Self Assessment Report Department of Drama and Dramatics Jahangirnagar University

University Grants Commission of Bangladesh Higher Education Quality Enhancement Project QAP-IQAC

Submitted by  Prof. Dr. Haroon Ar Rashid Khan Head, Self Assessment Committee  Prof. Dr. Md. Aminul Islam Member, Self Assessment Committee  Prof. Dr. A K M Yusuf Hassan Member, Self Assessment Committee

Submitted to Professor Dr. Ajit K. Majumder Director, IQAC Jahangirnagar University Contents

No Page

List ofof FiguresTables viiiv

Chapter 1 Introduction 1.1 Significance of program Self-Assessment 1-2 1.2 Process of Assessment 2-3 1.3 Overview of the university 3-5 1.4 Mission and Objective of the University 5 1.5 Overview of the program offering entity 5-7 1.6 Objectives and Intended Learning Outcomes of the program 7 1.7 Brief Description of the program(s) under review 7 Chapter 2 Governance 2.1 Program Management 8-14 2.2 Academic Documentation 14-15 2.3 Peer Observation & Feedback Process 16 2.4 Internal Quality Assurance Process 16-17 Chapter 3 Curriculum Design & Review 3.1 Need Assessment 18 3.2 Curriculum Design 18-60 3.3 Courses in the curriculum are structured and arranged properly 61 3.4 Curriculum load is optimum and induces no pressure 61-62 3.5 Curriculum alignment/skill mapping 62-63 3.6 Curriculum Review Process 64 3.7 Gaps in Curriculum : Adequacy to Meet the Needs 65 Chapter 4 Student Entry qualifications, Admission Procedure, Progress and Achievements 4.1 Entry Qualifications 66 4.2 Admission Procedure 67-68 4.3 Progress and Achievement 68-72 Chapter 5 Physical Facilities 5.1 Classroom Facilities 73 5.2 Library facilities 74 5.3 Laboratory and field laboratories 74-75 5.4 Medical facilities 75 5.5 Other facilities 76 Chapter 6 Teaching Learning and Assessment 6.1 Quality Staff 77 6.2 Teaching learning methods 77-79 6.3 Use of lesson Plan i 79

6.4 Technology integration 80-81 6.5 Focus 81-82 6.6 Skill development Mechanism 82-83 6.7 Assessment of Student Performance 83-85 Chapter 7 Student Support Services 7.1 Academic Guidance and Counselling 86-87 7.2 Co-curricular and Extra-curricular Activities 87 7.3 Career and Placement 87-88 7.4 Alumni Services 88-89 7.5 Community Services 89-90 Chapter 8 Staff and facilities 8.1 Entry Qualifications 91 8.2 Recruitment and Promotion 91-92 8.3 Staff Development 93-94 8.4 Peer Observation 94 8.5 Career Development 94-95 8.6 Key Performance Indicators 95-96 Chapter 9 Research and Extension 9.1 Policy and program 97 9.2 Fund and facilities 97-98 9.3 Fund hunting 98 9.4 Dissemination of research findings 98-99 Chapter 10 Process Management and Continuous Improvement

10.1 Self-assessment 100-101 10.2 Improvement plan 101-102 10.3 Stakeholders feedback 102 10.4 Use of peer observation results 102-103 10.5 Regular updating of Program objectives and ILOs 103

Chapter 11 Stakeholders/Employers 11.1 Nature of the Stakeholders 104 11.2 Different terms of Knowledge of graduates for Employer/ 104-106 Stakeholeders 11.3 Different quality of graduates with Communication Skills for 106-107 Stakeholders 11.4 Dimension of quality of graduates with Interpersonal Skills for 107-109 Stakeholders 11.5 Dimensions of quality of graduates with Work Skills for 109-111 Stakeholders

Chapter 12 SWOT Analysis 12.1 Strengths 112 12.2 Weaknesses 112-113 12.3 Opportunities 113-114 12.4 Threats 114 Chapter 13 Conclusion and Recommendation 13.1 Conclusion 115-118 13.2 Recommendation 118-120

Appendix I 121-133

iii

List of Tables

Table Contents Page No No Table 1.1 Pattern of Stakeholders 03

Table 1.2 Faculty members of Jahangirnagar University 04

Table 1.3 Data on Academic staffs and Students 06-07 Table 2.1 Statement of Vision, Mission and Objectives of the entity 08-09

Table 2.2 Satisfaction of Vision, Mission and Objectives by ILOs 09 Table 2.3 Adequacy of infrastructure for satisfying Mission and 10 Objectives Table 2.4 Disciplinary rules and regulations 11 Table 2.5 Timely publication of results according to ordinance 11

Table 2.6 Distribution of brochure/handbook to the students for 12 comprehensive guidelines

Table 2.7 Review of policy and procedure for further improvement 13

Table 2.8 Communication of code of conduct for students and 13 employees Table 2.9 Maintenance of Academic calendar 14

Table 2.10 Proper updating of website 15

Table 2.11 Maintenance of documentations 15

Table 2.12 Treatment of student’s opinion 16

Table 2.13 Fairness and Transparency in Academic decision making 17 Table 3.1 Consistent arrangement of courses in the curriculum from 20 lower to higher level Table 3.2 Optimal Curriculum load 20

Table 3.3 Statement of teaching strategies in the curriculum 61 Table 3.4 Statement of Assessment strategies in the curriculum 62 Table 3.5 Curriculum addresses the program objectives and program 62 learning outcomes

Table 3.6 Reviewed and updated of Curriculum in compliance with the 63 rules of the universities Table 3.7 Consideration of stakeholder’s opinion during review of the 63 curriculum Table 3.8 Effective of curriculum in achieving day-one skill 64

Table 3.9 Entity of quality students 64 Table 3.10 Effective of curriculum in achieving day-one skill 65 Table 4.1 Entry of quality students 66 Table 4.2 Fairness of admission procedure 67 Table 4.3 Commitment of the students to ensure desired progress and 68 achievement Table 4.4 Recording and monitoring of students’ progress 69

Table 4.5 Feedback of the teachers to the students about their progress 70

Table 4.6 71 Maintenance of individual student’s records Table 5.1 Suitability of classroom facilities 73

Table 5.2 Availability of library facilities 74

Table 5.3 Availability of laboratory facilities 74

Table 5.4 Availability of medical facilities 75

Table 6.1 Interactive and supportive teaching-learning 77

Table 6.2 Optimal class size for interactive teaching-learning 78

Table 6.3 Assessment strategies 78

Table 6.4 Lesson plans are provided to the students in advance 79

Table 6.5 Use of modern devices to improve teaching-learning process 80

Table 6.6 Use of diverse methods for assessment 81

Table 6.7 Adequate opportunities for practical exercises 81 Table 6.8 Teaching -learning process encompasses co-curricular 82 activities to enrich students’ personal development Table 6.9 Practice of diverse methods to achieve learning objectives 82

Table 6.10 Assessment procedures meet the objectives of the course 83

Table 6.11 Providing feedback to the students immediately after 84 assessment

Table 6.12 84 Review of the assessment systems at regular intervals

Table 6.13 Maintenance of fairness and transparency in assessment 85 system Table 6.14 Duly communication of assessment systems to students at 85 the outset of the term/semester

Table 7.1 Arrangement of academic guidance and counseling 86 Table 7.2 Distribution of co-curricular and extra-curricular exposures 87 to the students Table 7.3 Availability of financial grants to the students 88

Table 7.4 Organized and supportive alumni association 88 Table 7.5 Collection of alumni feedback to update the learning 89 outcomes of the program

Table 7.6 Involvement of opportunities with community services 90

Table 8.1 Good recruitment policy and practices for recruitment of 92 competent academic and non-academic staff

Table 8.2 Attractive salary and incentives to retain the Academic and 92 Non-academic staff

Table 8.3 Congenial atmosphere prevails to enhance professional 93 knowledge through research and higher studies

Table 8.4 Opportunities of academics to take part in different 93 seminar/workshop/ training programs for skill development

Table 8.5 Opportunity of Non-academic Staff to take part in different 93 training programs for skill development

Table 8.6 Policy of entity to provide mentoring/continuous guidance 94 for new Academic staff

Table 8.7 Practice of seminars and workshops by the entity to share 95 knowledge and experience among the faculty members Table 8.8 Performance award policy of the entity to inspire Academic 95 Staff Table 8.9 Criteria for promotion/up-gradation 96

Table 9.1 A well-defined research and development policy of the 97 entity

Table 9.2 Existence of mechanism for engaging the students in 98 research and development

Table 9.3 Initiatives of teachers to hunt research fund for smooth 98 running of the research

Table 9.4 Community service policy of entity 99

Table 10.1 Review of academic programs by the entity for the 101 enhancement of students learning Table 10.2 The action of entity in compliance with the decision of the 101 university regarding continuous quality improvement

Table 10.3 Embracement of the spirit by the entity for continual quality 101 improvement Table 10.4 Ensuring a usual practice by the entity for students or 102 Alumni is feedback as a culture Table 11.1 Types of Employer 104

Table 11.2 Required Knowledge of quality of graduates and competence 105 of graduates

Table 11.3 Importance of Communication Skills for recruitment and 106 competence of graduates based on their performances

Table 11.4 Importance of Interpersonal Skills for recruitment and 107-108 competence of graduates based on their performance

Table 11.5 Importance of Work Skills for recruitment and competence 109 of graduates based on their performance

vii

List of Figures

Figure Contents Page No. No. Figure 3.1 Pie chart of Consideration of stakeholder’s opinion during

review of the curriculum 65

Figure 4.1 Bar Chart about Fairness of admission procedure (Students’ opinion) 68

Figure 4.2 Bar Chart about recording and monitoring of Students progress (Students’ opinion) 70

Figure 4.3 Pie Chart about Maintenance of individual Student’s records (Students’ opinion) 71

Figure 11.1 Pie Chart of Nature of the organization 104 Figure 11.2 Bar Chart of Required Knowledge of quality of graduates and competence of graduates 105 Figure 11.3 Bar Chart of Communication Skills for recruitment and competence of graduates based on their performance 106

Figure 11.4 Bar Chart of Interpersonal Skills for recruitment and competence of graduates based on their performance 108

Figure 11.5 Bar Chart of Work Skills for recruitment and competence of 110 graduates based on their performance

vii

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 1

Introduction

1.1 Significance of program self-Assessment Self-assessment is arguably the most powerful means for a tertiary education organization (TEO) to understand and improve its educational performance. It is a systematic process of evaluating the various aspects of institution or academic programs including the major QA areas in respect of national qualifications framework and criteria whether quality standards are being met. With an objective of further improvement SA collects information and evidences from the stakeholders reviews those in order to 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 is directed towards coherent and clearly articulated goals to inform decision-making and operational practices. It also provides direction to continuous improvement through gradual internalization of the standards and good practices.

TEOs generate and gather a large amount of data. Analyzing and making sense of this data enables better decision-making. Good self-assessment is only possible when a range of people in the organization are involved, e.g. teachers, non-teaching staff, students and other stakeholders such as employers. Self-assessment enables a tertiary education organization to find out:  what outcomes, learners are achieving and how well  the value of the outcomes to stakeholders including learners  the effectiveness of processes in contributing to these outcomes. By identifying strengths and weaknesses, a TEO can develop and implement an improvement strategy resulting in actual, worthwhile improvements. The situation of higher education in Bangladesh is very despondent. Bangladesh still is not producing good human resources for its society. Now-a-days Self-Assessment becomes a very important exercise to the academic institutions for continuous improvement and quality assurance in education. It refers to a comprehensive and systematic process of collecting and analyzing information from major stakeholders on the QA areas and related aspects of the educational institution. The SA process allows the organization to identify the strengths and areas in which improvements are required for quality education. It also provides information to participants, allowing them to evaluate and understand the overall quality of academic programs. Self-assessment provides a direction and guidelines to prepare comprehensive improvement plan addressing the issues critical to quality assurance. The understanding and practice of self- assessment promotes developmental process. It is never exhaustive in its ability to grow. It enables the participants of the program and/or institution to observe the situation precisely and to identify the deficiencies between expectations and actual performances (Loacker, 2004b). Self-Assessment Report on Drama and Dramatics department, JU. 2016

The general objective of the Self-Assessment is to improve the quality of education addressing the needs of the major stakeholders and national relevance. The specific objectives of self-assessment exercise are to:  Identify learning needs: Employability of the graduates and ability to contribute to organizations and national development are very critical to ensure quality in education. Education is all about gaining a set of skills to match with the requirements for employment, career development, lifelong learning and socioeconomic development as well. As such, it is very important to understand what the students need to learn to develop the required skills.  Assess the teaching learning capacity of the institution: Teaching learning is the core of all academic institutions. It is very important to assess the capacity of teaching learning to attain the learning objectives.  Review the existing procedures: To provide quality education in respect of changing needs of the society, it is important to measure the effectiveness of existing procedures and provisions in practice in the university.  Identify the areas need to be improved: Quality in education is the outcome of a comprehensive process composed of several distinctive but interrelated elements. All the elements or component of the process must be up to the mark to meet the quality standard. Self-assessment is to identify the areas of the process or individual practitioners, which need reinforcement and further improvement to enhance the capacity of the institutions or individuals to make the total system effective to provide and maintain quality in education.  Create a basis for external assessment and validation  Provide guidelines or direction to the program offering entity or to the University for strategic planning.

1.2 Process of Assessment

Receiving the written directives from the Director of the IQAC, the Chairman of department of Drama and Dramatics arranged a meeting inviting the faculty members of the entity 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 Chairman of entity sent the PSAC to the Director, IQAC in writing for further necessary actions.

The Director of the IQAC placed the PSACs received from the entity for approval of the Vice Chancellor and informs the Head of the SAC. According to the activity plan, the Head of the PSAC, in consultation with the Chairman of the entity, organized an awareness building workshop on Self-assessment and Quality Assurance in Higher Education. This workshop is for clear understanding about the SA process and team building. (Annexure 1, 2) The faculty members along with the SA committee carefully reviewed the survey tools (questionnaire) for major stakeholders i.e., students, alumni, employers, academic staff, non-academic staff following the self-assessment criteria and standard. (Annexure 3-7)

Self-Assessment Report on Drama and Dramatics department, JU. 2016

The PSAC selected 54 students from the 1st year (Hons), 56 students from 2nd year (Hons), 18 students from 3rd year (Hons), 19 students from 4th year (Hons) and 13 students from M.A level. No statistical methods were used for selecting sample size for the purpose of data collection. The following table represents the number of respondents from five categories of stakeholders:

Table 1.1: Pattern of Stakeholders Stakeholders No. of Respondents Academic 12 Non-academic 07 Alumni 56 Student 160 Employer 19

The Self-Assessment Committee managed the overall survey administration, data entry, analysis, and report writing. Data Analysis has been conducted by using statistical software such as IBM SPSS Statistics 22.

1.3 Overview of the University

Jahangirnagar University is a residential public university of Bangladesh. In the 1960s the Government of Pakistan had a decision to establish a residential university in East Pakistan in the same nature to that of the one built in Islamabad. To ease the student pressure of the University of Dhaka, the Education Department of the Government of East Pakistan framed a plan in June 1964 to establish a residential university near Dhaka. In June 1965 the Executive Board of the National Economic Council approved the plan. On the basis of this plan a place called Salna in Gazipur district was first earmarked and the foundation stone was laid by Field Marshall Ayub Khan, the then President of Pakistan. Due to some administrative difficulties, this site was abandoned and the present site was chosen, and accordingly 750 acres of land had been allotted for the university and the land was taken away from the Government Dairy Farm, east of the present campus in 1967. Later on about 50 acres of the University land was taken away from the Government Dairy Farm again in 1967. The university project started its implementation in April 1968 as Jahangirnagar Muslim University and Professor Surat Ali Khan was made the first Project Director. Jahangirnagar University was formally launched on 12 January 1970 under the Jahangirnagar Muslim University Ordinance, 1970 and this day is observed as University Day. At the time of starting, its name was Jahangirnagar Muslim University, and the initial plan was to operate this university as like as Aligarh Muslim University. It operated as a project until 1973, when the 'Jahangirnagar Muslim University Act' was amended as the 'Jahangirnagar University Act'. But after the independence of Bangladesh, its name changed as Jahangirnagar University under the act of Jahangirnagar University Act' 1973. (Annexure 8, 9)

Self-Assessment Report on Drama and Dramatics department, JU. 2016

On 20 August 1970, an ordinance was promulgated to start the academic programmes of the university. Professor Mofizuddin Ahmed, the then member of the Central Public Service Commission of Pakistan and formerly Professor of Chemistry, University of Dhaka, was appointed as the first Vice-Chancellor. He joined as vice-Chancellor on 24 September 1970. The earlier aim was to establish this university as a science oriented university. For that purpose five faculties, namely, Faculty of Arts and Humanities, Faculty of Social Sciences, Faculty of Biological Sciences, Faculty of Basic Sciences, Faculty of Applied Sciences were earmarked. However, the university was started later with 4 honours departments called viz Economics, Geography, Statistics and Mathematics. The university started with 21 teachers in these departments. The first group of students, a total of 150, was enrolled in four Honors departments. The initial class was held on 4 January 1971. Its formal inauguration was delayed until 12 January 1971, when the university was formally launched by Rear Admiral S M Ahsan, the then Governor of East Pakistan and the Chancellor of the University. The university started in full swing when Professor Syed Ali Ahsan joined as the second Vice-Chancellor in 2 February 1972. The main purpose of the University is promoting research in different fields as well as preparing the students to meet the challenges of future day. The university has 16,781 students, 676 teachers, and 1,430 other employees. At present there are 34 departments under six faculties: Mathematical and Physical Science, Biological Science, Social Science, Arts and Humanities, Business Studies and Law & Justice and two institutes: Institute of Business Administration & Institute of Information Technology. Faculty members of Jahangirnagar University includes-

Table 1.2: Faculty members of Jahangirnagar University Faculty No. of Faculty members Mathematical and Physical Science 177 Biological Science 138 Social Science 140 Arts and Humanities 151 Business Studies 32 Law & Justice 6

The two institutes for specialized research and training of the university are those of Business Administration, Information Technology. Wazed Miah Science Research Center also exits here. Presently the enrollment range of Jahangirnagar University is 15,000-19,999 students based on entrance examinations and students' past academic record and grades. The University (JU) offers courses and programs leading to officially recognized higher education degrees such as pre-bachelor degrees (i.e. certificates, diplomas, associate or foundation degrees), bachelor degrees, master degrees as well as masters of philosophy, doctorate degrees in several areas of study. The university also trains up a large number of researchers in different disciplines. More than PhD and MPhil researchers have obtained their degrees from this University. 4

Self-Assessment Report on Drama and Dramatics department, JU. 2016

With fifteen residential halls (and more under construction), Jahangirnagar University is mandated to provide residential accommodation to every student with separate halls for the female students. JU also provides several academic and non-academic facilities and services to students including a library, housing, sport facilities and/or activities, financial aids and/or scholarships, study abroad and exchange programs, as well as administrative services. The Central Library of the university has a collection of over 100,000 titles. On-line journal browsing and photo copying facilities are also available in the central library of the university. The university has a beautiful Central Mosque, a Temple, a large gymnasium, a swimming pool, and a central cafeteria. The university also has its own medical centre. Adequate bus services between the campus and Dhaka city are also provided by the university‟s own transports. A 71 feet tall Central Shaheed Minar, by far the tallest in the country, in front of the New Arts Building is one of the main attractions of the university. There is an open-air amphitheater; the very first one in the country, inside the campus is the main venue for the socio-cultural programmes. A Teacher-Students Centre (TSC) is also established for various club activities for teachers and students. There are two famous statues, known as Samsaptak, in front of the Central Library and Amar Ekushe in front of the Social Sciences building. The natural beauty of Jahangirnagar University is always attractive for everyone who enters the campus.

1.4 Mission and Objective of the University The university runs according to 1973 Act and ordinances along with administrative order if necessary but has no structured operational policy. The mission and objectives of the university is not set properly. A well-structured and deeply thought mission and objectives are needed to run the programs efficiently. Also the entity (Department) has no well-structured mission and objectives.

1.5 Overview of the program offering entity The department of Drama and Dramatics is within the Faculty of Arts and Humanities of Jahangirnagar University. It started its journey in 1986 with an objective to provide modern and broad education in theatre. This department is preparing students as well- trained theatre and drama professionals to meet the contemporary demand of national and international theatre and media. It also aims at investigating „performance‟, „theatre‟ and „drama‟ through a combination of imaginative practice and rigorous academic study with a view point of critical and cultural theory. It undertakes comprehensive studies of performance and theatrical forms through an integrated program of-

* tutorial tests, seminars and lectures. * practical projects and workshops. * play direction, performance and dramaturgy. * field work, presentations and dissertations.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

The department of Drama and Dramatics wants to be distinctive by its primary concern with innovative contemporary performance and its return to the root of Bangla traditional Theatre. It focuses on drama, theatre and performance of the twentieth century from a global perspective; it has keen interests in innovative performance, including experimental theatre, community and inter-cultural theatre, moreover it perceive drama and performance from a wider sense of ritual and social behavior.

The department Drama and Dramatics of, Jahangirnagar University is a leading department in our country which has already discovered the lost forgotten theatre heritage of Bangla Theatre. So, it's objective is to provide an education in independent critical thinking and self- determined creative action. This department aims at providing students with a considerate range of individual, practical and analytical skills, which can be successfully transmitted to a wide variety of working situations.

The department of Drama and Dramatics of Jahangirnagar University considers such topics as dramaturgy, space and scene design, art of performance and the relationship between theatre and other arts (including film, music, dance and fine art); it experiments the form and content of plays while it observes the historical trend of actor, director and designers too. This involves the study of plays as texts for performance; some techniques and methods for actors, directors and theatre technicians.

Table 1.3: Data on Academic staffs and Students Sl. Unit / Items No. Quantity 1 First year enrollment (recent) 36

2 Average HSC GPA score of enrolled students (recent) 4.50 3 First year retention rate (recent) 36

4 Average first year retention rate (recent 5 years) 33 0.5% 5 Average transfer rate (recent 5 years)

6 Total number of students at present 193 74% 7 Average pass rate in first year courses (recent 5 years)

8 Total enrollment in MS 30

9 Total enrollment in PhD 35

10 Total number of full time academic staff 21

11 Total number full time academic staff with PhD 8

12 Academic staffs on study leave for PhD in home and abroad 3 13 Number of Graduates passed (average of recent 5 years) 23

Self-Assessment Report on Drama and Dramatics department, JU. 2016

14 Number of Masters passed (average of recent 5 years) 25 15 Number of PhD passed (average of recent 5 years) 01 Total number & amount of external (other than GoB) funded research 01 16 projects 17 Total number & amount of (GoB) funded research projects 13 Lac

18 Number of theses/research monographs /publications 24

19 Teacher-student ratio 1:10

1.6 Objectives and Intended learning outcomes of the program The core objective of the Honours and Master's program of the department is to build knowledge practitioner with a focus on de-colonized perspective to nourish indigenous culture. It provides experts of artistic activities in home and abroad with a view to bring people closer for worldly communication. It ultimately serves to change the world. 1.7 Brief Description of the program(s) under review Department of Drama and Dramatics offers the following degrees : a. Bachelor of Arts (Honours.) in Drama and Dramatics b. Master of Arts in Drama and Dramatics with Specializations in i) Art of Dramaturgy ii) Art of Performance iii) Art of Play Direction c. M. Phil d. Ph.D.

Admission requirements Admission to the Program : Admission of students to the Degree program is guided by the Bachelor (Honours) Degree Admission Ordinance of the University. (Annexure 18)

Duration of the Program The Program of study for Bachelor (Honors) Degree, henceforth referred to as the degree unless otherwise indicated, shall extend over a period of 4 (four) academic years and shall be divided into four parts : Part I, Part II Part III and Part IV. Annual examination will be held at the end of each academic year to complete the part of study. The course of study has to be completed by a student in not more than 6 (six) consecutive academic years. (Annexure 18, 22)

M.A Program of the department lengths for one year. After the; completion of Tutorial examinations, Annual examinations for the degrees helds. (Annexure 19, 23)

The length of M.phil and Ph.D programs are 2 and 3 years each. (Annexure 20, 21,24)

These programs are divided into 3 parts. Those are as follows : a) First part : Written b) Second part : Dissertation/Thesis c) Oral : Defence for thesis. 7

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 2 Governance

Governance at university encompasses the organizational structures, legislative framework and processes through which, policies and programs are developed, managed and delivered. Governance facilitates the achievement of the stated mission and objectives of the university. The central administration and statutory bodies like the Vice Chancellor, Board of Trustees, Syndicate, and Academic Council are the powerful actors in university‟s governance system. (Annexure 8-16)

This criterion describes the use of mission, goals and objectives of the University, first. Second, it explains the overall objectives used for different areas such as teaching & learning, research and development, academic administration and so on. Finally, the criterion describes the role of stakeholders in curriculum management, means of achieving objectives, and the role of University, Faculty and Department in the degree program management.

2.1 Program Management Good governance and quality assurance depends on the integrated approach of management by the statutory bodies and individual units of the university. It needs commitment, sense of responsibility, team work, collaboration and coordination among the top management, academic, administrative and support units of the university. The University must have an organizational structure and organizational units with defined responsibilities in compliance with the legal framework under which the university is established. The institution/program offering entity must review and ratify the policies and procedures periodically with an objective of further improvement. Code of conduct for the students and code of conduct for staff members and disciplinary rules and regulations should be well defined and well communicated. Mission and objectives of an institution or program offering entity describe the purposes and stakeholders of the institution and program offering entity. Mission and objectives are defined in respect of national relevance incompliance with the legal requirements, QA requirements and external reference standards. Intended learning outcomes must satisfy the mission and objectives of the program and institution. The opinion of Academic Staff, Non-Academic Staff, Student and Alumni about Vision, Mission and Objectives of the entity are given below:

Table 2.1: Statement of Vision, Mission and Objectives of the entity

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 16.7 16.7 16.7 50.0 Alumni 1.8 3.6 8.9 46.4 39.3 Non-academic 0.0 0.0 0.0 0.0 100.0

Self-Assessment Report on Drama and Dramatics department, JU. 2016

1st Year 3.7 5.6 14.8 46.3 29.6 nd 2 Year 7.1 14.3 7.1 5.4 66.1 3rd Year 22.2 55.6 16.7 5.6 0.0

4th Year 10.5 31.6 21.1 36.8 0.0 Student Masters 0.0 53.8 0.0 0.0 46.2 Total 7.5 16.9 11.9 26.9 36.9

Table 2.1 indicates that about 66% Academic Staff and 85% Alumni at least agree that Vision, Mission and Objectives of the entity are clearly stated which is not a significant proportion. On the other hand, 16.7% Academic Staff and 5.4% Alumni at least disagree with this statement. But all Non-academic Staffs (100%) are strongly agree on this statement. Also, we observe that about 75%, 71%, 5%, 36%, 46%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that Vision, Mission and Objectives of the entity are clearly stated. Also 9%, 21%, 77%, 42%, 53%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is 2 evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which is statistically significant (p-value=0.001, 2   89.21 test, Appendix-I, Table I). This statistical result indicates that Senior Students opinion is more realistic than Junior Students opinion. We also observe that Non-Academic Staffs are not very much familiar with entity‟s Vision, Mission and Objectives. For a well-defined and well-structured as well as good understanding of the meaning of Vision Mission of the entity, we expect almost 100% respondents opinion are likely to be in favor of the statement. In fact, Vision, Mission and Objectives of the entity mentioned only in syllabus (treated as curriculum). Thus we may conclude that Vision, Mission and Objectives of the entity are not clearly stated and well-practiced.

Table 2.2: Satisfaction of Vision, Mission and Objectives by ILOs

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 25.0 8.3 58.3 8.3 Non-academic 0.0 0.0 0.0 57.1 42.9 Alumni 5.4 14.3 30.4 37.5 12.5 1st Year 0.0 18.5 53.7 24.1 3.7 nd 2 Year 1.8 14.3 21.4 55.4 7.1 3rd Year 11.1 38.9 33.3 11.1 5.6 th Student 4 Year 5.3 52.6 26.3 15.8 0.0 Masters 0.0 0.0 7.7 76.9 15.4 Total 2.5 21.9 33.1 36.9 5.6

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 2.2 indicates that about 66% Academic Staff, 50% Alumni and 100% Non- academic Staff at least agree that the Intended Learning Outcomes (ILOs) satisfy the stated Mission and Objectives. On the other hand, 25% Academic Staff and 19% Alumni at least disagree with this statement. Also, we observe that about 27%, 62%, 16%, 15%, 91%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that the Intended Learning Outcomes (ILOs) satisfy the stated Mission and Objectives. But about 18%, 16%, 50%, 58%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree on this issue. Above table indicates that Students opinion are very much inconsistence. Thus we may conclude that the Intended Learning Outcomes (ILOs) do not satisfy the stated Mission and Objectives.

Table 2.3: Adequacy of infrastructure for satisfying Mission and Objectives

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 25.0 58.3 8.3 0.0 8.3 Alumni 10.7 30.4 17.9 33.9 7.1 Non-academic 0.0 0.0 0.0 0.0 100.0

1st Year 27.8 20.4 13.0 31.5 7.4

2nd Year 32.1 33.9 25.0 7.1 1.8 3rd Year 83.3 11.1 0.0 0.0 5.6 th Student 4 Year 52.6 21.1 26.3 0.0 0.0 Masters 37.7 23.1 7.7 23.8 7.7 Total 36.9 24.4 16.9 17.5 4.4

Table 2.3 indicates that about 8% Academic Staff, 41% Alumni and 100% Non- academic Staff at least agree that the entity has adequate infrastructures to satisfy its Mission and Objectives. On the other hand, 83% Academic Staff and 40% Alumni at least disagree with this statement. Also, we observe that about 38%, 9%, 5%, 60%, 31%, respectively, 1st year, 2nd year, 3rd year, and MS Students at least agree that the entity has adequate infrastructures to satisfy its Mission and Objectives. Also about 47%, 66%, 94%, 73%, 60%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. We observe that none of the 4th year Students agree with this 2 statement. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year and Senior Students opinion is more realistic than Junior Students opinion which is statistically highly significant (p- 2 value=0.000,   56.55 test, Appendix-I, Table II). Since a significant number of respondents at least disagree on this issue hence we may conclude that the entity has inadequate infrastructures to satisfy its Mission and Objectives.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 2.4: Disciplinary rules and regulations

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 16.7 16.7 8.3 58.3 0.0 Non-academic 0.0 80.7 0.0 0.0 19.3 Alumni 7.1 23.2 30.4 26.8 12.5 1st Year 11.1 11.1 11.1 46.3 20.4

2nd Year 25.0 14.3 10.7 17.9 32.1 3rd Year 16.7 66.7 5.6 11.0 0.0 th

Student 4 Year 26.3 36.8 26.3 10.5 0.0 Masters 0.0 46.2 23.1 30.8 0.0 Total 17.5 24.4 13.1 26.9 18.1

Table 2.4 indicates that about 58% Academic Staff, 19% Non-academic Staff, 39% Alumni at least agree that the disciplinary rules and regulations are explicitly defined and well circulated. Again about 33% Academic Staff, 80% Non-academic Staff, 30% Alumni at least disagree on this statement. Also, we observe that about 66%, 39%, 11%, 10%, 30%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that the disciplinary rules and regulations are explicitly defined and well circulated. But about 22%, 39%, 83%, 63%, 46%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. Since a significant number of respondents at least disagree with this statement hence we may conclude that the disciplinary rules and regulations are not explicitly defined and well circulated. All academic and administrative affairs are not strictly maintained in compliance with rules and regulations to ensure good governance in the entity.

Table 2.5: Timely publication of results according to ordinance

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 33.3 25.0 16.7 16.7 8.3 Non-academic 0.0 0.0 0.0 0.0 100.0 Alumni 19.6 39.3 21.4 16.1 3.6 1st Year 20.4 27.8 40.7 5.6 5.6

2nd Year 19.6 19.6 23.2 33.9 3.6 3rd Year 88.9 5.6 0.0 0.0 5.6

4th Year 78.9 21.1 0.0 0.0 0.0 Student Masters 30.8 38.5 15.4 15.4 0.0 Total 35.6 22.5 23.1 15.0 3.8 11

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 2.5 indicates that about 24% Academic Staff, 100% Non-academic Staff, 19% Alumni at least agree that results are published timely in compliance with the ordinance. On the other hand, about 58% Academic Staff and 58% Alumni at least disagree with this statement. Also, we observe that about 10%, 37%, 5%, 0%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that results are published timely in compliance with the ordinance. Also about 47%, 38%, 94%, 100%, 69%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on 2 this issue. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which is statistically significant (p- 2 value=0.000,   76.74 test, Appendix I, Table III). This statistical result indicates that Senior Students opinion is more realistic than Junior Students opinion. Most of the Students disagree that results are published timely in compliance with the ordinance. So this process should be developed.

