DEPARTMENT OF ZOOLOGY JAHANGIRNAGAR UNIVERSITY
Draft Report on SELF ASSESSMENT Submitted to Institutional Quality Assurance Cell (IQAC)
Jahangirnagar University DEPARTMENT OF ZOOLOGY JAHANGIRNAGAR UNIVERSITY
Draft Report on
SELF ASSESSMENT Submitted to Institutional Quality Assurance Cell (IQAC) Jahangirnagar University
SELF ASSESSMENT COMMITTEE Prof. Dr. Md. Kamrul Hasan, Head, SAC Prof. Md. Rafiqun Nabi, Member, SAC Prof. Md. Monwar Hossain, Member, SAC
ii EXECUTIVE SUMMARY
This report is the outcome of the survey conducted by the Self Assessment Committee (SAC) of the Department of Zoology, Jahangirnagar University with the support of Institutional Quality Assurance Cell (IQAC) within the organizational structure of University Grants Commission (UGC) of Bangladesh. The survey was conducted between January 2017 and December 2017.
The report covers ten areas of assessment: Governance, Curriculum Content Design & Review, Student Admission, Teaching - Learning and Assessment, Staffs, Physical Facilities, Student Support Services, Research and Extension, Process Management & Continuous Improvement and Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis and Strategic Plan.
The main strengths of the Department of Zoology, Jahangirnagar University was came out from the survey are:
• Good governance. • Optimal curriculum load • Fair admission process • Co-curricular or extra-curricular exposures to the students. • Highly qualified faculty members from different specialized fields • The seminar library facilities of the entity are satisfactory • The entity has a good collection in the museum and • The entity has been producing competent graduates
However, the main weaknesses of the entity are
• Insufficient infrastructure • Teaching and assessment strategies are not clearly stated in the curriculum • Academic calendars are not maintained strictly • The entity does not have any alumni association • The entity does not have enough financial grants available for students • The entity does not have enough opportunities to be involved with community services.
iii
• The entity does not provide adequate opportunities for practical exercises to apply in real life situation. • The recruitment policy and practices for the requirement of competent academic and non-academic staff are not good. • The website of the entity is not updated properly. • The department does not have any performance award policy.
A report also includes a strategic plan to overcome the weaknesses of the entity and to make sure the better use of the strengths and opportunities.
iv TABLE OF CONTENT
DEPARTMENT OF ZOOLOGY ...... ii
JAHANGIRNAGAR UNIVERSITY ...... ii
Draft Report on ...... ii
SELF ASSESSMENT ...... ii
Submitted to ...... ii
Institutional Quality Assurance Cell (IQAC) ...... ii
EXECUTIVE SUMMARY ...... iii
However, the main weaknesses of the entity are ...... iii
TABLE OF CONTENT ...... v
Chapter I: INTRODUCTION ...... 1
1.1 General ...... 1
1.2 Process of Assessment ...... 2
1.3 Overview of the university (Jahangirnagar University) ...... 3
1.3.1 Jahangirnagar University Act of 1973 ...... 4
1.3.2 Location and the campus ...... 4
1.3.3 Administrative activities of the university ...... 5
1.3.4 Student life in the campus ...... 5
1.3.5 Mission and Vision of the University ...... 7
1.4 Overview of program offering entity (Department of Zoology) ...... 7
1.4.1 B.Sc. (Honours) in Zoology ...... 10
1.4.1.1 Summarized form of Course Curriculum ...... 11
1.4.1.2 Degree requirements ...... 14
1.4.1.3 Publications of results ...... 14
1.4.1.4 Promotions ...... 14
v 1.4.1.5 Course Improvement ...... 15
1.4.1.5 Result Improvement ...... 15
1.4.1.6 Dropping out ...... 15
1.4.1.7 Eligibility for examination ...... 16
1.4.1.8 Percentage of Attendance ...... 16
1.4.1.9 Readmission ...... 16
1.4.1.10 The Grading Systems ...... 16
1.4.2 M.Sc. in Zoology ...... 18
1.4.3 M. Phil. and Ph. D in Zoology ...... 20
1.5 Specialized Research Facilities of the Department ...... 22
1.5.1 Entomology Branch ...... 22
1.5.1.1 Butterfly Park and Research Centre (BPRC) ...... 22
1.5.1.2 DNA Barcoding Laboratory ...... 23
1.5.1.3 Insect Rearing and Experimental Station (IRES) ...... 23
1.5.1.4 Medical and Forensic Entomology Lab ...... 24
1.5.2 Wildlife Ecology, Management and Conservation Biology Branch ...... 24
1.5.2.1 Wildlife Rescue Centre (WRC) ...... 26
1.5.2.2 Wildlife Museum ...... 27
1.5.2.3 Wildlife Population Genetics and Zoonotic Diseases Lab ...... 27
1.5.3 Limnology and Fishery Sciences Branch ...... 28
1.6 Aims of the Department ...... 30
1.7 Achievements of the Department ...... 31
Chapter II: METHODOLOGY ...... 32
2.1 Assessment procedure ...... 32
2.2 Overview of participants ...... 33
2.3 Questionnaire survey ...... 34
vi Chapter III: FINDINGS ...... 36
3.1 GOVERNANCE ...... 36
3.1.1 FACULTY MEMBER ...... 36
3.1.2 STUDENTS ...... 39
3.1.3 ALUMNI ...... 42
3.1.4 NON-ACADEMIC STAFF ...... 45
3.1.5 Summary of Findings on Governance ...... 47
3.2 CURRICULUM DESIGN AND REVIEW ...... 48
3.2.1 FACULTY MEMBERS ...... 48
3.2.2 STUDENTS ...... 50
3.2.3 ALUMNI ...... 51
3.2.4 Summary of Findings ...... 52
3.3 Student Entry qualifications, Admission procedure, Progress and Achievements ...... 53
3.3.1 FACULTY MEMBERS ...... 53
3.3.2 STUDENTS ...... 55
3.3.3 ALUMNI ...... 56
3.3.4 Summary on Student Entry qualifications ...... 58
3.4 INSTITUTIONAL STRUCTURES AND FACILITIES ...... 59
3.4.1 FACULTIES ...... 59
3.4.2 STUDENTS ...... 60
3.4.3 ALUMNI ...... 62
3.4.4 Summary on the institutional structure and facilities ...... 64
3.5 TEACHING-LEARNING AND ASSESSMENT ...... 65
3.5.1 TEACHING ASSESSMENT ...... 65
3.5.1.1 FACULTIES ...... 65
5.5.1.2 STUDENTS ...... 66
vii 5.5.1.3 ALUMNI ...... 68
3.5.2 LEARNING ASSESSMENT ...... 70
3.5.2.1 FACULTIES ...... 70
3.5.2.2 STUDENTS ...... 72
3.5.2.3 ALUMNI ...... 73
3.5.2.4 Summary of the teaching-learning assessment ...... 74
3.6 STUDENT SUPPORT SERVICE ...... 75
3.6.1 FACULTY MEMBERS ...... 75
3.6.2 STUDENTS ...... 77
3.6.3 ALUMNI ...... 78
3.6.4 Summary of student support system ...... 80
3.7 STAFF AND FACILITIES ...... 81
3.7.1 FACULTIES ...... 81
3.7.2 NON-ACADEMIC STAFFS ...... 83
3.7.3 Summary of the staff and facilities ...... 85
3.8 RESEARCH AND EXTENSION ...... 86
3.8.1 FACULTY MEMBERS ...... 86
3.8.2 STUDENTS ...... 87
3.8.3 ALUMNI ...... 87
3.8.4 Summary of the research and extension ...... 88
3.9 QUALITY ASSURANCE AND CONTINUOUS QUALITY IMPROVEMENT ...... 89
3.9.1 Summary of the quality assurance and improvement ...... 90
3.10 EMPLOYER’S VIEW ON GRADUATES ...... 91
3.10.1 Employers’ assessment on knowledge ...... 91
3.10.2 Employers’ Assessment on communication skills ...... 92
3.10.3 Employers’ Assessment on Interpersonal skills ...... 93
viii 3.10.4 Employers’ Assessment on Work skills ...... 93
3.10.5 Overall Employers’ Assessment ...... 94
3.11 Stakeholders’ Suggestions / Recommendations for the Improvement of the Entity ...... 95
Chapter IV ...... 96
SWOT Analysis ...... 96
Strengths ...... 96
Weakness ...... 97
Opportunities ...... 98
Threats ...... 99
List of Tables
Table No. Title Page No.
Table 1.1. Faculty member statistics of the department of Zoology in the year 9 2017
Table 1.2 Non-academic staffs of the department of Zoology in the year 2017 10
Table 1.3 Year-wise distributions of marks and units in B.Sc. (Honours) 11
Table 1.4 Present year-wise distributions in B.Sc. (Honours) curriculums of the 12 department Table 1.5 Courses for 1stYear B.Sc. (Honours) 12 Table 1.6 Courses for 2nd Year B.Sc. (Honours) 13
Table 1.7 Courses for 3rdYear B.Sc. (Honours) 13 Table 1.8 Courses for 4th Year B.Sc. (Honours) 13
Table 1.9 Letter Grade (LG) with Corresponding Grade (CG), Grade Point 17 (GP) and Credit Point (CP) offered against the secured results by a candidate Table 1.10 Student statistics of the department of Zoology in the year 2017 17
ix Table 1.11 Course curriculum for M.Sc. with marks 19 Table 1.12 M.Phil. and Ph.D. syllabus for Entomology 21
Table 1.13 M.Phil. and Ph.D. syllabus for Limnology and Fishery Sciences 21 Table 1.14 M.Phil. and Ph.D. syllabus for Wildlife Ecology, Management and 21 Conservation Biology Table 3.1 91 List of employers with various background
List of Figures
Fig. No. Title Page No. Fig. 1. Percentage of different stakeholders from whom data were collected. 34 Fig. 2 Perceptions of the faculty members on the governance of the entity (1- 37 5).
Fig. 3. Perceptions of the faculty members on the governance of the entity (6 38 -10).
Fig. 4. Perceptions of the faculty members on the governance of the entity 39 (11 -15).
Fig. 5. Assessment of students on the governance of the entity (1-4). 40
Fig. 6. Assessment of students on the governance of the entity (5-8). 41
Fig. 7. Assessment of students on the governance of the entity (9-13). 42 Fig. 8. Perceptions of the alumni on the governance of the entity (1-4). 43
Fig. 9. Perceptions of the alumni on the governance of the entity (5-8). 44
Fig. 10. Perceptions of the alumni on the governance of the entity (9-13). 45
Fig. 11. Perceptions of the non-academic stuffs on the governance of the entity 46 (1-4).
Fig. 12. Perceptions of the non-academic stuffs on the governance of the entity 46 (5-8).
Fig. 13. Opinions of the faculty members on curriculum design and review of 49
x the entity (1-4).
Fig. 14. Opinions of the faculty members on curriculum design and review of 50 the entity (1-4).
Fig. 15. Evaluation of curriculum content and design by the students of the 51 entity.
Fig. 16. Evaluation of curriculum content and design by the alumni of the 52 entity.
Fig.17. Assessment of student entry qualification and admission process by 53 the faculty members of the entity (1-3).
Fig.18 Assessment of student entry qualification and admission process by 54 the faculty members of the entity (4-6).
Fig.19 Assessment of student entry qualification and admission process by 55 the students of the entity (1-3).
Fig.20 Assessment of student entry qualification and admission process by 56 the students of the entity (4-6).
Fig.21 Evaluation of student entry qualification and admission process by the 57 alumni of the entity (1-3).
Fig.22 Evaluation of student entry qualification and admission process by the 58 alumni of the entity (4-6).
Fig. 23 Assessment of faculty members on the structure and facilities of the 59 entity (1-5). Fig. 24 Assessment of faculty members on the structure and facilities of the 60 entity (6-10). Fig. 25 Observation of students on existing structure and facilities of the 61 entity.
Fig. 26 Observation of students on existing structure and facilities of the 62 entity.
Fig. 27 Observation of the alumni on existing structure and facilities of the 63 entity.
Fig. 28 Observation of the alumni on existing structure and facilities of the 64
xi entity.
Fig. 29 Assessment on teaching by the faculties of the entity. 65
Fig. 30 Assessment on teaching by the faculties of the entity. 66
Fig. 31 Student’s observation on teaching of the entity (1-3). 67
Fig. 32 Student’s observation on teaching of the entity (4-6). 68
Fig. 33 Assessment on teaching by the alumni of the entity (1 -3). 69
Fig. 34 Assessment on teaching by the alumni of the entity (4 -6). 70
Fig. 35 Assessment on learning by the faculty members of the entity. 71
Fig. 36 Assessment on learning by the faculty members of the entity. 72
Fig. 37 Student’s assessment on learning of the entity. 73
Fig. 38 Observation of the alumni on the learning process of the entity. 74 Fig. 39 Assessment on the student support system by the faculty members of 75 the entity.
Fig. 40 Assessment on the student support system by the faculty members of 76 the entity.
Fig. 41 Assessment of student support system by the students of the entity. 77
Fig. 42 Assessment of student support system by the students of the entity. 78
Fig. 43 Assessment of student support system by the alumni of the entity. 79
Fig. 44 Assessment of student support system by the alumni of the entity. 80
Fig. 45 Assessment on the staffs and facilities of the entity by the faculty 81 members.
Fig. 46 Assessment on the staffs and facilities of the entity by the faculty 82 members.
Fig. 47 Assessment on the staffs and facilities of the entity by the non- 83 academic members.
Fig. 48 Assessment on the staffs and facilities of the entity by the non- 84
xii academic members.
Fig. 49 Assessment on the staffs and facilities of the entity by the non- 85 academic members.
Fig. 50 Opinion of the faculty members on the research and extension of the 86 entity.
Fig. 51 Opinion of the students on the research and extension of the entity. 87
Fig. 52 Opinion of the alumni on the research and extension of the entity. 88
Fig. 53 Opinion of the faculty members on the quality assurance and 90 continuous quality improvement of the entity.
List of Photos
Photo Title Page No. No. Photo 1. Butterfly park. 22 Photo 2. DNA Barcode laboratory. 23 Photo 3 Medical and Forensic Entomology Laboratory. 24 Photo 4. Wildlife Rescue Center (WRC), a field laboratory of the Wildlife 27 Branch, Department of Zoology. Photo 5. Wildlife Population Genetics and Zoonotic Diseases laboratory. 28 Photo 6. Fisheries laboratory 29 Photo 7. Photograph of a Hatchery Complex 30
xiii Chapter I: INTRODUCTION
1.1 General
Self-assessment is a tool to verify oneself with self-enhancement. Sedikides (1993) suggests from the psychological point of view that the self-assessment motive will promote people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment to enhance their any sorts of certainty from their own self-knowledge. It is true that self-assessment motive might vary from one people to other, but the most relevant research oriented self-assessment motive could interest mass people within their fringe to accurate their current self-view, rather than improving their long mind nourished self-view.
In these viewpoints, present contents of self-assessment study to identify the ongoing academic strength and limitations and to ensuring quality improvement. Moreover, considering the prime needs in the academic institutions, the study involves for the first time some interesting interaction in order to achieve greater things in the future. Such a need may attribute comparing the demand of higher education in the last two decades. For example, in the ninetieth decade of the last century scope of higher education has started to expand gradually both in government and private sectors through the establishment of increasing number of universities. But, it is a great concern about the creation of quality graduates up to desired standard for the nation as well as competitive job markets abroad. The scenario has already been reflected in the nation with increasing number of highly educated unemployed people every year and their cumulative frustration either directly or indirectly reflected in the mind of future generation to become reluctant and actively participation in academic activities. As such, it might be one of the reasons for the young generation to become more and more jealousy or to engage in several illegal activities being influenced by the internal and outsider miscreants. These facts gradually creates imbalance in the society. To overcome this situation, it is an utmost important to establish an Institutional Quality Assessment Cell (IQAC) to evaluate the entire on-going education systems in the goal of assuring timely honored quality standard. Eventually, the system to be upgraded time to time through its own internal quality assurance cell as well as maintaining link with other universities in the country and abroad.
