22.60% 35.40% 42.30% 6.80% 49.10% Alumni 21.00% 7.00% 14.00% 21.00% 54.00% 4.00% 58.00% Academic Staffs 28.00% 11.00% 28.00% 39.00% 33.00% 0.00% 33.00%
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Chapter 8 Staff and facilities
This survey was confined to academic and non-academic staff of the Department. The department's non-academic staff includes all classified and unclassified staff positions within the department including but not limited to the administrative assistant and secretarial staff.
8.1 Entry Qualifications Required academic qualifications as prescribed by UGC are followed for the candidates to be appointed as academic staff (Annexure 17). For nonacademic staff required academic qualification vary in respect to position and this can be start from class eight to graduation degree (Annexure 18). Recruitment of both the academic and nonacademic staff is controlled by the registrar office.
8.2 Recruitment Recruitment policy and practices are good enough for recruitment of competent academic and nonacademic staff
In this survey, 23% of academic and 22% of nonacademic staff opined that recruitment policy and practices are good enough for recruitment of competent academic and nonacademic staff. (Table 8.1) In contrast, 38% of the academic and 56% of the nonacademic staff disagreed with this view and 38% of the academic and 22% of the nonacademic staff remained neutral. Based on this record, it can be concluded that majority of academic staff and over 50% of non- academic staff didn’t agree that recruitment policy and practices are good enough for recruitment of competent academic and non-academic staff.
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Table 8.1: Opinion on whether Recruitment policy and practices are good enough for recruitment of competent academic and non-academic staff Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 38.6% 15.1% 23.2% 38.3% 23.1% 0.0% 23.1% Non-academic staffs 22.0% 17.0% 39.0% 56.0% 22.0% 0.0% 22.0%
Salary and incentives are attractive enough to retain the academic and non-academic
In this survey, 28% of the academic staff and 22% of non-academic staff agreed that salary and incentives are attractive enough to retain the academic and non-academic. On the other hand, 44% of academic and 7% of non-academic staff disagreed and 28% and 53% respectively of academic and non-academic staff remained neutral about this issue. Based on this result, it can be concluded that majority of the academic staff didn’t think that salary and incentives are not good enough. (Table: 8.2)
Table 8.2: Opinion whether salary and incentives are attractive enough to retain the academic and non-academic staff Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 28.0% 0.0% 44.0% 44.0% 22.0% 6.0% 28.0% Non-academic staffs 53.8% 7.7% 0.0% 7.7% 38.5% 0.0% 22.0%
Good team spirit exist among different staff
Good team spirit is an enthusiastic attitude towards working or playing together with other people as a team. Cultivating team spirit increase the probability of success for the team's endeavor. The survey result on whether good team spirit existed among different staff was presented in the Table 8.3. It indicates that 28% of the academic and 92% of non- academic staff agreed with this opinion. On the other hand, 34% of the academic and only 7% of the non- academic staff have other opinion. This result indicate that good team spirit existed among the nonacademic staff but same can’t be said about academic staff.
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Table 8.3: Opinion of the respondents on whether good team spirit exist among different staff Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 39.0% 6.0% 28.0% 34.0% 22.0% 6.0% 28.0% Non-academic staffs 0.0% 0.0% 7.7% 7.7% 15.4% 76.9% 92.3%
8.3 Staff development Staff development is vital for the future of any institution. Staff development can be viewed as the activities and programs that help staff members grow personally and professionally to prepare themselves for advancement of the institution.