Table 2.6: Distribution of brochure/handbook to the students for comprehensive guidelines

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 58.3 8.3 0.0 16.7 16.7 Non-academic 42.9 57.1 0.0 0.0 0.0 Alumni 14.3 39.3 8.9 19.6 17.9 1st Year 20.4 29.6 14.8 24.1 11.1

2nd Year 8.9 23.2 25.0 12.5 30.4 3rd Year 66.7 22.2 0.0 11.1 0.0

4th Year 31.6 31.6 15.8 15.8 5.3 Student Masters 0.0 30.8 69.2 0.0 0.0 Total 21.3 26.9 21.3 15.6 15.0

Table 2.6 indicates that about 33% Academic Staff, 0% Non-academic Staff, 37% Alumni at least agree that the entity provides comprehensive guidelines to the students in advance by means of a brochure/handbook. On the other hand, about 66% Academic Staff, 53% Alumni and 100% Non-Academic Staff at least disagree with this statement. Also, we observe that about 35%, 42%, 11%, 20%, 0%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that the entity provides comprehensive guidelines to the students in advance by means of a brochure/handbook. Also about 49%, 32%, 88%, 62%, 30%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident from the above table that Student opinions vary from year to year. Since some respondents disagree with this issue it indicates that status of providing comprehensive guidelines to the students in advance by means of a brochure/handbook is not sufficient. Actually department provide syllabus to the students in advance.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 2.7: Review of policy and procedure for further improvement

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 0.0 33.3 66.7 0.0 Non-academic 0.0 57.1 42.9 0.0 0.0 Alumni 19.6 19.6 30.4 23.2 7.1 1st Year 1.9 29.6 51.9 11.1 5.6

2nd Year 25.0 8.9 16.1 26.8 23.2 3rd Year 22.2 16.7 16.7 44.4 0.0 th

Student 4 Year 42.1 21.1 10.5 21.1 5.3 Masters 15.4 0.0 7.7 46.2 30.8 Total 18.1 17.5 26.9 24.4 13.1

Table 2.7 indicates that about 66% Academic Staff, 30% Alumni at least agree that the entity reviews its policy and procedures periodically for further improvement. On the other hand, about 57% Non-Academic Staff and 39% Alumni at least disagree with this statement. Also about 16%, 50%, 44%, 26%, 77%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. But about 31%, 33%, 38%, 63%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. Thus we may conclude that the entity does not review its policy and procedures periodically for further improvement.

Table 2.8: Communication of code of conduct for students and employees

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 16.7 50.0 8.3 16.7 8.0 Non-academic 0.0 71.4 0.0 0.0 28.6 Alumni 10.7 10.7 37.5 32.1 8.9 1st Year 5.6 18.5 29.6 42.6 3.7

2nd Year 8.9 17.9 4.5 33.9 33.9 3rd Year 22.2 50.0 22.2 5.6 0.0

4th Year 0.0 15.8 31.6 47.4 5.3 Student Masters 15.4 15.4 7.7 38.5 23.1 Total 8.8 21.3 18.8 35.6 15.6

Table 2.8 indicates that about 24% Academic Staff, 28% Non-academic Staff, 40% Alumni at least agree that codes of conduct for the students and employees are well communicated. On the other hand, about 66% Academic Staff, 71% Non-academic

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Staff, 21% Alumni at least disagree with this statement. Also about 24%, 26%, 72%, 15%, 30%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident from the above table that Student opinions vary from year to year and Senior Students opinion is more realistic than Junior Students opinion. For well communicated codes of conducts for students and employees, we expect almost 100% respondents‟ opinion is likely to be in favor of the statement. Thus we may conclude that codes of conduct for the students and employees are not well communicated.

2.2 Academic Documentation Meeting resolutions regarding Exam Committee, academic decisions are recorded properly. (Annexure 28-39) All other academic records e.g; lesson plan, marks, attendance registrar etc are documented and maintained properly. From the survey result, the opinion of Alumni, Student, Academic Staff and Non-academic Staff are given below:

Table 2.9: Maintenance of Academic calendar

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%)

Academic 58.3 16.7 16.7 0.0 8.3 Non-academic 14.3 85.7 0.0 0.0 0.0 Alumni 21.4 42.9 14.3 16.1 5.4

1st Year 29.6 29.6 14.8 18.5 7.4

2nd Year 14.3 10.7 51.8 17.9 5.4 3rd Year 83.3 11.1 0.0 5.6 0.0 th Student 4 Year 73.7 21.1 0.0 5.3 0.0 Masters 23.1 53.8 7.7 15.4 0.0 Total 35.0 21.9 23.8 15.0 4.4

Table 2.9 indicates that about 8% Academic Staff, 21% Alumni at least agree that the academic calendars are maintained strictly by the entity. On the other hand, about 75% Academic Staff, 100% Non-academic Staff and 63% Alumni at least disagree with this statement. Also, we observe that about 25%, 22%, 5%, 5%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that the academic calendars are maintained strictly by the entity. But a suitable numbers of respondents about 59%, 25%, 94%, 94%, 76%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. For a good academic practice, we expect almost 100% respondents opinions are likely to be in favour of the statement. Thus we may conclude that department has inadequate good academic practiced and improper maintenance of existing good academic calendar.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 2.10: Proper updatation of website

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 61.3 10.7 0.0 11.6 16.4 Non-academic 71.4 14.3 14.3 0.0 0.0 Alumni 28.6 35.7 17.9 12.5 5.4 1st Year 46.3 9.3 22.2 13.0 9.3 2nd Year 51.8 14.3 19.6 8.9 5.4 3rd Year 61.1 38.9 0.0 0.0 0.0 th

Student 4 Year 78.9 21.1 0.0 0.0 0.0 Masters 46.2 30.8 15.4 0.0 7.7 Total 53.8 17.5 15.6 7.5 5.6

Table 2.10 indicates that about 28% Academic Staff, 17% Alumni at least agree that the website is updated properly. On the other hand, about 72% Academic Staff, and 85% Non-academic Staff, 64% Alumni at least disagree with this statement. Also, we observe that about 22%, 14%, and 7%, respectively, 1st year, 2nd year, and MS Students at least agree that the website is updated properly. But a significant proportion of respondents about 55%, 65%, 100%, 100%, 77%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident from the above table and 2  test of homogeneity of respondents opinion that Student opinions vary from year to 2 year which is statistically significant (p-value=0.023,   29.11 test, Appendix I, Table IV). This statistical result indicates that Senior Students opinion is more realistic than Junior Students opinion. Hence we may conclude that this innovative technique of communication should be improved for further use. The University should have a well- designed website, which will contain all sorts of information of the university and programs with easy access to the stakeholders.

Table 2.11: Maintenance of documentations

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 0.0 8.3 83.3 8.3

Table 2.11 indicates that about 91% Academic Staff at least agree that the decisions of committees, class attendance registers, questions, answer scripts, marks, examination results, students’ progress etc.) are maintained properly. None of the Academic Staff at least disagree on this statement. But about 8% Academic Staff are neutral on this issue. Although traditional and manual documentation are practiced but digitalization of documentation is not practiced yet. Information is not easily accessible to the students. 15

Self-Assessment Report on Drama and Dramatics department, JU. 2016

2.3 Peer observation and feedback process The peer observation of teaching process provides both the observee and the observer with the opportunity to mutually enhance the quality of their teaching practice. It also provides an opportunity to disseminate good practice amongst colleagues by sharing thoughts on teaching practice and supporting each other‟s development of teaching skills.

Table 2.12: Treatment of student‟s opinion

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 8.3 0.0 16.7 33.3 41.7 Alumni 12.5 32.1 23.2 25.0 7.1 1st Year 35.2 9.3 35.2 14.8 5.6 nd 2 Year 10.7 7.1 8.9 51.8 21.4 3rd Year 38.9 61.1 0.0 0.0 0.0

Student 4th Year 47.4 31.6 10.5 10.5 0.0 Masters 7.7 38.5 23.1 23.1 7.7 Total 26.3 19.4 18.1 26.3 10.0

Table 2.12 indicates that about 75% Academic Staff, 32% Alumni at least agree that the students’ opinion regarding academic and extra-academic matters is addressed properly. On the other hand, about 8% Academic Staff, 44% Alumni at least disagree with this statement. Also, we observe that about 20%, 73%, 10%, 30%, respectively, 1st year, 2nd year, 4th year and MS Students at least agree that the students’ opinion regarding academic and extra-academic matters is addressed properly. But a suitable numbers of respondents about 44%, 17%, 100%, 79%, 46%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It indicates that a proper way of addressing students‟ opinion is required. Well defined policy for mentoring and peer observation not exists and not followed properly. Feedback process from both teachers‟ and students‟ are not taken and duly not honored. 2.4 Internal quality assurances process Self-assessment process is an ongoing process. Evaluation of teachers by the students is not at regular phenomenon. Course evaluation by the teacher, students and head of the department is not usual practice after completion of each course. The opinion regarding decision making of Academic, Non-academic staff, Alumni and Student is given below:

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 2.13: Fairness and Transparency in Academic decision making

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%)

Academic 0.0 0.0 16.7 33.3 50.0 Non-academic 0.0 0.0 0.0 0.0 100.0 Alumni 8.9 26.8 3.6 44.6 16.1 1st Year 1.9 5.6 42.6 42.6 7.4

2nd Year 14.3 12.5 5.4 58.9 8.9 3rd Year 33.3 44.4 0.0 16.7 5.6

4th Year 21.1 42.1 21.1 15.8 0.0 Student Masters 0.0 0.0 7.7 46.2 46.2

Total 11.9 16.3 19.4 42.5 10.0

Table 2.13 indicates that about 83% Academic Staff, all Non-academic Staff (100%), 60% Alumni at least agree that academic decisions are taken by the entity with fairness and transparency. On the other hand, about 35% Alumni at least disagree with this statement. Also, we observe that about 50%, 67%, 22%, 15%, 92%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that academic decisions are taken by the entity with fairness and transparency. But a suitable numbers of respondents about 7%, 26%, 77%, 63%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree on this issue. For the fairness and transparency in academic decision making we expect almost 100% respondents‟ opinion is likely to be in favour of the statement. Students are not involved in academic decision making. Thus we may conclude that academic decisions are taken by the entity are not fair all time.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 3 Curriculum Design and Review Curriculum refers to a well-defined and prescribed course of studies, lessons and activities, which students must complete to fulfil the requirements for acquiring the degree. Self-Assessment will facilitate the integration of the procedure in redesigning, modernizing and updating the curricula to accommodate the job market requirements. The curriculum plays a crucial role in achieving the mission and objectives of the university including the intended learning outcomes and overall effectiveness of the programs. (Annexure 18-24)

This criterion of the program assessment describes the way curriculum was designed, reviewed periodically, stakeholder‟s involvement in the process, students required course load for the program, required emphasis for the program objectives or outcomes and serves the stakeholders purpose. Based on the issues mentioned, the respondents being asked on this criterion and the opinion of respondents are given below: 3.1 Need assessment A needs assessment is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants". The discrepancy between the current condition and wanted condition must be measured to appropriately identify the need. The need can be a desire to improve current performance or to correct a deficiency.

3.2 Curriculum design

Curriculum refers to a well-defined and prescribed course of studies, lessons and activities, which students must complete to fulfill the requirements for acquiring the degree. Curriculum is aligned with program objectives, intended learning outcomes through proper skill mapping. The curriculum plays a crucial role in achieving the mission and objectives of the university including the intended learning outcomes and overall effectiveness of the programs. Curriculum design has immense impact on the capacity of the education institutions and process to provide quality education. In designing a curriculum, an intellectual „journy‟ for the students is planned and a series of experiences is offered that will result in the student learing what the Department intend them to learn. In designing curriculum, stackeholdes should want to learn, and how they should learn. Designed curriculum must satisfy the mission and defined graduate profile. In the Department of Drama and Dramatics, a complete and well-designed curriculum is still absent. Instead of curriculum, the syllabus for B.A. (Hons.) and M.A is designed and reviewed regularly (Annexure 22-23). The Department of Drama and Dramatics offers four years‟ Bachelor of Arts (B.A) degree, one year‟ Masters of Arts (M.A) degree two years‟ Masters of Philosophy (M.Phil.) degree and three years‟ (regular) to five years‟ (part time) Doctor of Philosophy (Ph.D.) degree in Drama and Dramatics (Annexure 24). The curriculum adopted by this department has been approved first by the Academic Committee of the Department, the Comittie of Courses, the Faculty of Arts, and finally passed by the Academic Council and the Syndicate of Jahangirnagar University (Annexure 8, 16).

Self-Assessment Report on Drama and Dramatics department, JU. 2016

B.A. (Hons.) Program

Program outline: The four-years B.A. (Hons.) program in Drama and Dramatics is divided into four parts- Part I, Part II, Part III and Part IV. These four parts are comprised of the 48 theoretical and practical courses including the viva-voce and cover the major thematic areas of Plant Arts. The total mark for these four years courses is 3200 equivalent to 128 credits. Examination on the courses of Part-I, Part-II, Part-III and Part-IV held respectively at the end of first year, second year, and fhird year and fourth year. A summary of the B.A. (Hons.) Pgrogram Curriculum is presented in Table 3.1 and 3.2. A full-unit course consisting of the 100 marks (i.e. 10 in class attendance, 20 in turorial and 70 in final examination) is equivalent to 4 credits and that of a half-unit course consisting of 50 marks (5+10+35) is equivalent to 2 credits . Viva-voce examination of 50 marks also equivalent to 2 credits. The duration of theorentical examination of 70 marks is of 4 hours and that of 35 marks is of 2.5 hours. The duration of practical examination of 35 marks is of 6 hours (Annexure 18, 22).

Four-part Bachelor (Honours) degree based on GPA system of assessment

Total Units ... 30 - 34 Total credits ... 120 - 136 Total marks ... 3000 – 3400 Full-unit Theory ... 50 – 60 class hour (h) Half-unit Theory ... 35 – 40 h Full-unit practical ... 100 – 120 h Half-unit practical ... 50 – 80 h

About 25% Units will be assigned to allied courses

In Part IV, 4 credits (one Unit) may be assigned for scholarly creative exercises such as Review Work through literature search and Research Projects.

Examination Marks : Course-end final theory ... 70% Written tutorial ... 20% Class attendance ... 10%

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 3.1: Grading system

Marks (%) Letter Grade Grade Points + 80% and above A 4.00

75% to less than 80% A 3.75

70% to less than 75% A- 3.50

65% to less than 70% B+ 3.25

60% to less than 65% B 3.00

55% to less than 60% B- 2.75

50% to less than 55% C+ 2.50

45% to less than 50% C 2.25

40% to less than 45% D 2.00 Less than 40% F (fail) 0 Incomplete I 0

Table 3.2: Summary of the B.A. (Hons.) Program

Year Theory Practical Viva Voce Total Part – I 350 250 50 650 Part – II 500 250 50 800 Part – III 550 250 50 850 Part – IV 450 400 50 900 Total 1850 1150 200 3200

Syllabus for Bachelor of Arts (Honors) For the Session: 2010-2011, 2011-2012, 2012-2013, 2013-2014.

General Objectives of the Bachelor of Arts (Honors) in Drama and Dramatics.

The Department of Drama and Dramatics is within the Faculty of Arts and Humanities of Jahangirnagar University. It aims at providing modern and broad education in theatre and preparing students as well-trained theatre and drama professionals to meet the contemporary demand of national and international theatre and media. It also aims at investigating „performance‟, „theatre‟ and „drama‟ through a combination of imaginative practice and rigorous academic study with a view point of critical and cultural theory. It undertakes comprehensive studies of performance and theatrical forms through an integrated program of-

* tutorial tests, seminars and lectures. * practical projects and workshops. * play direction, performance and dramaturgy. * field work, presentations and dissertations.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

We want to be distinctive by our primary concern with innovative contemporary performance and its return to the root of Bangla traditional Theatre. We focus on drama, theatre and performance of the twentieth century from a global perspective; we have keen interests in innovative performance, including experimental theatre, community and inter-cultural theatre, moreover we see drama and performance from a wider sense of ritual and social behavior. The Drama and Dramatics department, Jahangirnagar University is a leading department in our country which has already discovered the lost ancient theatre heritage of Bangla theatre. So, our objective is to provide an education in independent critical thinking and self- determined creative action. We aim at providing students with a considerate range of individual, practical and analytical skills, which can be successfully transmitted to a wide variety of working situations. The Department of Drama and Dramatics of Jahangirnagar University considers such topics as dramaturgy, space and scene design, art of performance and the relationship between theatre and other arts (including film, music, dance and fine art); It experiments the form and content of plays while it observes the historical trend of actor, director and designers too. This involves the study of plays as texts for performance; some techniques and methods for actors, directors and theatre technicians.

Admission requirements

Admission to the Program : Admission of students to the Degree program is guided by the Bachelor (Honours) Degree Admission Ordinance of the University.

Duration of the Program

The Program of study for Bachelor (Honors) Degree, henceforth referred to as the degree unless otherwise indicated, shall extend over a period of 4 (four) academic years and shall be divided into four parts : Part I, Part II Part III and Part IV. Annual examination will be held at the end of each academic year to complete the part of study. The course of study has to be completed by a student in not more than 6 (six) consecutive academic years.

Courses of Bachelor of Arts (Honors) program

Part – I Outline of courses

Course Code Course Title Unit

DAD 101 History of World Drama (Ancient & Medieval) Theory/Full/100 bvU¨-101 wek¦bvU‡Ki BwZnvm (cÖvPxb I ga¨hyM) ZË¡xq DAD 102 History of Bangla Nattya (650AD-1760AD) Theory/Full/100 bvU¨-102 evOjv bv‡U¨i BwZnvm (650-1750wLª.) ZË¡xq DAD 103 Introduction to Dramatic theories and genre studies Theory/Half/50 bvU¨-103 bvU¨ZË¡ I bvU¨cÖKiY cwiwPwZ ZË¡xq

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD 104 Creative Writing – I Theory/ Full/100 bvU¨-104 m„Rbkxj iPbv-1 ZË¡xq DAD 105 English Language Theory /Half/50 bvU¨-105 Bs‡iwR fvlv ZË¡xq DAD 106 Preparation for Performance Practical/Half/50 bvU¨-106 Awfb‡qi cÖ¯‘wZ eënvwiK DAD 107 Voice and Elocution Practical/Half/50 bvU¨-107 ¯î I ¯î-cÖ‡¶cY eënvwiK DAD 108 The Traditional Style of Performance in Bangladesh Field bvU¨-108 evsjv‡`‡ki HwZnëvnx bvU¨ cwi‡ekbvixwZ work/Full/100 †¶Î mgx¶Y Viva Voce 50 †g․wLK cix¶v Total 650

Course Content of Bachelor of Arts (Honours) in Drama and Dramatics Part – I Detail of courses DAD 101 : History of World Drama (Ancient and Medieval) Theory/Full 70+20+10) bvU¨-101 : wek¦bvU‡Ki BwZnvm (cÖvPxb I ga¨hyM)

1. Origin and development of drama as a performance. 2. Origin and development of Egyptian drama. 3. Origin and development of Greek and Roman drama. 4. Theatre history of Medieval Italy, France, Spain and England. 5. Origin and development of Sanskrit drama. 6. Origin and development of Chinese and Japanese Theatre. 7. Source and origin of Ancient Bangla Drama.

DAD 102 : History of Bangla Nattya (650 AD – 1760 AD) Theory/Full (70+20+10) bvU¨-102 : evOjv bv‡U¨i BwZnvm (650-1750 wLª:)

1. Source, origin, development and period of ancient Bangla nattya : Different forms of medieval Bangla nattya : observation and analysis. 2. A brief history of Medieval Bangla nattya of the border area of ancient Bengal. 3. Influence of ancient Bangla dramatic art on theatre of Assam, Orrissa, Nepal and Ethnic theatres of Bangladesh. 4. Baru chandi dash : Srikrishanakirtan Shah Muhamad Sagir : Yusuf-Zolekha Bijoy Gupta : Manasa Mangol Kobikongkon Mukudaram Chakrabarti : Chandimangol Alaul : Padmabati Dnijo Kanai : Mahua

(wk¶ve‡l©i ïiy‡Z †Kvm© wk¶K KZ…©K †h †Kvb wZbwU bvUK wba©viY K‡i †`qv n‡e)|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD 103 : Introduction to Dramatic theories and genre studies Theory/Half (35+10+5) bvU¨-103 : bvU¨ZË¡ I bvU¨ cÖKiY cwiwPwZ a. Definition of drama. b. Construction of drama. c. Definition and relation between drama, play and theatre. d. Classification of drama. e. Style forms of drama. f. Drama, playwright, director, actor and audience : Inter-relation. g. Drama terminology. h. An outline of Genre Theory.

DAD 104 : Creative Writing – I Theory/Full (70+20+10) bvU¨-104 : m„Rbkxj iPbv-1 K) Awfav‡bi eënviwewa I evbvb ms¯‥vi, fvlvïw×, evKïxwZ, mvay I PwjZ ixwZ, cwifvlv, cÖwZ‡e`b wjLb, M‡elYv c×wZ I cÖKiY| L) KweZvi Q›`, Aj¼vi I KweZv we‡k• lY| M) Ph©vc`, kªxK…òKxZ©b, •eòe c`vejx, g½j Kve¨, gqgbwmsn MxwZKv, evsjv †jvK mvwnZ¨ / m½xZ, cuyw_ mvwnZ¨ cÖf„wZ D‡j• L‡hvM¨ Kveäviv †_‡K wbe©vwPZ As‡ki cvV Abykxjb| 1. Dialogue Writing 2. Textual Reading 3. Rhythm 4. Few steps towards Creative Writing ; What's Creative Writing? Preparation of a playwright. 5. The necessity of observation and perfection towards creation. 6. Reading ancient classic epics, Natural and literary classics / epics

DAD 105 : English Language Theory/Half (35+10+5) bvU¨-105 :Bs‡iwR fvlv a. Listening skill b. Reading skill c. Reference skill d. Writing skill e. Speaking skill f. Composition.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD 106 : Preparation for Performance Practical/Half (35+10+5) bvU¨-106 : Awfb‡qi cÖ¯‘wZ

Physical and mental preparation

I. Yoga & Pranayama : Course teacher will decide which types of Yoga & Pranayama will be appropriate for the students.

II. Physical Practice : Eastern : According to Nandikeshwar and Bharat Natyashastra students will practice Shirobheda, Drishtibheda, Anga-Prattanga-Upanga practice, Bhava and Rasa, Mudras, Bangladeshi Folk Games and Dance, Stick fight practice etc.

III. Western :

a. Mime, acrobatics, gymnastics. b. Introductory lectures on the idea of compulsion of the self-extension and identification as a part of actor's motivations as creative expansion. c. Stage terms to be defined e.g. motivation, blocking, space, laughing, crying, listening, curing and blending. d. Head to toe exercise, physical language and rhythm exercise, theatre games. e. Exercise for energy tension points, concentration flow of imagination and arresting of the mind. f. Simple improvisations : indivisual and groups. g. Charging the space and use of props, general introduction space.

DAD: 107: Voice and Elocution. Practical/Half (35+10+5) bvU¨-107 : ¯^i I ¯^i-cÖ‡¶cY

Voice: Oral language and voice; Bangla sound and pronunciation technique; laughter, weeping, groaning, coughing, shouting etc. Sounds in chorus, yelling, imitating various voices, improvisation of various sound-patterns as slogans, military commands etc.

Speech and reading technique: Accent, stress, emphasis, pause, rhythm, change of pitch and volume, etc. Narration, commentary, addressing, imaginary small and big audience, angry speech, news reading, mixing speech and laughter, controlling and manipulation of speech in terms of movements, line, speed, level, contrast, tempo- rhythm, surprise, climax. Practice of classic, realistic, romantic and stylized delivery of dialogues. Practice of passage from Sanskrit, Bangla, English and musical plays. Use of Rasas in Speech based on the Nattyashastra. Vocal characterization textual and improvisational presenting of a crossection of dramatic literature.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD: 108: The Traditional Style of Performance in Bangladesh Field Work/Full (70+20+10) bvU¨-108 : evsjv‡`‡ki HwZn¨evnx bvU¨ cwi‡ekbvixwZ

For this course, students will have to participate in tours, under the supervision of the course teacher to collect different types of folk drama elements. They will also observe the performance style of Sreekrishnakeertana. Bangla Ballad, Yatra /Gambhira / Jari/ Ghatu/ Alkap. Gajeer Gan, Ethnic & Folk drama form of different tribe & ethnic people of Bangladesh and afterwards, a production, based on these elements to be performed in the departmental laboratory/ studio along with a term paper on the tour to be submitted by the students. This course is absolutely filed work based practical.

Part – II Outline of courses

Course Code Course Title Unit

DAD 201 History of Western Drama (Modern Age) Theory/Full/100 bvU¨-201 cvðvZ¨ bvU‡Ki BwZnvm (AvaywbK hyM) ZË¡xq DAD 202 Creative Writing-II Theory/Half/50 bvU¨-202 m„Rbkxj iPbv- 2 ZË¡xq DAD 203 Modern Bangla Theatre and Drama (Selective) Theory/Full/100 bvU¨-203 AvaywbK Kv‡ji evsjv bvUK (wbe©vwPZ) ZË¡xq

DAD 204 History of Stage and Lighting Theory/Full/100 gÂ I Av‡jvK cwiKíbvi BwZnvm bvU¨-204 ZË¡xq

DAD 205 Socio-Economic and Cultural History of Bangladesh (Selective) Theory/Full/100 bvU¨-205 evsjv‡`‡ki Av_©mvgvwRK I mvs¯‥…wZK BwZnvm (wbe©vwPZ) ZË¡xq DAD 206 Philosophical Thoughts (Eastern and Western) Theory/Half/50 bvU¨-206 `k©bwPš—v (cÖvP¨ I cvðvZ¨) ZË¡xq DAD 207 Scene Design and Properties – I Practical/Half/50 bvU¨-207 gÂ cwiKíbv I g‡ÂvcKiY - 1 eënvwiK/Aa©/50 DAD 208 Methods and Techniques of Performance Practical/Half/50 bvU¨-208 Awfb‡qi †K․kj I c×wZ eënvwiK/Aa©/50 DAD 209 Path Avhinaya (Reading-Acting) Practical/Half/50 bvU¨-209 cvV Awfbq eënvwiK/Aa©/50 DAD 210 Play Production-I Practical/Full/100 bvU¨-210 bvU¨ cÖ‡hvRbv-1 eënvwiK/c~Y©©/100

Viva Voce 50 †g․wLK cix¶v Total 800

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Part – II Detail of courses

DAD 201: History of Western Drama (Modern Age). Theory/Full (70+20+10) bvU¨-201 : cvðvZ¨ bvU‡Ki BwZnvm (AvaywbK hyM)

English Drama in the Renaissance period (1500-1600) French Neo-classical Drama in the 17th Century The Neo-romantic drama of France, Russia and the U.S. The Late 19th century drama and dramatic movements of France, England, Russia, Norway, Sweden and the U.S. The Late 20th Century drama and dramatic movement. Different ism in Theatre.

DAD 202: Creative Writing-II Theory/Half (35+10+5) bvU¨-202 : m„Rbkxj iPbv-2

1. Developing story and it's application in different form of drama. 2. The Technique of Dramatic Plot Development (Stage, Radio & T.V.)

DAD 203: Modern Bangla Theatre and Drama (selective) Theory/Full (70+20+10) bvU¨-203 : AvaywbKKv‡ji evsjv bvUK (wbe©vwPZ) a. History and Development of Bangla stage drama and playwrights from 18th century to early 20th century. b. Drama analysis (any 3): Krishnakumari/ Buro Shuliker Ghare Row- Madhusoodan Dutta Sudhabur Ekadushee/ Neel Darpan- Deenobandhu Mitra Jamidar Darpan/ Basantakumari- Meer Mosharraf Hossain Prafulla/ Billwamangal- Girishchandra Ghosh Shajahan/ Chandragupta- Dijendralal Ray. Madhumala/ Setubandha- Qazi Nazrul Islam. Ujanir Char/Nati Binodini Brojendra Kumar Dey Matripuja/Karmakhetro Mukunda Das

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD: 204: History of Stage and Lighting Theory/Full (70+20+10) bvU¨-204 : gÂ I Av‡jvK cwiKíbvi BwZnvm a. Stage :

Ancient stage : Greek and Roman stage; Bharat Natyashastra and stage; Elizabethian stage; Chinese and Japanese stage; development of Bangla stage; Modern stage and art movements. An Introduction to Proscenium stage; Stage terminology, growth of the idea of set and scenic design through the ageswestern and oriental; Concept of the function of set in theatre; necessary elements of set design, prop‟s design and its preparation. b. Lighting :

History of Lighting design in drama; purpose of lighting design; machineries of lighting design; basic theories of design; colors of light; color mixing, emotional and symbolic values; lighting terminology; ground plan, light legend and cuesheet preparation; basic knowledge of Electricity.

DAD: 205: Socio-Economic and Cultural History of Bangladesh (selective) Theory/Full (70+20+10) bvU¨-205 : evsjv‡`‡ki Av_©mvgvwRK I mvs¯‹…wZK BwZnvm (wbe©vwPZ)

This course includes the intensive study of Bangla culture and history from its very beginning to the present time. * Early history of Bangladesh (up to 650 AD) * Origin of socio-cultural history of Bangladesh (650 AD – 1200) * Muslim invasion. * Sufi cult in Bangladesh. * Shree Chaitannya and Vaishnava cult * Krishna cult and medieval Bangla art, literature and drama * Socio-cultural history of Sultani Bangla. * The reign of Mughal Emperors * Socio-political history of British reign. * Socio-political history of Bangladesh.

DAD: 206: Philosophical Thoughts (Eastern and Western) Theory/Half (35+10+5) bvU¨-206 : `k©bwPš—v (cÖvP¨ I cvðvZ¨) a. Eastern Philosophical Thoughts :

Indian Philosophy : The Vedas, the Upanishads, Jainism, Carvaka. The six Orthodox Schools, Sankhya-Yoga. Mimansa-Vedanta, Nyaya-Vaisesikha, Bhakti, Vaishnavism, Brahma movement in Bengal, Philosophies of Ancient & Meadieval Bengal. Muslim Philosophy : Schools of Muslim philosophy, Muslim contribution to western thoughts and Sufism. "selective topics will be taught".

Self-Assessment Report on Drama and Dramatics department, JU. 2016

b. Western Philosophical Thought :

* Ancient Philosophical Thought : an overview of the pre-Socratic philosophical thoughts, Socrates, Plato and Aristotle. * The Renaissance : The rise of modern science. The reformation and the counter reformation. * The main features of the modern western philosophical thoughts, focusing on the philosophical theories of Descartes, Hobbes, Spinoza, Leibniz and Locke. * The enlightenment and the 18th century thoughts : Berkeley, Hume, Adam Smith, Malthus, Kant, Romanticism, the French revolution and a brief overview of the 19th and 20th century thoughts.

DAD: 207: Scene Design and Properties – 1 Practical/Half (35+10+5) bvU¨-207 : gÂ cwiKíbv I g‡ÂvcKiY-1 a. The concepts of design; scene design and theatre; scene design as a visual art; The idea and elements of design; drafting the design; visual presentation of scene design; mechanical drawing: working drawing, floor plan, elevation drawing; model making of different scenes from the text or given by the course teacher.

b. Nature and classification of properties, the of the properties; Property design; making, materials; practice and making of selective properties.

DAD: 208: Methods and Techniques of Performance Practical/Half (35+10+5) bvU¨-208 : Awfb‡qi †KŠkj I c×wZ

This course deals with current major theoretical approaches to the analysis of live and recorded performances and theatrical events. It is also concerned with the application of analysis to performance, and so it includes visit to theatres and other sites of performance. It aims to encourage skills in the use of carefully thought methods of interpretation, which may then be employed in the production of theatre and performance. Students will practice specially the following topics :

A. Use of space : movement, stage height, line, speed, level, contrast tempo rhythm, surprise, climax. B. Use of voice : volume, scale, note, pitch, influexiion, stress, pause, pronunciation. C. Use of expression : facial, bodily. D. Training and practice : Training and practice of Stam\nislavski, Meyarhold, Brecht, Grotowski and Bangla Narrative style: Performance practice with set, light, costume, make-up, properties, music etc. E. Emotion : Introduction of performance feelings, sensation mood, passion, temperament, motivation, wished will, sentiment etc.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

F. Attention and Concentration of mind : The actor's mind : The conscious and the soul conscious. Training of imagination, observation, memory, concentration, tempo and rhythm; evocation and control of emotion and feeling, relation between mind and body. G. Characterization : External truths (social status, age, education, habit, manners etc.): inner truths (intellect and emotion, feeling, relation with other characters), difference between character acting and personally acting: improvisation. H. Expression : Elementary knowledge of face muscles, exercises of eye-ball, eye- brow, head, neck, hand, expression with the whole body. I. Choreography : Creative Dance, Rhythm, Dance Performance.

DAD: 209: Paath-Abhinaya (Reading-Acting) Practical/Half (35+10+5) bvU¨-209 : cvV-Awfbq a. History of Path-Abhinaya: Different styles of Path-Abhinaya; Presentation style of Path-Abhinaya; Bangla narrative style: Origin and presentation style: Presentation of Path-Abhinaya manuscript; reader's theatre; director narrator of story teller;

rehearsal and acting; character analysis. b. A student will present a Path-Abhinaya under the supervision of the course teacher from the texts in the syllabus like epic/poem/novel/narrative drama/reading from drama.