1 For this reason, the principal job of the IQAC will be to create job oriented academic curriculum step by step and will suggest the appropriate techniques of teaching to produce most confident graduates for the country and abroad job markets. Present attempts of the University Grand Commission (UGC), an intermediary institution between the Ministry of Education (MoE) in regulating the financial and academic affairs of all the government and private universities following the 1971 ordinance framework, to establish an IQAC under the Higher Education Quality Enhancement Project (HEQEP) will open a new venture toward enhancing a model for significant academic improvement for the respective institution every year simply by self review without seeking helps of others. UGC being an authority to ensure quality in higher education, will overview the activities of IQAC in the aim of qualitative improvement and transparency of whole processes.
However, every university has its own rules and regulations relating to academic program management, the IQAC will strengthen that activities as well as take initiative for assessing the feedback on the on-going academic activities within a pre-settled time frame and accordingly the self-assessment activities will finalize with necessary improvement for running the future academic curriculum. In the whole process, the main objectives of the self-assessment process will focus on the mind set up of the stakeholders in the ensuring standards of quality higher education and the process to be evaluated continually until attainment of targeted goals. Thus, the process depends on the sincerity of respondents (both current and ex-participants) as well as both academic and administrative activities offering authorities for the respective institution to set valuable recommendations in the improvements or enhancements of enter required structures to produce worthy human resources for the future.
In the academic session 2016-17, the Department of Zoology has established for the first time its IQAC under the UGC suggested program of Jahangirnagar University and accordingly conducted self-assessment survey and prepared a report on its findings.
1.2 Process of Assessment
The Central Quality Assessment Cell (CQAC) nominated by the higher administrative authority of the university, organized several training and symposium for the several department selected Quality Assessment Committee (QAC) to assure efficiency in planning and organizing the entire self-assessment activities. Then, the departmental QAC prior to
2 initiating the self-assessment study, organized individual demonstration program for the stakeholders and service providers of the department to make aware about the program in sincere, authentic and above all worthy responds from each and every level of the respondent. In the whole process, the participants at the symposium level unanimously identified nine (9) criterions for the standard of assessment.
a. Institutional Governance b. Curriculum development, delivery and assessment c. Student entry criteria selection, assessment and management d. Structure including infrastructure and facilities e. Teaching & learning assessment f. Student support services g. Staff recruitment, management and development facilities h. Research, Extension and other academic co-curricular activities i. Cumulative quality assurance and quality improvement services.
To assess all the above criterions, non-random, convenience sampling method was used in each level of respondents. For this reason, five different pre-set questionnaires were used for employer, alumni, students, non-academic staffs and academic staffs. These questionnaires were adopted from the Self-Assessment Manual under the Higher Education Quality Enhancement Project (HEQEP) of UGC, Bangladesh.
1.3 Overview of the university (Jahangirnagar University)
Jahangirnagar University (JU) is a public university based at Savar Upazila, Dhaka, Bangladesh. Founded in 20 August, 1970 under the Jahangirnagar Muslim University Ordinance of the then government of Pakistan and formally inaugurated in 12 January, 1971 by Rear Admiral S. M. Ahsan, Governor of the former East Pakistan and as a Chancellor of the University. Therefore, every year 12 January is observed as “University Day” for the Jahangirnagar University.
At the beginning, in the conception of fully residential university within the academic model of the “Aligarh Muslim University”, it was an experimental project work for the former Pakistan Government, later with the emergence of independent Bangladesh in 1971; the previous
3 “Jahangirnagar Muslim University Act 1970” was amended and restructured in the name of “Jahangirnagar University” to be abide by the “Jahangirnagar University Act 1973”, Bangladesh. It is 4th public university, but still the only residential university in Bangladesh.
Initially, the university grew out of an association of scholar teachers from different university in Bangladesh and scholarly guidance of its first vice-chancellor; Mafiz Uddin Ahmad (PhD in Chemistry, University of Illinois Chicago) took up office on 24 September 1970. Accordingly, the university started its endeavor in 4 January, 1971 through the enrollment of 150 students in the first batch in 1970-71 academic years in her four beginning departments: Economics, Geography, Mathematics, and Statistics.
In the last four and half decades, the university has expanded a lot in academic, research and other related activities as well as in physical development within its territory. As a result, in the year 2014 to onward, the university had a total of 16,781 students, 755 teachers, and 1,430 other employees in 34 Academic Departments under 6 Faculties: Arts and Humanities, Social Sciences, Mathematical and Physical Sciences, Biological Sciences, Business Studies and Law & Justice. Three institutes for specialized research and training: Business Administration (IBA), Information Technology (IIT) and Institute of Life Sciences. Through all these departments, the university offers 4 years Bachelors (Honours) and 1 year Master degrees as well as M.Phil and Ph.D on the basis of research performance in the respective disciplines. On 2 March 2014, Dr. Farzana Islam, professor of the Anthropology department, was appointed as a Vice-Chancellor of the Jahangirnagar University, marking history in the country's first woman to hold this position.
1.3.1 Jahangirnagar University Act of 1973
ACT NO. XXXIV OF 1973, an act to repeal the Jahangirnagar Muslim University Ordinance, 1970 and to provide for reconstitution and reorganization of the Jahangirnagar Muslim University.
1.3.2 Location and the campus
The university stands on the west side of the Asian Highway, popularly known as the Dhaka- Aricha Road, which is 32 kilometers away from the Dhaka (Capital of Bangladesh) city. Its 697.56 acres (2.8 km²) campus area is surrounded at the southern side by the Bangladesh Public Administration Training Centre (BPATC), in the east to north-east side laying the National
4 Monument (Jatiyo Smriti Soudho), Savar Army Cantonment and dairy farm, Sheikh Hasina National Youth Centre, and in the west bounded by the local villages. Its gentle rise and plains topography with grassy loan and ever green trees in between a series type wetlands sprawled around the campus make an excellent habitat for several wild animals and winter birds that flock in thousands every year attracts many armature and professional bird watcher as well as nature lovers to spend their weak end days and any leisure times over here with family members throughout the year.
1.3.3 Administrative activities of the university
The university being an autonomous body, all the academic related activities is managed by an executive council 'the Syndicate'. Its statutes need ratification by the senate of the university, which meets at least once a year to do the same. The senate passes the annual budget of the university, reviews its academic matters, and elects a panel of three nominees for the position of a vice-chancellor for the university once every four years. For smooth running of both academic and related administrative activities, the President of the country being a Chancellor of the university, nominate and appoint a vice-chancellor for the next four years from the panel. Consequently, to support the vice-chancellor in the academic and administrative activities as well as the financial side of the overall university, two pro-vice-chancellor and one treasurer also appointed by the Chancellor of the university. In the stated frame-work, the university advancing forwards to fulfill its mission and visions.
1.3.4 Student life in the campus
As a residential university, Jahangirnagar University is mandated to provide individual residential accommodation for every male and female student. Besides, to support better academic atmosphere for the students, the university has 16 residential halls (8 for male and 8 for female students) and 2 equal number of halls for both the students are under construction. Each hall has its own administration system headed by a provost and is equipped with facilities such as playgrounds, rooms for indoor games and recreation, dining halls, prayer room. For recreation, both English and Bengali Daily News Paper and Magazines are supplied from the respective hall budgets.
To make academic life attractive, easier and monotonous less, the university has a number of other facilities, such as, to facilitate study for both teachers and students, the Jahangirnagar
5 University established a central library instead of individual departmental library in 1985. For easy access, the library building is placed between the main academic buildings and the dormitories. There is a monument of "Sangshaptak" in front of the library building to inspire the future generation in nation’s development. The entire area has Wi-Fi coverage. There are more than 110,000 books, 14,000 hard bound journals, and 22,000 online journals in the library. The library can accommodate over 170 students at a time. There is a cyber centre in the premises. Airy with ample glass openings, the library is an elegant piece of architecture. In future, with the extension of its space, the whole library system will computerize for easy information and lending the books. In 2016-17 academic years, university has established an up to date equipped science laboratory in the name of a renowned Nuclear Scientist of the country, “Wazed Meah Science Research Center” to facilitate the research activities for both the teachers and students.
The Jahangirnagar University has its own medical centre for students, teachers and other staff members. The centre provides 24-hour service and is supervised by the chief medical officers with a numbers of qualified lady and male doctors. Despite bearing all expenses related to treatment for students, the center offer free health-related advice to teachers, officers, staffs and their family members. New expanded medical center with hospital facilities are under construction to mitigate the need of increasing students number.
The university has a good reputation for her cultural and sports activities. Its campus is furnished with a open concert gallery (first at the university level in Bangladesh), a full-fledged 1500 seated auditorium in the name of a famous Bangladeshi novelist, writer and filmmaker “Zahir Raihan” adjacent to a teacher-student center (TSC) complex, 1 well equipped 250 seated separate seminar hall within the auditorium, 1 gymnasium, 1 swimming pool, 1 central football cum hockey ground, an amphitheatre, and a central cafeteria. To respect the language martyrs, there is a tallest and beautiful architecturally designed “Sahid Minar” in this campus.
The transport pool of the university launched from the very beginning with a numbers of vehicles for transporting teacher and staffs staying outside the campus. Similarly, every day at the evening to 7:30 pm as well as on the weekend there is a university bus service for students to ply in between campus and Dhaka city to mitigate their necessary requirements.
In addition to academic activities, students have every freedom to participate either in cultural or voluntary health awareness organization. Jahangirnagar University is a culturally vibrant
6 university because of the blessing of “Drama and Dramatic Department” founded by a famous dramatis personal Professor Salim Al Deen and to memorize his work, a number of cultural organizations run by the students and teachers of that department.
1.3.5 Mission and Vision of the University
The mission of the Jahangirnagar University is to contribute to nation through the pursuit of education, learning, and research at the highest international levels of excellence. For this reason, every three years the course curricula and research arenas will be changed keeping pace with the demand of the nation as well as to create global standard of her students. At the same time, abide by the university ordinance and university Act, 1973 all kinds of pioneering activities to be fostered to create a patriotic community to feel the urge within to serve the nation and the humanity. The university’s core missions are to create future leader that can contribute to change the nation in all respects and even to global perspective for better tomorrow.
To ensure a knowledge-based society that can meet the challenges of 21st century, every year the university will nurture talent within the freshly recruited students with quality education, research and creative activities. Even to encourage education among the talented poor students, the university will offer scholarship and other financial helps to support their academic expenditures.
1.4 Overview of program offering entity (Department of Zoology)
To open the door for knowledge about the mystery of creation life on this planet Earth, how does the life has changed from its origin to attain at this diversify forms including the present version of human structure and their role in overall molding the system towards economical and destructive phases with possible uses and remedies, the Zoology Department of Jahangirnagar University is the fourth in chronological order of establishment in Bangladesh. At the beginning, Late Professor Dr. A. F. M. Kamal Uddin, respected Vice-Chancellor of the Jahangirnagar University of that time, his utmost care and eagerness helped to establish an Institute of Life Sciences and appointed Late Professor Dr. Sayed Safiullah of the Chemistry Department, as an advisor and first Director of the Institute for his scholarly guide and to build
7 up it as a renowned integrated platform for spreading knowledge to future generation through teaching and researches on living beings surrounding us.
In the inception, Zoology and Botany was started as an integrated branch to teach and conduct research in the respective field under the Institute of Life Sciences. In the following year, in 1987, pondering the rapid advances in the field of life sciences as well as in the field of animal sciences, it was necessary to extend Zoology and Botany into an independent and full-fledged Department. Therefore, as an independent Department of Zoology started functioning through the appointment of Professor Dr. Md. Anwarul Islam (now working as a Professor in the Zoology Department of the University of Dhaka) in 1986 as a full time Assistant Professor and in 1987 as a Head of the Department he had to shoulder all the responsibility of its development. Consequently, to facilitate the administrative activities and to keep pace with other university in Bangladesh, the Institutional structure was changed in the name of “Biological Sciences Faculty”.
From the first day, a number of ever respected and eminent teachers in their respected fields, namely – Late Professor Kazi Zaker Hossain, Professor Dr. Sayed Humayun Kabir, Professor Dr. Mahbubur Rahman Khan and Professor Dr. Sayed Hadiuzzaman from the University of Dhaka, gave valuable time in the development of this new born Department through the preparation and first time implementation of integrated semester system Honours Course Curriculum and teaching the students of their times. Later, Mr. Muhammad Muhibullah participated in the program as a part time and then as a supernumerary teacher worked up to June, 1994. By the year of 1989, Professor Dr. Sadia Ahamed, Professor Dr. Md. Abdullah Hel Baque, Professor Dr. Md. Rafiqun Nabi and Professor Dr. Tahmina Afroz joined as a full time Lecturer position in the Department. Since then, in the last three decades, the Department developed at a fast rate to its present states through time to time recruitment of her own brilliant students as a teacher and consequently time to time introducing up to date honored courses with a view to prepare the trained personnel to compete themselves in the national and global standards in the field of classical as well as many applied sides of the Zoology.
Commencing in an Old Arts Building of the University, the Department is now working in the third floor of its own allocated part of the Biological Sciences Building. The building is located in the northern part of University Campus in between the Geology and Environment Sciences
8 and Gymnasium Building and opposite side of the Wazed Miah Science Research Center of the University. In the presently owned 20000 m2 space areas, the Department has three under-grade class room, two general laboratories, three specialized laboratories, one seminar library and one office room. All the academic staffs have their own individual office space including 1 office space for the Chairperson of the Department with an accommodation to conduct monthly departmental academic committee and in necessity other academic as well as emergency meeting to look over the academic activities. In these circumstances, the Department has strong and proud history in contributing several national and international collaborative research activities as well as in policy making for the animal resource management throughout the country. Besides, all the efficient, skilled and friendly teaching, official and laboratory staffs harmoniously contributing a great to maintain congeal academic and research atmosphere for the Department. Currently the department has 26 faculties on different research disciplines with the following academic efficiencies and working status.
Table 1.1. Faculty member statistics of the department of Zoology in the year 2017
Position Number Gender Highest On duty / Study Leave Academic Degree
Male Female PhD MPhil / On Duty Study Leave MSc
Professor 16 13 3 16 16 16 0
Associate 4 3 1 4 4 4 0 Professor
Assistant Professor 6 3 3 2 6 3 3
Lecturer 0 ------
Total 26 19 7 22 26 23 3
The contribution of non-academic staffs cannot be overestimated in building up a universally accepted academic atmosphere and to disperse effectively among the stakeholders. That part is contributing by a number of well efficient staffs of the department. Depending upon the job
9 pattern, these non-academic staffs were recruited with different academic background and in necessary cases were trained up through participation in several training programs offered by the government and non-government authorities in Bangladesh.
At present, the Department possesses 15 non-academic staffs. Many of these staffs, within their service tenure in this Department completed graduation and master degrees from the Open University in Bangladesh as well as depending on the efficiency and sincerity of work and fulfillment of the university ordinance encouraged through promotion in the officer grade.
Table 1.2 Non-academic staffs of the department of Zoology in the year 2017
Grade Total Number Gender Male Female Officer 2 2 0 1st class Employee 7 6 1 3rd class Employee 6 6 0 4th class Total 15 14 1
1.4.1 B.Sc. (Honours) in Zoology
The full-fledged B. Sc. Honours in Zoology program was first introduced by all the university in Bangladesh in 1969 through a 3-years curriculum covering 600 marks in different major fields in Zoology along with most relevant subjects like Botany and Chemistry/ Psychology as supplementary courses each with 200 marks aggregating 1000 marks for awarding the degree. Later, concerning about the program quality and inequality with the European and North American degree, the previous program strengthened into 4-years integrated courses (instead of supplementary courses) in 1993.