Academic have enough opportunity to take part in different seminar/workshop/training programs for skill development During this survey, 33% of the academic and only 15% of the non-academic staff agreed that academic have enough opportunity to take part in different seminar/workshop/training programs for skill development. In contrast, 50% of the academic and 38% of the non-academic staff disagreed with this opinion. Based on this survey result it cane said that majority of the respondents of both group did not agreed on the issue. (Table 8.4)
Table 8.4: Opinion on whether Academic have enough opportunity to take part in different seminar/workshop/training programs for skill development
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 17.0% 17.0% 33.0% 50.0% 33.0% 0.0% 33.0% Non-academic staffs 46.2% 0.0% 38.5% 38.5% 15.4% 0.0% 15.4%
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Non-academics have enough opportunity to take part in different training programs for skill development
In this survey, none of the academic and non-academic staff agreed that non-academic staff of the department got enough opportunity to take part in different training programs. In contrast, 78.0% of the academic staff and 92.3% of the non-academic staff disagreed. It can be said that majority of the respondents agreed that non-academic Staff didn’t get enough opportunity to take part in different training programs. (Table 8.4)
Table 8.5: Opinion of the respondents on whether Non-academics have enough opportunity to take part in different training programs for skill development Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 17.0% 17.0% 61.0% 78.0% 0.0% 0.0% 0.0% Non-academic staffs 7.7% 15.4% 76.9% 92.3% 0.0% 0.0% 0.0%
The entity has policy to provide mentoring/ Continuous guidance for new academic staff
During this survey only 6% of the respondent academic staff and none of the non-academic staff agreed that entity has policy to provide mentoring/ Continuous guidance for new academic staff (Table 8.6). However, 61% of the academic staff and 69% of the non-academic staff have different opinion. Based on this report it can be said that most of the academic and non- academic staff have opined that department have no policy for continuous guidance for new academic staff.
Table 8.6: Opinion of the respondents on whether the entity has policy to provide mentoring/ Continuous guidance for new academic staff Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 33.0% 11.0% 50.0% 61.0% 0.0% 6.0% 6.0% Non-academic staffs 0.0% 38.5% 30.8% 69.3% 30.8% 0.0% 30.8%
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8.4 Key Performance Indicators
Key Performance indicators or KPI are metrics used to define and measure progress towards Individual goals. Performance measures must be based on a set of objectives that are linked to the mission of the department and its visions for the future
The entity has performance award policy to inspire academic staff
In this survey, none of the respondents belonging to academic and non-academic staff agreed that entity has performance award policy to inspire academic staff. On the other hand, 78% of the academic staff and 69% non-academic staff disagreed While 22% and31% respectively, of academic and non-academic staff remained neutral on this issue. (Table 8.7) Based on this finding, it can be concluded that most of the respondent didn’t think that department follow performance award policy.
Table 8.7: Opinion of the respondents on whether the entity has performance award policy to inspire academic staff
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 22.0% 17.0% 61.0% 78.0% 0.0% 0.0% 0.0% Non-academic staffs 30.8% 53.8% 15.4% 69.0% 0.0% 0.0% 0.0%
Performance indicators are the criteria for promotion/up-gradation
Finding of this survey indicates that only 28% of academic staff and 23% of the non-academic staff agreed with this question. In contrast, 66% of the academic staff and almost 39% of the non-academic staff failed to agree with this issue. This indicates that performance indicators are not the criteria for promotion/up-gradation in this department.
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Table 8.8: Opinion of the respondents on whether performance indicators are the criteria for promotion/up-gradation
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Academic staffs 6.0% 22.0% 44.0% 66.0% 28.0% 0.0% 28.0% Non-academic staffs 38.5% 15.4.0% 23.1% 38.5% 0.0% 23.1% 23.1%
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Chapter 9 Research and extension
Research fosters professional excellence in faculty, important for delivering outstanding student education and training. Without research, a relevant and modern curriculum does not exist. The Department of Pharmacy is engaged in carrying out extensive research work in the areas of phytochemistry, pharmacology, pharmaceutical chemistry, industrial pharmacy & pharmaceutical technology. Research project in the undergraduate level and thesis at graduate level have been included in the course curriculum as mandatory course.
9.1 Research policy and program Department has a research and development policy In this survey, 24% of the students, 39% of the alumni and 17 % of academic staff agreed that department has a research and development policy. On the other hand 50% of the student, 31% of the alumni and 66% of the academic staff disagree with this issue and 25%, 30% and 17% of the student, alumni and academic staff respectively remain neutral on this issue. This indicate that majority of the respondent didn’t think that department has a research and development policy. (Table 9.1)
Table 9.1 Opinion of the respondents on whether the Department has a research and development policy
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 25.20% 20.50% 29.90% 50.40% 19.70% 4.70% 24.40% Alumni 30.00% 4.00% 27.00% 31.00% 30.00% 9.00% 39.00% Academic Staffs 17.00% 44.00% 22.00% 66.00% 11.00% 6.00% 17.00%
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Mechanism exists in this Department for engaging the students in research and development In this survey, 33% of the students, 42% of the alumni and 45%of the academic staff mentioned that mechanism exists in this Department for engaging the students in research and development. In contrast, 43% of the students, 28% of the alumni and 34% of the academic staff disagree. 23% of the students, 30% of the alumni and 22% of the academic staff remain neutral on this issue. Based on this finding, it can be said that majority of the academic staff and alumni believed that mechanism exists in this Department for engaging the students in research and development. But most of the students disagree with this opinion. (Table 9.2)
Table 9.2 Opinion of the respondents on whether mechanism exists in this Department for engaging the students in research and development
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 23.50% 9.00% 34.60% 43.60% 31.20% 1.70% 32.90% Alumni 30.00% 6.00% 22.00% 28.00% 35.00% 7.00% 42.00% Academic Staffs 22.00% 6.00% 28.00% 34.00% 39.00% 6.00% 45.00%
9.2 Fund and facilities The faculty members in the department of pharmacy, are conducting their research by collecting funds from internal (university) and external (UGC, NST, Education ministry) source. The Department has facilities like well-developed animal house and number laboratories to promote research (Annexure 19).