DAD: 210: Play Production-I Practical/Full (70+20+10) bvU¨-210 : bvU¨ cÖ‡hvRbv-1 a. Defination, concept and practice of acting; actor's medium and materials- the stage and his own body, voice and mind; actors responsibility- narration and characterization; study of relationship; actor-director, actor-theatre, actor-spectator. b. Concept and practice of traditional acting, oriental acting; Indian, Chinese, Japanese, European; Greek, renaissance and modern periods (Stanislavski and Breeht in particular). c. Acting ; according to Bharat Nattyashastra. d. Stage Acting with given script. * Selected Play Production Should be staged on Character Acting from the following : wbe©vwPZ bvUK I bvU¨Kvi wMÖK aª‛c`x bvUK, aª‛c`x ms¯‥…Z bvUK, wµ‡÷vdvi gv‡jv©, DBwjqvg †k·wcqi, gwj‡qi, †nbwiK Be‡mb, BDwRb IÕbxj, Av_©vi wgjvi, Avš—b †PLf, g¨vw·g †MvwK©, Ru¨ †R‡b, m¨vgy‡qj †e‡KU, n¨viì wc›Uvi, Mvwm©qv †jviKv|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Part – III Outline of courses

Course Code Course Title Unit

DAD 301 Western Classical Drama Theory/Full/100 bvU¨-301 cvðvZ¨ aª‛c`x bvUK ZË¡xq DAD 302 Western Drama – I Theory/Full/100 bvU¨-302 cvðvZ¨ bvUK-1 ZË¡xq DAD 303 Rabindra Drama Theory/Half/50 bvU¨-303 iex›`ªbvUK ZË¡xq DAD 304 Dramatics of Ancient and Medieval Age Theory/Half/50 bvU¨-304 cÖvPxb I ga¨hy‡Mi bvU¨ZË¡ ZË¡xq DAD 305 Ethnic Drama of Bangladesh Theory/Half/50 bvU¨-305 evsjv‡`‡ki b„‡Mvôx bvU¨ ZË¡xq DAD 306 Theory of Performance and Direction Theory/Full/100 bvU¨-306 Awfbq I wb‡`©kbvZË¡ ZË¡xq DAD 307 Introduction to History of Art (selective) Theory/Half/50 bvU¨-307 wkíKjvi BwZnvm (wbe©vwPZ) ZË¡xq DAD 308 Film Studies Theory/Half/50 bvU¨-308 Pjw‛PÎ Aa¨qb ZË¡xq/Aa© DAD 309 Scene Design and Properties – II Practical/Half/50 bvU¨-309 gÂ cwiKíbv I g‡ÂvcKiY – 2 eënvwiK/Aa©/50 DAD 310 Dance and Choreography Practical/Half/50 bvU¨-310 b„Z¨ I †KvwiIMÖvwd eënvwiK DAD 311 Make-up and Mask Design Practical/Half/50 bvU¨-311 †gK-Avc I gy‡Lvk cwiKíbv eënvwiK/50 DAD 312 Play Production-II Practical/Full/100 bvU¨-312 bvU¨ cÖ‡hvRbv-2 eënvwiK/100 Viva Voce 50 †g․wLK cix¶v Total 850

Part – III Detail of courses

DAD: 301: Western Classical Drama Theory/Full (70+20+10) bvU¨-301 : cvðvZ¨ aª”c`x bvUK

Acschylus : Agamemnon / The Suppliants / Prometheus Bound; Sophocles : Oediqus Rex / Antigone / Philoctetes: Eurpides : Orestes / Electra / Medea; Aristophanes : The Frogs / The Birds / Plutus; Sencea : Thyestes / Trpades / Phaedra. * Four Drama of different playwrights will be chosen by the course teacher.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD: 302: Western Drama – 1 Theory/Full (70+20+10) bvU¨-302 : cvðvZ¨ bvUK-1

Marlowe, Christopher : Dr. Faustus / Tamburlaine Shakespeate, William : Macbeth / A Mid-summer Night's Dream Racine, Jean : Phaedra / Andromache Moliere : The Imposter / Miser Geothe, Johann Wolfgang von : Faust (Part – I) Ibsen, Henrick : The Ghost / A Doll's House. * Four Drama of different playwrights will be chosen by the course teacher.

DAD: 303: Rabindra Drama Theory/Half (35+10+5) bvU¨-303: iex›`ªbvUK

Bisharjana, Raktakarabi, Muktadhara, Achalayatan, Chitrangada, Raja(any three).

DAD: 304: Dramatics of Ancient and Medieval Age Theory/Half (35+10+5) bvU¨-304 : cÖvPxb I ga¨hy‡Mi bvU¨ZË¡

Aristotle (Poetiecs) Bharat Mumi (Natyashastra) Lunginus (On the Sublime) and Horace (Ars Poetica) Nandikeshwar (Abhinya Darpan) Rupagoshwami (Ujjwalneelmon)

* The course teacher will select three Books.

DAD: 305: Ethnic Drama of Bangladesh Theory/Half (35+10+5) bvU¨-305 : evsjv‡`‡ki b„‡Mvôx bvU¨

Ethnic groups of Bangladesh : An intellectual debate of its definition and problems. Basic ideas of religion, magic, animism, mana, ritual. Society, culture, religion and rituals in different ethnic groups of Bangladesh. Anthropological elements in ethnic theatre. Influence of geographical environment on ethnic theatre. Different dramatic forms of Chakma, Marma, Garo, Hajong, Manipuri and Santa of Bangladesh. The presentation style of ethnic rituals. Neo-ethnic theatre conception. Cult drama of Bangladesh.

* Three Drama of different playwrights will be chosen by the course teacher.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD: 306: Theory of Performance and Direction Theory/Full (70+20+10) bvU¨-306 : Awfbq I wb‡`©kbvZË¡ a. Acting and Actor, Classification of Acting, Style of Acting, Preparation of an Actor, Building of a Character. b. Role of a director, relationship between director and actor, between director and technical directors; between director and theatre organization. Fundamental elements of direction.

Study of directorial principles of some of the great directors: Western : The Duke of Saxe-Meningen, Georg II, Antoine, Belasco, Gordon Craig, Stanislavsky, Meyerhold, Vakhtangov, Piscator, Brecht, Peter Brook. Oriental : Bharata (Natyashastra), Girish Chandra, Rabindranath, Shambhu Mitra, Utpal Dutta, Habib Tanveer, Nasir Uddin Yousuf.

DAD: 307: Introduction to History of Art (selective) Theory/Half (35+10+5) bvU¨-307 : wkíKjvi BwZnvm (wbe©vwPZ)

A. Indian :

Indus Valley pottery painting. Ajanta : history, technique, theme, characteristics, appreciation of Avalokitesvara, Buddha before Gopa and Rahul, black princes. Jain and Pala : manuscripts, illustration and characteristics. Mughal period. A brief survey of Indian sculpture : beginning Kulli and Jhob; the Manuryan and post- Mauryan; Saka, Kushana, Andhra; Terracotta. Bangla Art form. B. Western : Cave painting : Lascaux and Altamira. Early Christian and Byzantine a brief survey. Gotlue characteristics. Renaissnce a brief history: Leonardo, Raphael, Michael Angelo, Botichelli. Neo-classism, Romanticism, Realism, Impressionism, Post-impressionism, Expressionism, Cubism, Fauvism, Dadaism and Surrealism, Abstraction : characteristics.

DAD: 308: Film Studies Theory/Half (35+10+5) bvU¨-308 : Pjw”PÎ Aa¨qb i. Short History of the Cinema. ii. Basic Concepts in the studies of Film Language. iii. Introduction of Film Theories.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

iv. Textual analysis of 3 full-length and 2 short films in different style, with to be chosen from: Battleship Patemkin, Lime Light Ivan's Childhood. Pather Panchali (c‡_i cuvPvwj), Brids, Subarna Rekha (myeY© †iLv), Jivaan Theke Jeya (Rxeb †_‡K †bqv), Jesus '71 (GKvË‡ii hxï) Chaka (PvKv), Nanouk of the North, The Man with the Movie Camera, Song of Ceylon, Rabindranath Thakur (iex›`ªbv_ VvKzi), The Clay Bird. (gvwUi gqbv).

DAD: 309: Scene Design and Properties – II Practical/Half (35+10+5) bvU¨-309 : gÂ cwiKíbv I g‡ÂvcKiY-2

Construction of scene; tools and equipment; lumber, building materials, wood joints; theatrical hardware. Building flats, platforms rams, stairs, furniture; scene paining; handling, joining, shifting and rigging of scenery, Building of model-set from different plays.

DAD 310: Dance and Choreography Practical/Half (35+10+5) bvU¨-310 : b„Z¨ I †KvwiIMÖvwd

Dance :

1. World History of Dance. 2. History of Indian Classical Dance. 3. Folk Dance, Modern Dance, Creative Dance. 4. Basic standing posture of four main classical Dances, such a – Kathak, Bharata Natyam, Monipuri, Kathakali. 5. Folk Dances of Bangladesh.

Choreography :

1. Choreography. 2. How to Choreograph. 3. Aspects of Choreograph. 4. Different styles of Choreography. 5. Creativity and Choreography. 6. Aesthetics and Choreography.

DAD 311: Make-up and Mask Design Practical/Half (35+10+5) bvU¨-311 : †gK-Avc I gy‡Lvk cwiKíbv a. Purpose of make-up; Principles of Make-up, relation between make-up and light; make-up and costume; study of facial bones and muscles; make-up materials and apparatus; sense of color and paining. Designing the make-up; application of make- up (straight, character, stylized, fantastic etc.), make-up for other media; hair and wigs. b. Mask in theatre; function of mask; various types of masks; materials of mask- making; mask making (selective).

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD 312: Play Production -II Practical/Full (70+20+10) bvU¨-312 : bvU¨ cÖ‡hvRbv-2

1. Director's and Actor's Activities and Analysis. 2. Primary Idea of making Set, Costume etc. 3. Producing a Play. * Selected Play Production Should be staged on Character Acting from the following : gvB‡Kj gaym~`b `Ë, iex›`ªbv_ VvKzi, `xb eÜz wgÎ, wMwik P›`ª †Nvl, wØ‡R›`ªjvj ivq, gxi gkviid †nv‡mb, KvRx bRiyj Bmjvg, ‣mq` Iqvjx Dj• v, gybxi †P․ayix, ggZvRDwÏb Avng`, •mq` kvgmyj nK, †mwjg Avj `xb cÖgyL iwPZ bvUK|

Part – IV Outline of courses

Course Course Title Unit Code DAD 401 Indian Classical Drama Theory/Full/100 bvU¨-401 aª‛c`x ms¯‥…Z bvUK ZË¡xq DAD 402 Western Drama – II Theory/Full/100 bvU¨-402 cvðvZ¨ bvUK-2 ZË¡xq DAD 403 Contemporary Bangla Drama Theory/Half/50 bvU¨-403 mgKvjxb evsjv bvUK ZË¡xq DAD 404 Modern Theatre Theories Theory/Full/100 bvU¨-404 AvaywbKKv‡ji bvU¨ZË¡ ZË¡xq DAD 405 Aesthetics Theory/Half/50 bvU¨-405 b›`bZË¡ ZË¡xq DAD 406 Theatre Management Theory/Half/50 bvU¨-406 bvU¨ e¨e¯’vcbv ZË¡xq DAD 407 Theatre in Education Theory/Half/50 bvU¨-407 wk¶vq bvUK ZË¡xq DAD 408 Theatre for Development any on Theory/Half/50 bvU¨-408 Dbœqb bvU¨ ZË¡xq DAD 409 Advertisement and Theatre can be Theory/Half/50 bvU¨-409 weÁvcb I bvUK ZË¡xq DAD 410 Theatre and Mass Communication Theory/Half/50 bvU¨-410 ZË¡xq MY‡hvMv‡hvM I bvUK chosen DAD 411 Theatre and Gender Theory/Half/50 bvU¨-411 w_‡qUvi I †RÛvi ZË¡xq DAD 412 Community Theatre Theory/Half/50 bvU¨-412 KwgDwbwU w_‡qUvi ZË¡xq DAD 413 The Art of Dramaturgy Practicla/Half/50 bvUK iPbvi wkí‡KŠkj 34

Self-Assessment Report on Drama and Dramatics department, JU. 2016

eënvwiK bvU¨-413 DAD 414 Costume Design Practicla/Half/50 bvU¨-414 †cvlvK cwiKíbv eënvwiK DAD 415 Stage Lighting and Sound Practicla/Half/50 bvU¨-415 Av‡jvK I kã cwiKíbv eënvwiK DAD 416 Radio and Television Production Practicla/Half/50 bvU¨-416 †iwWI Ges †Uwjwfkb cÖ‡hvRbv eënvwiK DAD 417 Play Production-III Practicla/Full/100 bvU¨-417 bvU¨ cÖ‡hvRbv-3 eënvwiK DAD 418 Field-Work Report/Project/Dissertation Paper Report/Full/100 bvU¨-418 †¶Î mgx¶Y cÖwZ‡e`b/cÖKí/Awfm›`f© eënvwiK Viva Voce 50 †g․wLK cix¶v Total 900

Part – IV Detail of courses

DAD: 401: Indian Classical Drama Theory/Full (70+20+10) bvU¨-401 : aª”c`x ms¯‹…Z bvUK

Bhas : Swapnavasavadatta Kalidasa : Sakuntala Sudraka : Mriecchakatika Vishkha : Maudrarakhasa

DAD: 402: Western Drama - II Theory/Full (70+20+10) bvU¨-402 : cvðvZ¨ bvUK-2

Hauptmann, Gerhart : The Weavers / Before Sunrise Chekhov, Anton : The Seagull / Three Sisters Strindberg, Auagust : Miss Julie / Father O'Neill, Eugene: Long Day's Journey into Night / Desire under the Elms. Garcia I orca, Federico : Blood Wedding / The House of Bernarda Alba Brecht, Bertolt : Mother Courage / The Three – Penny Opera Miller, Arther : Death of a Salesman.

4 Dramas of different playwrights will be chosen by the course teacher.

DAD: 403: Contemporary Bangla Dream Theory/Half (35+10+5) bvU¨-403 : mgKvjxb evsjv bvUK

Sayed Waliullah : Ujane Mrittu / Tarangabhanga Munir Chowdhuri : Kabar / Raktakta Prantar 35

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Sayeed Ahmed : Kalbela / Mile-Post Momtaz Uddin Ahmed : Horin Chita Chil / Raja Anusharer Palo Syed Shamsul Huq : Irsha / Nuraldiner Sharajeeban Selim Al Deen : Kittankhola / Har-hadai.

DAD: 404: Modern Theatre Theories Theory/Full (70+20+10) bvU¨-404 : AvaywbKKv‡ji bvU¨ZË¡

A. This section includes the theories of the nature of performance or dramatics as developed in the writings and the practical work of some of the major visionaries of modern theatre: Rabindranath, Stanislavski, Grotowsky, Brecht, Mayerhold and Peter Brook. Areas of inquiry will include; aesthetics, sources, circles of influence, the role of the director, actors, technique and their position within the theatrical process, the evolution of the actor – audience relationship.

B. The theatre theories of contemporary Bangladesh.

DAD: 405: Aesthetics Theory/Half (35+10+5) bvU¨-405 : b›`bZË¡ a. Classification of Aesthetic theories according to forms, content and purpose, theories of imitation, Expression, Pleasure, Intuition. b. Alankara, Bhava, Rasa. c. Bangla Aesthetics.

DAD: 406: Theatre Management Theory/Half (35+10+5) bvU¨-406 : bvU¨ e¨e¯’vcbv

Introduction to the fundamentals of stage management, addressing the preparation, rehearsal and running stages of production.

Administrative practice directed toward production shop facilities and personal.

Study of stage management practice as it applies to different types of production.

DAD: 407: Theatre in Education Theory/Half (35+10+5) bvU¨-407 : wk¶vq bvUK a. Introduction to education : preliminary conception, definition and importance. b. Social and institutional education, Social importance of education. c. Theatre in social, formal, informal and institutional education. d. Theatre in education : practical stage. e. Subject related drama preparation for socio-economic and political developed of third world, especially Bangladesh and Kolkata. f. Social issues related drama production technique. g. Relation between theatrical curriculum and students.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD: 408: Theatre for Development Theory/Half (35+10+5) bvU¨-408 : Dbœqb bvU¨

1. Basic concepts of development and drama. 2. Drama for development and the experience of the developt countries. 3. Different use of folk drama and other dramatic forms for social and educational development of underprivileged people. 4. The present state of socio-economic development of Bangladesh and motivational drama. 5. Relation between development and culture. 6. Issue based play writing & term paper writing.

DAD: 409: Advertisement and Theatre Theory/Half (35+10+5) bvU¨-409 : weÁvcb I bvUK

1. What is advertisement and why it is necessary ? 2. Subject choice and making. 3. Categories of advertisement, consumer and producers relationship. 4. Advertising strategy and process. 5. Copy righting. 6. Picturization. 7. Consumer's psychology and advertisement. 8. Media and advertisement : I. The printed media, II. The broadcast media, III. Cinema, IV. Stage, V. Media buying, planning and scheduling. 9. Computer graphics. 10. Advertisement and society. 11. Brand positioning : definitions and illustrations. 12. Preparing budget and client service. 13. Advertisement law. 14. Contemporary advertisement trend of Bangladesh : Success and failure.

DAD: 410: Theatre and Mass Communication Theory/Half (35+10+5) bvU¨-410 : MY‡hvMv‡hvM I bvUK

1. What is communication ? 2. Relation between culture & communication strategy. 3. How to develop communication strategy. 4. Theatre for development (TFD) as a communication. 5. History of Theatre for Development (TFD). 6. Application of TFD in Bangladesh.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD: 411: Theatre and Gender Theory/Half (35+10+5)

bvU¨-411 : w_‡qUvi I †RÊvi

Study of woman participation in Western and Indian theatre, especially in Europe & Bangladesh : the 19th century actress, suffragette drama and theatre, the work of notable female director's and performers of Britain, France, USA, Australia, India and Bangladesh. The theory and practice of feminist theatre and drama in Britain, France, USA, Australia, India and Bangladesh.

DAD: 412: Community Theatre Theory/Half (35+10+5) bvU¨-412 : KwgDwbwU w_‡qUvi

An introduction to community drama practice in Bangladesh and elsewhere through Video and other material together with an input by theatre practitioner's local arts personalities. This course offers a critical examination of the theory and practice of a drama/ theatre as it is used in education with special focus on the syllabus of Drama and Dramatics / theatre as community theatre.

DAD: 413: The Art of Dramaturgy Practical/Half (35+10+5) bvU¨-413 : bvUK iPbvi wkí‡KŠkj

This is an introductory course open to students who wish to learn the basics of writing drama, whether as beginners or as students who have been writing through high school. Students will be introduced to the workshop method, in which members of the class submit their work to each other for close reading and editing, and students will be encouraged to develop their editorial skills. The class works in a friendly and trusting environment toward constructive criticism of each other's writing. As, is an introductory course, the workshops are supplemented with lectures on the basic elements of drama, including imagery and metaphor, rhythm and pacing, the performing voice, compelling dialogue, and the development of structure and form. There will also be writing exercises designed to work on particular elements of writers of particular interest to the student, and these will be used as writing models. Students will be expected to attend some drama readings and performances. Whenever possible, students will have their drama pieces performed by the drama students and they will work with the drama students on staging and revision.

Exercises in play construction involving characterization, dialogue, and plot development and completion of a short play script.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

DAD: 414: Costume Design Practical/Half (35+10+5) bvU¨-414 : †cvlvK cwiKíbv

Concept of costume : Necessity and importance of costume. Observation of costumes of different time and country, costume for the stage; Costume in relation to the character, set, light and make-up.

Principles of costume design; costume designer's craft; creating costume; making costume.

DAD: 415: Stage Lighting and Sound Practical/Half (35+10+5) bvU¨-415 : Av‡jvK I kã cwiKíbv a. Introduction to stage-lighting design; elements of electricity; light sources; stage lighting instruments; designing with light; the lighting process, drawing the light plot and related paper work; use of color lighting; special effects. Planning of operation (text to staging). b. Function of sound in theatre musical, non-musical; fabrication of sound effects, primary technique of recording; using sound in stage-production.

DAD: 416: Radio and Television Production Practical/Half (35+10+5) bvU¨-416 : †iwWI Ges †Uwjwfkb cÖ‡hvRbv

This course consists of introduction to radio, television and video drama. It concentrates on production, manuscript, preparation, editing, acting, directing, pasteurization, sound taking, camera and play analysis of television and video, including practical work on uses of voice for radio. In this course students, in respect of both theoretical study of television drama and its practical production on television, will come into contact with a broad range of examples for analysis and investigation in order to arrive at an understanding of production techniques and values. They will also be expected to develop some basic skills handling recording equipments. Radio, television and video terminology will be also be taught in this course.

Pre-Production :

Idea, Research / Study / Experience and Observation; Deciding about the types of TV Program / Games / Target Audience Draft Script. Proposal Presentation : Introduction, Treatment / Allocation of Roles / National Schedule and Budget Finales of Proposal and Script Break down; Reconnaissance Locations (Studio/ Outdoor) Health and Safety Assessment, Scheduling and Budgeting; Casting Artists. Making Contracts / Interviewees informed and Interviews Arranged; Engaging Crew / Technicians. Set up and Rehearsal : Set Construction, Hang and Focus Lights, Audio Setup, Dry Rehearsal, Camera Blocking, Run Through, Dress Rehearsal.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Production : Indoor Shooting / Recording Outdoor Shooting / Recording Live Recording : Single Camera Production / Multiple Camera Production. Postproduction : Offline Editing and Online Editing.

DAD: 417: Play Production-III Practical/Full (70+20+10) bvU¨-417 : bvU¨ cÖ‡hvRbv-3

The students will take part in performance in this course under the supervision of a teacher. The performance can both be individual and collective. The students will use epics, poetry, novels and plays for performance under the supervision of a teacher. If needed the authority of the Department will arrange the production of a full-fledged play under the direction of a competent drama director. Before the final production students must take part in the rehearsal of the production regularly. They must practice: a. Yoga, body language and rhythm, improvisation, theatre games, folk games of Bangladesh etc. b. Different acting methods practice. c. Group movements, community gestures from observation inputs to a dramatic improvisation. d. Play selection and analysis, script reading. e. Preparing a director's scripts; blocking and composition; run-through; technical rehearsal; grand rehearsal; performance – correction – performance. f. Rehearsal room – discipline; punctuality. g. Co-operation and communication with actor and technical directors. h. Cleanliness. * wbe©vwPZ †jLK : cÖvPxb, ga¨ I AvaywbK Kv‡ji evOjv Kve¨-Dcb¨vm-Mí-bvUK †_‡K wbe©vwPZ cvÊzwjwci gÂvwfbq|

DAD: 418: Field-Work Report / Project Paper / Dissertation Paper. Report/Full (70+20+10) bvU¨-418 : †¶Î mgx¶Y cÖwZ‡e`b/cÖKí/Awfm›`f©

Thesis / Project Paper / Field work Report are designed for students to enhance their capability of evaluation and criticism of dramatic and literary works. The main area of research – collectively and individually – is the field of contemporary Eastern and Western theatre and performances. Bangla traditional drama and performances and ethnic literature / culture of Bangladesh. The specific focus of different projects varies according to circumstance but we have two major reference points in –

* Theatre / performance as advanced aesthetic experience.

* Theatre / performance as innovative socio-cultural intervention.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Virtually all our individual research topics and themes are variously oriented in relation to these reference points, with the overall aim of production, new knowledge about the forms and functions of performance and theatre in the contemporary world.

As the interaction of practice and theory is a continuing preoccupation of all our work we would like to think that the Department has a distinctive "research culture", in the sense that many of its activities cohere as part of a co-ordinate project for the production and dissemination of new knowledge about performance.

As the will be re-interaction with eminent actors, directors, playwrights in different media a study of their works can be the topic of papers.

Departmental research interests include; the avant-garde; experimental theatre; the politics of performance; performance and democracy; the social applications of theatre / drama; the socio- cultural analysis of performance; the mediation of feminism in theatre; sexual politics in performance; the body in performance; contemporary Shakespeare; cross cultural, intercultural and multicultural theatre practice; dramaturgy; modern European and South Asian playwriting, specially of Bangladesh and West Bengal. Practice as research in the department falls into three main categories; work by professionals based on or visiting the department; work by students of the department with theatre groups outside the department. The first category includes work by innovative directors of Bangladesh and West Bengal. The second category includes projects with entertainment and group theatre of Bangladesh. The third category ranges from director / writer collaborations exploring new aesthetic languages, through devised pieces for unusual community venues, to innovations in body – based performance. The department wants to be active, especially in the promotion of national and international conferences and seminars.

Masters of Arts (M.A.) Program Program outline: The Masters of Arts (M.A.) program is Drama and Dramatics is for one academic year and applied for the students who successfully passed their B.A. (Hons.) examiation. The program consisting of 700 marks equivalent to 28 credits, is divided into three groups, viz A. Dramaturgy B. Art of Performance C. Play Direction. A student may choose any one of these thee groups. (Annexure 19, 23)

Sylabus for Master of Arts (M.A.) in Drama and Dramatics

Academic session: 2011-2012, 2012-2013, 2013- 2014, 2014- 2015 and 2015 – 2016)

bvUK I bvU¨ZË¡ wefv‡M GK eQi †gqv`x ¯œvZ‡KvËi ch©v‡q Gg. G. Aa¨q‡bi e¨e¯’v Av‡Q| bvUK I bvU¨ZË¡ wefvM †_‡K 4 eQi †gqv`x ¯œvZK (m¤§vb) wWMÖxcÖvß wk¶v_©x Ges Rvnv½xibMi wek¦we`¨vj‡qi ¯œvZ‡KvËi †kªwYi Rb¨ cÖ‡hvR¨ AwW©b¨vÝ Abyhvqx †hvM¨Zvm¤cbœ wk¶v_©xiv †Kej GB wek¦we`¨vj‡q bvUK I bvU¨ZË¡ wefv‡M

Self-Assessment Report on Drama and Dramatics department, JU. 2016

¯œvZ‡KvËi (Gg. G.) wWMÖx jv‡fi Rb¨ Aa¨qb Ki‡Z cvi‡e| bvUK I bvU¨ZË¡ P‚ovš— c‡e© QvÎ-QvÎx‡`i Gi j‡¶¨ wZbwU MÖy‡c mgMÖ cvVµg web¨¯Í Kiv n‡q‡Q| GB MÖyc¸‡jv wb¤œiƒc: Specialisation K. bvUK iPbv (Dramaturgy) L. AwfbqKjv (Art of Performance)

M. bvU¨ wb‡`©kbv (Play Direction) bvUK I bvU¨ZË¡ wefv‡Mi ¯œvZ‡KvËi (Gg. G.) †kªwYi MÖ‛cIqvwi me©‡gvU b¤î n‡e 700| 100 b¤^‡ii †Kvm©mg~‡ni wjwLZ/eënvwiK 80 I Abykxjbx b¤î 20 Ges 50 b¤^‡ii †Kvm©mg~‡ni wjwLZ/eënvwiK b¤î 40 I Abykxjbx b¤î 10 wnmv‡e eÈb Kiv n‡q‡Q| 100 b¤^‡ii †Kvm©mg~n c~Y© GKK I 50 b¤^‡ii †Kvm©mg~n Aa© GKK| ZË¡xq †Kvm©mg~‡ni cix¶vi †k‡l cÖ‡Z¨K wk¶v_©x‡K 50 b¤^‡ii †g․wLK cix¶vq AskMÖnY Ki‡Z n‡e|

Master‟s Degree Ordinance 2005 Abyhvqx †MÖwWs c×wZ‡Z ¯œvZ‡KvËi †kÖwYi djvdj cÖKvk Kiv n‡e|

mœvZ‡KvËi †kªwY‡Z fwZ©i ci K¬vk ïi‛i cÖ_‡gB wk¶v_x©iv wZbwU wfbœ wfbœ MÖ‛‡ci †h †Kvb GKwU MÖ‛c cQ›` K‡i wefvMxq mfvcwZ‡K wjwLZ Av‡e`b Rvbv‡e| QvÎ-QvÎx‡ì Av‡e`‡bi cwi‡cÖw¶‡Z wefvMxq GKv‡WwgK mfv/MÖ‛c wbe©vPb KwgwU P~ovš—fv‡e Zv‡ì MÖyc Aby‡gv`b Ki‡e| mKj MÖ‛‡ci QvÎ-QvÎx‡ì Rb¨ bvU¨-501, bvU¨-502,

bvU¨-503 I bvU¨-504 GB PviwU †Kvm© Avewk¨K| GQvovI mswk• ó MÖ‛‡ci QvÎ-QvÎx‡K Ab¨ `ywU MÖ‛c †_‡K eva¨Zvg~jK `ywU †Kvm© Ges Hw‛QK †Kvm©mg~n †_‡K GKwU MÖnY Ki‡Z n‡e| ¯œvZ‡KvËi (Gg. G) †kªwYi wZbwU MÖ”‡ci †Kvm© b¤^i, †Kvm© wk‡ivbvg I †Kv‡m©i wba©vwiZ b¤^i wb¤œwjwLZfv‡e web¨¯— n‡q‡Q|

Avewk¨K †Kvm©mg~n (Core theory courses for all group) : †Kvm© b¤^i †Kvm© wk‡ivbvg c~~Y© b¤^i bvU¨-501 Z‚jbvg~jK bvU¨ZË¡ cwiPq ZË¡xq/50/Aa©

DAD-501 Introduction to Comparative Dramatics Theory/50/Half bvU¨-502 wek¦mf¨Zv I bvUK ZË¡xq/50/Aa©

DAD-502 World Civilization and Drama Theory/50/Half bvU¨-503 bvU¨ mgv‡jvPbv ZË¡xq/50/Aa©

DAD-503 Theatre Criticism Theory/50/Half bvU¨-504 HwZn¨evnx evOjv bvU¨ ZË¡xq/50/Aa©

DAD-504 Traditional Bangla Theatre Theory/50/Half

Self-Assessment Report on Drama and Dramatics department, JU. 2016

K. bvUK iPbv MÖyc (Courses for Dramaturgy)

†Kvm© b¤^i †Kvm© wk‡ivbvg c~~Y© b¤^i bvU¨-505 bvUK iPbvi BwZnvm ZË¡xq/50/Aa©

DAD-505 History of Dramaturgy Theory/50/Half bvU¨-506 bvUK iPbvi †K․kj ZË¡xq/50/Aa©

DAD-506 Technique of Dramaturgy Theory/50/Half bvU¨-507 wewfbœ gva¨‡g bvUK iPbv e¨envwiK/50/Aa©

DAD-507 Script Writing for Different Media Practical/50/Half bvU¨-508 bvUK Abyev` I iƒcvš—i e¨envwiK/50/Aa©

DAD-508 Translation and Adaptation of Play Practical/50/Half bvU¨-509 †g․wjK gÂbvUK iPbv e¨envwiK/100/c~Y©

DAD-509 Script Writing for Stage Practical/100/Half bvU¨-510 Awfbq Kjvi BwZnvm ZË¡xq/50/Aa©

DAD-510 History of The Art of Performance Theory/50/Half bvU¨-515 bvU¨ wb‡`©kbvi BwZnvm ZË¡xq/50/Aa©

DAD-515 History of Play Direction Theory/50/Half

†g․wLK-VIVA VOICE 50

L. AwfbqKjv (Courses for Art of Performance)

†Kvm© b¤î †Kvm© wk‡ivbvg c~~Y© b¤î bvU¨-505 bvUK iPbvi BwZnvm ZË¡xq/50/Aa© DAD-505 History of Dramaturgy Theory/50/Half bvU¨-510 Awfbq Kjvi BwZnvm ZË¡xq/50/Aa© DAD-510 History of The Art of Performance Theory/50/Half bvU¨-511 Awfbq †K․kj I c×wZ ZË¡xq/50/Aa© DAD-511 Techniques and Methods of Performance Theory/50/Half bvU¨-512 Awfb‡qi wewfbœ ixwZ eënvwiK/50/Aa© DAD-512 Different Styles of Performance Practical/50/Half bvU¨-513 cvV-Awfbq eënvwiK/50/Aa© DAD-513 Paath Abhinaya (Reading-Acting) Practical/50/Half bvU¨-514 gÂvwfbq eëenvwiK/100/c~Y© DAD-514 Stage Performance Practical/100/Half bvU¨-515 bvU¨ wb‡`©kbvi BwZnvm ZË¡xq/50/Aa© DAD-515 History of Play Direction Theory/50/Half †g․wLK-VIVA VOICE 50