10
Table 1.3 Year-wise distributions of marks and units in B.Sc. (Honours)
Total Total Total Marks Marks in Marks Marks in B.Sc. Units Credits Marks in Practical in Viva- Research (Honours) Theory voce project 1st year 7 28 700 450 200 50 - 2nd year 9 36 900 650 200 50 - 3rdyear 9 36 900 650 200 50 - 4thyear 10 40 1000 700 200 50 50 Total 35 140 3500 2450 800 200 50
In addition to that one year M. Sc. in Zoology with advanced relevant courses leading to Thesis, Research methodology, Bio-statistics and Bioinformatics becomes a mandatory for better positioning in the job market.
In this respect, the Zoology Department of the Jahangirnagar University is a pioneer in the country to introduce integrated courses in B. Sc. Honours in Zoology. To confer the integrated system in graduation level, all the courses are distributed within 4000 marks under 160 credits and 40 units for 4 academic years duration. Within the total marks, 3400 marks covered by different honours subject and 600 marks for relevant subjects.
1.4.1.1 Summarized form of Course Curriculum
The B.Sc. (Honours) course in Zoology shall be extended over a period of four academic years. The courses Zool. 101 to 106 (theoretical) and Zool. 110 to 112 (practical) will be offered in the first year; Zool. 201 to 208 (theoretical) and Zool. 210 to 212 (practical) in the second year; Zool. 301 to 308 (theoretical) and Zool. 310 and 312(practical) in the third year; and Zool. 401 to 407 (theoretical), Zool. 410 to 413 (practical) and Zool. 420 (project/research report) in the fourth year. There shall be a viva-voce at the end of each academic year exam. Thus, a student has to attain in total 3500 marks examinations including theoretical, practical and viva-voce to complete honours degree. Out of the total marks, 70% shall be allocated for the annual
11 examination, 20% shall be allocated for tutorial of both theoretical and practical courses and the remaining 10% shall be allocated for class attendance. The annual examination shall be held at the end of each academic year and the final assessment for the B. Sc. (Honours) degree in Zoology shall be made on the basis of sum total results of four annual examinations. Each full unit course shall comprise of 4 credit hours and half unit of 2 credit hours. The number of theoretical classes/lectures (each of 50 minutes duration) per week for 4 credit hours shall be 3 and 2 for 2 credit hours. Total theoretical classes/lectures for one academic year shall be 45-50 for 4 credit hours and 25-30 for 2 credit hours.
Table 1.4 Present year-wise distributions in B.Sc. (Honours) curriculums of the department Categorical Distribution of Marks B.Sc. Total Total Total Marks Marks Marks in (Honours) Units Credits Marks Marks in in in Viva-voce Research Theory Practical Project 1st year 7 28 700 450 200 50 -
2nd year 9 36 900 650 200 50 -
3rdyear 9 36 900 650 200 50 - 4thyear 10 40 1000 700 200 50 50 Total 35 140 3500 2450 800 200 50
Year wise distribution of marks for theoretical and practical courses, project/research report and viva-voce are as follows.
Table 1.5 Courses for 1stYear B.Sc. (Honours)
Course No Course Title Units Credits Marks
Zool. 101 Introduction to Zoology ½ 2 50 Zool. 102 Taxonomy and Nomenclature ½ 2 50 Zool. 103 Animal Diversity-I (Invertebrate I) 1 4 100 Zool. 104 Animal Diversity-II (Invertebrate II) 1 4 100 Zool. 105 Botany-I ½ 2 50 Zool. 106 Biochemistry-I 1 4 100 Zool. 110 Zoology Practical-I 1 4 100 Zool. 111 Botany Practical-I ½ 2 50 Zool. 112 Biochemistry Practical-I ½ 2 50 Viva-Voce ½ 2 50 Total 7 28 700
12
Table 1.6 Courses for 2nd Year B.Sc. (Honours)
Course No Course Title Units Credits Marks
Zool. 201 Animal Diversity-III 1 4 100 (Protochordates and Lower Vertebrates) Zool. 202 Animal Diversity-IV (Higher Vertebrates) 1 4 100 Zool. 203 Comparative Vertebrate Anatomy 1 4 100 Zool. 204 Human Physiology 1 4 100 Zool. 205 Developmental Biology ½ 2 50 Zool. 206 Cell Biology ½ 2 50 Zool. 207 Botany-II ½ 2 50 Zool. 208 Biochemistry-II 1 4 100 Zool. 210 Zoology Practical-II 1 4 100 Zool. 211 Botany Practical-II ½ 2 50 Zool. 212 Biochemistry Practical-II ½ 2 50 Viva-Voce ½ 2 50 Total 9 36 900
Table 1.7 Courses for 3rdYear B.Sc. (Honours)
Course No Course Title Units Credits Marks
Zool. 301 Microbiology and Immunology 1 4 100 Zool. 302 Genetics ½ 2 50 Zool. 303 Molecular Biology ½ 2 50 Zool. 304 Animal Behaviour 1 4 100 Zool. 305 Ecology 1 4 100 Zool. 306 Evolution, Palaeontology and Zoogeography 1 4 100 Zool. 307 Environmental Science and Radiation Biology 1 4 100 Zool. 308 Bio-statistics ½ 2 50 Zool. 310 Zoology Practical-III ½ 2 50 Zool. 311 Zoology Practical-IV 1 4 100 Zool. 312 Bio-statistics Practical ½ 2 50 Viva-Voce ½ 2 50 Total 9 36 900
Table 1.8 Courses for 4th Year B.Sc. (Honours)
Course No Course Title Units Credits Marks
Zool. 401 Biotechnology and Genetic Engineering 1 4 100 Zool. 402 Fish Biology, Physiology and Nutrition 1 4 100 Zool. 403 Limnology and Fish Culture 1 4 100
13 Zool. 404 Insect Morphology, Physiology and Taxonomy 1 4 100 Zool. 405 Applied Entomology 1 4 100 Zool. 406 Wildlife Biology 1 4 100 Zool. 407 Herpetology, Ornithology and Mammalogy 1 4 100 Zool. 410 Zoology Practical-V ½ 2 50 Zool. 411 Zoology Practical-VI ½ 2 50 Zool. 412 Zoology Practical-VII ½ 2 50 Zool. 413 Zoology Practical-VIII ½ 2 50 Zool. 420 Project/Research Report ½ 2 50 Viva-Voce ½ 2 50 Total 10 40 1000
1.4.1.2 Degree requirements
The degree shall be awarded on the basis of CGPA obtained by a candidate in B. Sc. Honours Part-I, Part-2, Part-3 and Part- 4 examinations. In order to qualify for the B. Sc. Honours degree a candidate must have to obtain the following within 4-academic years (not more than 6- academic years from the year of admission) scoring at least: (i) a minimum CGPA of 2.00; (ii) a minimum GPA of 2.00 in the practical courses in each of Part-I, Part-2, Part-3 and Part-4 examinations, (iii) a minimum TCP of 144; (iv) “S” letter grade in English course (letter grade “S” corresponds to at least 30% marks).
1.4.1.3 Publications of results The overall results of a successful candidate covering all examinations of four years shall be declared on the basis of CGPA with the corresponding letter grade (LG). The transcript in English shall show the course number, course title, credit, grade and grade point of individual courses, GPA of each year, CGPA and the corresponding LG for the overall result.
1.4.1.4 Promotions To set a student eligible for promotion from one part to next part of the Honours classes, he/she must secure at least GP 2.00 for each year end academic year examination in the respective part’s theoretical and practical units, credits and marks as allocated by the department. Thus, a successful candidate must complete 4 parts in consecutive four academic years or under
14 condition of following course and result improvement options.
1.4.1.5 Course Improvement A promoted student earning a grade less than 2.75 in individual course shall be allowed to improve the grades on the respective course/courses, not more than two full unit courses of Part-l, Part-2 and Part-3 examinations or their equivalent courses (in case of changes in the syllabus), defined by the departmental academic committee, through the regular examination of the immediate following batch. No improvement shall be allowed in practical course examinations/ viva-voce/class assessment/ tutorial/ terminal / Field report/ excursion/ home assignment and thesis/ dissertation courses. If a candidate fails to improve his/her course grade, the previous grade shall remain valid. Simultaneously, for a readmitted candidate, if he/she fails to appear at the class assessment/ tutorial/ terminal/ home assignment and thesis dissertation/ project courses with the current academic batch, then his/her previous grade shall remain valid.
1.4.1.5 Result Improvement A candidate having a CGPA less than 2.75 at the end of the Part-4 examinations (within six academic years from the date of first admission) shall be allowed to improve his/her result on up to a maximum of 4 (four) full/half units of the Part-4 theoretical courses in the immediate next regular examination after publication of his/her regular exam result. In that case, the year of examination shall remain same as that of the regular examination. No improvement shall be allowed for practical courses/ viva-voce/ class assessment/ tutorial/ terminal/ home assignment, thesis/ dissertation/ field report/ excursion etc. courses. If a candidate fails to improve CGPA with the improving courses GP in total, the previous results shall remain valid.
1.4.1.6 Dropping out Candidate fails to earn the yearly required, GPA after completing regular examinations and subsequently failed again after taking both the course and result improvement options through readmission in 1st, 2nd, and 3rd years shall be totally dropped out of the program.
15 1.4.1.7 Eligibility for examination The eligibility of a candidate to sit for every year (semester) examination depends on the following points.
1.4.1.8 Percentage of Attendance In order to be eligible for taking up the B. Sc. Honours examinations, a candidate must have pursued a regular course of study by attending not less than 75% of the total number of classes held (theoretical, practical, class assessment etc.) provided that the academic committee of the department on special grounds (supported by a valid evidence in necessity), may condone the cases of shortage of attendance not below 60%. A candidate, appearing at the examination under the benefit of this provision shall have to pay in addition to the examination fees, the requisite fee prescribed by the syndicate for the purpose. Candidates having less than 60% attendance shall not be allowed to fill up the examination form.
1.4.1.9 Readmission A candidate, who failed to appear at the examination or fails to pass the examination, may on the approval of the relevant department be readmitted to the immediate following session in the first, second, third or fourth year of the program. A readmitted candidate shall have to reappear in all course examinations.
1.4.1.10 The Grading Systems The credit points achieved by an examinee for 0.50 and 1.00 unit courses shall be 2 and 4, respectively. For other fractions of a unit, proportionality should be applied.
16 Table 1.9 Letter Grade (LG) with Corresponding Grade (CG), Grade Point (GP) and Credit Point (CP) offered against the secured results by a candidate
Obtained Numerical Marks in Percentage LG GP / unit CP / unit
+ 80% or its above A (A plus) 4.00 4
75% to less than 80% A (A regular) 3.75 4
70% to less than 75% A (A minus) 3.50 4
+ 65% to less than 70% B (B plus) 3.25 4
60% to less than 65% B (B regular) 3.00 4
55% to less than 60% B (B minus) 2.75 4
+ 50% to less than 55% C (C plus) 2.50 4
45% to less than 50% C (C regular) 2.25 4
40% to less than 45% D 2.00 4
Less than 40% F 0.00 0
Incomplete I -- 0
Absence from the final examination shall be considered incomplete with the letter grade “I”.
Table 1.10 Student statistics of the department of Zoology in the year 2017
Academic Year Male students Female students Total 1st Year 24 20 44 2nd Year 21 24 45 3rd Year 31 17 48 4th Year 16 26 42 M.Sc. 21 14 35
17 1.4.2 M.Sc. in Zoology
The M.Sc. courses shall be extended over one academic year. There shall be two groups: Group A (General group) and Group B (Thesis group). A student shall go through either of the groups, subject to the approval of the departmental academic committee. A student will be allowed to choose any one of the following 3 fields of specialization: 1. Limnology and Fishery Sciences; 2. Entomology; 3. Wildlife Ecology, Management and Conservation Biology. Each group will carry a total of 750 marks, including theory courses, dissertation, practical courses and viva- voce. Syllabus of theory courses for both the group A & B shall be the same in each field of specialization. There shall be a one unit common course (Zool. 601) for all the fields while the other courses shall be included as special courses for the concerned field of specialization viz., Zool. 602 to 607 (theoretical) and Zool. 630 to 632 (practical) for Limnology and Fishery Sciences, Zool. 608 to 613 (theoretical) and Zool. 640 to 642 (practical) for Entomology and Zool.614 to 619 (theoretical) and Zool. 650 to 652 (practical) for Wildlife Ecology, Management and Conservation Biology. The selection of students for thesis group shall be decided according to the rules set by the academic committee.
Each full unit course shall comprise of 4 credit hours and half unit of 2 credit hours. The number of theoretical classes/lectures (each of 50 minutes duration) per week for 4 credit hours shall be 3 and 2 for 2 credit hours. Total theoretical classes/lectures for one academic year shall be 45-50 for 4 credit hours and 25-30 for 2 credit hours.
Summary of the distribution of marks and course curriculum shall be as follows:
Group - A (General group)
a) Theory courses 20 credits 500 marks b) Practical 6 credits 150 marks c) Project 2 credits 50 marks d) Viva-voce 2 credits 50 marks Total 30 credits 750 marks
18 Group B (Thesis group) a) Theory courses 20 credits 500 marks b) Dissertation 8 credits 200 marks c) Viva-voce 2 credits 50 marks Total 30 credits 750 marks
Table 1.11 Course curriculum for M.Sc. with marks
Detailed courses for the M.Sc. in Zoology (Specialization: Limnology and Fishery Sciences)
Course No Course Title Unit Credits Marks
Advanced Biology, Human Ecology and Research Zool. 601 1 4 100 Methodology Zool. 602 Fish Pathology and Parasitology ½ 2 50 Zool. 603 Fish Taxonomy and Fisheries Management ½ 2 50 Zool. 604 Fish Processing and Preservation Technology ½ 2 50 Zool. 605 Fishing Technology and Rational Fishery ½ 2 50 Zool. 606 Limnology , Oceanology and Mariculture 1 4 100 Zool. 607 Fish Population Dynamics and Fish Genetics 1 4 100 Practical + Project (General group) or Dissertation 2 8 200 (Thesis group) Viva-voce ½ 2 50 Total 7.5 30 750
(Specialization: Entomology)
Course No Course Title Unit Credits Marks
Advanced Biology, Human Ecology and Research Zool. 601 1 4 100 Methodology Zool. 608 Insect Taxonomy ½ 2 50 Zool. 609 Agricultural and Forest Entomology ½ 2 50 Zool. 610 Insect Genetics and Molecular Entomology ½ 2 50 Zool. 611 Insect Population & Behavioral-Ecology 1 4 100 Zool. 612 Medical and Veterinary Entomology 1 4 100 Zool. 613 Forensic Entomology ½ 2 50 Practical + Project (General group) or Dissertation 2 8 200 (Thesis group) Viva-voce ½ 2 50 Total 7.5 30 750
19
(Specialization: Wildlife Ecology, Management and Conservation Biology)
Course No Course Title Unit Credits Marks
Advanced Biology, Human Ecology and Research Zool. 601 1 4 100 Methodology Zool. 614 Wildlife Management 1 4 100 Zool. 615 Wildlife Conservation ½ 2 50 Zool. 616 Biodiversity and Sustainable Development 1 4 100 Zool. 617 Captive Breeding and Reintroduction ½ 2 50 Zool. 618 Wildlife Diseases and Public Health ½ 2 50 Zool. 619 Wildlife Laws and Convention ½ 2 50 Practical + Project (General group) or Dissertation 2 8 200 (Thesis group) Viva-voce ½ 2 50 Total 7.5 30 750
1.4.3 M. Phil. and Ph. D in Zoology
The admission to MPhil/PhD course in Zoology shall be decided in accordance with the ordinance of the university for the degree of Master of Philosophy/Doctor of Philosophy. The study shall be extended over a period of 2/3 academic years. The department shall offer courses in 3 fields of specialization: 1. Entomology, 2. Limnology and Fishery Sciences 3.Wildlife Ecology, Management and Conservation Biology. The degree of M. Phil shall consist of (a) written examination on approved courses (200 marks), (b) examination of a thesis (200 marks) on an approved topic and (c) oral examination (100 marks). This for the Ph. D shall consist of 200 theory marks on the same syllabus of M. Phil as offered by the respective specialized branch. Theory examination for M. Phil and Ph. D degree shall be followed according to the Ordinance for the degree of M. Phil/Ph. D and shall be held at the end of 1st year.