9.3 Fund hunting Teachers always take initiative to hunt research fund for smooth running of the research This survey is only for the academic staff. Findings of the survey was presented in the following figure showed that 50% of the academic staff agreed that teachers always take initiative to hunt research fund for smooth running of the research. In contrast, 22% disagreed and 28% neutral on this issue. (Figure 9.1)
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28
50
Neutral Disagree Agree
22
Figure 9.1: Opinion of the respondents on whether Teachers always take initiative to hunt research fund for smooth running of the research
9.4 Community service policy of entity Survey result on this issue indicates that only 29% of the student, 22% of the alumni and 33% of the academic staff agreed that there are opportunities to be involved with Community service. In contrast, 36% of the students, 41 % of the alumni and 39% of the academic staff have different opinion. Based on this, it can be said that majority of the respondents disagree with the view that there are opportunities to be involved with Community service. (Table 9.3)
Table 9.3 Opinion of the respondents on whether there are opportunities to be involved with Community service
Disagree Agree Respondents Neutral Strongly Total Strongly Total Disagree Agree disagree disagree agree agree Students 35.50% 6.40% 29.10% 35.50% 26.10% 3.00% 29.10% Alumni 37.00% 15.00% 26.00% 41.00% 19.00% 3.00% 22.00% Academic Staff 28.00% 11.00% 28.00% 39.00% 33.00% 0.00% 33.00%
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Chapter 10 Process management and continuous improvement
10.1 Self-assessment
After establishing something and starting the journey of that entity it is very much important to assess the ongoing process on a regular basis for its fruitful operation as well as development to it with the existing need and demand. For this purpose, self-assessment is a mandatory thing to adopt. The criteria of the assessment might vary depending on the type of the entity. For an entity like us, the employer is a very important stakeholder and their feedback matters a lot for assessing ourselves.
10.2 Improvement Plan
To match the need and demand of the time it is very much important to plan something for developing the existing or ongoing process of an entity. It is quite certain that some entity will start with some goal and planning some implementation processes to achieve that destiny. But it is also quite true that nothing is such eternal or perpetual that it could be designed right at the beginning of some activities and that would lead to the ultimate destiny. Rather, with the time, we should judge our adopted management processes for its feasibility and suitability and in that way, the ongoing process might be changed with the addition of some newer things or deleting some obsolete ideas. Thus for achieving the best output of an operation it is very much important to look for a continuous improvement maintaining the dimensions come up with age. Therefore, a proper improvement plan should be designed on a continuous basis. This continuity might be with a prefixed interval and also with some situational demand.
10.3 Stakeholders feedback
Our entity’s main purpose or mission is to produce the good quality pharmacists for both national and international level. Still Bangladesh is a developing country and for this purpose our endeavor from every aspects is very much necessary to promote ourselves. It is a very good sign for us that we have already in the process of producing or preparing pharmacists who will be eligible not only for the national level but also for the international level. Actually, from the very beginning of this profession we had this aim and we have been keeping it up with a
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10.3.1 Experience requirement for entry level employees
From this first survey question we wanted to judge the necessity of the job experience of a graduate for a fresh or entry level employee. In our curriculum we have a non-credit but obligatory course that enforce an undergraduate to take an in-plant training. This training is actually very much important for a pharmacist intending to work in the production premise of a pharmaceutical company. That’s why 46% employer thinks that fresh graduate will be quite suitable for the entry level. But of course there are some different kinds of jobs as well for which experience or exposure of different grades might be necessary or good for getting a reasonable entry. Hence, a second largest percentage of employers i.e., 31%, thinks it could not be generalized from that point of view. Depending on the job nature or the opening it may vary. Still, our experience says that the majority opening complies with the fresher absorption for an entry level employee.