Self-Assessment Report on Drama and Dramatics department, JU. 2016

M. bvU¨ wb‡`©kbv (Courses for Play Direction)

†Kvm© b¤î †Kvm© wk‡ivbvg c~~Y© b¤î bvU¨-505 bvUK iPbvi BwZnvm ZË¡xq/50/Aa© DAD-505 History of Dramaturgy Theory/50/Half bvU¨-510 Awfbq Kjvi BwZnvm ZË¡xq/50/Aa© DAD-510 History of The Art of Performance Theory/50/Half bvU¨-515 bvU¨ wb‡`©kbvi BwZnvm ZË¡xq/50/Aa© DAD-515 History of Play Direction Theory/50/Half bvU¨-516 bvU¨ wb‡`©kbvi †K․kj ZË¡xq/50/Aa© DAD-516 Techniques of Play Direction Theory/50/Half bvU¨-517 gÂ I Av‡jvK cwiKíbv eënvwiK/50/Aa© DAD-517 Set and Lighting Design Practical/50/Half bvU¨-518 †gK-Avc, Kw÷Dg, Avenm½xZ cwiKíbv eënvwiK/50/Aa© DAD-518 Make-Up, Costume and Background Music Practical/50/Half Design bvU¨-519 gÂ bvU¨ wb‡`©kbv eëenvwiK/100/c~Y©

DAD-519 Stage Play Direction Practical/100/Half †g․wLK- 50 VIVA VOICE

Hw”QK †Kvm©mg~n : mKj MÖ”‡ci wk¶v_©x‡KB Hw”QK welqmg~n †_‡K †h †Kvb GKwU †Kvm© wb‡Z n‡e| bvU¨-520 cÖ‡hvRbv e¨e¯’v ZË¡xq/50/Aa©

DAD-520 Production Managment Theory/50/Half bvU¨-521 Av‡jvKwPÎ I cÖKvkbv ZË¡xq/50/Aa©

DAD-521 Photography and Publication Theory/50/Half bvU¨-522 Rvcvbx bvU¨Kjv ZË¡xq/50/Aa©

DAD-522 Japanese theatre Studies Theory/50/Half bvU¨-523 cvidi‡gÝ ÷vwWR ZË¡xq/50/Aa©

DAD-523 Performance Studies Theory/50/Half bvU¨-524 w_‡qUvi b„weÁvb ZË¡xq/50/Aa©

DAD-524 Theatre Anthropology Theory/50/Half bvU¨-525 Av‡gwiKvb w_‡qUvi ÷vwWR ZË¡xq/50/Aa©

DAD-525 American Theatre Studies Theory/50/Half bvU¨-526 cv‡cU w_‡qUvi ZË¡xq/50/Aa©

DAD-526 Puppet Theatre Theory/50/Half bvU¨-527 Zzjbvg~jK cyivbZË¡ ZË¡xq/50/Aa©

DAD-527 Comparative Mythology Theory/50/Half

Self-Assessment Report on Drama and Dramatics department, JU. 2016

cvV`vb I Abykxjbx :

1| GK ev GKvwaK wk¶K KZ…©K c„_Kfv‡e cÖwZwU †Kv‡m©i wk¶v`vb Kvh© m¤cbœ n‡e|

2| wbw`©ó †Kv‡m©i mswk• ó wk¶K/wk¶KMY cvV`v‡bi Ask wnmv‡e Abykxjbx Kvh©µg (K¬vm, evwo, gvV ch©vq, ch©‡e¶Y/Rixc eënvwiK KvR Ges K¬v‡mi cix¶v BZ¨vw`) cwiPvjbv Ki‡eb| GB Kvh©µg mviv wk¶vel© a‡iB Pj‡e| 3| wk¶ve‡l©i ïi‛‡ZB †Kvm© wk¶K eënvwiK cÖ‡hvRbvmg~‡ni welqe¯‘ wk¶v_©x‡ì wbw`©ó K‡i †`‡eb| 4| wk¶vel© †k‡l mKj †Kv‡m©i Abykxjbx Kvh©µ‡gi djvdj cÖKvk Kiv n‡e|

cix¶v eë¯’v : P‚ovš— cix¶v : wbw`©ó †Kv‡m©i wjwLZ I eënvwiK cix¶v eQ‡ii †k‡l wek¦we`¨vj‡qi cix¶v wbqš¿‡Ki Awd‡mi eë¯’vcbvq M„nxZ n‡e|

†gŠwLK cix¶v : 50 b¤^‡ii †g․wLK cix¶v eQ‡ii †k‡l P‚ovšÍ cix¶vi c‡i M„nxZ n‡e| †g․wLK cix¶vq Abycw¯’Z _vK‡j ev AK…ZKvh© n‡j cix¶v_©x mgMÖ cix¶vq AbyËxY© e‡j MY¨ n‡e|

djvdj t bvUK I bvU¨ZË¡ wefv‡Mi ¯œvZ‡KvËi (Gg. G.) †kªwYi cvVµg Abymi‡Y wZbwU wfbœ MÖ‛‡c

(K–bvUK iPbv MÖyc, L– AwfbqKjv MÖyc Ges M– bvU¨ wb‡`©kbv MÖyc) cix¶vi djvdj cÖKvk Kiv n‡e| †Kvm©mg‚‡ni we¯—vwiZ weeiY (Detail of courses): bvU¨-501 : Z‚jbvg~jK bvU¨ZË¡ cwiPq ZË¡xq/50 (40+10)

DAD-501 : Introduction to Comparative Dramatics

K. cÖvP¨ I cvðv‡Z¨i bvU‡Ki MVb †K․kj I bvU¨Kvwnbxi Zzjbvg~jK Av‡jvPbv| L. bvU¨ZË¡ : Gwi÷Uj, fiZ, be¨ aªyc`xev`x bvU¨ZË¡, †ivgvw›UKZvev`x bvU¨ZË¡, ev¯—eZvev`x bvU¨ZË¡, cÖZxKxev`x bvU¨ZË¡, Aw¯ÍZ¡ev`x bvU¨ZË¡, G¨vemvW© bvU¨ZË¡, iex›`ª-bvU¨ZË¡ I evsjv bvU¨ZË¡| M. Awfbq ZË¡ : fiZ, bw›`‡Kk¦i, ¯Ívwb¯øvfw¯‥, gvqvi‡nvì, †MÖv‡Uvfw¯‥, iex›`ªbv_, evsjv AwfbqZË¡| N. wb‡`©kbvZË¡ : †WwfW †ejv‡¯‥v, MW©b †µBM, ¯Ívwb¯øvfw¯‥, fKZvbMf, †eª‡Uvì †eªLU, wcUvieªyK I Ab¨vb¨|

we‡kl wb‡`©k : †Kvm© wk¶K GB †Kv‡m©i K, L, M I N Ask †_‡K wbe©vwPZ bvU¨Kvi/ bvU¨ZvwË¡K/wb‡`©k‡Ki bvU¨wPš—v, gÂfvebv I AwfbqZË¡ Ges c×wZi Zzjbvg‚jK Av‡jvPbvi welq wba©viY Ki‡eb| bvU¨-502 : wek¦mf¨Zv I bvUK ZË¡xq/50 (40+10)

DAD-502 : World Civilization and Drama wb‡¤œv³ mf¨Zv I ms¯‹…wZi cUf~wg we‡klfv‡e cwVZe¨– fviZxq mf¨Zv I cÖvPxb fviZxq bvUK; wMÖK (K¬vwmK¨vj) Ges †ivgvb (G¤úvqvi I wicvweøK) mf¨Zv I aªæc`x bvU¨aviv; wMÖK gnvKve¨ : Kv‡e¨ MíK_b ixwZ; cvnjfx I be¨ cvnjfx mf¨Zv Ges †di‡`․mxi

Self-Assessment Report on Drama and Dramatics department, JU. 2016

kvnbvgv; cÖvPxb evOjvi wkí-mvwnZ¨-ms¯‥…wZ I evOjv bvUK; Avwe®‥vi Ges wPšÍvi cybMV©b; BD‡ivcxq †i‡bmvu I cybM©Vb; Av‡gwiKv : Jcwb‡ewkK Kvj, wece Kvj I AvaywbK Av‡gwiKvi wkí-mvwnZ¨-bvUK; ¯‥¨vb‡W‡bfxq mf¨Zv, ms¯‥…wZ I Be‡m‡bi bvUK; weceKvj I wece cieZ©x ivwkqv I iæk bvUK; Ewbk kZK : evOvjxi beRvMiY I bvUK; gyw³hy× Ges evsjv‡`‡ki bvUK| wb‡¤œv³ †jLK‡`i gnvKve¨/Kve¨/bvUK we‡klfv‡e cwVZe¨– K) †nvgvi, †di‡`․mx, m‡dv‡K¬m, †m‡bKv, DBwjqvg †k·wcqi, Be‡mb, AvšÍb †kLf, BDwRb IÕ bxj, Avj‡eqvi K¨vgy, m¨vgy‡qj †e‡KU|

L) Kvwj`vm, gvB‡Kj gaym‚`b `Ë, iex›`ªbv_ VvKzi, gybxi †P․ayix, •mq` kvgmyj nK, †mwjg Avj `xb| we‡kl wb‡`©k : wek¦mf¨Zvi †cÖ¶vc‡U †Kvm© wk¶K KZ…©K ÔKÕ I ÔLÕ Ask †_‡K †jLK/bvU¨Kvi I gnvKve¨/Kve¨/bvUK wbe©vPbc~e©K cvV`vb Ki‡eb| mnvqK MÖš’vejx

E. W. Marasinghe_ The Sanskrit Theatre and Stagecraft_ Sri Satguru Publications Indian Books Centre 40/5, Shakti Nagar, Delhi- 110007

g„Yvj †Nvl- wek¦vqb I Ab¨vb¨ wkícÖm½- wcÖqeªZ †`e cÖwZÿY 7 Rnijvj †b‡niæ †ivW KjKvZv 700013 mybxjKzgvi gy‡Lvcva¨vq,†nv‡i‡mi Kve¨ZË¡, Bgv cÖKvkbx, AvwRgcyi, XvKv

Sisir Kumar Das_ Greek Play translated_ Sudhangshu Shekhar Dey,13, Bankim Chatterjee Street Kolkata. Kalkata. Sisir Kumar Das_ Greek Play translated_ Sudhangshu Shekhar Dey,13, Bankim Chatterjee Street Kolkata. Sardar Fazlul Karim_ Darshankosh_ Motahar Hossain Papyris Shahbag Dhaka 1000 Afsar Ahmad_Orestes_ Director, Languge,Literature, Culture and Journal Division, Bangla Academy Shamsuddin Chowdhury_ Myth of Greece_ K M Liaquat, Barnayan, 69 Pyaridas Road, Dhaka-1100 Kabir Chowdury_ Bisser Sera Char Natok_ Md. Nurul Islam, Jhinuk Prokashoni, 38/2ka Banglabazar Dhaka. Moliere_ Bourgeois Genteleman_ Ahmed Mahmudul Haque. Mowla Brothers 39 Banglabazar Dhaka 1100 Avn‡g` Avwgbyj Bmjvg- iex›`ªbvU¨exÿY I gvbegyw³ cÖm‡½- L›`Kvi gwbiæj Bmjvg fvlvwPÎ Bmjvgx UvIqvi, 3q Zjv 11 evsjvevRvi XvKv 1100 wRqv nvq`vi- w_‡qUv‡ii K_v (PZz_© LÛ)-†Mvjvg gwnDwÏb cwiPvjK , cvV¨cy¯ÍK wefvM, evOjv GKv‡Wgx , XvKv| g„Yvj †Nvl- wek¦vqb I Ab¨vb¨ wkícÖm½- wcÖqeªZ †`e cÖwZÿY 7 Rnijvj †b‡niæ †ivW KjKvZv 700013

Shamsuddin Chowdhury_Classical Mythology_K M Liaquat, Barnayan, 69 Pyaridas Road, Dhaka-1100 Shamsuddin Chowdhury_ Myth of Greece_ K M Liaquat, Barnayan, 69 Pyaridas Road, Dhaka-1100 G. H Tarlekar_ Studies on Natyasastra_ Motilal Banarsidass Pub Martin Esslin_ The Theatre of Absurd_ Vintag, 3 Reprint Martin Esslin_An Anatomy of Drama_ Hill and Wang Wt kxZj †Nvl- Bs‡iRx mvwn‡Z¨i BwZnvm- kÖxKvwšÍiÄb †Nvl eY©vjx 73, gnvZœMvÜx †ivW, KwjKvZv 700009

Self-Assessment Report on Drama and Dramatics department, JU. 2016

bvU¨-503 : bvU¨ mgv‡jvPbv ZË¡xq/50 (40+10)

DAD-503 : Theatre Criticism K. mgv‡jvPbv mvwn‡Z¨i ¯^iƒc, M‡elYv I mgv‡jvPbvi ¯^vZš¿¨, mgv‡jvPbvi †kªwY cwiPq, mgv‡jvP‡Ki †hvM¨Zv, bvUK mgv‡jvPbv I bvU¨ mgv‡jvPbv, Ab¨vb¨ wkí mgv‡jvPbv I bvU¨ mgv‡jvPbvi Zzjbvg~jK ch©‡e¶Y|

L. aªæc`x I AvaywbK bvU¨ Ges mgKvjxb evOjvbvU¨ mgv‡jvPbvi µgavcmg~n| mnvqK MÖš’vejx

Elinor Fuchs_ The Death of Character_ Library of Congress Cataloging in Publication Data Wt kxZj †Nvl- Bs‡iRx mvwn‡Z¨i BwZnvm- kÖxKvwšÍiÄb †Nvl eY©vjx 73, gnvZœMvÜx †ivW, KwjKvZv 700009 jyrdi ingvb- bvU¨ welqK cÖeÜ- gCbyj nvmvb mwPe evsjv GKv‡Wgx, XvKv

A K M Shahnawaz_Bishwa Sobbhata_Protik. 38/2ka Banglabazar ( 1st floor), Dhaka 1100

bvU¨-504 : HwZn¨evnx evOjv bvU¨ ZË¡xq/50 (40+10)

DAD-504 : Traditional Bangla Theatre 1) aviYvMZ w`K †_‡K Ô†jvKbvU¨Õ, Ô†`kRbvU¨Õ, ÔHwZnëvnxbvU¨Õ BZ¨vw` bvU¨cwifvlv, wek` e¨vL¨v we‡kølY I Z`vbyhvqx evOjvbv‡Uï †kªwYKiY| 2) D™¢eKv‡ji †g․wLK I †jLïxwZi wek¦bvUK I evOjv bvUK, HwZnëvnx evOjv bvU‡Ki †g․wLK I †jLïƒc, welq, Avw½K, iPbv‣kjx, cwi‡ekbvixwZ, `vk©wbK I b›`bZvwË¡K AwfcÖvq|

mnvqK MÖš’vejx

Sydur Rahman Lipon_ Bangladesher Lokonatte Ovhinoy Paddhoti_ Director,Research,Compliaction and Folklore Devision Bangla Academy, Dhaka mvBgb RvKvwiqv / bvRgxb gZ©yRv- RvwiMv‡bi Avm‡i welv`-wmÜz- W. Ave`yj Iqvnve cwiPvjK (fvicÖvß) cvV¨cy¯ÍK wefvM, evsjv GKv‡Wgx XvKv 1000 mygbKzgvi `vm- evsjv‡`‡ki avgvBj Mvb- M‡elYv,msKjb I †dvKjvi wefvM ,evsjv GKv‡Wgx ‣mKZ AvmMi- evsjvi †jvKms¯‥…wZi hvÎvwkí- cwiPvjK M‡elYv msKjb †dvKjvi wefvM evsjv GKv‡Wgx XvKv jyrdi ingvb- bvU¨ welqK cÖeÜ- gCbyj nvmvb mwPe evsjv GKv‡Wgx, XvKv Avn‡g` Avwgbyj Bmjvg- gqgbwms‡ni HwZn¨evnx bvU¨ : MVb I cwi‡ekbvixwZ- W. Ave`yj I qvnve cwiPvjK cvV¨cy¯ÍK wefvM evsjv GKv‡Wgx XvKv| BDmyd nvmvb AK©, AwfbqixwZ-evOjv eY©bvZ¥K I cvðvZ¨ cÖm½, fvlvwPÎ cÖKvkbx, evsjvevRvi XvKv

Self-Assessment Report on Drama and Dramatics department, JU. 2016

K. bvUK iPbv MÖæc (Dramaturgy) bvU¨-505 : bvUK iPbvi BwZnvm ZË¡xq/50 (40+10)

DAD-505 : History of Dramaturgy K) cÖvPxb I ga¨hyM : †g․wLK I †jL¨ ixwZi bvUK iPbvi D™¢e I weKvk (wgki, wMÖm, fviZ, evsjv‡`k)| L) AvaywbK hyM : Bsj¨vÛ, d«vÝ, †¯úb, biI‡q, Rvg©vwb, BZvwj myB‡Wb, ivwkqv, Av‡gwiKv I evsjv‡`k| * ÔLÕ Ask †_‡K wbe©vwPZ †`k-Gi bvU¨Kvi I bvUK m¤ú‡K© cvV`vb Kiv n‡e|

mnvqK MÖš’vejx

BDwi †ev‡if ( Abyev`) kvgmywÏb †P․ayix- b›`bZË¡- †K Gg wjqvKZ. eY©vqb 69, c¨vwi`vm †ivW, evsjvevRvi, XvKv-1100 Wt kxZj †Nvl- Bs‡iRx mvwn‡Z¨i BwZnvm- kÖxKvwšÍiÄb †Nvl eY©vjx 73, gnvZœMvÜx †ivW, KwjKvZv 700009 jyrdi ingvb- bvU¨ welqK cÖeÜ- gCbyj nvmvb mwPe evsjv GKv‡Wgx, XvKv

A K M Shahnawaz_Bishwa Sobbhata_Protik. 38/2ka Banglabazar ( 1st floor), Dhaka 1100 †gvt igRvb Avjx AvK›`- AvaywbK BD‡ivc 1453-1789- Aemi cÖKvkbv ms¯’v, 46/1 †n‡g›`ª `vm †ivW, myÎvcyi XvKv

Kenneth Richards and Laura Richards_ The Commedia dell arte_ British Library Cataloguing in Publication. Harekrishna Mukhopadhyay_ Vaishnava Padavali_ Debojit Dattayo ,Shisu Shahetao 32 A Kilkata 700009 Mizan Rahman_ Charonkabi Mukundadas Rachana Sangraha_ Mohammed Jashim Uddin, Kathaprokash, 37/1(1st floor) Banglabazar 1100. Kabir Chowdhury_ Probandha Samagra (4th)_ Monirul Haque, Ananaya 38/2 Banglabazar Dhaka Street Kalkata 700 073 Boruchondidasher_ Sreekrishno Kitton_ Sreeshudanshu Shekhor De. Deg Publishing 13Bonkimchatterge bvU¨-506 : bvUK iPbvi †KŠkj ZË¡xq/50 (40+10)

DAD-506 : Technique of Dramaturgy K) m‡dvwK¬m, Kvwj`vm, A¨vwi‡¯Ív‡dwbm, DBwjqvg †k·wcqi, gwj‡qi, †nbwiK Be‡mb, †eª‡U©vì †eªLU, gvB‡Kj gaym~`b `Ë, iex›`ªbv_ VvKzi, †mwjg Avj `xb cÖgyL bvU¨Kv‡ii bvUK iPbvi †K․kj ch©‡e¶Y I we‡klY|

L) cÖZ¨¶Y I AeaviY : NUbv, PwiÎ I Kvwnbxi D™¢veb; welq wbe©vPb †_‡K P‚ovšÍ bvU¨ iPbvi µgavcmg~n; wbix¶vg~jK I c~Y©v½ bvU¨ iPbv †K․kj|

* †Kvm© wk¶K KZ…©K ÔKÕ Ask †_‡K bvU¨Kvi wbe©vPbc~e©K cvV`vb Kiv‡eb|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

bvU¨-507 : wewfbœ gva¨‡g bvUK iPbv e¨envwiK/50 (40+10)

DAD-507 : Script Writing for Different Media K) †iwWI bvUK iPbv : welqwfwËK, cÖPvig‚jK, Mívs‡ki bvU¨iƒc| L) †Uwjwfkb bvUK iPbv : welqwfwËK, KvwnbxwfwËK, Mívs‡ki bvU¨iƒc| M) Pjw”PÎ wPÎbvU¨ : welqwfwËK, KvwnbxwfwËK, WKz‡g›Uvwi, Dcb¨vm/Mívs‡ki wPÎbvU¨ iPbv| N) weÁvc‡bi wPÎbvU¨ iPbv| O) Dbœqb ev cÖPvig~jK (Bmy¨wfwËK) bvU¨ iPbv|

bvU¨-508 : bvUK Abyev` I bvU¨ iƒcvšÍi e¨envwiK/50 (40+10)

DAD-508 : Translation and Adaptation of Play

K) wfbœ fvlvi GKwU c‚Y©v½ ev bvU‡Ki Ask we‡kl evsjv fvlvq Abyev` I KiY| L) Dcb¨vm/Mí/Kve¨ †_‡K bvU¨|

mnvqK MÖš’vejx: †kKmcxqi, †nbwiK Be‡mb, AvšÍb†kLf, gwj‡qi, evY©vW k cÖg~‡Li Bs‡iRx cvÐzwjwcmg~n bvU¨-509 : †gŠwjK gÂbvUK iPbv e¨envwiK/100 (80+20)

DAD-509 : Script Writing for Stage Play

K) ZË¡veavqK wk¶K KZ©„K wba©vwiZ welq Aej¤^‡b m‡iRwg‡b Z_¨-DcvË msMÖnc~e©K 45 wgwbU/Ab‚a© 1 (GK) NÈv Awfbq Dc‡hvMx GKwU c‚Y©v½ †g․wjK gÂbvUK cix¶v K‡¶ e‡m iPbv Ki‡Z n‡e A_ev †Kvm© wk¶‡Ki ZË¡veav‡b bvUK iPbvc‚e©K UvBc I evuavB K‡i Rgv w`‡Z n‡e|

L) Dc‡iv³ bvU‡Ki mv‡_ m¤¢ve¨ cÖ‡hvRbv cwiKíbv cvÐzwjwc (†mU, jvBU, †cvkvK, †gK-Avc, Awfbq ixwZ cÖf…wZ) Rgv w`‡Z n‡e|

L. AwfbqKjv (Art of Performance) bvU¨-510 : Awfbq Kjvi BwZnvm ZË¡xq/50 (40+10)

DAD-510 : History of The Art of Performance

K) Awfbq Kjvi D™¢e I weKvk : cÖvP¨ I cvðvZ¨| L) AwfbqZË¡ : AwfbqZ‡Ë¡i BwZnvm (Awfbq Z‡Ë¡i D™¢e I weKvk weeZ©b) M) wewfbœ †`‡ki Awfbq ixwZi BwZnvm: wMÖK, †ivgvb Awfbq (c¨v‡›UvgvBg), GwjRv‡ew_qvb, Rvcvwb, fviZxq (bvU¨kv¯¿), hvÎv, eY©bvZ¥K evsjv bvU¨vwfbqixwZ|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

N) AvaywbK Kv‡ji cÖvP¨ I cvðv‡Z¨i AwfbqixwZi cwiPq|

mnvqK MÖš’vejx:

Shomit Mittir_Systems of Rehearsal_Routledge Cole & Chinoy_Actors on Acting_ Three Rives Press Stella Adler_ The Art of Acting_ Applause Theatre & Cinema Laura J. R Bradley_ Brecht and Political Theatre_ Clarendon Press Eric Bentley_ Bentley on Brecht_ Applause Theatre & Cinema Books Elinor Fuchs_ The Death of Character_ Library of Congress Cataloging in Publication Data Bernard Beckerman_ Theatrical Presentation Performer, Audience and Act_ British Library Cataloguing in Publication Data wRqv nvq`vi- w_‡qUv‡ii K_v (PZz_© LÛ)-†Mvjvg gwnDwÏb cwiPvjK , cvV¨cy¯ÍK wefvM, evOjv GKv‡Wgx , XvKv| mZ¨ e‡›`vcva¨vq, AwfbxwZ BwZe„Ë, BDmyd nvmvb AK©, AwfbqixwZ: evOjv eY©bvZ¥K I cvðvZ¨ cÖm½, fvlvwPÎ cÖKvkbx, XvKv

bvU¨-511 : Awfbq †KŠkj I c×wZ ZË¡xq/50 (40+10)

DAD-511 : Techniques and Methods of Acting

K) cÖvPxb I ga¨hy‡Mi cÖvP¨-cvðv‡Zï Awfbq c×wZi ¯îƒc AbymÜvb| L) AvaywbK Kv‡ji cÖvP¨-cvðv‡Zï Awfbq c×wZi Zzjbvg~jK ch©v‡jvPbv| M) eY©bvZ¥K evOjv Awfb‡qi iƒc I ixwZ| N) Awfbq †K․kj : gÂ, kixi I KÉ eënvi; Awfe¨w³i cÖKvk †K․kj; Avnvh© Awfbq| mnvqK MÖš’vejx

Bernard Beckerman_ Theatrical Presentation Performer, Audience and Act_ British Library Cataloguing in Publication. Stella Adler_ The Art of Acting_ Applause Theatre & Cinema Laura J. R Bradley_ Brecht and Political Theatre_ Clarendon Press Eric Bentley_ Bentley on Brecht_ Applause Theatre & Cinema Books Elinor Fuchs_ The Death of Character_ Library of Congress Cataloging in Publication Data Bernard Beckerman_ Theatrical Presentation Performer, Audience and Act_ British Library Cataloguing in Publication Data bvU¨-512 : Awfb‡qi wewfbœ ixwZ e¨envwiK/50 (40+10)

DAD-512 : Different Styles of Performance evsjv eY©bvZ¥K Awfbq c×wZ, fiZbvU¨kv¯¿ wb‡`©wkZ Awfbq c×wZ; cvðvZ¨ c×wZ: ¯Ívwb¯øvfw¯‥, gvqvi‡nvì, †eªLU, †MÖvUvfw¯‥| Awf‡bZvi gva¨g I Dcv`vb; gÂ I Awf‡bZvi kixi, KÉ I gb; Awf‡bZvi †hvM¨Zv, `vwqZ¡ I KZ©e¨; PwiÎvqY c×wZ; Awf‡bZv-wb‡`©kK, Awf‡bZv-bvU¨PwiÎ, Awf‡bZv- `k©K I Awf‡bZv-w_‡qUvi m¤cK© wbiƒcY| †iwWI, wU. wf I Pjw‛PÎ Awfbq c×wZi e¨envwiK cÖ‡qvM|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

mnvqK MÖš’vejx Cole and Chinoy, Actors on Acting, Bernard Beckerman_ Theatrical Presentation Performer, Audience and Act_ British Library Cataloguing in Publication. Stella Adler_ The Art of Acting_ Applause Theatre & Cinema Laura J. R Bradley_ Brecht and Political Theatre_ Clarendon Press Eric Bentley_ Bentley on Brecht_ Applause Theatre & Cinema Books Elinor Fuchs_ The Death of Character_ Library of Congress Cataloging in Publication Data Bernard Beckerman_ Theatrical Presentation Performer, Audience and Act_ British Library Cataloguing in Publication Data

bvU¨-513 : cvV-Awfbq e¨envwiK/50 (40+10)

DAD-513 : Paath Abhinaya (Reading-Acting) K) cvV-Awfbq cvÐzwjwc cÖ¯‘ZKiY : gÂ‡¶Î eënvi, ¯î-cÖ‡¶cY cwiKíbv (†Rvi, †SvuK, ¯î-¯Íi, weiwZ, gWz¨‡jkb, jq, Q›` cÖf…wZ), Awfbq ixwZ cwiKíbv, Avbylw½K Dcv`v‡bi m‡½ Awf‡bZvi mg‡SvZv (Av‡jv, †cvkvK, †gK-Avc, msMxZ), PwiÎ we‡kølY (kvixwiK, mvgvwRK I gvbwmK)|

L) cvV-Awfbq Dc¯’vcbv : cvVµ‡gi AšÍfz©³ wKsev †Kvm© wk¶K KZ…©K wba©vwiZ gnvKve¨/Kve¨/Dcb¨vm/ K_vmvwnZ¨/bvUK †_‡K cvV-Awfbq Dc¯’vcb Ki‡Z n‡e|

bvU¨-514 : gÂvwfbq e¨envwiK/100 (80+20)

DAD-514 : Stage Performance

K) cwiKwíZ Awfbq cvÐzwjwc Abyhvqx cvVµgfz³ A_ev †Kvm© wk¶K KZ…©K wbe©vwPZ bvU‡Ki PwiÎwfwËK Awfbq-cÖ‡hvRbv/wba©vwiZ Pwi‡Îi Awfbq g‡Â cÖ`k©b| Ab~¨b¨ 40 wgwbU e¨vcx Awfbq- cÖ‡hvRbv Dc¯’vcbv Ki‡Z n‡e| L) Awfbq cÖ¯‘wZi cÖwZwU ch©v‡qi eY©bv, Awf‡bq Pwi‡Îi we‡kølY I PwiÎvq‡Yi avcmg~‡ni cwiwPwZ, gÂ‡¶Î eënvi-Av‡jv-m½xZ I Avenm½xZ-†cvkvK-†gKAvc-`ªe¨vwì eënvi cÖf„wZi h_vh_ cwiwPwZmn Awfbq-cvÐzwjwc cÖYqbc~e©K Rgv w`‡Z n‡e|

M. bvU¨ wb‡`©kbv (Play Direction)

bvU¨-515 : bvU¨ wb‡`©kbvi BwZnvm ZË¡xq/50 (40+10)

DAD-515 : History of Play Direction

K) bvU¨ wb‡`©kbvi D™¢e I weKv‡ki aviv (cÖvP¨ I cvðvZ¨), kv¯¿ m„wói c~e©Kvjxb bvU¨wb‡`©kbvi aviv : wgki, fviZ, wMÖm, †ivg| L) fiZ, wWDK Ae †mK&mv‡gbvbRvBb, †WwfW †ejv‡¯‥v, MW©b †µBM, ¯Ívwb¯øvfw¯‥, fvKZvbMf, †eªLU, wcUvi eªæK, iex›`ªbv_ Ges evsjv bvU¨ wb‡`©kbvi aviv| * we‡kl wb‡`©k : DwjwLZ welq I ZvwjKv †_‡K †Kvm© wk¶K KZ…©K wbe©vwPZ cÖm½ I wb‡`©k‡Ki Kg©c×wZ cvV`vb Ki‡eb|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

mnvqK MÖš’vejx G. H Tarlekar_Studies on Natyasastra_ Motilal Banarsidass Pub ikx` nviæb-†mwjg Avj `x‡bi bvU¨wb‡`©kbv- kvgmy¾vgvb Lvb gnvcwiPvjK evsjv GKv‡Wgx †cÖm XvKv|

Eric Bentley_ Bentley on Brecht_ Applause Theatre & Cinema Books Elinor Fuchs_ The Death of Character_ Library of Congress Cataloging in Publication Data Bernard Beckerman_ Theatrical Presentation Performer, Audience and Act_ British Library Cataloguing in Publication Data

bvU¨-516 : bvU¨ wb‡`©kbvi †KŠkj ZË¡xq/50 (40+10)

DAD-516 : Techniques of Play Direction K) wb‡`©k‡Ki gva¨g, bvU¨ we‡kølY, wb‡`©k‡Ki †hvM¨Zv, `vwqZ¡ I KZ©e¨ gÂbvU¨ wb‡`©kbvi †g․wjK Dcv`vb| L) HwZn¨evnx evOjvbvU¨ wb‡`©kbv †iwWI, wU.wf, Pjw‛PÎ,: cvÐzwjwc †_‡K gÂvqb cÖPvi ch©šÍ wb‡`©k‡Ki `vwqZ¡ I KZ©e¨| M) wb‡`©kbv mswkøó cwifvlv|

mnvqK MÖš’vejx

Hans-Thies Lehmenn_Post Dramatic Theatre_Routledge ikx` nviæb-†mwjg Avj `x‡bi bvU¨wb‡`©kbv- kvgmy¾vgvb Lvb gnvcwiPvjK evsjv GKv‡Wgx †cÖm XvKv| Avnmvb Lvb, cÖex‡Yi AwaKvi: cÖv‡qvwMK bvU¨Kjv,fvlvwPÎ cÖKvkbv, XvKv

Alexander Dean, Fundamentals of Play Directing 5th Edition Directors Theatre James Roose Evans, Experimental Theatre Jerzy Grotowoski, Towards a Poor Theatre Peter Brook, The Empty Space Toby Cole, Directors on Directing,

bvU¨-517 : gÂ I Av‡jvK cwiKíbv e¨envwiK/50 (40+10)

DAD-517 : Set and lighting Design

K) gÂ¯’vcZ¨ : wMÖK, †ivgvb, GwjRv‡ew_qvb, Rvcvwb, fviZxq (bvU¨kv¯¿), cÖ‡mwbqvg, †jvKvqZ bvU¨ gÂ cÖf„wZi †¯‥P,MÖvDÐ cø¨vb, g‡Wj •Zwi| L) †mU cwiKíbv : wbe©vwPZ GK ev GKvwaK bvU‡Ki †mU cwiKíbv,MÖvDÐ cø¨vb, †¯‥P, †cBw›Us, g‡Wj •Zwi; †Uwjwfk‡b bvUK I wewea Abyôv‡bi †mU cwiKíbv Ges †mwUs c×wZ, e¨envi †K․kj; Pjw‛P‡Îi †mU wbg©vY I e¨envi †K․kj|