Besides, both the M. Phil and Ph. D student will have to presents at least two seminars (each of 6 months duration) during his/her academic sessions. Then, both the fellows depending on the approval of their thesis by three expert examiners (including the supervisor of the thesis) from
20 the country/ abroad shall fetch the oral examination before a board formed by the Advanced Study Committee of the Department with the chair of the respective research supervisor. The unanimous recommendation of all the expert examiners will then forward to the Board of Advanced Studies and Academic Council for approval and finally the Syndicate on the basis of recommendation of the previous bodies will declare the award of M. Phil and Ph. D degree.
Summary of the distribution of marks and course curriculum for M. Phil and Ph. D courses shall be as follows:
The courses listed below shall be offered for MPhil/PhD in 3 fields of specialization in Zoology during 2015-16, 2016-17 and 2017-18 academic sessions.
Table 1.12 M.Phil. and Ph.D. syllabus for Entomology
Course No Course Title Unit Credits Marks
Zool. 710 Insect Taxonomy 1 4 100 Zool. 711 Insect Physiology and Biochemistry 1 4 100 Zool. 712 Insect Ecology and Behavior 1 4 100 Zool. 713 Insect Pest Management 1 4 100 Zool. 714 Insect Microbiology and Parasitology 1 4 100 Zool. 715 Insect Toxicology and Environment Entomology 1 4 100
Table 1.13 M.Phil. and Ph.D. syllabus for Limnology and Fishery Sciences
Course No Course Title Unit Credits Marks
Fish Growth, Population Dynamics and Fishery Zool. 720 1 4 100 Systematic Zool. 721 Oceanography and Microbial Limnology 1 4 100 Fish Physiology, Adaptation and Related Zool. 722 1 4 100 Biochemistry Fisheries Research Methodology and Related Bio- Zool. 723 1 4 100 statistics
Table 1.14 M.Phil. and Ph.D. syllabus for Wildlife Ecology, Management and Conservation Biology
Course No Course Title Unit Credits Marks
Zool. 730 Herpetology and Ornithology 1 4 100 Zool. 731 Mammalogy, Wildlife Management and Conservation 1 4 100 Zool. 732 Wildlife Monitoring and Assessment 1 4 100 Zool. 733 Population Genetics and Emerging Zoonoses 1 4 100
21 1.5 Specialized Research Facilities of the Department
1.5.1 Entomology Branch
1.5.1.1 Butterfly Park and Research Centre (BPRC)
Butterfly Park and Research Centre (BPRC) belongs to the Entomology Section, Department of Zoology, Jahangirnagar University, Savar, Dhaka, BANGLADESH. Butterflies are the most beautiful and majestic creatures of the world. This little creature is also important for functioning ecosystems, as they provide pollination to plants, food for many animals; serve for many scientific studies, as well as economic benefit through ecotourism industry. The BPRC is a centre for education, scientific research and create awareness to the people related to butterfly and its conservation.
Photo 1. Butterfly park.
22 1.5.1.2 DNA Barcoding Laboratory
DNA Barcoding Laboratory belongs to the Entomology Section, Department of Zoology, Jahangirnagar University, Savar, Dhaka, BANGLADESH. The research of this lab is for quick and correct identification of agriculture/medical/veterinary important insects underlying molecular biology technique i.e. DNA barcoding. Correct taxonomic identification of the vectors, pests and pollinators, will be necessary for the proper management of those insects. The research program will also deal with scientific techniques and equipment related to DNA barcoding.
Photo 2. DNA Barcode laboratory.
1.5.1.3 Insect Rearing and Experimental Station (IRES)
Insect Rearing and Experimental Station (IRES) belongs to the Entomology Section, Department of Zoology, Jahangirnagar University, Savar, Dhaka, Bangladesh. In this station various insects, especially mosquitoes, beetles, aphids, bugs, wasps etc. are reared and set up the field as well as laboratory experiments.
23 1.5.1.4 Medical and Forensic Entomology Lab
Equipped with some modern scientific instruments such as spectrophotometer, centrifuge machines, digital incubators, light microscopes as well as microbiological facilities, this lab is investigating the scopes and applications of both medically and forensically-important insects in humans, domestic animals and wildlife welfares. Currently the research team is pursuing a new approach to determine the post-mortem interval (PMI) by using insects through biochemical investigations, which might replace the available conventional methods used throughout the world.
Photo 3 Medical and Forensic Entomology Laboratory.
1.5.2 Wildlife Ecology, Management and Conservation Biology Branch
The faculty members of the wildlife branch of the Department of Zoology formed Wildlife Research Group. The members of this group have been conducting research on different aspects of wildlife ecology, management and conservation since 1990. The prime focus of this group is to generate basic ecological information on the wild species and their status, distribution, habit, habitat, ecological requirements and conservation needs. This is the pre- requisite for developing any management plan by the government. This research group has
24 developed the BioTrack program with the largest database on the species level, which provides detailed information on most of the wildlife of Bangladesh.
The members of this group have expanded the wildlife research field in Bangladesh: added two new arenas. The first one is wildlife population genetics and the other deals with transmissible diseases between wildlife and human. These were possible by developing collaborative programs with the University of Washington in Seattle, St. Jude Children’s Research Hospital, Memphis, USA and the Primate Research Institute of the Kyoto University in Japan. Bilateral research program is developed with Norwegian University of Science and Technology. Students of these groups are trained both in field and laboratory, thus they become more experienced than any other laboratories of this arena. Tremendous research capability of this group made it possible to complete more than 50 research project funded by national and international donor organizations.
In the last two and a half decades, more than 200 students completed their MSc, MPhil and PhD research from this Laboratory. Students have the opportunity to use modern equipment both in field and laboratory. Because of the advanced equipment, techniques and supervision, many of the students did splendid work and hence, their theses have been published as monograph, which is very rare in our country. Outcome of these researches also published in different national and international scientific journals.
More than 250 research articles and 25 books have been published from the research outcome of this group. Two volumes of IUCN-BD Red List have been published under the leadership of two members of this group. There were significant contributions made to the National Management Plan of Elephant, Tiger, Gibbon, Vulture and Gharial. This research group is also developed the system for biodiversity monitoring in Protected Areas of Bangladesh and conducting monitoring in 15 Protected Areas of the country since 2017.
Research fellows of this group are also members of different National committees including the Wildlife Advisory Board, Ministry of Environment and Forest as well as other different international entities. Along with these, two of the faculties of Wildlife Research Group received National Gold Medal “Bangabandhu Award for Wildlife Conservation” for their outstanding contribution to education, research and conservation of wildlife of Bangladesh.
25 The wildlife researchers of this group have been organizing ‘Bird Fair’ since 2000. The aim of the Bird Fair is to aware mass people about bird conservation as well as to conserve biological diversity of the country involving stakeholders from different corners. Among the many of the events of the Bird Fair, drawing competition among the school going students encourages students to involve in conservation efforts. Inter-university bird identification competition inspires university students for studying birds. Awards are given every year to the persons who have significant contribution for bird study and conservation.
To include the new forthcoming generation of change makers, this research team has developed “Fun and Learn” a non-formal environmental education program for school children all over the country including the ones living in and around the protected areas of Bangladesh.
Wildlife Research Group is dedicated to conserve the biodiversity through communication and cooperation. This group is committed to continue conservation action by adhering to innovation, collaboration and integrity.
Some of the research facilities of wildlife branch are as follows.
1.5.2.1 Wildlife Rescue Centre (WRC)
Wildlife Rescue Centre, the first of its kind in Bangladesh is established, aiming to provide facilities to confiscate injured animals. Research on captive breeding of wild animals is also conducting here in a regular basis. Research students set their experimental plots in WRC. Moreover, its undisturbed habitat ensuring shelter of many nocturnal animals likes, Fishing Cat, Jungle Cat, Jackal, Civets and Owls. Every year a good number of migratory birds visit WRC lake. It also serves as an undisturbed breeding ground for many birds, mammals, and reptiles. Training programs have been organized for the young professionals in collaboration with University of Washington, Seattle each year. Several other workshops and symposia, both national and international, are organized by this research group.
26
Photo 4. Wildlife Rescue Center (WRC), a field laboratory of the Wildlife Branch, Department of Zoology.
1.5.2.2 Wildlife Museum
Wildlife museum belongs to the wildlife branch, which is the safe storage of many valuable voucher specimens. Members of the wildlife research group have been preserving voucher specimens of different groups of wild animals since 1990. At this moment, along with other collections, this museum has the largest collection of herpetofauna (amphibians and reptiles) and small mammals especially bats and rats of the country. Scientists from different corners of the country have been using these voucher specimens as a reference. Every year a good number of collections have been adding in its treasury.
1.5.2.3 Wildlife Population Genetics and Zoonotic Diseases Lab
The population genetics and zoonotic disease laboratory was established by the faculties of wildlife branch in 2007 with the collaboration of Primate Research Institute of the Kyoto University, Japan and the Primate Research Center of the University of Washington, Seattle,
27 USA. The focus of this lab is to conduct molecular research on different groups of wild animals and to conduct study on bidirectional pathogen transfer between human and wild animals. The researchers of this lab have been successfully completed research on Emergence and Evolution of Simian Foamy Viruses in Bangladesh, funded by NIH grant, USA. Another project is successfully going on Emergence of Avian Influenza Viruses in Bangladesh with the collaboration of St. Jude Children’s Research Hospital, USA. Researchers of this lab successfully characterized genetic composition of two of our primate species for the first in the country.
Photo 5. Wildlife Population Genetics and Zoonotic Diseases laboratory.
1.5.3 Limnology and Fishery Sciences Branch
Limnology and Fishery Sciences Laboratory: Limnology and Fishery Sciences Laboratory of the Zoology Department is one of the pioneer laboratories in the department. At the beginning, it was established for the post-graduate students, who were intended to continue their study in this applied field of zoology. Later, within the first decade of its establishment, the laboratory set up has attended the capability to run even up to Ph. D level works specifically on the “Limnology and Fish Biology” related research in conjugation to regular theoretical
28 course based practical experiments and research works for every year post graduate students. Meanwhile, the laboratory supported about 18 Ph. D research fellows and more than 100 M. Sc students to complete their research works successfully. It is worthy to mentioned here that the branch is now more enriched by a number of experienced teachers with Ph. D and post- doctorate degrees from different inter-nationally recognized and scientifically advanced universities in foreign countries on several specialized branches of limnology, fish biology and possibility of their sustainable management in different culture medias, fish diversity and population study in lentic and lotic ecosystems, fish pathology and microbiology, osteology and comparative taxonomy of fin and non-fined fishes. So, it can say that the laboratory is now more capable to guide more research students either in post-graduate to Ph. D levels on any of the stated specialized branches of the limnology and fishery sciences provided the present set up of the laboratory is modernized in accordance to research needs.
At present, it can say that the laboratory is equipped with all kinds of freshwater analysis facilities including the plankton population and diversity study. Fish biology related study, such as, gut analysis and their probable physiological variation with the feeding habits. Fish processing and quality maintaining in term of nutrient contains through bio-chemical analysis of the original and preserved fish products with the increasing shelf life. All sorts of fish taxonomy and osteological studies are available with possible photographic and imaging methods under the guidance of qualified supervisors.
Photo 6. Fisheries laboratory
In the year of 2016, one fully-fledged “Hatchery Complex” has introduced into the “Limnology and Fishery Sciences Laboratory” of the department and thereby open a new venture in the fishery related research works. In the mean time, both undergrad and post-grade students are getting benefit to practice many of the induced breeding techniques, rearing of the Nilotica nilotica and other indigenous fish species larvae on different natural and artificial feeds. In future, the complex will be used in inbreeding of economically and critically endangered fish species to regenerate their population as well as to find out the environment resistant fish species through genetic engineering.
29
Photo 7.Photograph of a Hatchery Complex (To be collected from the Dr. Baki Billah)
In the success of several previous advanced research activities, every year more and more MS and Ph. D levels research students are showing interest for continuing their higher studies in this discipline of the department. Eventually, already graduates from the Dhaka, Rajshahi, Chittagong, Bangladesh Agricultural University as well as the ex-student of this department either under the Bangladesh Government/Jahangirnagar University Scholarship has successfully completed their MS and Ph. D research and still considerable numbers of research fellows are pursuing their research works on different discipline of the limnology and fishery sciences from this laboratory.
Thus, considering the importance of this kind of research in the country as well as to give scope of here teachers/ faculty members to practice their knowledge through guiding more and more advanced researches, the laboratory space and research grand to be increased immediately. Prior importance to be given for a separate MS and Ph. D research laboratory to continue peacefully such a long term research works.
1.6 Aims of the Department
The principal aim of the Zoology Department is to offer highest possible standard in teaching and research activities to under-graduate and post-graduate students as well as for the qualified (Ordinance of the Higher Studies, JU) M. Phil and Ph. D research fellows. It is worth mentioning that as allaying-in-room of integrated course curriculum system for under-grade (Honors) students in Zoology in Bangladesh, the Department successfully carried out the system and established an instance in overcoming the session jam. Later, it has adopted in other public universities in Bangladesh.
To give maximum coverage in modern and applied Zoology, both undergrads and post-grade course curriculums are rearranged every 3-4 (any year in necessity) years and depending on the national and international requirements as well as concerned research activities also incorporate
30 depending on the opportunity and facility of the Department for the sake of student’s carrier and scope in widest job arena. For example, with the advancement of animal science, subjects like genetic engineering, biochemistry, molecular biology, bio-statistics, microbiology, etc., has incorporated as mandatory courses gradually from the advance level of under-grade to post- graduate students.
Moreover, the successful students with good academic background at under-grade level in Zoology and relevant other subjects in Biological Sciences have a provision to built wide range of their carriers at the post-graduate to M. Phil and Ph. D levels in three specialized branches namely – Entomology, Limnology and Fishery Sciences as well as Wild Life Management and Conservation Biology. In all these advanced level studies, each and every students have to go through a department approved theoretical courses of the respective branch and consequently to confer degree should successfully complete either a research report or one year thesis work for the post-graduate and 1-4 consecutive years research work for M. Phil and Ph. D degree respectively. Meanwhile, the department has guided successfully large number of M. Phil and Ph. D level research works on different timely honored different national level problems in the stated three specialized branches, which in turn, help to communicate widest possible audience in the country as well as overall integrity in the scientific world and consciousness among the general people on their neighboring wild animals.
1.7 Achievements of the Department
To exchange ideas and views on the classical and specialized branches in Zoology, the department always organizes individual speech on the basis of PhD and MPhil research works of the respective research fellow of the department, own faculty member’s research work in the country and abroad as well as visiting foreign scholars and ex-students working in different renowned NGO’s and any international organization. In spite of limited research facilities, space and above all supporting financial support, all the graduates and post-graduate students of the department are still satisfactorily developing their academic carrier to compete themselves in any competitive national markets. Even, those researchers and students are able to conceive ideas, prepare and execute research projects strengthened their mental abilities and could run any executive position in the national and international organizations and could owned scholarship in foreign universities.
31 To keep up-to-date all these academic related works and to record it properly in the department and other administrative sections of the university, the Vice-chancellor of the university appoint a head of the department (Chairman) for a period of three years among the teachers of the department not below the rank of Assistant Professor by rotation in order of seniority. The Chairman is responsible for the general supervision of the department and shall dispose of routine works. All policy matters are dealt with by two Departmental Committees, namely – the Academic committee and Planning Committee. The Academic Committee consists of all teachers under the leadership of Chairman of the department, deals all kinds of academic related policy matters, such as, (a) regular academic activities (b) syllabuses development and update (c) implementation of academic calendar and arrangement of examinations and so on for future betterment of the department. The planning Committee consists of one-third of the total number of teachers in order of seniority with a minimum number of three and shall deals with (a) Expansion of the department, and (b) Creating academic post in accordance to UGC suggested rule for the department.