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10.3.2 Quality of our graduates from different dimensions
A. Knowledge
Providing proper knowledge to the graduates on different aspects is the prime mission of an entity like us. On this ground we have primarily grouped this knowledge as job knowledge, IT knowledge and innovative knowledge.
Table 10.1: Importance and present status of knowledge
Importance level (Part-I)
Extremely Very Less Not at all Different Aspects Important Important Important Important Important Job knowledge 31% 31% 38% 0% 0% IT knowledge 0% 31% 69% 0% 0% Innovative knowledge 23% 62% 15% 0% 0%
Status of our graduates (Part-II)
Very Skills/Ability Excellent Good Fair Poor Good Job knowledge 15% 38% 46% 0% 0% IT knowledge 8% 15% 46% 31% 0% Innovative knowledge 15% 23% 62% 0% 0%
From Part-I and Part-II of the above table we understand that –
i) Job knowledge has been marked as important, very important and extremely important by 38%, 31% and 31% employers, respectively. Our graduates’ present condition on this respect has been opined as good, very good and excellent by 46%, 38% and 15% employers, respectively. It’s a pretty good achievement indeed.
ii) IT knowledge has been identified as important and very important by 69% and 31% employers, respectively. Here, we have got the feedback that our graduates possess this knowledge in some extent and it has been scored as fair, good, very good and excellent by 31%, 46%, 15% and 8% employers, respectively. This also denotes a reasonable outcome of our effort towards the graduates.
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iii) Importantly, most of the employers (62%) have emphasized innovative knowledge as a very important requirement in this sector. On this regard, employers think the level of our current graduates as good, very good and excellent by 62%, 23% and 15%, respectively. Therefore, here also we could be satisfied regarding our accomplishment of the mission in some extent.
B. Communication Skills
Without developing the communication skill graduates could not be able to explore themselves when they would face the interview for getting the job firstly and secondly, to promote themselves in their own field. Therefore, graduates need to scale up some communication skills viz., oral communication, written communication and presentation skills. Fulfilment of the degree
Table 10.2: Importance and present status of communication skills
Importance level (Part-I)
Different Extremely Very Less Not at all Important Aspects Important Important Important Important Oral 77% 15% 8% 0% 0% Communication Written 38% 39% 23% 0% 0% Communication Presentation 46% 23% 31% 0% 0% Skills
Status of our graduates
Very Skills/Ability Excellent Good Fair Poor Good Oral Communication 38% 31% 31% 0% 0% Written Communication 23% 31% 46% 0% 0% Presentation Skills 15% 31% 31% 23% 0%
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Analyzing the above two parts of the table we might conclude as follows –
i) Oral communication has been counted as Extremely Important by 77% employers. We found our graduates have been scored as Excellent, Very Good and Good by 38%, 31% and 31% employers, respectively. Though this is apparently satisfactory, still we have to check this out for its better scoring towards Very Good to Excellent in most percentage.
ii) Written communication has been marked as very important by 39% employers and extremely important by 38% employers. We have been experienced that our graduates could be labelled as good, very good and excellent by 46%, 31% and 23%, respectively from the employers’ point of view. This finding is also quite satisfactory as there was no percentage of opinion in ‘Fair’ or ‘Poor’ portion.
iii) Our respondent employers marked presentation skill as extremely important, very important and important by 46%, 23% and 31%, respectively. We found little lack of our graduates in this section as 23% employers think this skill is ‘Fair’ for our graduates. Besides, the excellent level is also not so satisfactory as it is voted only by 15% employers. Hence, we must have to take care of this skill and take some measures for its further development.
C. Interpersonal Skills
Being the social creature we must have to work with others. As a pharmacist we realize it more during our service life. Knowledge could be gathered individually but service always relates to others where interaction is must. That is the reason development of interpersonal skills is a precious part to be successful in the work life.