M) gÂbvU‡Ki Av‡jvK cwiKíbv : Av‡jvK hš¿cvwZi cwiwPwZ I eënvi; †Rvbvj jvBU; iwOb Av‡jvi eënvi; jvBU G‡d± cwiKíbv I cÖ‡qvM; †Kvm© wk¶K KZ…©K wbe©vwPZ bvU¨vs‡ki Av‡jvK cwiKíbv cvÐzwjwc cÖ¯‘ZKiY (MÖvDÐ cø¨vb/jvBU c¨vb, †j-AvDU, wj‡RÐ, wKDwkU) Ges cwiKíbv Abyhvqx Av‡jvK miÄvgvwì mnvqZvq eënvwiK cÖ‡qvM|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

N) wU.wf. I Pjw”P‡Î Av‡jvK cwiKíbv : wU. wf. I Pjw‛P‡Î Av‡jvK cwiKíbvi c×wZ I cÖ‡qvM †K․kj; cwi‡ek I we‡kl G‡d± •Zwii †K․kj|

mnvqK MÖš’vejx

Karen Brewster Melissa Shafer_ Fundamentals of Theatrical Design_ Allworth Press An imprint of Skyhouse Publishing 307 West 36th Street , New York NY bvU¨-518 : †gK-Avc, Kw÷Dg I Avenm½xZ cwiKíbv e¨envwiK/50 (40+10)

DAD-518 : Make-Up, Costume and Background Music Design K) †gK-Avc : wewfbœ cÖKv‡ii †gK-Avc Abykxjb Ges wbe©vwPZ Pwi‡Îi †gK-Avc cwiKíbv I eënvwiK cÖ‡qvM| L) †cvkvK cwiKíbv : wbe©vwPZ bvU¨ Pwi‡Îi †cvkvK cwiKíbv, cvÐzwjwc cÖ¯‘ZKiY, eënvwiK cÖ‡qvM| M) Avenm½xZ : cÖ‡qvRbxqZv I ¸iæZ¡, cwiKíbv c×wZ, wbe©vwPZ bvU¨vs‡ki Avenm½xZ cwiKíbv I eënvwiK cÖ‡qvM|

bvU¨-519 gÂ bvU¨ wb‡`©kbv e¨envwiK/100 (80+20)

DAD-519 : Play Direction for Stage K) †Kvm© wk¶K KZ…©K wbe©vwPZ bvUK/bvU¨vs‡ki wb‡`©kbv-cvÐzwjwc cÖ¯‘ZKiY (†mU, †gK-Avc, Avenm½xZ, †cvkvK cwiKíbv, Awfbq, wb‡`©kbv g‡Âi eënvi cÖf…wZ wel‡qi cÖ‡qvRbxq eY©bv, e¨vL¨v, hyw³, †¯‥P/WªBs BZ¨vw` mn)| L) cwiKwíZ cvÐzwjwc Abyhvqx wb‡`©kK-cix¶v_x© wefvMxq QvÎ-QvÎx‡ì mgš^‡q c‚Y©v½ bvUK/bvU¨vs‡ki wb‡`©kbv `vb Ki‡e| P‚ovšÍ bvU¨ cÖ‡hvRbvi c‚‡e© cwiKwíZ wb‡`©kbv cvÐzwjwc Rgv w`‡Z n‡e| bvU¨-520: cÖ‡hvRbv eë¯’vcbv

 cÖ‡hvRbvi Kg©e›Ub  cÖ‡hvRbv eë¯’vcbv I gÂ eë¯’vcbvi `vwqZ¡mg~n  eøwKs  wb‡`©k‡Ki mv‡_ eë¯’vc‡Ki mgš^‡qi ch©vqmg~n

mnvqK MÖš’vejx

David M. Conte, Theatre Management: Producing and Managing the Performing Arts Rafe BackleyOpen Book Theatre Mangemnet: Ethical Theatre Production

bvU¨-521: Av‡jvKwPÎ I cÖKvkbv

1. Av‡jvKwP‡Îi weKvk K) cÖZz¨lKvj L) ga¨hyM M) AvaywbK hyM 2. Av‡jvKwP‡Îi fvlv I †hvMv‡hvM ¯’vcb cÖwµqvq Z‡_¨i f~wgKv, cÖK…wZ, m¤ú©K, Pzw³, wµqv, eZ©bx I wµqv, mswÿßmvi wKfv‡e KvR K‡i|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

3. K¨v‡giv cwiwPwZ, cÖhyw³ †KŠkj, Abykxjb ( j¨vÝ, kU, †Wc_ Ad w` wdì, †dvKvm I wW‡UBwjs, UªvBcW, e¨vUvix, †g‡gvwi KvW©, Av‡jvK cÖ‡ÿcb, gvB‡µv‡dvb, K¨vej, †nW‡dvb, wK¬c gvB‡µv‡dvb, wi‡d¬±i, WvK©iyg, Iqvm, c‡RwUf, GwWwUs, Kvjvi Kv‡iKkb, wPÎaviY †KŠkj, †÷vwi †evwW©s I Abykxjb BZ¨vw`) 4. K¨v‡givÕi wµqv ej‡Z wK eywS? K¨v‡giv wKfv‡e †hvMv‡hvM wµqv NUvq, †hvMv‡hvM wµqvi GKwU g‡Wj, g‡bvwb‡ek wµqv, cÖavb wµqv, wµqvdj, `ywU Av‡jvKwP‡Îi Dc¯’vc‡b Zzjbvg~jK wePvi| 5. bv›`wbK Av‡jvKwPÎ m¤úv`‡bi cÖwµqvq kU& cwiwPwZ, †KŠkj I wmÜvšÍ MÖnY 6. Av‡jvKwP‡Îi mvs‡KwZK kãvejx I e¨vLv Ges m¤úv`bv wµqv 7. GKwU gvbm¤§Z Av‡jvKwP‡Îi bv›`wbKZv wePvi we‡kølY I Dc¯’cbv 8. wdì IqvK© I cÖ`©kbx/ cÖKvkbv mnvqK MÖš’vejx Bryan Peterson, Understanding Exposure Todd Gustabson, A History of Photography, Michael Freeman,The Photographers Mind bvU¨-522: Rvcvbx bvU¨Kjv

Rvcv‡bi BwZnvm Rvcv‡bi mvs¯‥…wZK cÖeYZv I wk‡íi mv‡_ Gi m¤úK© KvZv: mgv‡R I wk‡í †bv bvU‡Ki BwZnvm I cwi‡ekbvixwZ: gÂ, Awfbq I b›`bZË¡ KveywK bvU‡Ki BZnvm I cwi‡ekbvixwZ: gÂ, Awfbq I b›`bZË¡ wbbwMI†RvIiywi bvU‡Ki BwZnvm I cwi‡ekbvixwZ: gÂ, Awfbq I b›`bZË¡ mnvqK MÖš’vejx cÖKvk b›`x, Rvcvbx bvU¨Kjv

Kawatake Toshi, Traditional Theatre of Japan Masakatsu Gunji, Kabuki Karen Brazell, Japanese Traditional Theatre

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 cvidi‡gÝ Kx: cÖvP¨ I cvðv‡Z¨i aviYv  wiPvW©†kLbvi Gi Ôcvidi‡gÝ ÷vwWR  cvidi‡g‡Ýi ch©vqmg~n  K…Z¨ I cÖvZ¨wnKZvq cvidi‡g‡Ýi cÖwµqv ch©‡eÿY  b„weÁvb I cvidi‡gÝ ÷vwW‡Ri m¤úK© A‡š^lY

Self-Assessment Report on Drama and Dramatics department, JU. 2016

mnvqK MÖš’vejx

Richard Schechner, Performance Studies, Routledge, New York, 2006 Richard Schechner, Performance Theory, Routledge, New York Richard Schechner, Between Theatre and Anthropolgy, Routledge, New York Eugnio Baba, Ed.aA Dictionary of Theatre Anthropology, Routledge

bvU¨-524:w_‡qUvi b„weÁvb mnvqK MÖš’vejx

Eugnio Baba, Ed.aA Dictionary of Theatre Anthropology, Routledge Richard Schechner, Performance Studies, Routledge, New York, 2006 Richard Schechner, Performance Theory, Routledge, New York Richard Schechner, Between Theatre and Anthropolgy, Routledge, New York

bvU¨-525:Av‡gwiKvb w_‡qUvi ÷vwWR

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DAD-526 Puppet Theatre Theory/50/Half K) cv‡cU I cv‡cU w_‡qUvi wK?

L) wek¦-cv‡cU w_‡qUv‡ii msMv-¯^iyc, cwiax I BwZnvm

M) cv‡c‡Ui †kÖYx I MVb •ewkó¨|

N) evsjv‡`‡ki cv‡cU w_‡qUvi: HwZn¨ I PP©v|

O) cv‡cU w_‡qUv‡ii Awfbq‣kjx|

P) cv‡cU w_‡qUv‡ii welqe¯‘, cwi‡ekbv I cÖ‡qvM‡ÿÎ|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

mnvqK MÖš’vejx myKzgvi †mb, bU bvU¨ bvUK, c„ôv-84 Ges wewRZ Kzgvi `Ë, cÖvPxb ev½vjv-•gw_jx bvUK, ea©gvb wek¦we`¨vjq, ea©gvb, 1980; †mwjg Avj `xb, ga¨hy‡Mi evOjvbvU¨, evsjv GKv‡Wgx, XvKv; ikx` nviæb, evsjv‡`‡ki cyZzj bvU¨ - kvgmy¾vgvb Lvb gnvcwiPvjK evsjv GKv‡Wgx †cÖm XvKv; kvnxb kvnwiqvi, evsjv‡`‡ki cyZzjbvP, evsjv GKv‡Wgx, mbr Kzgvi, cwðge‡½i cyZzjbvP, cwðge½ bvU¨ GKv‡Wgx, webxZv †`e, Avw½K Avnvwh©K Awfb‡qi iƒc‡iL v†gvwnZ ivq, b`xqvi cyZzjbvP, KiæYv cÖKvkbx, KjKvZv; 1995; mykvšÍ nvj`vi, cyZzjbv‡Pi BwZK_v (cÖeÜ), fviZxq MYms¯‥…wZ msN, ivR¨ m‡¤§jb, MYms¯‥…wZ Drme, 24 I 25 †deªyqvix 2001, ¯§viK cwÎKv; wRqv nvq`vi, bvU¨ welqK wbeÜ, gy³aviv, XvKv, 1981 (cÖ_g cÖKvk); ¯^cœv‡mb, cyZzjbv‡Pi cwiPq (cÖeÜ), m¨vm, m¤úv`K mZ¨ fv`ywi, 68 wdqvm †jb, KjKvZv-73, msKjb-14, 1997; ïf †Rvqvi`vi, fvi‡Zi †jvKvqZ cyZzjbv‡Pi myjyK mÜvb (cÖeÜ), †jvKkÖ‚wZ, †jvK ms¯‥…wZ I Avw`evmx mvs¯‥…wZK †K›`ª, KjKvZv, msL¨v- 16, Ryb 2000|

Edward Gordon Craig, On The Art of The Theatre, Heinemannn, London, 1957; Sergei Obraztsov; My Profession, Raduga publishers, Moscow, 1985.; Jiwan Pani, Living Dolls: Story of Indian Puppets, Ministry of Information And Broadcasting, Government of India, 1986; Keth Rawlings, Observations of The Historical Development of Puppetry; http://www.saqecraft.com/puppetry/definitions/historical/chapter-4

Hans R. Pursehke, The Puppet Theatre in Garmany; New Dramstadter, Verlagsanstalt, GmbH, 1957.

Alvin P. Cohon, Documentation Redaiting to the Origins of Chinese Shadow Puppet Theatre; Asia Major, Vol.XIII, part- 1, 2000.; Mathew Johnson; A Brief Intorduction to the History of Bunraku; See : http:/www. Sagecraft.com/puppetry/definitions/Bunraku.List. html; Taisi Kewajiri, Puppetry in Japan The Puppet Theatre (of theMmodern world), Edit- Nargareta Miculescu, Plays, Inc, Boston, 1965.

bvU¨-527 Zzjbvg~jK cyivYZË¡ ZË¡xq/50/Aa©

DAD-527 Comparative Mythology Theory/50/Half K) c~ivY wK? L) cÖvP¨ I cvðv‡Z¨ c~iv‡Yi DrcwË I MVb we‡kølY M) cÖvP¨ I cvðv‡Z¨ c~iv‡Yi Zzjbvg~jK Av‡jvPbv N) wek¦ bv‡U¨ c~iv‡Yi e¨envi I Zvi Kvh©KvixZv| O) †c․ivwYK bvUK we‡kølY|

Self-Assessment Report on Drama and Dramatics department, JU. 2016

mnvqK MÖš’vejx

Hasnat Abdul Hye_Japaner Sanskriti_ Syed Zakir Hussain , Adom Publication 22Segum Bagicha Dhaka 1000 kvgmywÏb †P․ayix (Aby), ijuv evZ© (g~j), wg_jwR- eY©vqb, 69, c¨vix`vm †ivW, evsjvevRvi kvgmywÏb †P․ayix, wP‡bi wg_jwR- eY©vqb, 69, c¨vix`vm †ivW, evsjvevRvi kvgmywÏb †P․ayix, Avwd«Kvi wg_- eY©vqb, 69, c¨vix`vm †ivW, evsjvevRvi kvgmywÏb †P․ayix, †g‡mvc‡Uwgqvi wg_- eY©vqb, 69, c¨vix`vm †ivW, evsjvevRvi †gv¯Ídv gxi, wgkixq c~ivY- eY©vqb, 69, c¨vix`vm †ivW, evsjvevRvi wbgvBP›`ª cvj (m¤úv), †c․ivwYK Awfavb- m‡`k, 101 wm, we‡eKvb›` †ivW, KjKvZv-6

†g․wLK- VIVA VOICE 50

The group work is distributed to a student by the department and as per his/her choice. The students of all groups have to complete eight theory courses comprised of 400 marks equivalent to 16 credits are the core courses. The students of all group have to accomplish three practical courses of 200 marks equivalent to 8 credits.

The Special course of 50 marks equivalent to 2 credis is allowcated or offered by the department and as per student‟s choice. A full-unit course consisting of the 100 marks (i.e. 20 in turorial and 80 in final examination) is equivalent to 4 credits and that of a half-unit course consisting of 50 marks (10+40) is equivalent to 2 credits. Viva- voice examination of 50 marks also equivalent to 2 credits. The duration of theorentical examination of 80 marks is of 4 hours and that of 40 marks is of 2.5 hours. The duration of practical examination of 40 marks is of 4 and 80 marks is of 6 hours.

M.Phil. and Ph.D. Programs

The Department offers both M.Phil. and Ph.D. programs in selected branches of Arts. For admission in those programs, the advertisement including the eligibilities of the prospective students is circulated in each academic year. A student admitted into a regular M.Phil. or Ph.D. program has to complete respectively two or three year‟s full time study and research at the department of Drama and Dramatics under the guidance of her/his supervior/supervisors. The M.Phil. or Ph.D. program is consisted of two theory course, two seminar presentations, submissions of a thesis and an oral defense (Annexure 20, 21, 24, 27, 31, 38, 39).

The department offers a number of courses in the first year from which a student has to take two courses covering 200 marks consulting the resctive supervior/supervisors. Theoritical examination on the approved course held at the end of the first year. The candidate can be awarded the degree after the successful completion of (a) written examination on approved courses, (b) two seminars on the research work under approved research title, (c) submission of a thesis on the approved topic, and (d) an oral examination. (Annexure 38, 39).

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Syllabus for the M.Phil. and Ph.D. in Drama and Dramatics

For the sessions: 2013-2014, 2014-2015, 2015-2016 and 2016 – 2017

bvUK I bvU¨ZË¡ A_ev D³ wel‡qi m¤úwK©Z Ab¨vb¨ wel‡q Gg.G cvk wk¶v_©x‡`i g‡a¨ hvuiv wek¦we`¨vj‡qi cÖPwjZ wbqg Abyhvqx Gg. wdj fwZ© kZ© c~iY Ki‡Z m¶g †KejgvÎ ZvivB bvUK I bvU¨ZË¡ wefv‡M Gg.wdj †Kv‡m© fwZ©i my‡hvM jvf Ki‡e| `yÕeQi †gqv`x Gg. wdj †Kvm© `yÕwU c‡e© wef³ _vK‡e|

K) cÖ_g ce© : wjwLZ L) wØZxq ce© : M‡elYv cÎ (wjwLZ I M‡elYvi cÖ‡qvRb Abyhvqx e¨envwiK)

cÖ_g c‡e© GKwU Avewk¨K †Kvm© bvU¨-601 Ges wbæewY©Z †Kvm©mg~‡ni ga¨ †_‡K †h †Kvb GKwU •be©vPwbK †Kvm© wnmv‡e wb‡Z n‡e| cÖ_g e‡l©i †k‡l wjwLZ cix¶v AbywôZ n‡e| mswk• ó wk¶v_©x‡K cÖwZ †Kv‡m© ¯^Zš¿fv‡e cvk Ki‡Z n‡e| cvk b¤^i kZKiv (50%)| wk¶v_©x‡K wbe©vwPZ wel‡qi Dci ZË¡veavqK wk¶‡Ki cÖ‡qvRbxq Aby‡gv`bµ‡g GKwU Awfm›`f© Rgv w`‡Z n‡e| Ges Zvu‡K †g․wLK cix¶vq AskMÖnY Ki‡Z n‡e| †Kvm© web¨vm wbæiƒc :

1g ce© : wjwLZ Avewk¨K †Kvm© : bvU¨-601 M‡elYvc×wZ (Research Methodology) 100 bvU¨-701 M‡elYv c×wZ I cÖ‡qvM †K․kj

‣be©vPwbK †Kvm© : cÖwZ †Kv‡m©i c~Y©gvb- 100

(wk¶v_©x M‡elK‡K M‡elYv ZË¡veavqK wk¶‡Ki Aby‡gv`bµ‡g †h †Kvb GKwU †Kvm© wb‡Z n‡e)| bvU¨-602 cÖvPxb I ga¨hy‡Mi wek¦ bvUK bvU¨-702 cÖvPxb I ga¨hy‡Mi evOjv bvU‡Ki BwZnvm bvU¨-603 BD‡ivcxq w_‡qUvi (10g kZK †_‡K †iu‡bmv Kvj) bvU¨-703 cÖvPxb I ga¨hy‡Mi cvðvZ¨ w_‡qUv‡ii BwZnvm bvU¨-604 AvaywbK cvðvZ¨ bvUK (Be‡mb, †kLf, nßg¨vb, BDRxb I'bxj, †eªLU) bvU¨-704 AvaywbK Kv‡ji evsjv bvUK bvU¨-605 AvaywbK Avwd«Kv I †¯ú‡bi w_‡qUvi bvU¨-705 evsjv‡`‡ki bvUK I bvU¨gÂvq‡bi BwZnvm

bvU¨-606 cÖvPxb I ga¨hy‡Mi evsjv bvU¨ (Aóv`k kZK ch©bÍ) bvU¨-706 AvaywbK Kv‡ji cvðvZ¨ bvUK bvU¨-607 AvaywbK Kv‡ji evsjv bvUK (gaym~`b †_‡K iex›`ªbv_ ch©šÍ)

Self-Assessment Report on Drama and Dramatics department, JU. 2016

bvU¨-707 Bsj¨v‡Ûi bvUK I w_‡qUvi

bvU¨-608 evsjv‡`‡ki bvUK bvU¨-708 Av‡gwiKvb bvUK I w_‡qUvi

bvU¨-609 bvU‡Ki e¨envwiK cÖm½

(bvU¨ iPbv/wb‡`©kbvi †K․kj/D‛PZi Awfbq/gÂ¯’vcZ¨ †K․kj| mswk• ó ZË¡veavqK wk¶K Gi mnvqZvq wbe©vwPZ bvU‡Ki we‡k• lY, gÂ cÖ‡qv‡Mi j‡¶¨ †mU, jvBU, †gK-Avc, Avenm½xZ, Awfb‡qi Abyl‡½ M‡elYvMviwfwËK wb‡`©kbv)| bvU¨-709 Avwd«Kv I ¯‥¨v‡Û‡bwfqvb bvUK bvU¨-610 bvU¨Z‡Ë¡i BwZnvm bvU¨-710 cÖvPxb I ga¨hy‡Mi (cÖvP¨ I cvðvZ¨) bvU¨ZË¡

bvU¨-611 g‡Âi BwZnvm bvU¨-711 bvU¨iPbvi BwZnvm I wkí‡K․kj

bvU¨-612 evsjv †jvK bvU¨ixwZ (gvV ch©v‡q MgY Ges †jvKbvU¨`jmg~‡ni Kvh©µg cÖZ¨¶Y) bvU¨-712 Awfb‡qi BwZnvm I AwfbqZË¡

bvU¨-613 evsjv‡`‡ki gÂ bvUK bvU¨-713 bvU¨ wb‡`©kbvi BwZnvm I wb‡`©kbvZË¡

bvU¨-614 b„-‡Mvôx bvU¨ bvU¨-714 evsjv‡`‡ki b„-‡Mvôx Rxeb I mvwnZ¨ bvU¨-615 bvUK iPbvi BwZnvm I †K․kj bvU¨-715 evsjv‡`‡ki bvU¨ wb‡`©kbv

bvU¨-616 AwfbqZË¡ bvU¨-716 HwZn¨evnx evOjv bvU¨

bvU¨-617 bvU¨ wb‡`©kbvZË¡ bvU¨-717 iex›`ªbv‡_i bvUK bvU¨-618 wmwbK wWRvBb bvU¨-718 †mwjg Avj `x‡bi bvUK bvU¨-619 b›`bZË¡ I w_‡qUvi bvU¨-719 w_‡qUvi I b›`bZË¡

bvU¨-620 wk¶v I w_‡qUvi bvU¨-720 weÁvcb I w_‡qUvi bvU¨-621 Dbœqb I w_‡qUvi bvU¨-721 wk¶v I w_‡qUvi

Self-Assessment Report on Drama and Dramatics department, JU. 2016

bvU¨-622 KwgDwbwU w_‡qUvi bvU¨-722 Dbœqb bvU¨ bvU¨-623 MYgva¨g I w_‡qUvi bvU¨-723 Bmy¨wfwËK w_‡qUvi

bvU¨-624 Av‡gwiKvb w_‡qUvi bvU¨-724 wPj‡Wªb w_‡qUvi bvU¨-625 wdj¥ ÷vwWR bvU¨-725 w_‡qUvi I MY‡hvMv‡hvM

bvU¨-626 †RÛvi w_‡qUvi bvU¨-726 †÷R µvdU bvU¨ -627 cyZzjbvU¨ bvU¨-727 wkíKjvi BwZnvm bvU¨-628 weÁvcb I w_‡qUvi bvU¨-728 wdj¥ ÷vwWR

bvU¨-629 ¯’vcZ¨wkí I w_‡qUvi bvU¨-729 cyZzjbvU¨

bvU¨-630 evsjv‡`k ÷vwWR bvU¨-730 b„ZË¡ I w_‡qUvi

bvU¨-631 evsjv‡`‡ki HwZn¨evnx wkíKjv bvU¨-731 evOjv Mv‡bi BwZnvm I HwZn¨

bvU¨-632 cÖvPxb I ga¨hy‡Mi evsjv m½xZ bvU¨-732 b„‡Z¨i BwZnvm I HwZn¨

bvU¨-633 MYgva¨g cVb (Media Studies) bvU¨-733 weÁvb I w_‡qUvi

bvU¨-634 MYgva¨g cÖ‡hvRbv †K․kj bvU¨-635 wecbb †K․kj (Marketing Technique)

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Self-Assessment Report on Drama and Dramatics department, JU. 2016

3.3 Courses in the curriculum are structured and arranged properly The servey results on the course arrangements in the curriculum showed that the courses in the curriculum are properly arranged according to the majority of the respondents.

Table 3.3: Consistent arranged of courses in the curriculum from lower to higher levels

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 0.0 16.7 33.3 50.0 Alumni 1.8 3.6 8.9 46.4 39.3

1st Year 1.9 1.9 38.9 35.2 22.2

nd 2 Year 8.9 0.0 3.6 23.2 64.3 3rd Year 11.1 5.6 0.0 83.3 0.0 th

Student 4 Year 21.1 36.8 15.8 26.3 0.0 Masters 0.0 0.0 0.0 46.2 53.8

Total 7.5 5.6 16.3 36.3 34.4

Table 3.3 indicates that about 83% Academic Staff, 85% Alumni at least agree that courses in the curriculum is structured and arranged properly. On the other hand, about 5% Alumni at least disagree with this statement. Also, we observe that about 57%, 87%, 83%, 26%, 100%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that courses in the curriculum is structured and arranged properly. But a suitable numbers of respondents about 3%, 9%, 16%, 57%, respectively, 1st year, 2nd year, 3rd year and 4th year Students at least disagree on this issue. The present practice is content based syllabus which treated as curriculum. It needs to be need based curriculum. The objectives and outcomes are not yet clearly identified. Content needs to be categorized according to themes, units and modules. Text books need to be mentioned.

3.4 Curriculum load is optimum and induces no pressure

Table 3.2 indicates that about 91% Academic Staff, 59% Alumni at least agree that curriculum load is optimum and exerts no pressure. Also, about 42%, 71%, 83%, 26%, 84%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. But a suitable numbers of respondents about 33%, 13%, 11%, 51%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree with this statement.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 3.4: Optimal Curriculum load Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 0.0 8.3 33.3 58.3 Alumni 0.0 19.6 19.6 33.9 26.8 1st Year 11.1 22.2 24.1 37.0 5.6 nd 2 Year 12.5 1.8 14.3 5.4 66.1 3rd Year 11.1 0.0 5.6 72.2 11.1

4th Year 15.8 36.8 21.1 21.1 5.3 Student Masters 7.7 7.7 0.0 69.2 15.4 Total 11.9 13.1 16.3 30.6 28.1

On the other hand, about 00% Academic Staff exactly disagree that curriculum load is optimum and exerts no pressure. It is evident from the above result that Students opinions vary from year to year. It indicates that curriculum load is not optimum and exerts pressure. There should be a program specific body or committee with representation from the major stakeholders to take care of design and redesign of curriculum. Designed curriculum with valid basis and all changes in the curriculum with specific reasons must be properly documented.

3.5 Curriculum alignment/skill mapping The respondents were asked whether teaching strategies and assessment strategies are clearly stated in the curriculum. Teaching strategies need to be appropriate for achieving learning outcomes. Table 3.5: Statement of teaching strategies in the curriculum Strongly Disagree Undecided Agree Strongly disagree (%) (%) (%) agree Respondent (%) (%)

Academic 0.0 0.0 25.0 66.7 8.3 Alumni 1.8 7.1 12.5 53.6 25.0 1st Year 0.0 20.4 14.8 48.1 16.7 nd 2 Year 0.0 10.7 1.8 64.3 23.2 3rd Year 38.9 44.4 11.1 5.6 0.0

4th Year 5.3 52.6 42.1 0.0 0.0 Student Masters 0.0 0.0 15.4 38.5 46.2 Total 5.0 21.9 13.1 42.5 17.5 From the above table it is observed that, about 74% Academic Staff, 78% Alumni at least agree that the teaching strategies are clearly stated in the curriculum. On the other hand, 62

Self-Assessment Report on Drama and Dramatics department, JU. 2016

about 00% Academic Staff, 9% Alumni at least disagree with this statement. Also, about 64%, 87%, 5%, 0%, 84%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. But a suitable numbers of respondents about 20%, 10%, 82%, 57%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree the teaching strategies are clearly stated in the curriculum. Actually there is no teaching strategy mentioned in the curriculum. Table 3.6: Statement of Assessment strategies in the curriculum Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%)

Academic 0.0 0.0 25.0 66.7 8.3 Alumni 3.6 14.3 25.0 32.1 25.0 1st Year 7.4 11.1 24.1 35.2 22.2 nd 2 Year 1.8 5.4 1.8 26.8 64.3 3rd Year 5.6 5.6 0.0 83.3 5.6

4th Year 5.3 47.4 42.1 5.3 0.0 Student Masters 0.0 0.0 7.7 61.5 30.8 Total 4.4 11.9 14.4 36.3 33.1

Table 3.6 indicates that about 74% Academic Staff, 57% Alumni at least agree that assessment strategies are explicit in the curriculum. On the other hand, about 00% Academic Staff, 18% Alumni at least disagree with this statement. Also, we observe that about 57%, 90%, 88%, 5%, 91%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that assessment strategies are explicit in the curriculum . But about 18%, 6%, 11%, 52%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree on this issue. No assessment strategy mentioned in the curriculum.

Table 3.7: Curriculum addresses the program objectives and program learning outcomes Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 0.0 16.7 83.3 0.0

The academic staff of the department as respondent group mentioned that curriculum addresses the program objectives and program learning outcomes. Table 3.5 indicates that 83% of Academic Staff at least agree that curriculum addresses the program objectives and program learning outcomes. On the other hand about none of the Academic Staff at least disagree with this statement. There is no coherence between assessment, teaching strategies and intended learning outcomes in curriculum. Curriculum must the aligned with program objectives, intended learning outcomes through proper skill mapping.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

3.6 Curriculum review process University should have a well-defined procedure to design and review the curriculum of academic programs periodically. There must be a program specific body or committee with representation from the major stakeholders to take care of design and redesign of curriculum. To cope with the globalization, ongoing developments and changes across the environmental setting there is a strong need to integrate the concerns of major stakeholders in the curriculum.

The curriculum can be improved if it is updated periodically by thoroughly reviewing it. Opinions of the stakeholders and experts can be incorporated during review of the curriculum. From the survey the opinion of respondent are given below.

Table 3.8: Reviewed and updated of Curriculum in compliance with the rules of the universities

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 0.0 25.0 75.0 0.0

Table 3.8 indicates that about 75% of Academic Staff at least agree that curriculum is reviewed and updated at regular intervals in compliance with the rules of the universities. None of the Academic Staff at least disagree on this issue. But about 25% Academic Staff is neutral with this statement.

Curriculum is infrequent and inconsistent review. It needs to change the curriculum with global needs. Teaching learning strategies are not updated. Periodic review of curriculum with the participation of stakeholders has to become a regular academic practice.

Table 3.9: Consideration of stakeholder‟s opinion during review of the curriculum Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 10.0 10.0 80.0 0.0

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Figure 3.1: Pie chart of Consideration of stakeholder‟s opinion during review of the curriculum

Consideration of stakeholder’s opinion during review of the curriculum

0% 0%

10% Strongly disagree 10% Disagree Undecided Agree

80% Strongly agree

From the above table 3.7 and figure 3.1 it is observed that about 80% Academic Staff at least agree that opinions from the relevant stakeholders (students, teachers, employers and alumni) are duly considered during review of the curriculum. None of the Academic Staff at least disagree with this statement. But about 10% Academic Staff is neutral with this statement. Although curriculum reviews process is practiced. Students, alumni and employers are not involved in the review process. Course evaluation by the students and respective course teachers is not done yet.

3.7 Gaps in curriculum: Adequacy to meet the needs Review process and involvement of major stakeholders with special attention to achievement of Course Learning Outcomes (CLOs), employability of the graduates, course evaluation by the students and respective course teachers, identifying gaps and lapses in existing curriculum through curriculum alignment, initiative to close the gap.