Besides, the Chairman of the department has empowered to carry out the academic committee decided all sort of academic and related decisions among the students, concerned administrative section of the university. For this reason, the Chairman has to attain different meeting with the highest authority of the university as well as to convey several academic committee decision for approval. Giving mobility in the administrative activities of the department, all the staffs always remain under his jurisdiction.
Chapter II: METHODOLOGY
2.1 Assessment procedure
32 Pre-designed questionnaires have been surveyed among different stakeholders. Following quality assurance areas have been accommodated in the questionnaire. 1. Governance 2. Curriculum Design & Review 3. Student Entry Qualifications, Admission Procedure, Progress and Achievements 4. Structure and Facilities 5. Teaching Learning Assessment 6. Students Support Services 7. Staff and Facilities: Recruitment and Staff development, 8. Research & Extension, and 9. Quality Assurance and Continuous Quality Improvement.
2.2 Overview of participants
To reach a qualitative outcome from assessing the present state of academic activities and in planning for future targeted improvement, possible stakeholders involved at the university level academic curriculum are chosen and asked for suggestion through the respected model survey questionnaire. The possible stakeholders are chosen as faculty members, students, alumni, non- academic staff and employer. Among the interviewers 56% was students, 32% was alumni and 5% was academics (Fig. 1)
1. Faculty members: 20
2. Students: 202
(i) 1st Year Honors: 42
(ii) 2nd Year Honors: 48
(iii) 3rd Year Honors: 38
(iv) 4th Year Honors: 34
(v) M. Sc.: 40
Specialization branch in Entomology: 6
Specialization branch in Limnology and Fishery Sciences: 20
33 Specialization branch in Wildlife Management & Conservation Biology:14
3. Alumni: 116
4. Non-academic staff: 14
5. Employer: 11
Students Alumni Academics Non-academics Employers
3% 4% 5%
32% 56%
Fig. 1. Percentage of different stakeholders from whom data were collected.
In every stage, the available data are processed and analyzed using standard statistical software as directed and supplied by the CQAC. Finally, the report prepared and presented here on the basis of the analyzed data and other obtained information.
2.3 Questionnaire survey
Questionnaire survey was conducted among five major stakeholders. The questionnaire for each of the stakeholders was different in terms of content and number of questions though some of the questions were common for all. Some open-ended questions were included at the end for getting suggestions.
34 A respondent would respond to a question by selecting an appropriate column according to a given scale: 1 = Strongly Disagree, 2 = Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree. Collected data were analyzed using SPSS (ver. 23). Percentage of the respondents to a particular question was analyzed on the basis of above-mentioned scale. For a given question, if 50% or more of the stakeholders ̳‘agreed’ ‘or ̳strongly agreed’, then the issue was identified as the strength of the entity. On the other hand, if 50% or more of the stakeholders ‘disagreed’ ‘or ̳strongly disagreed’ on an issue, then it was considered as a weakness of the entity (Appendix 1).
35 Chapter III: FINDINGS
3.1 GOVERNANCE
The governance or administration is the heart of the department, which is essential for better management of facilities, stuffs, students, program, and also to ensure fairness and transparency in all levels. In this chapter we analyzed the perception of current students, alumni, faculties, non-academic staffs on governance.
3.1.1 FACULTY MEMBER The vision, mission and objectives of the entity were not clear to most of the faculty members (50%) where about 35% of them stated that it is clear to them. More than half (55%) of the faculty members stated that academic decisions are taken with fairness and transparency while 35% of them disagreed with the statement. Most of the faculties do not believe that the intended learning outcomes satisfy the vision, mission and objectives of the entity while only 20% of them found it satisfactory. Nearly all the faculties (90%) thought that the department does not have adequate infrastructure for satisfying vision, mission and objectives while the few of them (5%) mentioned that the infrastructure is satisfactory. About 40% of the faculty members mentioned that academic calendars are maintained strictly while 35% of them disagreed regarding this matter (Fig. 2).
36 80 Governance 70 60 50 40 30
Percentage (%) 20 10 0 Vission, Fairness and Satisfaction Adequate Maintenance mission and transparency by ILOs infrastructure of Academic objectives of academic calendar decision
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 2 Perceptions of the faculty members on the governance of the entity (1-5).
Mixed opinion was found at the point of result publication. About half (45%) of the faculties agreed that the results are published timely in compliance with the ordinance while 35% of them disagreed with the statement and 20% of them remained undecided at this point. Most of the faculties (65%) stated that the entity does not review its policy and procedure periodically while 30% of them disagreed with the statement. Half of the faculties (45%) stated that the code of conducts for the students and employees are well communicated while rest half (45%) them disagreed with the statement and 10% of them remained undecided. Disciplinary rules and regulations are not explicitly defined and well circulated as stated by most of the faculties (70%) while only 25% of them mentioned that it is well defined and well circulated. All the faculties are agreed at the point that the website of the department does not updated properly (Fig. 3).
37 80 Governance 70 60 50 40 30
Percentage (%) 20 10 0 Timely publication Review of policy Communication of Disciplinary rules Proper update of of results and procedure for code and and regulations website according to further conducts for the ordinance improvement students and employees
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 3. Perceptions of the faculty members on the governance of the entity (6 -10).
Guidelines in the form of handbook or brochure are not distributed among the students in advance, as mentioned by most of the faculties (65%). Documentation of the entity are maintained properly, mentioned by most of the faculties (75%) but mixed opinion was found at the point of decision making procedure where half of them agreed that it is participatory while 45% of them disagreed with the statement. Few of the faculties (15%) agreed that student opinion on academic and extra-curricular matters are addressed properly while rest of them either disagreed or undecided at this point (Fig. 4).
38 60 Governance 50
40
30
Percentage (%) 20
10
0 Distribution of Documentations Procedure of Proper address of Student opinion handbook to the decision making student opinion of students for academic and comprehensive extra-academic guidelines matters bythe entity
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 4. Perceptions of the faculty members on the governance of the entity (11 -15).
3.1.2 STUDENTS
The vision, mission and objectives of the department are clearly expressed, mentioned by most of the students (63.3%) while 25% of them were disagreed. Half (49.1%) of the students mentioned that academic decisions are taken with fairness and transparency while 32% of them disagreed with the statement. Most of the students (40.6%) were neutral at the point of intended learning outcomes satisfy the vision, mission and objectives of the entity while 32.7% of them thought it is unsatisfactory (Fig. 5).
39 50 Govornance 45 40 35 30 Strongly disagree 25 Disagree 20 Undecided Percentage (%) 15 Agree 10 Strongly agree 5 0 Vision, Mission Fairness and Satisfaction of Adequacy of and Objectives of transparency of vision, mission infrastructure for the entity academic and objectives by satisfying mission decisions ILOs and objectives
Fig. 5. Assessment of students on the governance of the entity (1-4).
More than fifty percent (54.5%) students mentioned that the academic calendars of the entity are not maintained strictly while 38.2% of them disagreed at that point. Most of them (57.9%) stated that the results are published timely in compliance with the ordinance while 31.2% of them disagreed with the statement. In 42% cases, students mentioned that the entity periodically reviews its policy and procedure for further improvement. At the point of code and conducts for the students and employees, most of the students (42.1%) remained neutral (Fig. 6).
40 45 Governance 40
35
30
25 Strongly disagree
20 Disagree Undecided Percentage (%) 15
10 Agree Strongly agree 5
0 Maintenance of Timely Review of policy Communication Academic publication of and procedure of code and calendar results according for further conducts for the to ordinance improvement students and employees
Fig. 6. Assessment of students on the governance of the entity (5-8).
Disciplinary rules and regulations are well defined and circulated as noticed by most of the students (43.9%) while only 30.7% of them disagreed at that point. The website of the department is not up to date, stated by most of the students (67.3%) while 24.2% disagreed at that point. Comprehensive guidelines in the form of handbooks or brochure are not distributed in advance, mentioned by 46.5% of the students where 42% of them disagreed at that point. The entity ensures conductive learning environment according to 54% students but 34.2% of them disagreed with the statement. About sixty percent (56.9%) students claimed that their opinions are not properly addressed in academic or extra-curricular activities where 30.7% of them disagreed at that point (Fig. 7).
41 50 Governance 45 40 35 30 25 20
Percentage (%) 15 10 5 0 Disciplinary rules and Proper update of Distribution of Ensuring a conducive Students opinion regulations website brochure/handbook learning environment to the students for comprehensive guidelines
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 7. Assessment of students on the governance of the entity (9-13).
3.1.3 ALUMNI
Most of the alumni (84.5%) mentioned that the vision, mission and objectives of the department are clearly expressed while only 15.5% of them disagreed at that point. Academic decisions are taken with fairness and transparency, stated by 68.1% alumni while only 31% disagreed with the statement. On the other hand, most of the alumni (61.2%) thought that the intended learning outcomes do not satisfy the vision, mission and objectives of the entity. Most of the alumni (69%) stated that the entity does not have sufficient infrastructure to satisfy vision, mission and objectives (Fig. 8).
42 70 Governance 60
50
40 Strongly disagree
30 Disagree Neutral Percentage (%) 20 Agree
10 Strongly agree
0 Vision, Mission Fairness and Satisfaction of Adequacy of and Objectives transparency of vision, mission infrastructure of the entity academic and objectives for satisfying decisions by ILOs mission and objectives
Fig. 8. Perceptions of the alumni on the governance of the entity (1-4).
Academic calendar of the entity are not maintained strictly, as mentioned by 75.9% of the alumni while 19.8% of them disagreed with that. Most of the alumni (76.7%) mentioned that results are not published timely where they (82.8%) were neutral at the point of periodic review of policy and procedures (Fig. 9).
43 70 Governance 60
50
40 Strongly disagree
30 Disagree Neutral Percentage (%) 20 Agree 10 Strongly agree 0 Maintenance of Timely publication Review of policy Communication Academic of results and procedure for of code and calendar according to further conducts for the ordinance improvement students and employees
Fig. 9. Perceptions of the alumni on the governance of the entity (5-8).
Disciplinary rules and regulations are well defined and well circulated as noticed by most of the alumni (69%) while only 19.8% of them disagreed at that point. Almost all (99.1%) alumni stated that the website of the entity is not updated. Comprehensive guidelines in the form of handbooks or brochure are distributed in advance, mentioned by 57.9% of the alumni where 39.7%% of them disagreed at that point. More than seventy five percent (75.9%) alumni claimed that the entity ensures conductive learning environment while 24.1% of them disagreed at that point. Most of the alumni (64.7%) not claimed that their opinions are properly addressed in academic or extra-curricular activities while 19.8% of them disagreed at that point (Fig. 10).
44 Governance 70 Strongly disagree Disagree Neutral Agree Strongly agree 60
50
40
30
Percentage (%) 20
10
0 Disciplinary rules and Proper update of Distribution of Proper address of Students opinion regulations website brochure/handbook student opinion of to the students for academic and extra- comprehensive academic matters by guidelines the entity
Fig. 10. Perceptions of the alumni on the governance of the entity (9-13).
3.1.4 NON-ACADEMIC STAFF
The original questionnaire for the staffs was in English. Considering their academic qualification and background we thought that there could be well understood the questions. Therefore, we translated the questionnaire in Bengali for their convenient. Most of the non- academic staffs of the entity agreed with all the statements mentioned in the questionnaire except the whether the entity provides comprehensive guidelines to the students in advance by means of a brochure/handbook; at that point most of them were undecided (Fig. 11 and 12). It seems to us that, the non-academic staffs did not understand the questions properly although the questionnaire was translated in Bengali and they were described it before survey or they felt hesitate to provide their opinion.
45 80 Governance 70 60 50 Strongly disagree 40 Disagree 30 Undecided Percentage (%) 20 Agree 10 0 Strongly agree Vision, Mission Fairness and Satisfaction of Adequacy of and Objectives transparency of vision, mission infrastructure of the entity academic and objectives for satisfying decisions by ILOs mission and objectives
Fig. 11. Perceptions of the non-academic stuffs on the governance of the entity (1-4).
60 Governance
50
40
Strongly disagree 30 Disagree
Percentage (%) 20 Undecided Agree 10 Strongly agree
0 Maintenance of Timely Review of policy Communication Academic publication of and procedure of code and calendar results for further conducts for the according to improvement students and ordinance employees
Fig. 12. Perceptions of the non-academic stuffs on the governance of the entity (5-8).
46 3.1.5 Summary of Findings on Governance § Strength on governance identified by the stakeholders: o Vision, mission and objectives of the entity are clearly stated mentioned by most of the current students and alumni but disagreed at this point by most of the faculty members. o Academic decisions are taken by the entity with fairness and transparency. o The entity ensures conductive learning environment. o Results are published timely in accordance with the ordinance of the university. o The entity provides comprehensive guidelines to the students in advance by means of a brochure/handbook. o Documentations are maintained properly by the entity. o Decision making procedure in the entity is participatory.
§ Weakness on governance identified by the stakeholders o The intended learning outcomes (ILOs) do not satisfy the stated mission and objectives of the entity. o The entity has not adequate infrastructures to satisfy its mission and objectives. o Academic calendars are not maintained strictly by the entity. o Website is not updated properly. o Student’s opinions are not properly addressed in academic and extra-curricular activities.
47
3.2 CURRICULUM DESIGN AND REVIEW
The term curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet. An organized and well-defined curriculum is a prerequisite for a successful program. The perceptions of students, alumni and teachers on curriculum design and review are presented in this chapter.
3.2.1 FACULTY MEMBERS
Almost all the faculty members (90%) mentioned that the Curriculum is reviewed and updated at regular intervals in compliance with the rules of the universities while rest of them (10%) remained neutral at that point. Most of the faculties (40%) stated that the opinions from the relevant stakeholders are not properly considered during review of the curriculum while 30% of them disagreed and another 30% remained neutral at that point. Faculties (55%) are agreed that the courses in the curriculum are consistently arranged where 30% of them remained undecided at this point (Fig.13).
48 70 Curriculum Design and Review 60
50
40
30
Percentage (%) 20
10
0 Reviewed and updated Opinion of stakeholders Consistent arranged of Statement of teaching of Curriculum in during review of the courses in the strategies in the compliance with the curriculum curriculum from lower curriculum rules of the universities to higher levels
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 13. Opinions of the faculty members on curriculum design and review of the entity (1-4).
Most of them (55% and 45% respectively) also mentioned that teaching and assessment strategies are not clearly mentioned in the curriculum though 35% of them disagreed with the statement. Most of the faculties (65%) thought that curriculum load is optimum and exerts no pressure while only 15% of them disagreed it this point. The curriculum does not address the program objectives and program outcomes, mentioned by 45% of the faculties while 25% of the remained undecided. Forty percent of the faculties do not think that the curriculum is effective in achieving day-one skill at job places while 20% of them disagreed at that point (Fig. 14).
49 70 Curriculum Design and Review 60
50
40
30 Percentage (%) 20
10
0 Statement of Optimal Curriculum Curriculum addresses in Effective of curriculum Assessment strategies load the program in achieving day-one in the curriculum skill
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 14. Opinions of the faculty members on curriculum design and review of the entity (1-4).
3.2.2 STUDENTS
Courses in the curriculum are arranged consistently, mentioned by 66.3% students while 21.3% of them disagreed with the statement. About forty five percent (44.5%) of them stated that the teaching strategies are appropriate for learning outcomes while 31.7% of them disagreed at this point. According to 33.6% students, assessment strategies were suitable and match the learning outcomes and only 34.2% of them perceived in a different way and 32.2% remained neutral at this point. More than fifty percent (54.5%) students believed that curriculum load is too heavy and induces huge pressure, though 34.7% of them disagreed with this statement (Fig. 15).