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Table 10.3: Importance and status of interpersonal skills
Importance level (Part-I)
Extremely Very Less Not at all Skills/Ability/Quality Important Important Important Important Important Ability to work in teams 31% 69% 0% 0% 0% Leadership 15% 54% 31% 0% 0% Empathy 0% 62% 38% 0% 0% Motivation ability 0% 69% 23% 8% 0% Reliability 38% 38% 23% 0% 0% Appreciation of ethical 38% 46% 15% 0% 0% values Adaptability 23% 62% 15% 0% 0%
Status of our graduates (Part-II)
Skills/Ability/Quality Excellent Very Good Good Fair Poor Ability to work in teams 23% 31% 46% 0% 0% Leadership 62% 31% 8% 0% 0% Empathy 8% 54% 38% 0% 0% Motivation ability 15% 23% 46% 15% 0% Reliability 23% 38% 38% 0% 0% Appreciation of ethical values 31% 38% 31% 0% 0% Adaptability 15% 62% 23% 0% 0%
Interpersonal skills have been categorized on some different points of views and from the analysis of the above two parts of the above table we may point out as follows –
i) Ability to work in teams – 69% employers think it is ‘Very Important’ and 46%, 31% and 23% of them opined our graduates as Good, Very Good and Excellent, respectively. ii) Leadership – By most percentage (54%) employers marked it as ‘Very Important’ fact for developing interpersonal skills. Interestingly, we have been experienced that our graduates have scored highest as Excellent in this respect as 62% employers were favor on this ground. iii) Empathy – 62% employers signified this as a ‘Very Important’ quality of a human being and we found the level of this quality in our graduates is quite
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satisfactory as 54% and 38% employers have voted for Very Good and Good, respectively during the survey on this point. iv) Motivation ability – This is also a ‘Very Important’ quality/ability to be success in the career and that’s why 69% employers opined likely. They scored our graduates as Good, Very Good and Excellent on this ground by 46%, 23% and 15%, respectively. v) Reliability – Certainly this is an ‘Extremely Important’ matter for developing the interpersonal skills and that’s why 38% employers gave their opinion likely. On the other hand they have marked our graduates as Good, Very Good and Excellent by 38%, 38% and 23%. Respectively on this aspect. This a reasonably satisfactory for us. vi) Appreciation of ethical values – 38% and 46% of our surveyed respondents from the employer group have identified it as Extremely Important and Very Important, respectively and they have marked our graduates as Good, Very Good and Excellent on this ground by 31%, 38% and 31%, respectively. vii) Adaptability – Match with others and being respectful to others opinion is certainly a great virtue to develop interpersonal skills. That’s why 62% employers think it is ‘Very Important’ for the graduates and interestingly we found the same percentage i.e. 62%, of our employers believe that our graduates are Very Good from this point of view.
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D. Work Skills
Knowledge, communication skills and interpersonal skills finally reflect on individual’s work skills. Still there are some other factors to be maintained for developing a proper or appropriate work skill. Finally, this work skill leads a person to his/her destiny.
Table 10.4: Importance and status of graduates of work skills
Importance level (Part-I)
Extremely Very Less Not at all Skills/Ability/Quality Important Important Important Important Important Time management 23% 62% 15% 0% 0% Judgment 0% 77% 23% 0% 0% Problem formulation, solving and decision 31% 23% 46% 0% 0% making skills Collecting and analyzing appropriate 23% 23% 54% 0% 0% data Ability to link theory to 23% 23% 38% 15% 0% practice Discipline 38% 46% 15% 0% 0% Sense of Responsibility 31% 69% 0% 0% 0%
Status of our graduates (Part-II)
Skills/Ability/Quality Excellent Very Good Good Fair Poor Time management 46% 54% 0% 0% 0% Judgment 8% 31% 62% 0% 0% Problem formulation, solving and decision 31% 62% 8% 0% 0% making skills Collecting and analyzing 0% 31% 69% 0% 0% appropriate data Ability to link theory to 0% 31% 69% 0% 0% practice Discipline 23% 46% 31% 0% 0% Sense of Responsibility 23% 46% 31% 0% 0%
Work skills govern a lot of things among them we have pointed out some facts and queried on those by our employers marking on their importance and the present status of our graduates -
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i) Time management – 62% employers indicated it as ‘Very Important’ and 54% and 46% of them consented our graduates as Very Good and Excellent, respectively. This is very impressive to us. ii) Judgment – This quality of a graduate has been opined as ‘Very Important’ by 77% employers and we have got the impression that our graduates are scored as Good and Very Good by 62% and 31% employers, respectively. It might be counted as fair as output for our entity. iii) Problem formulation, solving and decision making skills – This skill has been counted as Important, Very Important and Extremely Important by 46%, 23%, and 31%, respectively. We found our graduates have been scored on this ground as Very Good by 62% of the employers and it is quite satisfactory. iv) Collecting and analyzing appropriate data – 54% employers voted in favor of this quality as an ‘Important’ matter of working skill. They have also selected our graduates as Good and Very good by 69% and 31%, respectively. This is also a very much reasonable outcome for our graduates. v) Ability to link theory to practice – This virtue has been assumed as Less Important by 15% of respondents, which was rare so far. Though 38%, 23% and 23% of them even voted this practice as ‘Important’, ‘Very Important’ and ‘Extremely Important’, respectively. But we could be very much satisfied as we found 69% employers think our graduates are ‘Good’ at doing such job. vi) Discipline – Undoubtedly discipline is a noble virtue for developing the work skill. That’s why, 46% and 38% employers scored this one as ‘Very Important’ and ‘Extremely Important’, respectively. Satisfactorily, we have got the better impression regarding this ground because 31%, 46% and 23% of the employers marked our graduates as Good, Very Good and Excellent, respectively. vii) Sense of responsibility – This virtue has been indicated as ‘Very Important’ by 69% of employers and on survey of the present status of the graduates concerning this quality we found them scored as Good, Very Good and Excellent by 31%, 46% and 23% employers, respectively.
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Chapter 11 SWOT analysis
A SWOT analysis identifies and assesses the Strengths, Weaknesses, Opportunities and Threats of an organization or an entity faces. A SWOT analysis of the Pharmacy program illustrates to IQAC management what the entity is excelling in, what improvements need to be made, where growth is possible and what preemptive measures need to be taken to ensure the quality of the program. Following points reveal the present situation of the pharmacy program.
STRENGTH: Clear vision, mission and objective of the university(Governance) Conducive learning environment Decision making is participatory Curriculum addresses the program objectives and learning outcomes Courses in the curriculum from lower to higher levels are consistently arranged Curriculum is reviewed and updated at regular intervals The curriculum is effective in achieving day-one skill Quality students due to fair admission policy and procedure Qualified academic staffs Teaching learning is interactive and supportive Enriched library with adequate up-to-date reading and reference materials Assessment systems meet the objective of the course Fairness and transparency is maintained in assessment system Mechanism exits for engaging the students in research Support co-curricular activities to enrich students’ personal development Good team spirit among different academic staffs, alumni, students and non-academics Presence of a strong students’ organization – BPSA A very good feedback from the alumni regarding our graduates’ status Praiseworthy achievement of our graduates on different sectors of job arena
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Self-Assessment Report Department of Pharmacy, JU
WEAKNESS: Lack of adequate classroom facilities Lack of adequate laboratory facilities Lack of academic and non-academic staff room space Oversized classes interfere interactive teaching and learning Website is not updated Lack of modern devices to improve teaching Academic calendars are not maintained strictly Results are not published timely Lack of policy to provide mentoring/continuous guidance for new academic staff No performance award policy to inspire academic staff Teachers don’t provide regular feedback to the students about their progress Lesson plans/course outlines are not provided in advance to students Recruitment policy and practices are not good enough for recruitment of competent academic and non-academic staff Lack of team spirit among different staff No clear research and development policy
OPPORTUNITY: Alumni association exists but need to reform and make it more stronger Good job opportunity in pharmaceutical sector Good research opportunity at home and abroad in diverse fields Graduates can serve the society by applying their practical knowledge in terms of health index
THREATS: Lack of adequate infrastructures Students face an adverse condition from health practitioners during their hospital training Hospital and community pharmacy practices are not well established in the country Lack of competent non-academic staffs
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Self-Assessment Report Department of Pharmacy, JU
Lack of training/workshop/seminar to enrich both academic and non-academic staffs due to fund constrain Session jam due to lack of coordination among academic staffs Very limited scope of higher education Lack of interest for research among the majority of students and teachers Limited job area
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Self-Assessment Report Department of Pharmacy, JU
Chapter 12 Conclusion
Based on the survey findings on different stakeholders (students, alumni, academic & non- academic staff, employer), it can be concluded that the program offered by department of pharmacy of JU produce quality graduates. Although the program has several weakness but those are not hard to overcome. Strong willingness of administration as well as academic staff of the university can resolve the weakness and threats of the program.
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