Table 3.10: Effective of curriculum in achieving day-one skill Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%)

Academic 85.0 5.0 5.0 0.0 5.0 Alumni 12.5 25.0 8.9 28.6 25.0

Table 3.10 indicates that about 5% of Academic Staff and 53% Alumni at least agree that the curriculum is effective in achieving day-one skill. On the other hand, about 90% Academic Staff and 37% Alumni at least disagree on this issue. It indicates that Gaps and lapses in existing curriculum are not identified through curriculum alignment. Accordingly initiatives are not taken to close the gaps.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 4 Student Entry Qualifications, Admission procedure, Progress and Achievements

In this chapter we provided the opinion of the Academic Staff, Alumni and Student of whether the entry qualification, admission process and achievement of the students are maintained or not in the department of International Relationship. The organization of the present chapter is as follows. Section 4.1 presents entry qualifications, section 4.2 presents admission procedure and section 4.3 contains progress and achievement. 4.1 Entry Qualifications Choice of program and institution matters for career building of the graduates. At the same time, it is very important to have the eligibility of the students interested in higher education under a particular program. Quality of learners in terms of commitment and prerequisite qualifications are very important to afford the study load, understand the subject matter and comply with the program requirements. Entry requirements are the minimum qualifications, knowledge, skills and/or experience that an applicant must have in favor of his candidature for a particular academic program. Entry requirements must be well defined, measurable and communicable to the potential candidates for admission (Annexure 26, 27). The opinion of the Academic Staff, Alumni and Student about the entry qualification is given below:

Table 4.1: Entry of quality students Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 16.7 8.3 41.7 33.3 Alumni 1.8 10.7 8.9 50.0 28.6 1st Year 11.1 20.4 9.3 31.5 27.8 nd 2 Year 8.9 1.8 1.8 32.1 55.4 3rd Year 11.1 11.1 27.8 38.9 11.1

4th Year 10.5 26.3 31.6 26.3 5.3 Student Masters 15.4 7.7 23.1 7.7 46.2 Total 10.6 12.5 12.5 30.0 34.4

Table 4.1 indicates that about 74% Academic Staff and 78% Alumni at least agree that admission policy ensures entry of quality students in the department which is not a significant proportion. On the other hand, 16% Academic Staff exactly disagree with this statement. But 12% Academic Staff are neutral on this statement. Also, we observe that about 58%, 87%, 49%, 31%, 53%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that admission policy ensures entry of quality students in the department. Also 31%, 9%, 22%, 36%, 23% respectively, 1st year, 2nd year, 3rd year, 4th year and MS Student at least disagree on this issue. It indicates that eligibility of learners is not well defined. Admission policy should be improved.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

4.2 Admission Procedure

Admission procedure is quite fair In Bangladesh, increasing number of students is coming for higher education from many streams of secondary education. Many of these students may have the entry qualifications to get admission into an academic program and university they are interested to study. But, it is a reality that opportunities for higher education in the preferred universities are always limited. Universities are required to select the candidates from a pool of diverse applicants who collectively will form the best possible group of students. Selection of the eligible candidates for the particular academic program is important to maintain quality in education. The admission process ensures fair treatment to all applicants with transparent and good practices and do not discriminate applicants in any way (Annexure 26, 27). The opinion of the Academic Staff, Alumni and Student about the admission process is given below:

Table 4.2: Fairness of admission procedure

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 0.0 0.0 11.1 8.3 Alumni 8.9 8.9 14.3 53.6 14.3 1st Year 3.7 9.3 29.6 40.7 16.7

2nd Year 10.7 3.6 3.6 28.6 53.6 3rd Year 11.1 16.7 5.6 66.7 0.0 th

Student 4 Year 15.8 21.1 10.5 47.4 5.3 Masters 0.0 0.0 23.1 30.8 46.2 Total 8.1 8.8 15.0 39.4 28.8

Table 4.2 indicates that about 19% Academic Staff and 67% Alumni at least agree that admission procedure is quite fair. Also, about 56%, 81%, 66%, 52%, 76%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree with this statement. But 13%, 13%, 27%, 36%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree on this issue. We observe that none of the Academic Staff at least disagree that admission procedure is quite fair. It indicates that fair selection of students. Thus we may conclude that admission procedure is quite fair and selection procedure ensures the eligible candidates.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Figure 4.1: Bar Chart about Fairness of admission procedure (Students opinion)

4.3 Progress and Achievement Achievement is the extent to which a student has demonstrated knowledge, skills, values and attitudes as the result of the teaching learning process. It is measured by assessing how well students performed in relation to stated standards. On the other hand, progress is measured by how much achievements students make over a specific period of time (i.e., year-to-year, semester-to-semester, etc.). Progress and achievement present a complete picture of student learning. The quality assurance system of universities should be in place to assure that levels of students‟ achievements and progress are monitored and recorded duly for the use of reference points, evaluation of achievement and meaningful academic guidance and counselling. The opinion of the Academic Staff, Alumni and Student about the progress and achievement of students is given below:

Table 4.3: Commitment of the students to ensure desired progress and achievement

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 0.0 91.7 8.3 0.0 Alumni 0.0 23.2 16.1 48.2 12.5 1st Year 14.8 20.4 29.6 27.8 7.4

2nd Year 1.8 8.9 33.9 39.3 16.1 3rd Year 0.0 27.8 11.1 61.1 0.0 th

Student 4 Year 15.8 42.1 21.1 10.5 10.5 Masters 7.7 0.0 23.1 53.8 15.4 Total 8.1 18.1 27.5 35.6 10.6

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 4.3 indicates that about 8.3% Academic Staff and 60% Alumni at least agree that commitment among students is observed to ensure desired progress and achievement. On the other hand, 00% Academic and 23% Alumni at least disagree with this statement. Also, we observe that about 34%, 55%, 61%, 21%, 68%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that commitment among students is observed to ensure desired progress and achievement. Also, about 34%, 10%, 27%, 57%, 7%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident from the above table that Student opinions vary from year to year. Thus we may conclude that commitment among students is not observed to ensure desired progress and achievement.

Table 4.4: Recording and monitoring of Students progress Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 33.3 41.7 25.0 0.0 Alumni 3.6 46.4 23.2 16.1 10.7 1st Year 14.8 25.9 24.1 29.6 5.6

2nd Year 0.0 21.4 10.7 25.0 42.9 3rd Year 72.2 11.1 5.6. 11.1 0.0 th

Student 4 Year 15.8 31.6 21.1 31.6 0.0 Masters 15.4 0.0 23.1 61.5 0.0 Total 16.3 21.3 16.9 28.8 16.9

It is observed from the above table that about 25% Academic Staff, 26% Alumni at least agree that students‟ progress is regularly recorded and monitored. On the other hand, 33% Academic Staff, 50% Alumni at least disagree on this issue. Also, we observed that 35%, 67%, 11%, 31%, 61%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that students‟ progress is regularly recorded and monitored. But about 40%, 21%, 83%, 47%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree with this statement. For a regular recording and monitoring students‟ progress, we expect 100% respondents opinion is likely to be in favor of the statement. So it is said that recording of periodic progress and final achievements of the Students are not done consistently. It should be discussions meetings with the academics to formulate policy for recording and updating progress and achievements of each student.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Figure 4.2: Bar Chart about recording and monitoring of Students progress (Students opinion)

Table 4.5: Feedback of the teachers to the students about their progress Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 8.3 25.0 66.7 0.0 0.0 Alumni 7.1 46.4 17.9 21.4 7.1 1st Year 20.4 18.5 22.2 27.8 11.1 2nd Year 7.1 8.9 8.9 50.0 25.0 3rd Year 61.1 27.8 11.1 0.0 0.0 th Student 4 Year 21.1 52.6 10.5 15.8 0.0 Masters 7.7 15.4 46.2 23.1 7.7 Total 19.4 20.0 16.9 30.6 13.1

Table 4.5 indicates that about 00% Academic Staff and 28% Alumni at least agree that teachers provide regular feedback to the students about their progress. On the other hand, 53% Alumni at least disagree with this 0statement. Also, we observe that about 38%, 75%, 15%, 30%, respectively, 1st year, 2nd year, 4th year and MS Students at least agree that teachers provide regular feedback to the students about their progress. But, about 38%, 16%, 88%, 73%, 23%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident from the above table that Student opinions vary from year to year. It indicates that teachers do not provide regular 2 feedback to the students about their progress. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year 2 which is statistically significant (p-value=0.00,   71.65 test, Appendix-I, Table V). This statistical result indicates that Senior Students opinion is more realistic than Junior Students opinion. We may conclude that there is no proper students‟ feedback system 70

Self-Assessment Report on Drama and Dramatics department, JU. 2016

available in the department. The department should take initiative for getting student feedback regularly.

Table 4.6: Maintenance of individual Student‟s records Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 8.3 25.0 8.3 50.0 8.3 Alumni 14.3 26.8 33.9 19.6 5.4 1st Year 24.1 14.8 25.9 29.6 5.6 2nd Year 7.1 3.6 23.2 17.9 48.2 3rd Year 72.2 11.1 11.1 5.6 0.0 th

Student 4 Year 36.8 26.3 26.3 10.5 0.0 Masters 15.4 0.0 53.8 23.1 7.7 Total 24.4 10.6 25.6 20.0 19.4

Table 4.6 indicates that about 58% Academic Staff and 24% Alumni at least agree that the entity maintains individual student’s records properly. On the other hand, about 33% Academic Staff and 40% Alumni at least disagree with this statement. Also, we observe that about 34%, 35%, 5%, 10%, 30%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that teachers provide regular feedback to the students about their progress. But, about 38%, 10%, 83%, 62%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. Since a suitable number of respondents at least disagree on this issue hence we may conclude that the entity does not maintain individual student‟s records properly. Also we can see graphically all Students opinion about the entity maintains individual student‟s records properly.

Figure 4.3: Pie Chart about Maintenance of individual Student‟s records (Students opinion) Maintenance of individual Student’s Records

19% 24% Strongly disagree Disagree Undecided 20% 11% Agree Strongly agree

26%

Self-Assessment Report on Drama and Dramatics department, JU. 2016

From the figure 4.3 it is observed that, about 39% (20.0+19.4) % Student at least agree that teachers provide regular feedback to the students about their progress. But about 35% (24.4+10.6) % Student at least disagree on this issue. Since a suitable number of Students at least disagree on this issue hence we may conclude that the entity does not maintain individual student‟s records properly.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 5 Physical Facilities

Quality physical facilities are integral part of the quality learning opportunities at the university. Physical facilities create favorable learning condition and facilitate the attainment of earning objectives. Physical facilities are very important for strengthening effective teaching learning that provide quality education. Physical facility includes class room, library, facilities, laboratory facilities, medical facilities and other facilities. The opinion of the alumni, current students, academic and non-academic staffs about whether all these physical facilities are provided or not in the department are given below.

5.1 Classroom Facilities Classroom facilities should be adequate and well equipped with modern teaching aids. The opinion of the alumni, current students, academic and non-academic staffs about whether classroom are good in number, well-spaced, well equipped and well maintained to ensure effective delivery is given below:

Table 5.1: Suitability of classroom facilities Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 33.3 66.7 0.0 0.0 0.0 Alumni 8.9 23.2 17.9 42.9 7.1 1st Year 33.3 29.6 7.4 18.5 11.1

2nd Year 1.8 28.6 44.6 8.9 16.1 3rd Year 72.2 27.8 0.0 0.0 0.0 th

Student 4 Year 36.8 42.1 10.5 10.5 0.0 Masters 61.5 30.8 0.0 7.7 0.0 Total 29.4 30.6 19.4 11.3 9.4

Table 5.1 indicates that about 50% Alumni at least agree that classroom facilities are suitable for ensuring effective learning. On the other hand, about 100% Academic Staff and 30% Alumni at least disagree with this statement. Also, we observe that about 29%, 25%, 10%, 7%, respectively, 1st year, 2nd year, 4th year and MS Students at least agree that classroom facilities are suitable for ensuring effective learning. But, about 62%, 29%, 100%, 78%, 92%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS 2 Students at least disagree on this issue. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which is statistically significant (p-value=0.00,  2  54.19 test, Appendix-I, Table VI). Since large number of student disagree that classroom facilities are suitable for ensuring effective learning. So we can say that classroom facilities in terms of number, space, modern equipment‟s are inadequate.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

5.2 Library facilities Library facilities with quality text books, reference books, journals, documents, literature and access to digital library facilities and e-learning materials are required for academic and research purposes.

Table 5.2: Availability of library facilities Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 66.7 8.3 25.0 0.0 0.0 Alumni 5.4 32.1 8.9 44.6 8.9 1st Year 55.6 31.5 9.3 3.7 0.0

2nd Year 21.4 14.3 19.6 19.6 25.0 3rd Year 5.0 33.3 5.6 11.1 0.0 th

Student 4 Year 78.9 21.1 0.0 0.0 0.0 Masters 76.9 23.1 0.0 0.0 0.0 Total 36.9 36.9 11.3 12.5 2.5

From the above table it is observed that about 53% Alumni at least agree and 75% Academic Staff, 37% Alumni at least disagree that library has an adequate up-to-date reading and reference materials to meet the academic & research needs. On the other hand, about 3%, 44%, 11%, respectively, 1st year, 2nd year, 3rd year Students at least agree on this issue. But, about 86%, 35%, 38%, 100%, 100%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree that library has an adequate up- to-date reading and reference materials to meet the academic & research needs. Though few facilities are improved but library has some lack of facilities such as enough space for the students, referred books, technological support, place for group discussion, availability of food which should be developed. 5.3 Laboratory and field laboratories Laboratory and field laboratories should be adequate, well equipped, accessible and useful. The opinion of respondents abut laboratory facilities are given below:

Table 5.3: Availability of laboratory facilities Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 25.0 75.0 0.0 0.0 0.0 Alumni 7.1 23.2 10.7 48.2 10.7 1st Year 25.9 25.9 20.4 25.9 1.9

2nd Year 1.8 26.8 28.6 28.6 14.3 3rd Year 55.6 44.4 0.0 0.0 0.0 th

Student 4 Year 47.4 47.4 0.0 5.3 0.0 Masters 38.5 38.5 7.7 7.7 7.7 Total 24.4 31.9 17.5 20.0 6.3

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Above table shows that about 58% Alumni at least agree that laboratory facilities are congenial for practical teaching-learning. But 100% Academic Staff, 30% Alumni at least disagree with this statement. Also, we observe that about 26%, 42%, 00%, 5%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. But, about 50%, 27%, 99%, 94%, 76%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree that laboratory facilities are congenial for practical teaching-learning. Since a suitable number of respondents disagree on this issue so it is say that Laboratory facilities in terms of number, space, modern equipment‟s are inadequate; not accessible and not useful (Annexure 47).

5.4 Medical facilities Medical facilities should be adequate, well equipped, accessible and useful to provide emergency healthcare services ensuring health and hygiene within the campus.

Table 5.4: Availability of medical facilities Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 25.0 33.3 33.3 8.3 0.0 Alumni 25.0 37.5 17.9 14.3 5.4 1st Year 48.1 16.7 13.0 18.5 3.7

2nd Year 23.2 16.1 39.3 5.4 16.1 3rd Year 72.2 27.8 0.0 0.0 0.0 th

Student 4 Year 57.9 31.6 5.3 5.3 0.0 Masters 53.8 38.5 7.7 0.0 0.0 Total 43.8 21.3 19.4 8.8 6.9

Table 5.4 indicates that about 8% Academic Staff and 19% Alumni at least agree that indoor and outdoor medical facilities are adequate. On the other hand, about 48% Academic Staff and 62% Alumni at least disagree with this statement. Also, we observe that about 21%, 21%, 5%, respectively, 1st year, 2nd year, 4th year Students at least agree that indoor and outdoor medical facilities are adequate. But, about 64%, 39%, 100%, 88%, 91%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least 2 disagree on this issue. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which is statistically 2 significant (p-value=0.00,   54.19 test, Appendix-I, Table VI). We observe that a large number of student disagree that indoor and outdoor medical facilities are adequate. Thus we may conclude that medical facilities are not well equipped and not useful to provide emergency healthcare services ensuring health and hygiene within the campus. Enough doctors, medicine diagnostic and hospital facilities are absent.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

5.5 Other facilities Some other facilities should be available in the department such as Internet facilities, Adequate indoor and outdoor sports facilities, adequate safety measures & adequate office room facilities with competent manpower and relevant office equipment‟s to support the students‟ need. From the survey result it is observed that 58.3% Academic Staff, 19% Alumni, 18% Current Student at least agree that internet facilities with sufficient bandwidth capacity are available. But 33% Academic Staff, 71% Alumni, 71% Current Student at least disagree with this statement. On the other hand, about 8% Academic Staff, 30% Alumni, 19% Current Student at least agree that there are adequate sports facilities (indoor and outdoor). But 91% Academic Staff, 55% Alumni, 64% Current Student at least disagree with this statement.

Also, we observe that about 25% Academic Staff, 12% Alumni, 13% Current Student at least agree that existing gymnasium facilities are good enough. But 58% Academic Staff, 65% Alumni, 75% Current Student at least disagree with this statement.

Also, about 91% Academic Staff at least disagree that Office equipment’s are adequate to support the students’ need and same proportion of Academic Staff say that Entity does not have competent manpower to run the academic affairs. But 9% Academic Staff are neutral on these issues.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 6 Teaching Learning and Assessment

Teaching learning and assessment are the vital parts of academic program to achieve learning objectives. Teaching learning constitute the core of education. It is the responsibility of the educational institutions to ensure effective teaching learning for quality in education. Without effective teaching learning no quality in education can be achieved. For the purpose of effective teaching learning the critical factors are quality staff, appropriate teaching learning methods, use of lesson plan, technology integration and skill development mechanism. In this chapter we provided the opinion of Academic Staff, Alumni and Current Students.

6.1 Quality Staff

The Department deserves a higher rank due to its high-quality Academic Staffs. The Academic and Non-academic Staff are fit to meet the requirements of academic standards and strategies of teaching learning (Annexure 44, 45, 46).

6.2 Teaching learning methods The teachers should use innovative teaching techniques to make the students keen, focused and interested to learn the subjects taught, and are able to maintain a scholarly approach for engaging students in academic activities. Teachers need to be diligent in transferring new knowledge to the students effectively so that the goal of teaching learning succeeds. The opinion of Academic staff, Alumni and Student regarding teaching learning is given below:

Table 6.1: Interactive and supportive teaching-learning Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 8.3 16.7 75.0 0.0 Alumni 7.1 17.9 10.7 55.4 8.9 1st Year 7.4 16.7 25.9 37.0 13.0

2nd Year 10.7 1.8 5.4 48.2 33.9 3rd Year 11.1 66.7 22.2 0.0 0.0 th

Student 4 Year 15.8 47.4 10.5 26.3 0.0 Masters 0.0 0.0 46.2 53.8 0.0 Total 9.4 19.4 18.1 36.9 16.3

Table 6.1 indicates that about 75% Academic Staff and 63% Alumni at least agree that teaching-learning is interactive and supportive. On the other hand, about 24% Alumni at least disagree with this statement. Also, we observe that about 50%, 81%, 00%, 26%, 53%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that teaching-learning is interactive and supportive. But, about 23%, 11%, 77%, 62%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree on this issue.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

It is known that teaching method is mostly lecture based. Diverse, interactive, participatory, interesting and collaborative teaching methods are absent. Teachers do not yet use innovative teaching techniques to make the students keen, focused and interested to learn.

Table 6.2: Optimal class size for interactive teaching-learning Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 16.7 66.7 8.3 8.3 0.0 Alumni 36. 19.6 16.1 57.1 3.6 1st Year 14.8 25.9 24.1 31.5 3.7

2nd Year 28.6 7.1 12.5 46.4 5.4 3rd Year 38.9 44.4 11.1 5.6 0.0 th

Student 4 Year 15.8 36.8 26.3 21.1 0.0 Masters 23.1 46.2 7.7 23.1 0.0 Total 23.1 24.4 17.5 31.9 3.1

From the above table it is observed that, about 8% Academic Staff and 60% Alumni at least agree that class size is optimum for interactive teaching, learning. Also, about 34%, 51%, 5%, 21%, 23%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. On the other hand, about 56% Academic Staff and 13% Alumni at least disagree that class size is optimum for interactive teaching, learning. Also, we observe that 39%, 35%, 82%, 51%, 69%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. It is evident from the above table that most of the academic said that class size is not optimum for interactive teaching, learning.

Table 6.3: Assessment strategies Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 0.0 16.7 83.3 0.0 Alumni 3.6 16.1 23.2 46.4 10.7 1st Year 11.1 130 31.5 37.0 7.4

2nd Year 0.0 8.9 17.9 33.9 39.3 3rd Year 5.6 22.2 44.4 27.8 0.0 th

Student 4 Year 0.0 10.5 47.4 36.8 5.3 Masters 0.0 0.0 23.1 76.9 0.0 Total 4.4 11.3 29.4 38.1 16.9 Table 6.3 indicates that about 83% Academic Staff 56% Alumni at least agree that both formative (quizzes, assignments, term papers, continuous assessments, presentations, 78

Self-Assessment Report on Drama and Dramatics department, JU. 2016

etc.) and summative assessment (final examination) strategies are followed. On the other hand, 19% Alumni at least disagree with this statement. Also, about 44%, 72%, 27%, 41%, 76%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. Also, we observe that 24%, 8%, 27%, 10%, 00%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree that both formative (quizzes, assignments, term papers, continuous assessments, presentations, etc.) and summative assessment (final examination) strategies are followed.

6.3 Use of lesson plan Use of lesson plan is a growing practice in teaching learning internationally. It specifies the subject matter to be taught, learning objectives and assessment of that learning for each and every class. Use of lesson plan should be formalized in teaching learning practice with proper documentation and access.

Table 6.4: Lesson plans are provided to the students in advance Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%)

Academic 16.7 8.3 0.0 75.0 0.0 Alumni 1.8 21.4 14.3 46.4 16.1 1st Year 5.6 37.0 25.9 24.1 7.4 nd 2 Year 3.6 1.8 3.6 21.4 69.6 3rd Year 22.2 11.1 0.0 66.7 0.0

4th Year 26.3 31.6 5.3 21.1 15.8 Student Masters 0.0 15.4 7.7 53.8 23.1 Total 8.8 19.4 11.3 30.0 30.6

From table 6.4 it is observed that about 75% Academic Staff, 62% Alumni at least agree that lesson plans/course outlines are provided to the students in advance. On the other hand, about 24% Academic Staff, 22% Alumni at least disagree with this statement. Also, we observe that about 31%, 90%, 66%, 36%, 76%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree on this issue. Also, we observe that 42%, 4%, 33%, 57%, 15%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree that lesson plans/course outlines are provided to the students in advance. For a significant proportion we expect 100% respondents opinion in favour of the statement. This means that lesson plan is rarely used. Students do not know in advance what the teachers are going to discuss in the next class. So students can not have preparation prior to the class. They are also not sure about the number of classes and specific issues included in the lectures.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

6.4 Technology integration IT integration in teaching is very critical for quality in education. IT integration in teaching learning will make it a lot easier, attractive and more effective to communicate ideas and complex subjects meaningfully in class rooms. In addition, use of IT in teaching will encourage students to use e-contents to improve learning, access e- resources for studying and research, use information technology for academic preparation and problem solving.

Table 6.5: Use of modern devices to improve teaching-learning process Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 16.7 75.0 8.3 0.0 0.0 Alumni 5.4 42.9 35.7 16.1 0.0 1st Year 40.7 33.3 9.3 13.0 3.7

2nd Year 5.4 16.1 5.4 64.3 8.9 3rd Year 50.0 33.3 16.7 0.0 0.0 th

Student 4 Year 42.1 36.8 0.0 21.1 0.0 Masters 61.5 30.8 0.0 7.7 0.0 Total 31.3 27.5 6.9 30.0 4.4

Table 6.5 indicates that about 00% Academic Staff, 16% Alumni at least agree that modern devices are used to improve teaching-learning process. On the other hand, about 91% Academic Staff, 32% Alumni at least disagree with this statement. Also, we observe that about 16%, 72%, 21%, 7%, respectively, 1st year, 2nd year, 4th year and MS Students at least agree on this issue. Also, we observe that about 73%, 21%, 83%, 78%, 91%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree that modern devices are used to improve teaching-learning process. Multimedia as a tool for effective teaching and learning is not widely used by the teachers. One of its advantages is that this technique makes the lectures more focused. But one of its problems is that dissemination of knowledge only through multimedia makes it limited. There is even less scope in this practice for interpretation, analyses discussion and participation by the students. Although it is helpful over dependence on multimedia does not fulfill required needs of acquired knowledge

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 6.6: Use of diverse methods for assessment Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 0.0 41.7 58.3 0.0 Alumni 1.8 32.1 19.6 44.6 1.8 1st Year 1.9 18.5 24.1 42.6 13.0

2nd Year 0.0 8.9 12.5 51.8 26.8 3rd Year 5.6 22.2 38.9 33.3 0.0 th

Student 4 Year 5.3 36.8 21.1 36.8 0.0 Masters 0.0 7.7 7.7 69.2 15.4 Total 1.9 16.9 20.0 46.3 15.0

From the above table 6.6 it is observed that about 58% Academic Staff and 47% Alumni at least agree that diverse methods are used for assessment. On the other hand, about 00% Academic Staff at least disagree with this statement. Also, we observe that about 55%, 77%, 33%, 36%, 84%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that diverse methods are used for assessment. But, about 20%, 8%, 27%, 41%, 7%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at 2 least disagree on this issue. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which 2 is statistically significant (p-value=0.012,   31.52 test, Appendix-I, Table VII). Inconsistency of respondent‟s opinion indicates that diverse methods are not used properly for assessment.

6.5 Focus

Table 6.7: Adequate opportunities for practical exercises Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 50.0 8.3 25.0 8.3 8.3 Alumni 5.4 19.6 17.9 42.9 14.3 1st Year 3.7 24.1 38.9 29.6 3.7 2nd Year 12.5 3.6 14.3 17.9 51.8 3rd Year 38.9 50.0 5.6 5.6 0.0 th

Student 4 Year 26.3 26.3 31.6 15.8 0.0 Masters 0.0 30.8 7.7 53.8 7.7 Total 13.1 20.6 23.1 23.1 20.0

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 6.7 indicates that about 16% Academic Staff and 56% Alumni at least agree that Entity provides adequate opportunities for practical exercises to apply in real life situation. On the other hand, about 58% Academic Staff and 24% Alumni at least disagree with this statement. Also, we observe that about 32%, 68%, 5%, 15%, 61%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that Entity provides adequate opportunities for practical exercises to apply in real life situation. But, about 27%, 15%, 88%, 52%, 30%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident from the 2 above table and  test of homogeneity of respondents opinion that Student opinions 2 vary from year to year which is statistically significant (p-value=0.00,   99.36 test, Appendix-I, Table VIII). This statistical result indicates that Senior Students opinion is more realistic than Junior Students opinion. Thus we may conclude that Entity does not able to provide adequate opportunities for practical exercises to apply in real life situation.

6.6 Skill development mechanism Table 6.8: Teaching-learning process encompasses co-curricular activities to enrich students‟ personal development

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 0.0 25.0 58.3 16.7

Table 6.8 indicates that 74% Academic Staff at least agree that Teaching-learning process encompasses co-curricular activities to enrich students’ personal development. On the other hand, about 12.5% Academic Staff at least disagree with this statement. Table 6.9: Practice of diverse methods to achieve learning objectives Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 41.7 8.3 50.0 0.0 Alumni 1.8 23.2 21.4 44.6 8.9 1st Year 13.0 35.2 27.8 22.2 1.9

2nd Year 5.4 7.1 21.4 60.7 5.4 3rd Year 50.0 33.3 11.1 5.6 0.0 th

Student 4 Year 15.8 21.1 15.8 42.1 5.3 Masters 30.8 38.5 7.7 23.1 0.0 Total 16.3 23.8 20.6 36.3 3.1

Table 6.9 indicates that about 50% Academic Staff and 53% Alumni at least agree that diverse methods are practiced to achieve learning objectives. On the other hand, about

Self-Assessment Report on Drama and Dramatics department, JU. 2016

41% Academic Staff, 24% Alumni at least disagree with this statement. Also, we observe that about 23%, 65%, 5%, 47%, 23%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that diverse methods are practiced to achieve learning objectives. But, about 48%, 12%, 83%, 36%, 68%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue.

6.7 Assessment of student performance Assessment of student performance under this survey includes the criteria whether the assessment system are duly communicated to the students on the commencement of the term/semester; assessment system meets the objectives of the course, diverse methods and tools are used for assessment, assessment feedback is provided to the students immediately, the questions of examinations reflect the content of the course, both formative and summative assessment strategies are followed, the assessment system is reviewed at regular intervals and fairness and transparency is maintained in assessment system (Annexure 31-38). Table 6.10: Assessment procedures meet the objectives of the course Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 8.3 33.3 58.3 0.0 Alumni 3.6 23.2 28.6 41.1 3.6 1st Year 13.0 18.5 35.2 29.6 3.7 2nd Year 0.0 8.9 32.1 48.2 10.7 3rd Year 0.0 33.3 61.1 5.6 0.0

4th Year 0.0 10.5 47.4 36.8 5.3 Student Masters 0.0 0.0 23.1 76.9 0.0 Total 5.6 15.6 33.1 39.4 6.3

Table 6.10 indicates that about 58% Academic Staff and 44% Alumni at least agree that Assessment procedures meet the objectives of the course. On the other hand, about 8% Academic Staff, 26% Alumni at least disagree with this statement. Also, we observe that about 33%, 58%, 5%, 41%, 76%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that Assessment procedures meet the objectives of the course. But, about 31%, 8%, 33%, 10%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree on this issue.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 6.11: Providing feedback to the students immediately after assessment Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 25.0 50.0 16.7 8.3 0.0 Alumni 14.3 35.7 25.0 17.9 7.1 st

1 Year 7.4 33.3 20.4 29.6 9.3 2nd Year 16.1 14.3 32.1 28.6 8.9

3rd Year 22.2 61.1 11.1 5.6 0.0 Student 4th Year 21.1 42.1 26.3 5.3 5.3

16.1 Masters 0.0 23.1 23.1 53.8 0.0 Total 13.1 30.0 24.4 24.4 11.3

Table 6.11 indicates that about 8% Academic Staff and 24% Alumni at least agree that the students are provided feedback immediately after assessment. On the other hand, about 75% Academic Staff, 39% Alumni at least disagree with this statement. Also, we observe that about 35%, 36%, 5%, 10%, 53%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that the students are provided feedback immediately after assessment. But, about 40%, 30%, 83%, 63%, 23%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. Practice of taking student feedback to improve the quality of teaching-learning and assessment is lacking in the department. There is no mechanism of student feedback. It is evident from the above 2 table and  test of homogeneity of respondents opinion that Student opinions vary 2 from year to year which is statistically significant (p-value=0.006,   33.76 test, Appendix-I, Table IX). This statistical result indicates that there is no proper student‟s feedback system available in the department.

Table 6.12: Review of the assessment systems at regular intervals Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 8.3 0.0 25.0 66.7 0.0

Table 6.12 indicates that about 66% Academic Staff at least agree that the assessment system is reviewed at regular intervals. On the other hand, about 8% Academic Staff at least disagree with this statement. Actually the assessment system is not reviewed at regular intervals.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 6.13: Maintenance of fairness and transparency in assessment system

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 8.3 8.3 25.0 50.0 8.3

Table 6.13 indicates that about 58% Academic Staff at least agree that Fairness and Transparency are maintained in the assessment system. But 16% Academic Staff at least disagree with this statement and 25% Academic Staff is neutral on this issue.

Table 6.14: Duly communication of assessment systems to students at the outset of the term/semester Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 16.7 66.7 8.3 8.3 0.0 Alumni 3.6 10.7 8.9 62.5 14.3 1st Year 7.4 18.5 37.0 22.2 14.8

2nd Year 1.8 1.8 3.6 73.2 19.6 3rd Year 27.8 72.2 0.0 0.0 0.0 th

Student 4 Year 10.5 47.4 10.5 31.6 0.0 Masters 0.0 0.0 0.0 30.8 69.2 Total 7.5 20.6 15.0 39.4 17.5

Table 6.14 indicates that about 8% Academic Staff and 76% Alumni at least agree that Assessment systems are duly communicated to students at the outset of the term/semester. On the other hand, about 82% Academic Staff, 13% Alumni at least disagree with this statement. Also, we observe that about 36%, 92%, 31%, 100%, respectively, 1st year, 2nd year, 4th year and MS Students at least agree that Assessment systems are duly communicated to students at the outset of the term/semester. But, about 25%, 2%, 100%, respectively, 1st year, 2nd year, 3rd year, 4th year Students at least disagree on this issue.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 7 Student Support Services

Students support services are to meet the personal and academic needs of the students. The support system is an educational necessity and both students and staffs benefited from it. It contributes to the social and academic development of the students; enhance quality learning experience and educational achievement of the students by meeting their diverse needs. It also promotes the intellectual development. Student support services facilitate to build a student level community that creates a sense of belongingness, friendly and academic environment through socialization collaborative efforts and student involvement. Generally the provisions of student support services includes; co- curriculum and extra-curriculum activities, academic guidance and counseling, career and placement, alumni services and community services. In the following tables we provide the opinion of the alumni, current students and academics about whether or not these student support services are maintained in the department. 7.1 Academic guidance and counseling It is very critical to guide the students so that they can cope with the challenges and opportunities of university life. Sufficient and proper academic guidance and counselling beyond regular class-room lecture time is very effective in making the students serious regarding studies and motivate them to explore the ever expanding frontier of knowledge. Academic guidance and counselling should be formalized with proper documentation.

Table 7.1: Arrangement of academic guidance and counseling Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 0.0 16.7 25.0 58.3 0.0 Alumni 16.1 19.6 12.5 42.9 8.9 1st Year 14.8 25.9 25.9 27.8 5.6 2nd Year 3.6 1.8 35.7 33.9 25.0 3rd Year 50.0 27.8 16.7 5.6 0.0 th

Student 4 Year 73.7 26.3 0.0 0.0 0.0 Masters 30.8 15.4 15.4 30.8 7.7 Total 23.1 16.9 24.4 24.4 11.3

Table 7.1 indicates that about 58% Academic Staff and 50% Alumni at least agree that there is an arrangement in the entity to provide an academic guidance and counseling. On the other hand, about 35% Alumni at least disagree with this statement. Also, we observe that about 32%, 58%, 5%, 37%, respectively, 1st year, 2nd year, 3rd year and MS Students at least agree that there is an arrangement in the entity to provide an academic guidance and counseling. But, about 39%, 5%, 27%, 100%, 45%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident 86

Self-Assessment Report on Drama and Dramatics department, JU. 2016

2 from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which is statistically significant (p-value=0.00, 2   83.89 test, Appendix-I, Table X). This statistical result indicates that Senior Students opinion is more realistic than Junior Students opinion. Advising to the students is done by most of the teachers but no formal student advisor is appointed in the department. No career counselling with formal career guidance unit is established for this purpose. Students are not properly motivated for their career development.