50 50 Curriculum: content, design and review 45 40 35 30 Strongly disagree 25 20 Disagree
Percentage (%) 15 Undecided 10 Agree 5 0 Strongly agree Consistent Clear Statement of Statement of Optimal arrangement of teaching strategies Assessment Curriculum load courses in the in the curriculum strategies in the curriculum from curriculum lower to higher levels
Fig. 15. Evaluation of curriculum content and design by the students of the entity.
3.2.3 ALUMNI
Nearly three fourth of the current students (73.3%) agreed that the courses in the curriculum are arranged consistently for achieving learning objectives while only 12.1% of them disagreed at this point. Fifty percent (50.9%) of them do not believe that teaching strategies are clearly stated in the curriculum. Thirty seven percent alumni stated that assessment strategies are mentioned in the curriculum while 50% of them remained neutral at this point. Result shows that 84.5% alumni agreed that study load was optimum for achieving learning objectives. On the other hand only 12.9% of them disagreed at this point. Most of the alumni (63.8%) stated that the curriculum is not effective in achieving day-one skill at job place while 20.7% of them disagreed (Fig.16).
51 Curriculum:content, design and review
70 Strongly disagree Disagree Neutral Agree Strongly agree 60
50
40
30 Percentage (%) 20
10
0 Consistent Clear Statement of Statement of Optimal Curriculum Effectiveness of arranged of courses teaching strategies Assessment load curriculum in in the curriculum in the curriculum strategies in the achieving day-one from lower to curriculum skill higher levels
Fig. 16. Evaluation of curriculum content and design by the alumni of the entity.
3.2.4 Summary of Findings
Strength on curriculum identified by the three stakeholders
o Courses in the curriculum from lower to higher levels are consistently arranged. o Curriculum load is optimum for achieving learning outcomes.
Weakness on curriculum identified by the three stakeholders
o Teaching and assessment strategies are not clearly stated in the curriculum. o The curriculum is not effective for achieving day-one skill at job place.
52 3.3 Student Entry qualifications, Admission procedure, Progress and
Achievements
Admission procedure and qualification for student entry are prerequisite for the success of a program. In this chapter we analyzed the opinion of students, alumni and teachers on this issue.
3.3.1 FACULTY MEMBERS
Half of the faculty members agreed that the admission policy of the entity ensures entry of quality students while rest half disagreed at this point. Most of the faculty stated that the students are not committed to ensure desired progress and achievements while 25% of them disagreed with the statement. About 70% of them believe that the admission procedure of the entity is fair while only 15% of them disagreed with this (Fig. 17).
70 Student Entry qualifications, Admission procedure, Progress and Achievements 60
50
40
30 Percentage (%) 20
10
0 Admission policy ensures Commitment of the students Commitment of the students entry of quality students to ensure desired progress to ensure desired progress and achievement and achievement
Strongly disagree Disagree Undecided Agree Strongly agree
Fig.17. Assessment of student entry qualification and admission process by the faculty members of the entity (1-3).
53
In 45% of the cases faculties mentioned that student’s progress are not regularly recorded and monitored but 35% of them disagreed with the statement. About 30% of the students stated that teachers do not provide student’s feedback about their progress regularly while another 30% of them disagreed and 40% remained undecided at this point. Individual records of the students are maintained regularly, mentioned by 35% of the faculties but 40% of them remained undecided at this point (Fig. 18).
50 Student Entry qualifications, Admission procedure, Progress and 45 Achievements 40 35
30 Strongly disagree 25 Disagree 20
Percentage (%) Undecided 15 Agree 10 Strongly agree 5 0 Recording and Feedback of the Maintenance of monitoring of teachers to the individual students Students progress students about their records progress
Fig.18 Assessment of student entry qualification and admission process by the faculty members of the entity (4-6).
54 3.3.2 STUDENTS
Most of the students (69.8%) agreed that the admission policy of the entity ensures entry of quality students while 21.3% of them disagreed at this point. About 40.6% students agreed that students are committed to ensure desired progress and achievements where 33.2% of them disagreed with it. Students (66.8%) argued that admission procedure is fair but many of them (53.5%) do not think that student’s progress are regularly recorded and monitored while 30.2% of them disagreed at this point (Fig. 19).
40 Student Entry Qualification, Admission Process and Achievements
35
30
25 Strongly disagree 20 Disagree
15 Undecided Percentage (%) Agree 10 Strongly agree 5
0 Admission policy Commitment of the Fairness of the ensures entry of students to ensure admission procedure quality students desired progress and achievement
Fig.19 Assessment of student entry qualification and admission process by the students of the entity (1-3).
More than half (51%) students stated that teachers do not provide feedback on student’s progress regularly where 32.6% of them disagreed. Individual record of
55 the students are maintained regularly, stated by 45.5% of the students while 37.1% of them disagreed (Fig. 20).
35 Student Entry Qualification, Admission Process and Achievements
30
25
20 Strongly disagree Disagree 15 Undecided Percentage (%) 10 Agree
Strongly agree 5
0 Recording and Feedback of the Maintenance of monitoring of Students teachers to the individual students progress students about their records progress
Fig.20 Assessment of student entry qualification and admission process by the students of the entity (4-6).
3.3.3 ALUMNI
All the alumni (100%) agreed at the point that the admission policy of the entity ensures the entry of quality students. About forty percent (38.8%) alumni do not think that students are committed to ensure desired progress and achievements while 35% of them disagreed at this point. Almost all (95.7%) alumni stated that admission procedure of the entity is fair (Fig. 21).
56 80 Student Entry Qualification, Admission Procedure and Achievements
70
60
50 Strongly disagree
40 Disagree
30 Neutral Percentage (%) 20 Agree
10 Strongly agree
0 Admission policy Commitment of the Fairness of the ensures entry of quality students to ensure admission procedure students desired progress and achievement
Fig.21 Evaluation of student entry qualification and admission process by the alumni of the entity (1-3).
They (65.5%) mentioned that student’s progress are not recorded and monitored regularly while most of them (73.3%) are agreed that teachers provide student’s feedback about their progress regularly. In 38.8% cases alumni mentioned that individual records of the students are maintained properly while 45.7% of them remained neutral at this point (Fig. 22).
57 80 Student Entry Qualification, Admission Procedure and Achievements 70
60
50 Strongly disagree 40 Disagree 30 Neutral Percentage (%)
20 Agree
10 Strongly agree
0 Recording and Feedback of the Maintenance of monitoring of teachers to the individual students Students progress students about their records progress
Fig.22 Evaluation of student entry qualification and admission process by the alumni of the entity (4-6).
3.3.4 Summary on Student Entry qualifications
Strength
• Admission procedure ensures entry of quality students. • Admission procedure of the entity is fair. • Individual records of the students are maintained regularly.
Weakness
• Students are not committed to ensure desired progress and achievements.
58 3.4 INSTITUTIONAL STRUCTURES AND FACILITIES
3.4.1 FACULTIES
Most of the faculty members (70%) agreed that classroom facilities are not suitable for effective learning while only 20% of them disagreed at this point. Almost all the faculties (95%) agreed that the laboratory facilities are not congenial for practical teaching-learning. Eighty five percent faculties also mentioned that facilities are not adequate for conducting research. About 75% faculties stated that the library has not adequate up-to-date reading and reference materials to meet the academic and research needs though 10% of the faculties disagreed at that point. All the faculties agreed at the point that entity does not have any indoor and outdoor medical facilities (Fig. 23).
70 Structure and Facilities 60
50
40
30 Percentage (%) 20
10
0 Suitability of Congenial Adequate Facilities Adequate up to Adequate Indoor ensuring effective Laboratory facilities for conducting date reading and and outdoor learning for practical research reference materials medical facilities teaching-learning in the library
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 23 Assessment of faculty members on the structure and facilities of the entity (1-5).
Sixty five percent faculties stated that the entity do not have adequate sport facilities while 10% of them disagreed and another 20% remained undecided at this point. The entity does not have
59 any gymnasium facilities as mentioned by most of the faculties (75%) where 20% of them disagreed at that point. The entity also does not have adequate office equipment to support the students’ need, stated by 75% of the faculties while only 15% of the faculties disagreed at that point. More than fifty percent (55%) of the faculties mentioned that the entity does not have competent manpower to run academic affairs while 40% of them disagreed at that point. Half of the faculties (50%) pointed out that the entity does not have internet facilities with sufficient speed while 40% of them disagreed at that point (Fig. 24).
60 Structure and Facilities 50
40
30
20 Percentage (%)
10
0 Adequate sports Existing Adequate Office Competent Availability of facilities gymnasium equipment manpower of internet facilities facilities entity to run the with sufficient academic affairs speed
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 24 Assessment of faculty members on the structure and facilities of the entity (6-10).
3.4.2 STUDENTS
About seventy three percent (72.8%) students confirmed that classrooms facilities in terms of number, space, equipment and maintenance are sufficient to ensure effective learning while 23% of them disagreed at this point. Most of the students (71.8%) confirmed that laboratory facilities are not congenial for practical teaching and learning while 17.9% disagreed with it. Research facilities are also inadequate, stated by 69.3% students. About seventy percent (63.9%) students confirmed that the seminar library of the department does not have adequate
60 up-to-date reading and reference materials while 23.8% of them disagreed at that point (Fig. 25).
60 Structures and Facilities 50
40 Strongly disagree 30 Disagree
20 Undecided Percentage (%) Agree 10 Strongly agree 0 Suitability of Congenial Adequate Adequate up-to- ensuring effective Laboratory Facilities for date reading and learning facilities for conducting reference practical teaching- research materials in the learning library
Fig. 25 Observation of students on existing structure and facilities of the entity.
About seventy percent (76.7%) students believed the entity has lack of adequate indoor and out healthcare facilities for, and 14.9% of them disagreed at this point. The entity does not have adequate sport facilities, stated by 59.4% students while 30.2% of them disagreed at this point. The entity does not have any gymnasium facilities, stated by 72.8% of the students while 16.4% of them disagreed at this point. About 80.7% students confirmed that they do not have internet facilities with sufficient speed while 13.9% of them disagreed at this point (Fig. 26).
61 60 Structure and Facilities
50
40 Strongly disagree 30 Disagree
20 Undecided Percentage (%) Agree 10 Strongly agree
0 Adequate Indoor Adequate sports Existing Availability of and outdoor facilities gymnasium internet facilities medical facilities facilities with sufficient speed
Fig. 26 Observation of students on existing structure and facilities of the entity.
3.4.3 ALUMNI
About half (49.2%) alumni believed that the entity has enough classroom facilities to ensure effective learning while 44% of them disagreed at this point. About seventy seven percent alumni stated that the entity does not have adequate laboratory facilities as well as adequate facilities for conducting research. Most of the alumni (65.5%) also mentioned that the seminar library of the entity does not have adequate up-to-date reading and reference materials while 34.5% of them disagreed with the statement (Fig. 27).
62 60 Structure and Facilities
50
40 Strongly disagree 30 Disagree Neutral Percentage (%) 20 Agree 10 Strongly agree 0 Suitability of Congenial Adequate Adequate up-to- ensuring effective Laboratory Facilities for date reading and learning facilities for conducting reference practical research materials in the teaching-learning library
Fig. 27 Observation of the alumni on existing structure and facilities of the entity.
Almost all the alumni (88.8%) mentioned that the entity does not have adequate indoor and outdoor healthcare facilities while 11.2% of them stated neutral opinion. Sport and gymnasium facilities of the entity are inadequate as mentioned by 66.4% and 91.4% alumni respectively. Students do not have internet access with sufficient access, confirmed by 75% of the alumni while only 12.1% of them disagreed with the statement (Fig. 28).
63 70 Structure and Facilities
60
50
40 Strongly disagree
Disagree 30 Neutral Percentage (%) Agree 20 Strongly agree
10
0 Adequate Indoor Adequate sports Existing Availability of and outdoor facilities gymnasium internet facilities medical facilities facilities with sufficient speed
Fig. 28 Observation of the alumni on existing structure and facilities of the entity.
3.4.4 Summary on the institutional structure and facilities
Weakness
• Classroom and laboratory facilities are not suitable for effective learning. • Facilities are not adequate to conduct research. • Indoor and outdoor medical facilities are not sufficient. • There are no gymnasium facilities. • Internet facilities do not have adequate speed.
64 3.5 TEACHING-LEARNING AND ASSESSMENT
3.5.1 TEACHING ASSESSMENT Teaching and learning are two vital elements in any education system. Quality education depends on effective teaching and learning and it is the sole responsibility of a educational institution to ensure that. In this chapter, we assessed the perceptions of faculty members, students and alumni on teaching-learning and assessment.
3.5.1.1 FACULTIES Half of the faculty members rest half (50%) thought that teaching-learning method of the entity is interactive while the rest half (50%) disagreed with the statement. About 45% faculties stated that class size is optimum for interactive teaching-learning while 40% of them disagreed at that point. Almost all the faculties (95%) agreed at the point that the entity does not provide adequate opportunities for practical exercises to apply in real life situation while 5% of them remained undecided at that point. About 45% faculty members confirmed that their teaching and learning strategies inspired students for their own learning while 30% of them remained undecided at that point (Fig. 29).
60 Teaching Learning
50
40
30
Percentage (%) 20
10
0 Teaching-learning is Class size is optimum Entity provides Teaching-learning interactive and for interactive teaching, adequate opportunities process encompasses supportive learning for practical exercises co-curricular activities to apply in real life to enrich students’ situation personal development
Strongly disagree Disagree Undecided Agree Strongly agree
Fig. 29 Assessment on teaching by the faculties of the entity.
65 More than half (55%) faculties mentioned that the entity does not use modern devices to improve teaching-learning process while 45% of them disagreed at this point. Diverse methods are not used to achieve learning objectives, mentioned by 40% of the faculties while 30% of them disagreed with the statement. About 55% of the faculties confirmed that the entity provides course outlines to the students in advance where 25% of them disagreed at the point (Fig. 30).
45 Teaching Learning 40 35 30 Strongly disagree 25 Disagree 20 Undecided
Percentage (%) 15 Agree 10 Strongly agree 5 0 Modern devices are Diverse methods are Lesson plans/course used to improve practiced to achieve outlines are provided to teaching-learning learning objectives the students in advance process
Fig. 30 Assessment on teaching by the faculties of the entity.
5.5.1.2 STUDENTS About 54.9% students confirmed that teaching-learning method of the entity is interactive while 27.2% of them disagreed at this point. Most of the students (58.4%) also confirmed that class size of the entity is optimum while 32.7% of them disagreed at that point. Most of them (69.3%) stated that the entity does not provide adequate opportunities for practical exercises to apply in real life situation (Fig. 31).
66 60 Teaching learning and assessment
50
40 Strongly disagree 30 Disagree
Percentage (%) 20 Undecided Agree 10 Strongly agree
0 Interactive and Optimum class size for Entity provides supportive teaching- interactive teaching, adequate opportunities learning learning for practical exercises to apply in real life situation
Fig. 31 Student’s observation on teaching of the entity (1-3).
Mixed opinion was found at the point of the use of modern devices in teaching. About half (49.5%) students stated that the entity does not use modern devices to improve teaching- learning process while 42.5% of them disagreed at that point. Diverse methods are also not used to achieve learning objectives, stated by 53.5% students where only 19.3% of them disagreed wit the statement. About 48% students agreed that the lesson plans and course outlines are distributed among them in advance while 36.1% of them disagreed with it (Fig. 32).
67 40 Teaching learning and assessment 35
30
25 Strongly disagree
20 Disagree
15 Undecided Percentage (%) Agree 10 Strongly agree 5
0 The use of Modern The practice of diverse The distribution of devices to improve methods to achieve lesson plans/course teaching-learning learning objectives outlines to the process students in advance
Fig. 32 Student’s observation on teaching of the entity (4-6).
5.5.1.3 ALUMNI Most of the alumni (73.3%) confirmed that teaching-learning method was interactive while 25% of them disagreed with the statement. The alumni (78.4%) also agreed that the class size of the entity is optimum. About 36.2% alumni mentioned that the entity does not provide adequate opportunities for practical exercises to apply in real life situation while the majority of the alumni (62.1%) remained neutral at this point (Fig. 33).
68 Teaching learning and assessment
70 Strongly disagree Disagree Neutral Agree Strongly agree
60
50
40
30 Percentage (%) 20
10
0 Teaching-learning is interactive Class size is optimum for Entity provides adequate and supportive interactive teaching, learning opportunities for practical exercises to apply in real life situation
Fig. 33 Assessment on teaching by the alumni of the entity (1 -3).
About half (49.2%) alumni confirmed that the entity provides practical ideas to the students apart from classroom teaching. Most of the alumni (83.6%) confirmed that the entity uses modern devices to improve teaching-learning process while only 16.4% of them disagreed with the statement. About 44% alumni stated that the entity does not use diverse methods to achieve learning objectives while 41.4% of them remained neutral at that point. Most of the alumni (73.3%) confirmed that lesson plans and course outlines are provided to the students in advance while only14.7% of them disagreed at that point (Fig. 34).
69 70 Teaching learning and assessment 60
50
40 Strongly disagree
30 Disagree
Percentage (%) 20 Neutral Agree 10 Strongly agree 0 Additional The use of Diverse methods Lesson plans/ practical ideas Modern devices are practiced to course outlines attained by to improve achieve learning are provided to students apart teaching-learning objectives the students in from classroom process advance teaching
Fig. 34 Assessment on teaching by the alumni of the entity (4 -6).
3.5.2 LEARNING ASSESSMENT Learning assessment is equally important as teaching assessment for ensuring quality education. In this section we analyze the perceptions of faculties, students and alumni for learning assessment.
3.5.2.1 FACULTIES Most of the faculties (75%) agreed that the assessment methods and criteria of assessment including the grading systems were clearly informed to students on the commencement day of the respective term. However, 20% of them argued in a different way. About 35% faculties confirmed that diverse methods and assessment tools are used to meet the objective of the courses while 45% them remained undecided at this point. About 40% of the faculties confirmed that the assessment systems are not reviewed in regular basis while 35% of them disagreed with the statement (Fig. 35).
70 Teaching-learning
70
60
50
40 Strongly disagree 30 Percentage Disagree 20 Undecided 10 Agree
0 Strongly agree Duly Assessment Review of the Assessment communication of procedures of the assessment strategies Assessment objectives of the system at Regular systems to course intervals students at the outset of the term/semester
Fig. 35 Assessment on learning by the faculty members of the entity.
About half (45%) faculties agreed that both formative (quizzes, assignments, term papers, continuous assessments, presentations etc.) and summative assessment (final examination) strategies are followed by the entity while 30% of them disagreed at this point. Mixed opinions are found at the point of providing feedback to the students immediately after assessment. About 35% of the faculties agreed that feedbacks are provided immediately after the assessment while 30% of them disagreed and another 35% remained undecided at this point. Most of the faculties (80%) confirmed that fairness and transparency are maintained in assessment process while 20% of them disagreed at this point (Fig. 36).
71 Teaching-learning 70
60
50 Strongly disagree 40 Disagree 30 Undecided Percentage (%) 20 Agree
10 Strongly agree
0 Use of diverse methods Provide feedback to the Maintenance of fairness for assessment students immediately and transparency in the after assessment assessment system
Fig. 36 Assessment on learning by the faculty members of the entity.
3.5.2.2 STUDENTS Mixed opinions are found at the point of assessment methods and criteria are informed prior to the students or not. About 37.6% students argued that the entity does not clearly inform assessment methods and criteria of assessment including the grading systems prior to the commencement while 31.2% disagreed and another 31.2% remained undecided at this point. Mixed opinion also found at the point of assessment procedure meets the objectives of the course or not. About 35.2% students agreed that the assessment procedures of the entity meets the objectives of the course while 32.2% disagreed and another 32.7% remained undecided. About 42.5% students agreed that both formative (quizzes, assignments, term papers, continuous assessments, presentations etc.) and summative assessment (final examination) strategies are used by the entity while 36.6% of them disagreed at this point. More than half (51.5%) students mentioned that diverse methods are not used in assessment process while 30.2% remained undecided at this point. Most of the students (52.5%) also disagreed that feedbacks are not provided immediately after the assessment while 31.6% of them disagreed at this point (Fig. 37).
72 Teaching learning and assessment Strongly disagree Disagree Undecided Agree Strongly agree 40
35
30
25
20
15 Percentage (%) 10
5
0 Duly Assessment Assessment Use of diverse Providing feedback communication of procedures of the strategies methods for to the students Assessment objectives of the assessment immediately after systems to course assessment students at the outset of the term/ semester
Fig. 37 Student’s assessment on learning of the entity.
3.5.2.3 ALUMNI Most of the alumni (80.2%) argued that the entity clearly inform assessment methods and criteria of assessment including the grading systems prior to the commencement while only 8.6% disagreed at this point. Mixed opinion was found at the point of assessment procedure meets the objectives of the course or not. About half (50.9%) alumni agreed that the assessment procedures of the entity do not meet the objectives of the course while 41.3% disagreed at this point. Most of the (83.6%) alumni agreed that both formative (quizzes, assignments, term papers, continuous assessments, presentations etc.) and summative assessment (final examination) strategies are used by the entity while 13.8% of them disagreed at this point. Most of the alumni (74.1%) agreed that diverse methods are not used in assessment process while only 8.6% of them possessed opposite view. More than half (52.6%) alumni confirmed that the
73 entity provides feedbacks to the students immediately after the assessment while 22.4% of them disagreed with the statement (Fig. 38).
70 Teaching learning and assessment
60
50
40 Strongly disagree
30 Disagree Percentage (%) Neutral 20 Agree
10 Strongly agree
0 Duly Assessment Assessment Use of diverse Provide communication procedures of strategies methods for feedback to the of Assessment the objectives assessment students systems to of the course immediately students at the after outset of the assessment term/semester
Fig. 38 Observation of the alumni on the learning process of the entity.
3.5.2.4 Summary of the teaching-learning assessment Strength
• Class size is optimum for interactive teaching-learning. • Teaching and learning strategies inspire students for their own learning. • The assessment methods and criteria of assessment are clearly informed to students prior to the start of session.
Weakness
• The entity does not provide adequate opportunities for practical exercises to apply in real life situation.
74 • The entity does not use modern devices to improve teaching-learning process. • Diverse methods are not used to achieve learning objectives and in assessment process.
3.6 STUDENT SUPPORT SERVICE
Students may need financial support during or after the completion of graduation. They also need proper guidance and career opportunities for their future life. In this chapter we assessed students, alumni, faculty members and non-academic staffs to evaluate the condition of support service of the entity.
3.6.1 FACULTY MEMBERS
Most of the faculties (45%) mentioned that the entity does not have enough arrangement to provide academic guidance and counseling while 30% of them remained undecided. Almost all the faculty members (90%) confirmed that the entity does not have enough financial grants available for students in case of hardship while only 5% of them disagreed at this point. Mixed opinion was found at the point of extra-curricular exposures to the students (Fig. 39).
Student Support System 90 80 70 60
50 Strongly disagree
40 Disagree
Percentage (%) 30 Undecided
20 Agree
10 Strongly agree 0 Arrangement in the Availability of The distribution of entity to provide an Financial grants to co-curricular and academic guidance the students in case extra-curricular and counseling of hardship exposures to the students
Fig. 39 Assessment on the student support system by the faculty members of the entity.
75 About 35% of the faculties agreed that the entity provides extra-curricular exposures to the students while another 35% disagreed and 30% remained undecided at that point. Most of the faculties (70%) confirmed that there is no supportive alumni association in the entity while 30% of them remained undecided at this point. Almost all (90%) faculties confirmed that the entity does not collect any feedback from the alumni to update learning outcomes while 10% of them remained undecided at this point. About 60% of the faculties noticed that the entity does not provide any opportunities to involve with community services while 35% of them disagreed with the statement (Fig. 40).
Student Support System 60
50
40
Strongly disagree 30 Disagree
Percentage (%) 20 Undecided Agree
10 Strongly agree
0 Organized and Collection of alumni The involvement of supportive alumni feedback by the entity opportunities with association to update the learning community services outcomes of the program
Fig. 40 Assessment on the student support system by the faculty members of the entity.
76 3.6.2 STUDENTS More than half (52.5%) of the students stated that the entity does not have any arrangement for providing academic guidance and counseling while 30.2% of them disagreed with the statement. More than half (55.4%) students confirmed that the entity does not have available financial grants to the students in case of hardship while about 23.7% of them disagreed with the statement. Half (50.5%) of the students agreed that the entity does not provide enough extra-curricular exposures to students while 33.1% of them disagreed at this point (Fig. 41).
40 Student Support Services 35
30
25 Strongly disagree
20 Disagree
15 Undecided Percentage (%) Agree 10 Strongly agree 5
0 Arrangement in the Availability of The distribution of co- entity to provide an Financial grants to the curricular and extra- academic guidance students in case of curricular exposures and counseling hardship to the students
Fig. 41 Assessment of student support system by the students of the entity.
About 65.3% students claimed that there is no supportive alumni association and the entity does not collect any alumni feedback for the improvement of the learning outcomes. About 46% students claimed that the entity does not provide opportunities to involve with community services while 31.3% of them disagreed with it (Fig. 42).
77 50 Student Support Service 45 40 35 30 Strongly disagree 25 Disagree 20 Undecided Percentage (%) 15 Agree 10 Strongly agree 5 0 Organized and Collection of alumni The involvement of supportive alumni feedback by the entity opportunities with association to update the learning community services outcomes of the program
Fig. 42 Assessment of student support system by the students of the entity.
3.6.3 ALUMNI About 62.1% alumni stated that the entity has the arrangement to provide academic guidance and counseling while 17.2% of them disagreed at this point. On the other hand most of them (67.2%) mentioned that the entity does not have available financial grants to the students in case of hardship while 32.7% of them disagreed at this point. Most of the alumni (75%) confirmed that students have the opportunities to get involved in extra-curricular activities while 20.7% of them disagreed at this point (Fig. 43).
78 Student Support Service 80
70 Strongly disagree Disagree Neutral Agree Strongly agree
60
50
40
30 Percentage (%)
20
10
0 Arrangement in the entity to provide Availability of Financial grants to the The distribution of co-curricular and an academic guidance and students in case of hardship extra-curricular exposures to the counseling students
Fig. 43 Assessment of student support system by the alumni of the entity.
Most of the alumni also confirmed that the entity does not have any supportive alumni association. The entity dos not collect any alumni feedback for the improvement of the learning outcomes of the program, confirmed by 93.1% of the alumni. About 65.5% of the alumni confirmed that the entity does not provide opportunities to get involved in community services where 17.3% of them disagreed at this point (Fig. 44).
79 60 Student support service
50
40
Strongly disagree 30 Disagree
Neutral Percentage (%) 20 Agree
Strongly agree 10
0 Organized and Collection of alumni The involvement of supportive alumni feedback by the entity opportunities with association to update the learning community services outcomes of the program
Fig. 44 Assessment of student support system by the alumni of the entity.
3.6.4 Summary of student support system
Strength
• The entity has the arrangement to provide academic guidance and counseling. • The entity provides co-curricular or extra-curricular exposures to the students.
Weakness
• There is no supportive alumni association. • The entity does not have enough financial grants available for students in case of hardship. • The entity does not collect any feedback from the alumni to update learning outcomes.
80 • The entity does not have enough opportunities to be involved with community services.
3.7 STAFF AND FACILITIES
3.7.1 FACULTIES
About 80% of the faculty members confirmed that the recruitment policy and practices for the requirement of competent academic and non-academic staff are not good and also faulty at some points while only 10% of them disagreed with the statement. Most of the faculties (75%) stated that the salary and incentives are not attractive enough to retain academic and non- academic staffs while 20% of them disagreed with it. Half of the faculties (50%) claimed that good team spirit among the academic staffs are absent while 20% of them disagreed and 30% of them remained undecided at this point. About half of the faculties mentioned that prevalence of congenial atmosphere to enhance professional knowledge through research and higher studies are absent while 40% of them disagreed with the statement. Mixed opinions were found at the point of opportunities of academic staffs to take part in different seminar workshop and training programs (Fig. 45).
Staff and Facilities Strongly disagree Disagree Undecided Agree Strongly agree 70 60 50 40 30 20 Percentage (%) 10 0 Good recruitment The attractive Existence of good Prevalence of Opportunities of policy and Salary and team spirit among congenial academics to take practices for incentives to retain different academic atmosphere to part in different recruitment of the academic and staff enhance seminar workshop competent non-academic staff professional training programs academic and non- knowledge for skill academic staff through research development and higher studies
Fig. 45 Assessment on the staffs and facilities of the entity by the faculty members.
81 About 35% of them confirmed that they have such opportunities while another 35% disagreed and remaining 30% became undecided at that point. Non-academic staffs do not have enough opportunities to take part in training activities for skill development, mentioned by 65% of the faculties while 20% of them disagreed with the statement. Most of the faculties (80%) mentioned that the policy of entity does not provide continuous guidance for new academic staffs while only 5% of them disagreed with it. About 40% of the faculties agreed that the entity has the practice of seminar and workshops to share knowledge and experience among the faculty members while another 40% disagreed at this point. All the faculties confirmed that the does not have any performance award policy for inspiring academic staff. Most of the faculties (75%) confirmed that performance indicators are not the criteria for up-gradation or promotion while 20% of them disagreed with the statement (Fig. 46).
Staff and Facilities 70 Strongly disagree Disagree Undecided Agree Strongly agree
60
50
40
30 Percentage (%)
20
10
0 Opportunities of Non- Policy of entity to Practice of seminars Performance award Criteria for promotion academics to take part provide mentoring/ and workshops by the policy of the entity to in different training continuous guidance entity to share inspire academic staff programs for skill for new academic staff knowledge and development experience among the faculty members
Fig. 46 Assessment on the staffs and facilities of the entity by the faculty members.
82 3.7.2 NON-ACADEMIC STAFFS
Most of the non-academic staffs (71.4%) mentioned that the entity has a good recruitment policy and practices where 28.6% of them disagreed at this point they (78.9%) also mentioned that the entity provides attractive salary and incentives to retain staffs. About 85.8% non- academic staffs thought that there is a good team spirit exists among the academic staffs while 14.3% disagreed it (Fig. 47).
60
50
40
Strongly disagree 30 Disagree
Percentage (%) Undecided 20 Agree
10 Strongly agree
0 Good recruitment policy The attractive Salary Existence of good team and practices for and incentives to retain spirit among different recruitment of the academic and non- academic staff competent academic academic staff and non-academic staff
Fig. 47 Assessment on the staffs and facilities of the entity by the non-academic members.
All the non-academic staffs mentioned that there exists a prevalence of congenial atmosphere to enhance professional knowledge through research and higher studies they all also agreed that the academics have the opportunities to take part in different seminar workshops and training for skill development. About 442.9% non-academic staffs stated that non-academic staffs have the opportunities to take part in training programs for skill development while 28.6% of them disagreed at this point and another 28.6% remained undecided (Fig. 48).
83 70
60
50
40 Strongly disagree
30 Disagree
Percentage (%) Undecided 20 Agree
10 Strongly agree
0 Prevalence of congenial Opportunities of Opportunities of Non- atmosphere to enhance academics to take part in academics to take part in professional knowledge different seminar different training through research and workshop training programs for skill higher studies programs for skill development development
Fig. 48 Assessment on the staffs and facilities of the entity by the non-academic members.