7.2 Co- curricular and extra-curricular activities Co-curricular and extra-curricular activities are the integral part of the skill development mechanism. University must have some departments or centers like Department of Physical Education, Teacher Student Cultural Centre (TSCC) and facilities to stage drama hold debates, musical soirée, publish journals and exhibit fine arts. Co-curricular and Extra-curricular activities should be encouraged with reasonable time to participate (Annexure 49, 50). Table 7.2: Distribution of co-curricular and extra-curricular exposures to the students Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 50.0 8.3 41.7 0.0 Alumni 5.4 7.1 19.6 58.9 8.9 1st Year 7.4 29.6 20.4 31.5 11.1

2nd Year 7.1 3.6 12.5 46.4 30.4 3rd Year 22.2 33.3 11.1 33.3 0.0 th

Student 4 Year 21.1 47.4 21.1 10.5 0.0 Masters 7.7 30.8 23.1 30.8 7.7 Total 10.6 23.1 16.9 34.4 15.0

Table 7.2 indicates that about 41% Academic Staff and 66% Alumni at least agree that the entity provides co-curricular and extra-curricular exposures to the students. On the other hand, about 6% Academic Staff, 6% Alumni at least disagree with this statement. Also, we observe that about 42%, 76%, 33%, 10%, 37%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that The entity provides co-curricular and extra-curricular exposures to the students. But, about 36%, 10%, 55%, 68%, 37, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. Co-curricular and extra-curricular activities are not sufficient in practice.

7.3 Career & placement Career counseling and placement arrangement can play very critical role to get the right job opportunities and select suitable career institution. The opinion of Academic Staff, Alumni and Current Student about the placement and career planning office provided effective services to the graduating students is given below:

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 7.3: Availability of financial grants to the students Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 50.0 33.3 8.3 8.3 0.0 Alumni 37.5 19.6 21.4 17.9 3.6 1st Year 35.2 22.2 22.2 16.7 3.7

2nd Year 16.1 7.1 32.1 26.8 17.9 3rd Year 27.8 44.4 22.2 5.6 0.0 th

Student 4 Year 78.9 15.8 5.3 0.0 0.0 Masters 46.2 15.4 23.1 15.4 0.0 Total 33.8 18.1 23.8 16.9 7.5

Table 7.3 indicates that about 8% Academic Staff and 20% Alumni at least agree that financial grants are available to the students in case of hardship. On the other hand, about 83% Academic Staff, 56% Alumni at least disagree with this statement. Also, we observe that about 19%, 43%, 5%, 15%, respectively, 1st year, 2nd year, 3rd year, and MS Students at least agree that financial grants are available to the students in case of hardship. But, about 57%, 23%, 71%, 93%, 61%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. It is evident from the 2 above table and  test of homogeneity of respondents opinion that Student opinions 2 vary from year to year which is statistically significant (p-value=0.00,   53.83 test, Appendix-I, Table XI). This statistical result indicates that Senior Students opinion is more realistic than Junior Students opinion. Thus we may conclude that financial grants of the students are not available. Even though there is absence 7.4 Alumni services The university and program offering entities should have well organized and meaningful alumni association to support the quality education efforts. The university and program offering entities should have a formal system to collect alumni feedback on the effectiveness of academic programs, emerging changes in the industry and working life.

Table 7.4: Organized and supportive alumni association Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 66.7 8.3 16.7 8.3 0.0 Alumni 25.0 33.9 17.9 19.6 3.6 1st Year 14.8 20.4 29.6 35.2 0.0

2nd Year 10.7 10.7 37.5 26.8 14.3 3rd Year 72.2 16.7 11.1 0.0 0.0 th

Student 4 Year 63.2 21.1 15.8 0.0 0.0 Masters 23.1 38.5 15.4 15.4 7.7 Total 26.3 18.1 27.5 22.5 5.6

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 7.4 indicates that about 8% Academic Staff and 22% Alumni at least agree that there is an organized and supportive alumni association. On the other hand, about 74% Academic Staff, 58% Alumni at least disagree with this statement. Also, we observe that about 35%, 40%, 22%, respectively, 1st year, 2nd year, and MS Students at least agree that there is an organized and supportive alumni association. But, about 34%, 20%, 88%, 84%, 61%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. We see that none of the 3rd year and 4th year student says that alumni association is organized and supportive. Actually there is no organized and supportive alumni association in the department.

Table 7.5: Collection of alumni feedback to update the learning outcomes of the program Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 66.7 8.3 16.7 8.3 0.0 Alumni 41.1 30.4 17.9 7.1 3.9 1st Year 35.2 22.2 29.69 11.1 1.9

2nd Year 16.1 5.4 44.6 21.4 12.5 3rd Year 61.1 22.2 11.1 5.6 0.0 th

Student 4 Year 78.9 21.1 0.0 0.0 0.0 Masters 69.2 15.4 7.7 7.7 0.0 Total 39.4 15.6 27.5 12.5 5.0

Table 7.5 indicates that about 8% Academic Staff and 10% Alumni at least agree that the entity collects alumni feedback to update the learning outcomes of the program. On the other hand, about 74% Academic Staff, 71% Alumni at least disagree with this statement. Also, we observe that about 12%, 33%, 5%, 7%, respectively, 1st year, 2nd year, 3rd year, and MS Students at least agree that the entity collects alumni feedback to update the learning outcomes of the program. But, about 57%, 21%, 83%, 100%, 84%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue.

7.5 Community services Students have the opportunity to involve themselves in community services under the management of the program offering entity in an organized manner on a regular basis. Community involvement is an effective way of understanding the social issues and working with people. It aims to enhance students‟ knowledge, skills and confidence. It also makes an important contribution towards promoting lifelong learning, social inclusion and active citizenship.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 7.6: Involvement of opportunities with community services Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 66.7 8.3 16.7 8.3 0.0 Alumni 7.1 19.6 50.0 16.1 7.1 st

1 Year 48.1 16.7 16.7 14.8 3.7 2nd Year 8.9 7.1 60.7 7.1 16.1

3rd Year 66.7 11.1 11.1 11.1 0.0 Student 4th Year 57.9 31.6 5.3 0.0 5.3

66.7 Masters 38.5 15.4 23.1 23.1 0.0 Total 36.9 14.4 30.6 10.6 7.5

Table 7.6 indicates that about 8% Academic Staff and 23% Alumni at least agree that there are opportunities to be involved with community services. On the other hand, about 74% Academic Staff, 26% Alumni at least disagree with this statement. Also, we observe that about 17%, 23%, 11%, 5%, 23%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least agree that there are opportunities to be involved with community services. But, about 64%, 15%, 77%, 88%, 53%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on this issue. Involvement of community services is not in practice. Community services should be encouraged for all students.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 8 Staff and Facilities

At any university or program offering entity the Academic and Nonacademic staffs are the major players in teaching learning and research along with the students. Efficiency and commitment of these staffs are the key success factors to all academic activities and quality assurance system. Teaching staffs are creating knowledge through research and transfer to the students through teaching learning practices. On the other hand nonacademic staffs must have active role with the necessary depth and breadth of technical knowledge and experience to support the academic activities of the entity. To have an effective team composed of academic and non-academic staffs the critical areas to be considered are entry qualification, recruitments, staff development, peer observations, career development and key performance indicators. In this chapter we have provided the opinion of the Student, Alumni, Non-academic and Academic Staff about Entry qualifications, Recruitment, Staff development, and Key performance indicators for non-academic staff. We have considered agree & strongly agree as in agreement category and disagree & strongly disagree as in disagreement category.

8.1 Entry Qualifications Qualifications and eligibilities required for the entry level differ in respect to the position and salary scale of the academic-and non-academic staffs of the University (Annexures 9-14). The required educational qualification for the candidates to be appointed as supporting staffs start from class eight to graduation (Bachelor or Master degree). The required educational qualification for the candidates to be appointed as academic staff starts from Bachelor and Master Degree to Doctoral Degree. The need of working experience for the candidates to be appointed as non-academic- or academic staffs is not always obligatory. Recruitment of academic and no-academic staffs in a Department is controlled by the central administration of the University, though the Department has the scope to initiate the procedure and fix one or more special eligibilities in accordance to the service rules of the University. During this survey this area was not included in the questionnaire and not evaluated.

8.2 Recruitment and Promotion Sufficient number of Academic staffs is very important to provide continuity and stability, cover the curriculum adequately and effectively, allow for scholarly activities in teaching learning and research. In order to select the right person for the right job university should have a transparent, fair, appropriate and properly documented recruitment policy specifying the entry qualifications and outlining the key stages for both Academic and Non-academic staffs. The opinion of the Academic and Non- academic Staff about recruitment policy and practices is given below:

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 8.1: Good recruitment policy and practices for recruitment of competent academic and non-academic staff

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 8.3 50.0 25.0 16.7 0.0 Non-academic 28.6 71.4 0.0 0.0 0.0

Table 8.1 indicates that only 16% Academic Staff at least agree that Recruitment policy and practices are good enough for recruitment of competent academic and non- academic staff. On the other hand, about 58% Academic Staff and 100% Non-Academic Staff at least disagree with this statement.

Table 8.2: Attractive salary and incentives to retain the Academic and non-academic staff Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 50.0 25.0 25.0 0.0 0.0 Non-academic 42.9 57.1 0.0 0.0 0.0

From the above table 8.2 it is observed that 75% Academic Staff and 100% Non- Academic Staff at least disagree that salary and incentives are attractive enough to retain the academic and non-academic staff. But 25% Academic Staff are neutral.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

8.3 Staff development Quality assurance recognizes the importance of training and development. Training is very important to enhance the professional skills of the staff and to keep them up-to-date with best practices in quality assurance. The opinion of the student, alumni, non- academic and academic about non- academic staffs has enough opportunity to take part in different training program for skill development is given below:

Table 8.3: Congenial atmosphere prevails to enhance professional knowledge through research and higher studies Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 41.7 16.7 41.7 0.0 0.0 Non-academic 14.3 57.1 0.0 28.6 0.0

From the above table it is observed that 28% Non-Academic Staff at least agree that a congenial atmosphere prevails to enhance professional knowledge through research and higher studies. But 71% Non-Academic Staff at least disagree on this issue. On the other hand, about 58% Academic staff at least disagree that a congenial atmosphere prevails to enhance professional knowledge through research and higher studies.

Table 8.4: Opportunities of academics to take part in different seminar/workshop/ training programs for skill development

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%)

Academic 33.3 0.0 0.0 66.7 0.0 Non-academic 71.4 28.6 0.0 0.0 0.0

From the above table it is observed that about 66% Academic Staff at least agree that Academics have enough opportunity to take part in different seminar/workshop/training programs for skill development. But about 33% Academic Staff at least disagree with this statement. On the other hand, 100% Non-academic Staff at least disagree on this issue.

Table 8.5: Opportunity of Non-academics to take part in different training programs for skill development Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 25.0 50.0 0.0 25.0 0.0 Non-academic 42.9 57.1 0.0 0.0 0.0

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 8.5 indicates that about 25% Academic Staff and 00% Non-academic staff at least agree that Non-Academics have enough opportunity to take part in different training programs for skill development. But about 75% Academic Staff at least disagree with this statement. 8.4 Peer Observation Peer observation is an effective approach to get useful insights to improve teaching capacity and quality. In some cases it is very difficult to identify ones‟ own mistakes and limitations. In that case, peer observation provides an opportunity to learn from each other and to improve. Peer observation also helps experienced staffs to share the good practices with the new and relatively less experienced staff members. Such provision of mentoring is very effective to develop the professional skills of young and newly recruited staff. Peer observation means a process in which a colleague or other nominated individual is invited to observe one‟s class or way of doing a particular job and give feedback. Peer observation is a powerful tool for developing a culture of good practice. Such good practice may be used for the students also under the oversight of the faculty members. But peer observation is not practice for the teachers in the Department of Drama and Dramatics. Table 8.6: Policy of entity to provide mentoring/continuous guidance for new Academic staff

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 33.3 50.0 8.3 8.3 0.0 Non-academic 71.4 28.6 0.0 0.0 0.0

Table 8.6 indicates that only 8.3% Academic Staff at least agree that the entity has a policy to provide mentoring/continuous guidance for new academic staff. But about 83% Academic Staff and 100% Non-Academic Staff at least disagree with this statement. Some disagreement of respondents opinion indicates that entity has lack of policy to provide mentoring/continuous guidance for new Academic staff. The entity should introduce peer observations, feedback and monitoring system for class teaching. 8.5 Career Development All employees are expected to participate in some form of career development every year. Career development encourages continuous self-improvement and a commitment to lifelong learning. It results in increased job satisfaction, enhanced capabilities and higher performance. Thus, Career development provides staffs with opportunities to build productive and satisfying careers while contributing to the achievement of the university‟s mission.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 8.7: Practice of seminars and workshops by the entity to share knowledge and experience among the faculty members

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 58.3 25.0 8.3 8.3 0.0 Non-academic 85.7 14.3 0.0 0.0 0.0

Table 8.7 indicates that about 8% Academic Staff at least agree that the entity practices seminars and workshops to share knowledge and experience among the faculty members. But about 83% Academic Staff and 100% Non-Academic staff at least disagree with this statement. Since most of the respondents disagree on this issue so we may conclude that entity has lack of seminars and workshops to share new knowledge and experience among the faculty members and explore innovations. Table 8.8: Performance award policy of the entity to inspire Academic Staff Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%)

Academic 66.7 16.7 0.0 16.7 0.0 -academic 100.0 0.0 0.0 0.0 0.0 Table 8.8 indicates that about 16% Academic Staff at least agree that the entity has a performance award policy to inspire academic staff. But about 82% Academic Staff and 100% Non-Academic Staff at least disagree with this statement. We see that most of the Academic Staff and all Non-academic Staff disagree on this issue. It indicates that the entity does not have a performance award policy to inspire Academic staff. 8.6 Key Performance Indicators (KPIs) Well-defined KPIs may act as a source of motivation and means to ensure accountability of staff. University should use Teaching Performance Indicators (TPIs) and Research Performance Indicators (RPIs) of the teachers as key performance indicators. Performance of an academic institution should not be confined to producing graduates in terms of quantity only. It is important to have specific performance and success indicators that contribute to graduates‟ skills development, teaching learning, research and extension services, national and international recognition and contribution to socio- economic development. Similarly, faculty members should not limit their activities within self-development by research and publications only. Rather, teaching performance should be measured based on student evaluation and peer observation, contribution to skill development of the students, quality teaching-learning.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 8.9: Criteria for promotion/up-gradation Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 16.7 41.7 33.3 8.3 0.0 Non-academic 0.0 0.0 14.3 42.9 42.9

Table 8.9 indicates that about 8% Academic Staff and 84% Non-academic Staff at least agree that Performance indicators are the criteria for promotion/up-gradation. But about 57% Academic Staff at least disagree with this statement. We observe that 33% Non-academic Staff are neutral on this issue. It indicates that the entity has lack of Key Performance Indicators (KPI) tools. Promotion or appointment to any higher position or assigning any responsibility in the university should be on the basis of well-defined key performance indicator (KPI).

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 9 Research & Extension

The prime objective of higher education is to contribute to the sustainable development and improvement of society as a whole. Research forms the basis of creativity and innovative which are very important for sustainable socio economic growth and development. Research also makes teaching learning more effective and practical oriented. University should have a system and policy to disseminate and transfer the research findings to the industry and community through extension services. The factors that influence Research and extension policy and program, fund and facilities, fund hunting‟s and disseminates of research findings of the department. The opinion of Alumni, Current Student and Academic Staff about whether these factors are available in the department or not are given below: 9.1 Policy and program Table 9.1: A well-defined research and development policy of the entity Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 25.0 50.0 25.0 0.0 0.0 Alumni 10.7 7.1 25.0 44.6 12.5 1st Year 57.4 9.3 7.4 9.3 16.7

2nd Year 3.6 16.1 17.9 5.4 57.1 3rd Year 55.6 27.8 16.7 0.0 0.0 th

Student 4 Year 78.9 15.8 5.3 0.0 0.0 Masters 15.4 30.8 38.5 15.4 0.0 Total 37.5 16.3 14.4 6.3 25.6

Table 9.1 indicates that about 56% Alumni at least agree that the entity has a well- defined research and development policy. On the other hand, 75% Academic and 17% Alumni at least disagree with this statement. Also, we observe that about 25%, 62%, 15%, respectively, 1st year, 2nd year, and MS Students at least agree that the entity has a well-defined research and development policy. Also, about 66%, 20%, 82%, 93%, 45%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree on 2 this issue. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which is statistically significant (p- 2 value = 0.00,   89.47 test, Appendix-I, Table-XII). This statistical result indicates that responses are very much inconsistence. Inconsistency of responses opinion indicates that entity has lack of well-structured research policy.

9.2 Fund and facilities University should develop capacity with appropriate facilities and provisions to undertake research with national relevance and give due motivation and recognition to researchers.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 9.2: Existence of mechanism for engaging the students in research and development

Strongly Disagree Undecided Agree Strongly Respondent disagree (%) (%) (%) agree (%) (%) Academic 16.7 66.7 16.7 0.0 0.0 Alumni 5.4 7.1 21.4 60.7 5.4 1st Year 55.6 16.7 5.6 20.4 1.9 nd 2 Year 3.6 8.9 14.3 41.1 32.1 3rd Year 77.8 22.2 0.0 0.0 0.0 4th Year 63.2 31.6 0.0 0.0

Student 5.3 Masters 30.8 46.2 7.7 15.4 0.0 Total 38.8 18.8 7.5 22.5 12.5

Table 9.2 indicates that about 65% Alumni at least agree that Mechanism exists for engaging the students in research and development. Also, about 21%, 71%, 15%, respectively, 1st year, 2nd year, MS Students at least agree on this issue. But about 82% Academic Staff and 11% Alumni at least disagree with this statement. Also, we observe that about 72%, 12%, 100%, 94%, 77%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS Students at least disagree that Mechanism exists for engaging the students in research and development. We observe that significant number of respondents disagree on this issue hence we may conclude that there is no mechanism exists for engaging the students in research and development. Also, research funds from the university are inadequate. 9.3 Fund hunting/collection Table 9.3: Initiatives of teachers to hunt research fund for smooth running of the research

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 58.3 8.3 25.0 8.3 0.0

Table 9.3 indicates that about 8% Academic Staff at least agree that Teachers always take initiative to hunt research fund for smooth running of the research. On the other hand, 66% Academic Staff at least disagree with this statement. We see that most of the Academic Staff disagree on this issue. It indicates that teachers do not always take initiative to hunt research fund for smooth running of the research.

9.4 Dissemination of research findings

University should have a system and policy to disseminate and transfer the research findings to the industry and community through extension services.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Table 9.4: Community service policy of entity Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 16.7 50.0 33.3 0.0 0.0 Alumni 8.9 26.8 44.6 8.9 10.7 1st Year 68.5 11.1 14.8 3.7 1.9

2nd Year 1.8 8.9 44.6 37.5 7.1 3rd Year 66.7 27.8 5.6 0.0 0.0 th Student 4 Year 89.5 5.3 5.3 0.0 0.0 Masters 38.5 38.5 15.4 7.7 0.0 Total 45.0 13.8 23.1 15.0 3.1

Table 9.4 indicates that about 18% Alumni at least agree that the entity has a community service policy. On the other hand, 66% Academic and 34% Alumni at least disagree with this statement. Also, we observe that about 4%, 44%, 7%, respectively, 1st year, 2nd year, and MS Students at least agree the entity has a community service policy. Also, about 79%, 10%, 93%, 94%, 76%, respectively, 1st year, 2nd year, 3rd year, 4th year and MS 2 Students at least disagree on this issue. It is evident from the above table and  test of homogeneity of respondents opinion that Student opinions vary from year to year which 2 is statistically significant (p-value=0.00,  103.22 test, Appendix-I, Table-XIII). This statistical result indicates that responses are very much inconsistence. Inconsistency of responses opinion indicates that entity does not have community service policy. The entity should establish a community service policy.

Self-Assessment Report on Drama and Dramatics department, JU. 2016

Chapter 10 Process Management and Continuous Improvement

Quality assurance system refers to a set of administration and procedural activities with systematic assessment in respect of standard feedback, remedial measures and monitoring. The total system is focused on process output, which refers to quality in education and achievement of objectives. Several interventions are needed to assure internal quality and continuous improvement, which include faculty development, external evaluation, and linkages program with corporate world, adapting good proactive and developing quantity culture in all walks of academic management. The process by which quality assessment (QA) activities will be executed and quality in education will be assured must be in place, property managed, periodically reviewed, evaluated and updated for continuous improvement. Self-assessment, improvement plan, stakeholder‟s feedback, use of peer observations result, use of all feedback should be maintained in the department. These were surveyed whether it is maintained or not. The results are given below.

10.1 Self-assessment Self-Assessment is a systematic process of evaluating the various aspects of institution or academic programs including the major QA areas in respect of national qualifications framework and criteria whether quality standards are being met. 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. The general objective of the Self-Assessment is-  To promote quality culture within the university ensuring good practices and governance. The specific objectives of self-assessment exercise are-  Institutionalize the quality assurance culture within the university;  Reviewing and identifying the key factors responsible for further improvement of existing policies and procedures of the Jahangirnagar University;  Assessing and strengthening capacity of faculty members and supporting staffs, for effective governance, teaching-learning, research and community services through consistent quality assurance practice and performance; late grated system.  Promoting Digitalizing teaching-learning system, library, conference/workshop/ seminar room for capacity building and promoting quality assurance (QA) culture at all levels of the university;  Prepares the university to meet the external quality assurance assessment and accreditation requirements;  Building the images of the university ensuring transparency, accountability and good practices in all aspects of managements by regular monitoring of

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implementation of policies, procedures, systems and processes through audit, survey and other instruments; and  Coordinating all quality assurance (QA) related activities at the national levels; and liaising with UGC and other external QA agencies at home and abroad. Table 10.1: Review of academic programs by the entity for the enhancement students learning

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%)

Academic 0.0 0.0 33.3 25.0 41.7

Table 10.1 indicates that about 66% Academic staff at least agree that academic programs are reviewed by the entity for the enhancement students‟ learning. On the other hand, none of the Academic staff at least disagree on this issue. Actually periodical self- assessment is not in practice.

10.2 Improvement Plan An improvement plan (IP), also known as an action plan, is a great way to give struggling employees the opportunity to succeed while still holding them accountable for past performance.

Table 10.2: The action of entity in compliance with the decision of the university regarding continuous quality improvement

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%) Academic 0.0 0.0 33.3 66.7 0.0 Table 10.2 indicates that about 66% Academic staff at least agree that the entity always acts in compliance with the decision of the university regarding continuous quality improvement. But about 00% Academic staff at least disagree on this issue.

Table 10.3: Embracement of the spirit by the entity for continual quality improvement Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%)

Academic 0.0 0.0 25.0 33.3 41.7

Table 10.3 indicates that about 74% Academic staff at least agree that the entity embraces the spirit of continual quality improvement. But none of the Academic staff at least disagree on this issue. In fact the entity has no structured improvement plan. After completion of external peer review the PSAC of the department will prepare a draft 101

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improvement plan with benchmarking in respect of the SA Report findings and the recommendations of the external peer review panel. Finally, the PSAC will submit the improvement plan to the Head of the program offering entity for further necessary actions.

10.3 Stakeholders feedback and its use Quality is a matter of negotiating between the academic institution and the stakeholders. In this negotiation process, each stakeholder needs to formulate, as clearly as possible, his/ her requirements. The university or faculty, as ultimate supplier, must try to reconcile all these different wishes and requirements. Sometimes the expectations will run parallel, but they can just as well end up in conflict. As far as possible, the requirements of all stakeholders we translated into the mission and goals of our department and into the objectives of a faculty and of the educational program and as far as this concerns research, the research programs. The challenge is to achieve the goals and objectives. So, quality is achieving our goals and aims in an efficient and effective way, assuming that the goals and aims reflect the requirements of all our stakeholders in an adequate way. 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. Table 10.4: Ensuring a usual practice by the entity for students or Alumni is feedback as a culture

Strongly Strongly Disagree Undecided Agree Respondent disagree agree (%) (%) (%) (%) (%)

Academic 0.0 25.0 16.7 58.3 0.0

Table 10.4 indicates that about 58% Academic staff at least agree that the entity ensures a usual practice for students‟/ Alumni‟s feedback as a culture. But about 25% Academic Staff at least disagree on this issue. Actually entity do not practice students‟/ Alumni‟s feedback as a culture. Regular contact with stakeholders is not in practice. The department needs to arrange regular workshop/discussions to get feedback from stakeholders on academic development.

10.4 Use of peer observation results Peer observation partnerships can help teachers improve their teaching practice, transform their educational perspectives and develop collegiality. Peer observation of teaching is a key element of academic development, yet it is not widely reported as part of tutor development programs. It offers many benefits such as improvements in teaching practice and the development of confidence to teach and learn more about teaching (Bell 2005). However there may be negative aspects of peer observation including that it may be seen as intrusive and challenging academic freedom. These negative aspects can be 102

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overcome in conditions where peer observation is designed to be non-judgmental and developmental rather than evaluative and externally required (Lomas and Nicholls 2005). Bell (2005, p. 3) defines peer observation of teaching as: “collaborative, developmental activity in which professionals offer mutual support by observing each other teach; explaining and discussing what was observed; sharing ideas about teaching; gathering student feedback on teaching effectiveness; reflecting on understandings, feelings, actions and feedback and trying out new ideas”. Peer observation under structured plan is not practice in the department of Drama and Dramatics.

10.5 Regular updating of program objectives and ILOs No well-structured and well-written objectives of department. Intended learning outcomes (ILOs) are not designed in the entity.

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Chapter 11 Stakeholders/ Employers

The Organization, Institute, and Company that have an interest to give job to the graduates of the Department are the Stakeholders. For example different govt. and private Universities, private Banks, different educational Institution, different research organization, different NGO etc are the Stakeholders or Employers.

11.1 Nature of the Stakeholders

Table 11.1: Types of Employer Nature of the organization Nature of the Frequency Percent Organization Research Business Enterprise Media Research 1 5.3 5%

Business 4 21% Enterprise 21.1 Media 14 73.7 74% Total 19 100.0

Figure 11.1: Pie Chart of Nature of the organization

The above table shows that 5.3% data collected from Research, 21.1% from Business Enterprise, 73.7% from Media.

11.2 Different terms of Knowledge of graduates for Employer/Stakeholders Different terms of knowledge of graduates are; job knowledge (knowledge on subject matter), IT knowledge and Innovative knowledge. The percentage of frequency of different terms of knowledge is given below: The frequency options according to importance in recruitment are coded as

Again the frequency options of competence of graduates based on their performance are coded as

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Table 11.2: Required Knowledge of quality of graduates and competence of graduates

Quality of graduates Competence of graduates Different terms of knowledge EI VI I LI NI E VG G F P % % % % % % % % % % Job knowledge 10. (knowledge on 31.6 26.3 36.8 5.3 0.0 47.4 36.8 5.3 0.0 5 subject matter)

IT Knowledge 5.3 31.6 57.9 5.3 0.0 0.0 26.3 52.6 21.1 0.0

Innovative 15. 42.1 15.8 42.1 18.2 0.0 42.1 31.6 5.3 5.3 Knowledge 8

Figure 11.2: Bar Chart of Required Knowledge of quality of graduates and competence of graduates

Job knowledge IT Knowledge Innovative Knowledge 72.7

54.5 45.5 45.5 45.5 45.5 45.5

36.4 36.4 36.4

27.3

18.2 18.2 18.2 18.2

9.1 9.1 9.1 9.1

0 0 0 0 0 0 0 0 0 0 0

Extremely Very Important Less Not Excellent Very Good Fair Poor ImportantImportant ImportantImportant Good Quality of graduates Competence of graduates

Table 11.2 and Figure 11.2 indicates that, 18.2% of the Employer say that job knowledge of the graduate‟s is extremely important, 45.5% say that very important, and 36.4% say that important for recruitment, where 9.1% Employer say that competence of graduates based on their performance is excellent, 45.5% say that very good and same percent of them say that their performance is good. Also, we observed that 54.5% of the Employer says that IT Knowledge of the graduate‟s is important for recruitment while 9.1% of them say that extremely important and 27.3% say that IT knowledge is very important for recruitment of graduates. On the other hand, 18.2% of the Employer observed that IT Knowledge of graduates is very good, 72.7% say that their performance is good. None of the Employer says that IT knowledge of graduates is excellent. Also, 45.5% of the Employer say that Innovative Knowledge is very important, 36.4% say that important

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and 18.2% say that less important for recruitment, while 36.4% of the Employer observe that Innovative Knowledge of graduates is very good, 45.5% say that good and 18.2% say that fair. It is evident from the above table, IT knowledge and Innovative knowledge of graduates should be improved.

11.3 Different quality of graduates with Communication Skills for Stakeholders Different quality of graduates with communication Skills for employer are; Oral communication, Written communication and Presentation Skills. The percentage of frequency of different quality of graduates given by the employer is presented below. The frequency options are coded as Again the frequency options of competence of graduates based on their performance are coded as

Table 11.3: Importance of Communication Skills for recruitment and competence of graduates based on their performance

Quality of graduates Competence of graduates Communication Skills EI VI I LI NI E VG G F P % % % % % % % % % %

Oral 26.3 47.4 26.4 0.0 0.0 21.1 42.1 36.8 00 0.0 communication Written 10.5 57.9 31.6 0.0 0.0 10.5 26.6 57.9 5.3 0.0 communication Presentation 26.3 42.1 26.3 5.3 0.0 10.5 42.1 47.4 0.0 0.0 skills

Figure 11.3: Bar Chart of Communication Skills for recruitment and competence of graduates based on their performance Oral communication Written communication Presentation skills 72.772.7

54.5 45.5 36.436.436.4 36.4 27.3 27.3 27.3 18.2 18.218.2 18.2 18.2 9.1 9.1 9.1 9.1

0 0 0 0 0 0 0 0 0 0

Fair

Poor

Good

Excellent

Important

Extremely

VeryGood

NotImportant

Less Important VeryImportant Quality of graduates Competence of graduates Table 11.3 and Figure 11.3 indicates that, 26.3% of the Employer say that Oral communication of the graduate‟s is extremely important, 47.4% say that very important,

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and 26.3% say that important for recruitment, where 21.1% Employer say that competence of graduates based on their performance is very good and 42.1% of them say that their performance is good. Also, we observed that 31.6% of the Employer says that Written communication of the graduate‟s is extremely important for recruitment while 10.5% of them say that very important and 57.9% say that Written communication is important for recruitment of graduates. On the other hand, 26.3% of the Employer observed that written communication of graduates is very good, 57.9% say that their performance is good. None of the Employer says that written communication of graduates is excellent. Also,10.5% of the Employer say that Presentation skills is extremely important, 26.3% say that very important and 42.1% say that important for recruitment, while 10.5% of the Employer observe that Presentation skills of graduates is excellent, 42.1% say that very good and 47.4% say that good. We observe that none of the employer says that oral communication and written communication of graduates is excellent

11.4 Dimension of quality of graduates with Interpersonal Skills for Stakeholders

The dimensions of quality of graduates with interpersonal skills for Stakeholders are; Ability to work in teams, Leadership, Empathy, Motivation ability, Reliability, Appreciation of ethical values and Adaptability. The percentages of expected and observed frequency of different dimension of quality of graduates given by Stakeholders are given below. The frequency options according to importance in recruitment are coded as Again the frequency options of competence of graduates based on their performance are coded as

Table 11.4: Importance of Interpersonal Skills for recruitment and competence of graduates based on their performance

Quality of graduates Competence of graduates Interpersonal Skills EI VI I LI NI E VG G F P % % % % % % % % % % Ability to work 52.6 26.3 21.1 0.0 0.0 15.8 52.6 26.3 5.3 0.0 in teams Leadership 21.1 36.8 42.1 0.0 0.0 5.3 21.1 57.9 10.5 0.0

Empathy 5.3 57.9 36.8 0.0 0.0 0.0 42.1 52.6 5.3 0.0

Motivation 31.6 31.6 36.6 0.0 0.0 10.5 26.3 47.4 15.8 0.0 ability

Reliability 31.6 47.4 21.1 0.0 0.0 10.5 47.4 36.8 5.3 0.0

Appreciation of 47.4 42.1 10.5 0.0 0.0 21.1 36.8 36.8 5.3 0.0

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ethical values

Adaptability 21.1 47.4 31.6 0.0 0.0 5.3 47.4 47.4 0.0 0.0

Figure 11.4: Bar Chart of Interpersonal Skills for recruitment and competence of graduates based on their performance

Ability to work in teams Leadership Empathy Motivation ability Reliability Appreciation of ethical values Adaptability 72.7 72.7 72.7 63.6 63.6 54.554.5 54.5 54.5 45.5 45.5 36.4 36.436.4 36.4 36.4 27.327.3 27.327.3 27.327.3 27.3 27.327.327.3 27.3 27.3 18.218.2 18.2 18.218.2 18.2 18.2 18.2 18.2 18.2 9.1 9.1 9.1 9.19.1 9.1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Extremely Very Important Less Not Excellent Very Good Good Fair Poor Important Important Important Important Quality of graduates Competence of graduates

Table 11.4 and Figure 11.4 indicates that 52.6% of the Employer say that Ability to work in teams of the graduate‟s is extremely important, 26.3% say that very important, and 21.1% say that important for recruitment, 52.6% of the employer says that Ability to work in teams of graduates is very good,26.3% say that good based on their performance. Also, we observed that 21.1% of the Employer says that Leadership of the graduate‟s is extremely important for recruitment while 36.8% of them say that very important and 42.1% say that Leadership is important for recruitment of graduates. On the other hand,5.3% of the Employer say that Leadership of graduates is excellent, 42.1% say that their performance is very good and 52.6% say that good. Also, 57.9% of the Employer say that Empathy is very important, 36.8% say that important and 18.2% say that less important for recruitment, while 42.1% of the Employer observe that Empathy of graduates is very good and 52.6% say that good. Again, 31.6% of the Employer say that Motivation ability is very important, same percent of them say that important and 36.8% say that less important for recruitment, while 26.3% of the Employer observe that Motivation ability of graduates is very good and 47.4% say that good. 31.6% of the Employer say that Reliability is extremely important, same percent of them say that very important and 47.4% say that important for recruitment, while 10.5% of the Employer say that Reliability of graduates is excellent, same percent of them say

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that very good and 47.4% say that good. 42.1% of the Employer say that Appreciation of ethical values is very important, 10.5% say that important and 18.2% say that less important for recruitment, while 36.8% of the Employer say that Appreciation of ethical values of graduates is very good and 36.8% say that good. 47.4% of the Employer say that Adaptability is very important, 31.6% say that important for recruitment, while 47.4% of the Employer say that Adaptability of graduates is very good and 47.4% say that good. We observe that none of the employer says that Ability to work in teams, Empathy, Motivation ability, Appreciation of ethical values and Adaptability of graduates is excellent based on their performance.