Most of the non-academic staffs (71.4%) remained undecided at the point of the policy of the entity to provide continuous guidance for new academic staff. Most of the non-academic staffs (71.5%) agreed that there is a practice of seminar and workshops by the entity to share knowledge and experience among the faculty members while 28.6% of them remained undecided at the point. Half of the non-academic staffs agreed that the there is a performance award policy to inspire academic staff while 42.9% of them remained undecided at that point. Most of them (78.6%) also believe that the performance indicators are the criteria for promotion while 21.4% of them remained undecided at that point (Fig. 49).
84 Strongly disagree Disagree Undecided Agree Strongly agree
80
70
60
50
40
Percentage (%) 30
20
10
0 Policy of entity to provide Practice of seminars and Performance award policy Criteria for promotion/up- continuous guidance for workshops by the entity to of the entity to inspire gradation new academic staff share knowledge and academic staff experience among the faculty members
Fig. 49 Assessment on the staffs and facilities of the entity by the non-academic members.
3.7.3 Summary of the staff and facilities
Strength
• Good team spirit is present among the academic staffs.
Weakness
• The recruitment policy and practices for the requirement of competent academic and non-academic staff are not good.
• Performance indicators are not the criteria for up-gradation or promotion.
85 3.8 RESEARCH AND EXTENSION
The quality of a higher education institution is determined by its research. In this chapter we assessed research development policy, funding opportunity, scope for involving students and community service policy of the entity by evaluating the opinions of faculties and alumni.
3.8.1 FACULTY MEMBERS
Most of the faculty members (60%) mentioned that the entity does not have a well-defined research and development policy while only 15% of them disagreed and 25% remained undecided at this point. Half of the faculties confirmed that the entity has the mechanism for engaging the students in research and development where 30% of them disagreed at this point. Most of the faculties agreed that the teachers of this entity pursuit research funds for their research projects. About 75% of the faculties stated that the entity does not have any community service policy while only 15% of them disagreed at this point (Fig. 50).
70 Research and Extension
60
50
40 Strongly disagree
30 Disagree Percentage (%) 20 Undecided Agree 10 Strongly agree 0 A well-defined The existence The initiative of Community research and of mechanism teachers to service policy of development for engaging hunt research entity policy of the the students in fund for entity research and smooth running development of the research
Fig. 50 Opinion of the faculty members on the research and extension of the entity.
86
3.8.2 STUDENTS Most of the students (57.9%) agreed that the entity does not have a well-defined research and development policy while 24.2% of them disagreed with the statement. The students (57.4%) also thought that the entity does not have any mechanism for engaging the students in research and development while 20.3% of them disagreed at this point. About 43.6% students agreed that the entity does not have any community service policy where 25.3% of them disagreed with the statement (Fig. 51).
40 Research and Extension Services 35
30
25 Strongly disagree 20 Disagree 15
Percentage (%) Undecided 10 Agree Strongly agree 5
0 A well-defined The existence of Community service research and mechanism for policy of entity development policy engaging the of the entity students in research and development
Fig. 51 Opinion of the students on the research and extension of the entity.
3.8.3 ALUMNI Half of the alumni agreed the entity does not have a well-defined research and development policy while 13.8% of them disagreed and 36.2% of them remained neutral at this point. Most of the alumni (89.7%) stated that the entity have mechanism for engaging the students in
87 research and development while only 6% of them disagreed at this point. About 76.7% alumni confirmed that the entity does not have community service policy (Fig. 52).
80 Research and Extension 70
60
50 Strongly disagree 40 Disagree
30 Neutral Percentage (%) 20 Agree
10 Strongly agree
0 A well-defined The existence of Community service research and mechanism for policy of entity development policy of engaging the students the entity in research and development
Fig. 52 Opinion of the alumni on the research and extension of the entity.
3.8.4 Summary of the research and extension
Strength
• The entity has the mechanism for engaging the students in research and development. • The teachers of this entity pursuit research funds for their research projects.
Weakness
• The entity does not have a well-defined research and development policy. • The entity does not have any community service policy.
88 3.9 QUALITY ASSURANCE AND CONTINUOUS QUALITY IMPROVEMENT
In this chapter we assessed faculty members’ perceptions about quality assurance and continuous quality improvement. Half of the faculty members (50%) stated that the department does not always acts in compliance with the decision of the university for regular reviewing and updating of its structures, functions, strategies and core activities to ensure continuous quality improvement. However, 30% of them were found in neutral position. Most of the faculties (60%) mentioned that the entity does not embrace the spirit for continuous improvement while 20% of them disagreed at this point. The entity does not have well- structured system for reviewing academic programs, mentioned by 55% of the faculties while 45% of them disagreed at this point. According to 85% faculty members, the department did not ensures a usual practice for students’ or Alumni’s feedback as a culture measures for continual quality control based on past experiences, present conditions and future possibilities and while only 10% of them provided neutral opinion (Fig. 53).
89 80 Process of Control
70
60
50
40 Strongly disagree
Percentage (%) 30 Disagree
20 Undecided Agree 10 Strongly agree
0 The action of Embracement of Review of Ensuring a usual entity in the spirit by the academic practice by the compliance with entity for programs by the entity for the decision of continual quality entity for the students or the university improvement enhancement Alumnis feedback regarding students learning as a culture continuous quality improvement
Fig. 53 Opinion of the faculty members on the quality assurance and continuous quality improvement of the entity.
3.9.1 Summary of the quality assurance and improvement
Strength
• The entity does not embrace the spirit for continuous improvement.
Weakness
• The department does not always acts in compliance with the decision of the university for improvement. • The entity does not have well-structured system for reviewing academic programs. • The entity does not ensure a usual practice for students’ or Alumni’s feedback as a culture measures for continual quality control.
90 3.10 EMPLOYER’S VIEW ON GRADUATES
The self-assessment team conducted a survey on the employers of the graduate’s from the department of Zoology, Jahangirnagar University. We interviewed 11 employers of different disciplines to know their perceptions about the performance and quality of the graduates from the department of Zoology (Table 3.1). The employers assessed the knowledge, communicating skill, interpersonal skill and work skill of the employees.
Table 3.1 List of employers with various background
Name of the Institutes Type of institute Frequency Percentage Bangladesh Forest Department Administrative(activities) and 1 18.18(%) Bangladesh Forest Research Institute Research 2 9.09 International(BFRI) Union for Conservation Research 1 9.09 Wildlifeof Nature Conservation (IUCN) Society (WCS) Research 1 9.09 Wildlife Lab. Jahangirnagar Research 1 9.09 JagannatUniversityh University Teaching and Research 1 9.09 Bangladesh Bank Administrative 1 9.09 Janata Bank Ltd. Business / Corporate 1 9.09 Exim Bank Ltd. Business / Corporate 1 9.09 Dutch Bangla Bank Ltd. Business / Corporate 1 9.09 Total = 11 100.0
3.10.1 Employers’ assessment on knowledge
a) Job Related Knowledge of Graduates
Most of the employers (72.7%) stated that job knowledge was extremely important while 27.3% rated it as important for recruitment. At the point of proficiency of the graduates, most of the employers (90.9%) agreed that the job knowledge of the graduates of the entity are excellent while 9.1% of them mentioned it as very good.
91 b) IT Knowledge of Graduates
From the survey we found that the employers IT knowledge of the graduates was extremely important (45.5%) and very important (36.5%) for the recruitment. They assessed the Zoology graduates and concluded that the graduates are mostly very good (54.5%) and excellent (45.5%) in IT sector. c) Innovative knowledge of Graduates
The employers mentioned that innovative related knowledge of graduates was very important (72.7%) and extremely important (18.2%). They have assessed that the graduates of Zoology are mostly (90.9%) very good in this regard. Moreover, 9.1% also considered their performance of IT knowledge and application as excellent.
3.10.2 Employers’ Assessment on communication skills a) Oral communication
The employers mentioned that the skill of oral communication is extremely important (63.6%) and very important (36.4%). In contrast, in response to the question on the current state of graduates‘ skill of oral communication, almost all (90.9%) of the respondents assessed them as very good, while 9.1% of them considered the graduates as excellent. b) Written communication
Skill of written communication of the employees has been assessed by the employers as extremely important (54.5%) and very important (51%). In response to the question on the current state of graduates’ skill of written communication, 72.7% of the respondents assessed them as excellent, while 27.3% of them considered the graduates as very good. c) Presentation skills
The employers assessed the presentation skill of the employees as very important (63.6%) and extremely important (36.4%). In response to the question on the current state of graduates’ presentation skill, 63.6% of the respondents assessed them as very good, while 36.4% of them considered the graduates excellent.
92 3.10.3 Employers’ Assessment on Interpersonal skills
a) Graduates’ ability to work in teams and leadership
About 72.7% of the employers mentioned that the ability to work in teams as extremely important, while 27.3% of them considered as very important. About 90.9% of the employer stated that leadership ability of the graduate is very important while 9.1% mentioned as important. In contrast, all the employers assessed the graduates as excellent in working in teams and also have excellent quality of leadership.
b) Empathy, Reliability, Honesty, and Analytical Ability
At point of the importance of empathy, reliability, honesty, integrity and analytical ability, it has been observed from the assessment that a significant number of the employers (>70%) considered it very important. A notable percentage (nearly 30%) considered these as extremely important. In contrast, in response to the query on the state of the graduates’ reliability, honesty, integrity and analytical ability, most of the respondents (>70%) rated the graduates as very good in this regard. c) Graduates’ Ethical Values and Adaptability
The employers’ perception on the importance of employees’ ethical values and adaptability have been assessed. A majority (81.8%) of the respondents considered these as extremely important. Another 18.2% evaluated these as very important. On the other hand, at the point on the state of graduates’ ethical values, 63.6% of the respondents mentioned as excellent while 36.4% of them mentioned it as very good. At the point of adaptability, 54.5% mentioned that the graduates are excellent while 45.5% of them mentioned them as very good for adapting job environments.
3.10.4 Employers’ Assessment on Work skills
a) Time Management Skills
It was evident from the survey that time management skills are very important for the employees. Most of the employers (90.9%) mentioned it as extremely important while 9.1%
93 rated it as very important. On the other hand, it has been observed when the employers evaluated time management skills of the graduates, 72.7% of the respondents assessed them as excellent and another 27.3% of them stated as very good. b) Judgment, decision-making, discipline and responsibility
Most of the employers (>55%) mentioned that judgment, decision-making, discipline and responsibility as extremely important while the rest of them assessed as very important. On the other hand, about 63.6% mentioned that the judgment ability of the graduates is very good (63.6%) while 36.4% mentioned as excellent. The decision-making ability is excellent according to the 72.7% employers. About 81.8% employers stated that the graduates of the entity are excellent in maintain discipline while all of them stated that graduates have an excellent sense of responsibility.
3.10.5 Overall Employers’ Assessment
In most of the cases, employers stated that knowledge skill (subject matter, IT and innovative knowledge) of the graduates either was very important or extremely important for recruitment. In communicating skills (oral, written and presentation), almost identical results were observed. Employers also interested to have strong knowledge of graduates about how to work which includes time management skill, sense of responsibility, commitment & accountability, problem formulation, solving and decision making skills, leadership, reliability and adaptability. In all the sectors, the graduates from the department of Zoology, Jahangirnagar University mostly ranked as very good and excellent in many cases.
94 3.11 Stakeholders’ Suggestions / Recommendations for the Improvement of the Entity a. Basic communicating English courses should be included in the curriculum for the 1st year student. b. Computer literacy, bioinformatics related courses should be included. c. Inadequate space problem for the academic and research program should be solved as early as possible. d. Laboratory facilities should be improved. e. Self-evaluation system for the faculty members should be introduced. f. Faculty members should be available for students during office hours. g. Teacher-student interactions should be improved. h. Feedback to the students should be provided on time and in a regular basis. i. Field based practical study and field tour should be introduced for each academic session. j. Number of students in each session should be kept in optimum. k. Internet facilities with enough speed should be ensured. l. Counseling and guidance services for the students should be improved. m. Curriculum should be focused on the demand in job markets.
95 Chapter IV
SWOT Analysis The Self Assessment Committee (SAC) of the department of Zoology analyzed the data from questionnaire survey among different stakeholders to find out the strength, weakness, opportunities and threats of the entity. In this chapter we presented the strength, weakness, opportunities and threats of the entity.
Strengths
1. One of the strengths of the entity is its good governance. The entity has a conductive learning environment. Fairness and transparency at all levels of academic activities are maintained. Decision making procedure of the entity is participatory and decisions are taken with fairness and transparency. The entity provides comprehensive guidelines to the students in advance by the means of brochure and handbooks. Results are published timely in accordance with the ordinance of the university.
2. Curriculum load is optimum for achieving learning outcomes and courses in the curriculum from lower to higher level are consistently arranged. Curriculum is periodically reviewed on the basis of national and international needs.
3. Admission process of the entity is fair and admission process ensures admission of quality students through various screen process.
4. The entity has the arrangement to provide academic guidance and counseling. The entity also provides co-curricular or extra-curricular exposures to the students.
5. Highly qualified faculty members from different specialized fields ensure good team spirit of the entity. Most of the faculty members (65%) achieved doctoral degree from reputed international universities of USA, UK, Norway, Japan and Hong Kong. Faculty
96 members are involved in research and regularly attend international conferences, seminar, symposium and workshops. The faculty members are involved in hunting funds for research and also for developing collaboration with national and international universities and research organizations. Faculty members engage students in research and development. 6. The seminar library facilities of the entity are satisfactory. Every year a good number of reading materials are added to its collection to satisfy the demand of students and faculties.
7. The entity has a good collection in the museum specially the wildlife museum has many valuable collections which have been using for reference voucher specimens nationally and internationally. Students are getting hands on training about the animal diversity using this museum.
8. The entity has been producing competent graduates who have already been proved their
ability in many competitive examinations and serving the nation in various disciplines.
Weakness
1. One of the major weaknesses of the entity is that the infrastructure facilities are not adequate to satisfy its mission and objectives. Laboratory facilities are not adequate to conduct practical classes and research activities. There is no medical and gymnasium facilities or any common room for students. Internet facilities and speed are poor.
2. Teaching and assessment strategies are not clearly stated in the curriculum and the curriculum is not effective for achieving day-one skill at job place.
3. Academic calendars are not maintained strictly by the entity.
4. The entity does not have any alumni association and also does not collect any feedback from them.
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5. The entity does not have enough financial grants available for students in case of hardship.
6. The entity does not have enough opportunities to be involved with community services.
7. Students are not committed to ensure desired progress and achievements.
8. The entity does not provide adequate opportunities for practical exercises to apply in real life situation.
9. The recruitment policy and practices for the requirement of competent academic and non-academic staff are not good. Performance indicators are not the criteria for up- gradation or promotion.
10. The website of the entity is not updated properly.
11. The department does not have any performance award policy to inspire non-academic staff.
Opportunities
1. Qualified faculty members doing international standard research in collaboration with different organization in home and abroad which inspires students as well as opens scopes for their higher studies and jobs. 2. Quality students are admitted in this entity through a highly competitive admission test. Students are capable of achieving intended vision, mission and objectives of the entity. 3. The university is trying to provide adequate space for the entity. Inadequate space problem will be solved after the completion of the construction of the faculty-building complex. 4. It is the only residential university in the country and the student of this campus enjoy a healthy, natural environment for their learning.
98 Threats
1. Fund allocation for laboratory supplies is really insufficient to carry out practical classes as well as research activities.
2. Opportunities for research grants from the university are very limited. Though the university provides small grants but its distribution is not competitive and there is no appreciation of quality research.
3. Recently students are admitted beyond the physical and laboratory facilities of the entity, which poses challenge for quality education.
4. Counseling and motivational activities of the entity are inadequate. Many students especially the new comers and final year students get frustrated.
5. Some of the faculty members are more interested to take part-time classes in private universities rather than in the entity. They do not provide sufficient time to the students outside of the classroom. They are also not interested to involve in research activities.
6. There is no appreciation of research; even there is no binding of doing research after a certain point of up-gradation process. Some of the faculties keep distance from research after a certain service period.
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