11.5 Dimensions of quality of graduates with Work Skills for Stakeholder

The dimension of quality of graduates with work skills for employers are time management skills, Problem formulation, solving and decision making skills, Collecting and analyzing appropriate data. The frequency options according to importance in recruitment are coded as Again the frequency options of competence of graduates based on their performance are coded as

Table 11.5: Importance of Work Skills for recruitment and competence of graduates based on their performance

Quality of graduates Competence of graduates Work Skills EI VI I LI NI E VG G F P % % % % % % % % % % Time management 68.5 26.3 5.3 0.0 0.0 5.3 36.8 47.4 10.5 0.0

Judgment 21.1 42.1 36.8 0.0 0.0 0.0 42.1 52.6 5.3 0.0

Problem formulation, solving and decision 15.8 42.1 36.8 5.3 0.0 5.3 15.8 68.4 10.5 0.0 making skills Collecting and analyzing 10.5 36.8 42.1 10.5 0.0 5.3 26.3 42.1 21.1 5.3 appropriate data Ability to link theory 15.8 21.1 52.6 10.54 0.0 0.0 36.8 52.6 10.5 0.0 to Practice Discipline 63.2 31.6 5.3 0.0 0.0 Sense of 52.6 47.4 0.0 0.0 0.0 Responsibility

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Figure 11.5: Bar Chart of Work Skills for recruitment and competence of graduates based on their performance

Time management Judgment Problem formulation, solving and decision making skills Collecting and analyzing appropriate data Ability to link theory to Practice Discipline Sense of Responsibility 63.6 63.6 63.6

54.5 54.5 54.554.5 54.554.554.5 54.5

45.545.5 45.5 45.5

36.4 36.436.436.4 36.4

27.3 27.327.3 27.3 27.3 27.3 27.3 27.3

18.2 18.2 18.2

9.19.19.1 9.1 9.1 9.19.19.1 9.19.19.1 9.1 9.1 9.19.1

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Extremely Very Important Less Not Excellent Very Good Good Fair Poor Important Important Important Important

Quality of graduates Competence of graduates

Table 11.5 and Figure 11.5 indicates that 68.5% of the Employer say that time management is extremely important, 26.3% say that very important, and 5.3% say that important for recruitment, 36.8% of the employer says that time management of graduates is very good, 47.4% say that good based on their performance. Also, we observed that 21.1% of the Employer says that Judgment of the graduate‟s is extremely important for recruitment while 42.1% of them say that very important and 36.8% say that Judgment is important for recruitment of graduates. On the other hand, 42.1% of the Employer says that Judgment of graduates is very good and 52.6% say that good. Also, 15.8% of the Employer say that Problem formulation, solving and decision making skills is extremely important, 42.1% say that very important and 36.8% say that important for recruitment, while 9.1% of the Employer say that Problem formulation, solving and decision making skills of graduates is excellent, 45.5% say that very good and 36.4% say that good. Again, 10.5% of the Employer say that Collecting and analyzing appropriate data is extremely important, 36.8% of them say that very important and 42.1% say that important for recruitment, while 9.1% of the Employer say that Collecting and analyzing appropriate data of graduates is excellent, 26.3% of them say that very good and 42.1% say that good. 21.1% of the Employer say that Ability to link theory to Practice is very important, 52.6% of them say that important for recruitment, while 00% of the Employer say that Ability to link theory to Practice of graduates is excellent, same percent of them say that very good and 36.8% say that good. 18.2% of the Employer say that discipline is 110

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extremely important, 54.5% say that very important and 27.3% say that important for recruitment, while 36.4% of the Employer say that discipline of graduates is very good and 63.6% say that good. 54.5% of the Employer say that Sense of Responsibility is extremely important, 27.3% say that very important and 18.2% say that important for recruitment, while 9.1% of the Employer say that Sense of Responsibility is excellent, 36.4% say that very good and 54.5% say that good. We observe that none of the employer says that Time management, Judgment and discipline of graduates is excellent based on their performance.

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Chapter 12

SWOT Analysis

The Univesity has a master plan, But a complete written strataegic plan for infra- structual development and financial or intellectual capacity building for teaching- learning is absent in the department or university. The priorities for teaching and learning under this sub-project will be the reviewing and updating the curriculum, methods and practices of teaching, learning and assessment strategies, staff development initiatives, embracing the opportunities and facilities for effective teaching and learning, developing a system of examining current teaching and learing practices to identify which enhanced teaching and learning options for students might be provided and how, increasing co- curricular activities to enhance personal and professional development of the students and relavant revovation. The expected potentials will be technology-based high quality teaching and learing in excellent environment in the entity. The following analyses of strength, weakness, opportunity and treats (SWOT) are relevant to the entity.

12.1 Strengths

 The roles and responsibilities of each staff and committees are well articulated in the existing law  Admission policy is quite fair  First year dropout rate is about0.5%  Following UGC prescribed grading system.  Student motivation for maintaining timeliness in class attendance and passing out from the program  Internet connectivity in the department  Discipline based alumni association  Physical education department exists to offer sports facilities

12.2 Weaknesses

 The rules and regulations are not updated frequently  There is no strategic plan for the academic programs of the university  Academic and administrative activities are not well coordinated  Lacks web-based accountability mechanism

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 Lacks the guideline to assess Key Performance Indicators for academic and non- academic staff  Faculty members are not exposed to enterprise management problems and practices.  Text books and related Journal are not available to updating curriculum regularly.  In some cases detailed course content are not explained of the syllabus.  There is no consultancy between prescribed text book and class lecture.  There is no mechanism for collecting student feedback are not considered  Teaching and research facilities are not well equipped and computerized  There is no institutional framework to promote multi-disciplinary academic research programs.  No research products has been commercialized  Absence of modern teaching approaches.  Lack of funding opportunity for postgraduate research  Poor performance of internet and other technical facilities.  There is no training center and guideline for staff development  Staff development process is not synchronized (academic and administrative functions are not well linked)  The academic calendar is not synchronized to offer enough room for co- curricular activities  Lacks virtual classroom/seminar room  Lacks library automation

12.3 Opportunities

 Well-trained faculty member  A significant number of faculty member having international exposure  Fully Residential University, students are being engaged in academic activities.  Existence of discipline based seminar library  Students are participating in different national co-curricular activities  Political interference free student environment  Congenial atmosphere exists to promote participatory decision making process  Regular seminar, Presentation. 113

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 Regular displays of creative and experimental stage production in main stream theatre previses like national theatre of Bangladesh.  Regular publication of creative writings.

12.4 Threats

 Lack of external expert assistance to design a need-based course curriculum  Externally assisted training on teaching and learning environment  Project based training opportunity  Access to these trainings are limited  Lacks institutional framework to deliver these trainings  There is no institutional response for conducting research jointly with industry/other research institutions  There is no institutional framework to replicate and scaling up the peer learning opportunity  Maintenance of externally funded facilities  There is no central inventory of externally funded research projects  Dependency on central administrative structure

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Chapter 13 Conclusion and Recommendation

13.1 Conclusion

Self-Assessment reporting is an integral part of the QA mechanism and internal quality assurance system of a university or program offering entity. It helps to manage and achieve the objectives in a more organized and disciplined manner. It is a self-reflective and critical evaluation of current state of QA practices. Self-Assessment report will be used as the core document for the purpose of external peer review and strategic planning for further improvement. In all cases the self-assessment report should reflect to what extent each quality standard is met. Self-assessment is a very important exercise to the academic institutions for continuous improvement and quality assurance in education. It refers to a comprehensive and systematic process of collecting and analyzing information from major stakeholders on the QA areas and related aspects of the educational institution. The SA process allows the organization to identify the strengths and areas in which improvements are required for quality education. It also provides information to participants, allowing them to evaluate and understand the overall quality of academic programs. Self-assessment provides a direction and guidelines to prepare comprehensive improvement plan addressing the issues critical to quality assurance (Loacker, 2004b).

In particular we discuss different issues in different chapters, which are summarized in the following lines.

Chapter 1 is an introductory chapter including significance of program Self-Assessment, process of Assessment, overview of the University, overview of the program offering entity, brief description of the program(s) under review, objectives and intended learning outcomes of the program and brief description of the program(s) under review. Chapter 2 presents governance. From the survey results among the Students, Alumni, Academic and Non-Academic staffs of the Department, we identify the following problems:  Vision, Mission and Objectives of the entity are not clearly stated and well- practiced.  Intended Learning Outcomes (ILOs) do not satisfy the stated Mission and Objectives.  The entity has inadequate infrastructures to satisfy its Mission and Objectives.  Disciplinary rules and regulations are not explicitly defined and well circulated.  Results are not published timely in compliance with the ordinance.  The entity does not provide comprehensive guidelines to the students in advance by means of a brochure/handbook.

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 The entity does not review its policy and procedures periodically for further improvement.  Codes of conduct for the students and employees are not well communicated.  Department has inadequate good academic practiced and ill maintenance of existing good academic practices.  Website is not informative and updated properly due to lack of enough fund and resources.  Well defined policy for mentoring and peer observation exist poorly and are yet to be followed properly.  Academic decisions taken by the entity are not always transparent due to the specialty and uniqueness of the field of study. Chapter 3 introduces curriculum design and review. From this chapter we identify the following problems:  Content based syllabus which treated as curriculum  Curriculum load is optimum and exerts pressure  Teaching strategies are not clearly stated in the curriculum  Assessment strategies are not explicit in the curriculum  No coherence between assessment, teaching strategies and intended learning outcomes in curriculum.  Curriculum is infrequent and inconsistent review.  Curriculum is not effective enough in achieving day-one skills.

 Teaching learning strategies are not updated.  Gaps and lapses in existing curriculum are not identified through curriculum alignment.

Chapter 4 discusses about Student Admission, Progress and Achievements. From this chapter we identify the following problems:  Commitment among students is not observed to ensure desired progress and achievement.  Recording of periodic progress and final achievements of the Students are not done consistently.  Teachers do not provide regular feedback to the students about their progress. Chapter 5 presents Physical Facilities. From this chapter we identify the following problems:  Classroom facilities in terms of number, space, modern equipment‟s are inadequate.  Overall classroom facilities are not suitable for ensuring effective learning.  Lack of library facilities such as enough space for the students, referred books, technological support, place for group discussion, availability of food which should be developed.  Medical facilities are not well equipped and not useful to provide emergency healthcare services ensuring health and hygiene within the campus. Enough doctors, medicine diagnostic and hospital facilities are absent.  Internet facilities with sufficient bandwidth capacity are not available.

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 Adequate indoor and outdoor game facilities are not available.  Existing gymnasium facilities are not good enough.  Adequate safety measures are not available.  Office equipment‟s are not adequate to support the students‟ need.  Entity has competent manpower to run the academic affairs. Chapter 6 Teaching Learning and Assessment. From this chapter we identify the following problems:  Diverse, interactive, participatory, interesting and collaborative teaching methods are absent. Teachers do not yet use innovative teaching techniques to make the students keen, focused and interested to learn.  Class size is not optimum for interactive teaching, learning.  Lesson plans/course outlines are not provided to the students in advance  Modern devices are used to improve teaching-learning process.  Modern equipment for teaching and learning are not adequate.  Diverse methods and tools are not used always for assessment  The Department does not have a written policy for active student participation in areas like peer counselling, co-curricular activities.  Assessment systems are not duly communicated to students at the outset of the term/semester  Assessment procedures do not meet the objectives of the course  The assessment feedback is not usually provided to the students immediately.  The assessment system is not reviewed at regular intervals.  Fairness and Transparency are not maintained in the assessment system.

Chapter 7 presents Student Support Services. From this chapter we identify the following problems:  Lack of arrangement in the entity to provide an academic guidance and counseling.  The entity does not provide co-curricular and extra-curricular exposures to the students.  Scholarships/ grants not available to students in case of hardship.  Alumni are not yet organized and proved to be supportive.  The opportunities to get involve with community services are inadequate.  The Department does not have a written community service policy.  The entity does not collect alumni feedback to update the learning outcomes of the program

Chapter 8 presents Staff and Facilities. From this chapter we identify the following problems:  Recruitment policies and practices are not always good and transparent enough for the recruitment of competent academic and non-academic staff.  Academics have not enough opportunity to take part in different seminar/workshop/training programs for skill development.  Non-Academics have not enough opportunity to take part in different training programs for skill development.

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 The entity has not any policy to provide mentoring/continuous guidance for new academic staff.  The Department has not any performance award policy to inspire academic staffs.  Department has not any written research and development policy.  Research findings in the form of thesis, publications and monographs are not regularly used in current teaching-learning.  Non-availability of discipline relevant online journals.  The entity does not practice seminars and workshops to share knowledge and experience among the faculty members.

Chapter 9 introduces Research & Extension. From this chapter we identify the following problems:  Research and development policy are not well-defined  Lack of adequate internal financial resources non-availability of external funding for research.  Mechanism does not exist for engaging the students in research and development  Teachers do not always take initiative to hunt research fund for smooth running of the research 13.2 Recommendation

 Vision, Mission and Objectives of the entity should be clearly stated and well- practiced.  Academic calendar will have to be maintained regularly and more effectively.  Students should be informed in advance about methods of assessment in each course.  Stakeholders opinions should be considered with due importance for academic development.  Students‟ opinions will have to be addressed more properly.  The assessment feedback should be regularly provided to the students regularly within short time.  Website should be informative and updated regularly.  Curriculum should be need based with a vision to promote the traditional and indigenous theatrical practices of Bangladesh.  Curriculum should be reviewed periodically in compliance to the ordinance of the university.

 Teaching strategies should be stated clearly in the curriculum and those should be stated in details.  Curriculum should be effective enough in achieving day-one skills.  Opinions from the stakeholders will have to be collected and duly honored during review of the curriculum.

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 Program objectives and learning outcomes will have to be clearly addressed in the curriculum.  Produce well qualified and skilled graduates who can compete in local and international markets  To promote research that serves the needs of the society and addresses strategic issues  To prepare students for purposeful and successful careers that meet local, regional and global challenge  To provide a conducive, supportive, and safe environment and facilities for the university community  Teaching learning methods must be changed and diversified methods should be included for each course. For example field work, documentary, displays of theatrical productions, workshop etc.  Examination system needs to be changed to measure the outcome of knowledge. Mid-term can be included to keep the students regular throughout the year  Use of multimedia must be practiced in the class but classes should not be only multimedia presentation based.  Teachers and students should maintain fixed schedule and classes should be on time  ICT learning should be included  Technological support should be increased and according to the requirement of the department.  Writing skill should be attained through training.  Students should be compelled to read reference books.  Book reviews, assignments, group discussion, presentations should be emphasized to improve reading habits.  Collaborative, inter-disciplinary and inerative learning is needed.  Learning should be more interesting and enjoyable to the students  Academics should be more accountable, regular, sincere and trained in teaching.  Teachers should be available during office hours for student consultation.  Facilities for teachers training are required  Pattern of questions should be changed.  Interactive teaching methods should be included.  Open discussion on specific topics should be organized regularly  Students should be informed about assessment before next assignments for their improvement  Through regular counseling students should be informed about their progress and drawbacks to stop dropouts  Marks given for attendance should be revised because students not attending classes are also allowed to sit for the examination  Research activities need to be incorporated in the learning system  More books, journals, online facilities should be available in the department

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 Career planning office can be established to give guidance and information about employment to the students  Alumni associations can be engaged in various activities like seminar, research and publication as well as for providing information and guidance to the current students about career planning  Financial facilities must be created for research, experimental and artistic practices in order to focus the unique features of Bangladeshi indigenous and intangible cultural practices.  Sufficient economic support through scholarships can be arranged.  Effective initiatives should be undertaken to increase the interests of the students to improve their communication skills.  Adequate indoor and outdoor medical facilities will have to be increased and available  Guidance and counseling for academic improvement should be arranged and improved  Effective attempts should be undertaken to create enough opportunities for the fresh and young academic and non-academic staffs to take part in different training program for their skill development.  The Department should have a written policy to provide mentoring and continuous guidance for new academic staffs.  The Department should have a written performance award policy to inspire academic staffs.  The existing mechanism for engaging the students in research and development should be reviewed and updated  Funding and facilities for research students should be available  Time for academic guidance and counseling should be enough  Self-assessment should be periodically done.  Use of peer observation results in performance appraisals for both academic and nonacademic staffs.  Teaching performance evaluation by the students should be regular basis  Stakeholders (students, alumni and employers) feedback should be regularly taken and considered duly.  Formal outcomes of peer observation should be use for improvement  Enough influential counseling, job-relevant workshop and training program and establishment of help-desk for the graduates should be ensured.

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Appendix I

Table I: Year * Vision, Mission and Objectives of the entity Cross tabulation

Vision, Mission and Objectives of the entity Strongly Strongly Total Disagree Neutral Agree Disagree Agree First Count 2 3 8 25 16 54 Year Expected Count 4.1 9.1 6.4 14.5 19.9 54.0 Second Count 4 8 4 3 37 56 Year Expected Count 4.2 9.5 6.7 15.1 20.7 56.0

Third Count 4 10 3 1 0 18 Year Expected Count 1.4 3.0 2.1 4.8 6.6 18.0 Year Fourth Count 2 6 4 7 0 19 Year Expected Count 1.4 3.2 2.3 5.1 7.0 19.0 Count 0 0 0 7 6 13 Masters Expected Count 1.0 2.2 1.5 3.5 4.8 13.0

Total Count 12 27 19 43 59 160 Expected Count 12.0 27.0 19.0 43.0 59.0 160.0

Chi-Square Tests

Asymp. Sig. Value df (2-sided) Pearson Chi-Square 89.208 16 .000 Likelihood Ratio 102.299 16 .000

Linear-by-Linear Association 4.382 1 .036

N of Valid Cases 160

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Table II: Year * Adequacy of infrastructure for satisfying mission and objectives Cross tabulation

Adequacy of infrastructure for satisfying mission and objectives Total Strongly Strongly Disagree Neutral Agree Disagree Agree 15 11 7 17 4 54 First Count Year Expected Count 19.9 13.2 9.1 9.5 2.4 54.0

Second Count 18 19 14 4 1 56 Year Expected Count 20.7 13.7 9.5 9.8 2.5 56.0 Third Count 15 2 0 0 1 18

Year Year Expected Count 6.6 4.4 3.0 3.2 .8 18.0 10 4 5 0 0 19 Fourth Count Year Expected Count 7.0 4.6 3.2 3.3 .8 19.0 Count 1 3 1 7 1 13 Masters Expected Count 4.8 3.2 2.2 2.3 .6 13.0 Count 59 39 27 28 7 160 Total Expected Count 59.0 39.0 27.0 28.0 7.0 160.0

Chi-Square Tests

Asymp. Sig. (2- Value df sided)

Pearson Chi-Square 56.549 16 .000

Likelihood Ratio 61.991 16 .000

Linear-by-Linear Association 1.060 1 .303

N of Valid Cases 106

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Table III: Year * Timely publication of results according to ordinance Cross tabulation

Timely publication of results according to ordinance Total Strongly Strongly Disagree Neutral Agree Disagree Agree First Count 11 15 22 3 3 54 Year Expected Count 19.2 12.2 12.5 8.1 2.0 54.0 Second Count 11 11 13 19 2 56 Year Expected Count 20.0 12.6 13.0 8.4 2.1 56.0

Third Count 16 1 0 0 1 18

Year Expected Count 6.4 4.1 4.2 2.7 .7 18.0 Year Fourth Count 15 4 0 0 0 19 Year Expected Count 6.8 4.3 4.4 2.9 .7 19.0 Count 4 5 2 2 0 13 Masters Expected Count 4.6 2.9 3.0 2.0 .5 13.0 Count 57 36 37 24 6 160 Total Expected Count 57.0 36.0 37.0 24.0 6.0 160.0

Chi-Square Tests

Asymp. Sig. (2- Value df sided)

Pearson Chi-Square 76.74 16 .000

Likelihood Ratio 83.43 16 .000

Linear-by-Linear Association 15.14 1 .000

N of Valid Cases 106

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Table IV: Year * Proper updatation of website Cross tabulation

Proper updatation of website Strongly Strongly Total Disagree Neutral Agree Disagree Agree 25 5 12 7 5 54 First Count Year Expected Count 29.0 9.5 8.4 4.1 3.0 54.0 29 8 11 5 3 56 Second Count Year Expected Count 30.1 9.8 8.8 4.2 3.2 56.0

11 7 0 0 0 18 Third Count Year Year Expected Count 9.7 3.2 2.8 1.4 1.0 18.0 Fourth Count 15 4 0 0 0 19 Year Expected Count 10.2 3.3 3.0 1.4 1.1 19.0 Count 6 4 2 0 1 13 Masters Expected Count 7.0 2.3 2.0 1.0 .7 13.0 Count 86 28 25 12 9 160 Total Expected Count 86.0 28.0 25.0 12.0 9.0 160.0

Chi-Square Tests

Asymp. Sig. (2- Value df sided) Pearson Chi-Square 29.11 16 .023 Likelihood Ratio 38.61 16 .001

Linear-by-Linear Association 8.61 1 .003

N of Valid Cases 106

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Table V: Year * Feedback of the teachers to the students about their progress Cross tabulation

Feedback of the teachers to the students about their progress Total Strongly Disagre Neutra Strongly Agree Disagree e l Agree First Count 11 10 12 15 6 54 Year Expected Count 10.5 10.8 9.1 16.5 7.1 54.0 Second Count 4 5 5 28 14 56 Year Expected Count 10.9 11.2 9.5 17.2 7.4 56.0

Count 11 5 2 0 0 18 Third Expected Count Year Year 3.5 3.6 3.0 5.5 2.4 18.0 Fourth Count 4 10 2 3 0 19 Year Expected Count 3.7 3.8 3.2 5.8 2.5 19.0 Count 1 2 6 3 1 13 Masters Expected Count 2.5 2.6 2.2 4.0 1.7 13.0 Count 31 32 27 49 21 160 Total Expected Count 31.0 32.0 27.0 49.0 21.0 160.0

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 71.65 16 .000

Likelihood Ratio 71.77 16 .000

Linear-by-Linear Association 5.03 1 .025

N of Valid Cases 106

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Table VI: Year * Adequate Indoor and outdoor medical facilities Cross tabulation

Adequate Indoor and outdoor medical facilities Strongly Strongly Total Disagree Neutral Agree Disagree Agree First Count 26 9 7 10 2 54 Year Expected Count 23.6 11.5 10.5 4.7 3.7 54.0

Second Count 13 9 22 3 9 56 Year Expected Count 24.5 11.9 10.9 4.9 3.9 56.0

Third Count 13 5 0 0 0 18 Year

Year Expected Count 7.9 3.8 3.5 1.6 1.2 18.0

Fourth Count 11 6 1 1 0 19 Year Expected Count 8.3 4.0 3.7 1.7 1.3 19.0

Masters Count 7 5 1 0 0 13

Expected Count 5.7 2.8 2.5 1.1 .9 13.0 Total Count 70 34 31 14 11 160

Expected Count 70.0 34.0 31.0 14.0 11.0 160.0

Chi-Square Tests

Asymp. Sig. (2- Value df sided) Pearson Chi-Square 54.191 16 .000 Likelihood Ratio 59.438 16 .000

Linear-by-Linear Association 8.784 1 .003

N of Valid Cases 160

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Chi-Square Tests

Asymp. Sig. (2- Value df sided)

Pearson Chi-Square 31.52 16 .012 Likelihood Ratio 35.68 16 .003

Linear-by-Linear Association 0.98 1 .323

N of Valid Cases 106

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Table VII: Year * Use of diverse methods for assessment Cross tabulation

Self-AssessmentUse of diverse Report onmethods Drama and for Dramatics assessment department , JU. 2016 Strongly Strongly Disagree Neutral Agree Disagree Agree Total Count 1 10 13 23 7 54 First Year Expected Count 1.0 9.1 10.8 25.0 8.1 54.0

Count 0 5 7 29 15 56 Second Year Expected Count 1.1 9.5 11.2 25.9 8.4 56.0

Count 1 4 7 6 0 18 Third

Year Year Expected Count .3 3.0 3.6 8.3 2.7 18.0

Count 1 7 4 7 0 19 Fourth Year Expected Count .4 3.2 3.8 8.8 2.9 19.0

Count 0 1 1 9 2 13 Masters Expected Count .2 2.2 2.6 6.0 2.0 13.0

Count 3 27 32 74 24 160 Total Expected Count 3.0 27.0 32.0 74.0 24.0 160.0

Table VIII: Year * Entity provides adequate opportunities for practical exercises to apply in real life situation Cross tabulation

Entity provides adequate opportunities for practical exercises to apply in real life situation Total Strongly Strongly Disagree Neutral Agree Disagree Agree

2 13 21 16 2 54 First Count Year Expected Count 7.1 11.1 12.5 12.5 10.8 54.0 7 2 8 10 29 56 Second Count Year Expected Count 7.4 11.6 13.0 13.0 11.2 56.0

7 9 1 1 0 18 Third Count

Year Year Expected Count 2.4 3.7 4.2 4.2 3.6 18.0

Fourth Count 5 5 6 3 0 19 Year Expected Count 2.5 3.9 4.4 4.4 3.8 19.0 Count 0 4 1 7 1 13 Masters Expected Count 1.7 2.7 3.0 3.0 2.6 13.0 Count 21 33 37 37 32 160 Total Expected Count 21.0 33.0 37.0 37.0 32.0 160.0

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Chi-Square Tests

Asymp. Sig. (2- Value df sided)

Pearson Chi-Square 99.36 16 .000

Likelihood Ratio 103.79 16 .000

Linear-by-Linear Association 3.72 1 .054

N of Valid Cases 106

Table IX: Year * Providing feedback to the students immediately after assessment Cross tabulation

Providing feedback to the students immediately after assessment Total Strongly Strongly Disagree Neutral Agree Disagree Agree 4 18 11 16 5 54 First Count Year Expected Count 7.1 16.2 13.2 13.8 3.7 54.0

Count 9 8 18 16 5 56 Second

Year Expected Count 7.4 16.8 13.7 14.4 3.9 56.0

Third Count 4 11 2 1 0 18 Year Year Expected Count 2.4 5.4 4.4 4.6 1.2 18.0 4 8 5 1 1 19 Fourth Count Year Expected Count 2.5 5.7 4.6 4.9 1.3 19.0

Count 0 3 3 7 0 13 Masters Expected Count 1.7 3.9 3.2 3.3 .9 13.0

Count 21 48 39 41 11 160 Total Expected Count 21.0 48.0 39.0 41.0 11.0 160.0

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Chi-Square Tests

Asymp. Sig. (2- Value df sided)

Pearson Chi-Square 33.76 16 .006 Likelihood Ratio 32.11 16 .001

Linear-by-Linear Association 3.760 1 .052

N of Valid Cases 106

Table-X: Year * Arrangement in the entity to provide an academic guidance and counseling Cross tabulation

Arrangement in the entity to provide an academic guidance and counseling Total Strongly Strongly Disagree Neutral Agree Disagree Agree 8 14 14 15 3 54 First Count Year Expected Count 12.5 9.1 13.2 13.2 6.1 54.0 2 1 20 19 14 56 Second Count Year Expected Count 13.0 9.5 13.7 13.7 6.3 56.0

9 5 3 1 0 18 Third Count

Year Year Expected Count 4.2 3.0 4.4 4.4 2.0 18.0 14 5 0 0 0 19 Fourth Count Year Expected Count 4.4 3.2 4.6 4.6 2.1 19.0

Count 4 2 2 4 1 13 Masters Expected Count 3.0 2.2 3.2 3.2 1.5 13.0 Count 37 27 39 39 18 160 Total Expected Count 37.0 27.0 39.0 39.0 18.0 160.0

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Chi-Square Tests

Value df Asymp. Sig. (2-sided) Pearson Chi-Square 83.89 16 .000 Likelihood Ratio 35.56 16 .003 Linear-by-Linear 6.33 1 .012 Association N of Valid Cases 106

Table-XI: Year * Availability of Financial grants to the students in case of hardship Cross tabulation

Availability of Financial grants to the students in case of hardship Total Strongly Strongly Disagree Neutral Agree Disagree Agree 19 12 12 9 2 54 First Count Year Expected Count 18.2 9.8 12.8 9.1 4.1 54.0 9 4 18 15 10 56 Second Count Year Expected Count 18.9 10.2 13.3 9.5 4.2 56.0

Third Count 5 8 4 1 0 18 6.1 3.3 4.3 3.0 1.4 18.0

Year Year Expected Count 15 3 1 0 0 19 Fourth Count Year Expected Count 6.4 3.4 4.5 3.2 1.4 19.0

Count 6 2 3 2 0 13 Masters Expected Count 4.4 2.4 3.1 2.2 1.0 13.0 Count 54 29 38 27 12 160 Total Expected Count 54.0 29.0 38.0 27.0 12.0 160.0

Chi-Square Tests

Asymp. Sig. (2- Value df sided) Pearson Chi-Square 53.83 16 .000 Likelihood Ratio 47.919 16 .000

Linear-by-Linear Association 6.397 1 .011

N of Valid Cases 106

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Table XII: Year * A well-defined research and development policy of the entity Cross tabulation

A well-defined research and development policy of the entity Total Strongly Strongly Disagree Neutral Agree Disagree Agree 31 5 4 5 9 54 First Count Year Expected Count 20.3 8.8 7.8 3.4 13.8 54.0 2 9 10 3 32 56 Second Count Year Expected Count 21.0 9.1 8.1 3.5 14.4 56.0

10 5 3 0 0 18 Third Count 6.8 2.9 2.6 1.1 4.6 18.0 Year Year Expected Count 15 3 1 0 0 19 Fourth Count Year Expected Count 7.1 3.1 2.7 1.2 4.9 19.0 Count 2 4 5 2 0 13 Masters Expected Count 4.9 2.1 1.9 .8 3.3 13.0

Count 60 26 23 10 41 160 Total Expected Count 60.0 26.0 23.0 10.0 41.0 160.0

Chi-Square Tests

Asymp. Sig. (2- Value df sided) Pearson Chi-Square 89.46 16 .001 Likelihood Ratio 50.33 16 .000

Linear-by-Linear Association 9.68 1 .002

N of Valid Cases 106

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Table XIII: Year * Community service policy of entity Cross tabulation

Community service policy of entity Strongly Strongly Total Disagree Neutral Agree Disagree Agree 37 6 8 2 1 54 First Count Year Expected Count 24.3 7.4 12.5 8.1 1.7 54.0 1 5 25 21 4 56 Second Count

Year Expected Count 25.2 7.7 13.0 8.4 1.8 56.0

Third Count 12 5 1 0 0 18

Year Year Expected Count 8.1 2.5 4.2 2.7 .6 18.0 17 1 1 0 0 19 Fourth Count Year Expected Count 8.6 2.6 4.4 2.9 .6 19.0 Count 5 5 2 1 0 13 Masters Expected Count 5.9 1.8 3.0 2.0 .4 13.0 Count 72 22 37 24 5 160 Total Expected Count 72.0 22.0 37.0 24.0 5.0 160.0

Chi-Square Tests

Asymp. Sig. (2- Value df sided) Pearson Chi-Square 103.22 16 .000 Likelihood Ratio 57.035 16 .000

Linear-by-Linear Association 2.898 1 .115

N of Valid Cases 106

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