Gulbarga University, Kalaburagi Pin-585106, Karnataka, India

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Gulbarga University, Kalaburagi Pin-585106, Karnataka, India GULBARGA UNIVERSITY, KALABURAGI PIN-585106, KARNATAKA, INDIA, SELF STUDY REPORT (SSR) VOLUME I SUBMITTED TO THE NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL BANGALORE, KARNATAKA, INDIA SEPTEMBER 2015 THE LOGO STATEMENT «zÉåAiÉÄà CªÀÄÈvÀ Vidyeye Amrutha The Logo statement symbolises the endeavor of the University to nourish youth with knowledge-the elixir of life- the nector, so as to enable them grow, keeping pace with modern development and socio-economic change. The book symbolises the source of knowledge. The stone chariot represents the mobility and stability required in the learning process. The stone chariot, representing the world heritage monument of the Hampi of the Vijayanagar Empire, also represents the glorious art, Architecture and cultural heritage ii VISION Excellence in Higher Education Empowerment through knowledge Inclusive Growth for Socio-Economic Change and Sustainable Development MISSION To equip and empower students with relevant knowledge, competence and creativity to face global challenges. To achieve innovations in teaching-learning, research and extension activities to realize national goals. To facilitate optimum use of human and natural resources for sustainable development. To promote participation of all the stakeholders in the development of the University and the Region. To promote and practice inclusive growth. To adopt and promote the knowledge output for human development. To create awareness on human rights, value system, culture, heritage, scientific temper and environment. iii iv v CONTENTS VOLUME – I SELF STUDY REPORT The Logo Statement i Vision and Mission ii Declaration by Head of Institution iii Statement of Compliance iv A Executive Summary 1 B Profile of the University 11 C Criteria-wise Inputs Criterion I: Curricular Aspects 24 Criterion II: Teaching Learning and Evaluation 34 Criterion III: Research Consultancy and Extension 62 Criterion IV: Infrastructure and Learning Resources 128 Criterion V: Student Support and Progression 150 Criterion VI: Governance Leadership and Management 168 Criterion VII: Innovations and Best Practices 191 Volume II Evaluative Report of the Departments vi NAAC 3rd Cycle: Self Study Report -2015 (GUK) EXECUTIVE SUMMARY The establishment of Gulbarga University on 10thSeptember 1980, marks the realization of long standing need and a long cherished dream of the people for access to higher education of quality and substance. As a result of efforts of Karnatak University, a Post- Graduate Centre was established at Gulbarga in the year 1971, which eventually became a full-fledged University. Ever since its establishment, the Gulbarga University has been rendering yeoman service to the cause of higher education and promoting and supporting research in the frontier areas of diverse faculties and disciplines with its faculty and researchers carving a niche for themselves in the highest academic and scientific fora. Owing to its meaningful and socially relevant existence for over three decades, it has proved itself a harbinger of positive social transformation in the relatively backward region of Hyderabad Karnataka. The University has set before itself the task of achieving excellence in higher education with an avowed objective of empowering the youth through knowledge for inclusive growth and sustainable development of the region in particular and nation as a whole in general as enshrined in its vision and mission. To accomplish this mission, the University strives to be at its innovative best in teaching and learning, research and extension activities, which is evident in its physical growth, intellectual and scientific achievements and expansion of its academic programmes. The University has been able to keep itself abreast with latest development and trends in each of the discipline in which it offers courses at various levels by redevising and redesigning the curricula both in terms of form and content and pedagogy and practice. Ever since its establishment, in the year 1980, physical expansion has been phenomenal. Till 2010-11, it had jurisdiction over six districts of Gulbarga, Bidar, Raichur, Bellary, Koppal and Yadgir, having over 340 affiliated colleges with four Post Graduate Centres, one each at Bidar, Raichur, Bellary and Sandur, each being endowed with potential to emerge eventually as an independent University resulting in the establishment of VSK University, Ballari. Despite such bifurcation, the Gulbarga University has grown again to have over 328 affiliated colleges with several new colleges being established every year. At present, the University has a Main Campus with 860 acres of Land inKalaburagi and two PG Centers at Raichur and Bidar and a Sharana Sahitya Resource Center at Basavakalyan. It has 328 affiliated colleges, 41 Post-Graduate Departments offering PG, M Phil and Ph D courses in the faculty of Arts, Social Sciences, Science and Technology, Commerce and Management, Law and Education including Physical Education. This represents a judicious blend of pure and applied, conventional and professional courses recognized by regulating bodies like UGC, AICTE, NCTE and BCI. The panorama of the courses offered provides the students wide choice. Similarly, at Under-Graduate level, through colleges the University offers, variety of degree programme like B.A, B.Sc, B.Com, B.B.M, B.S.W, B.C.A, B.F.A, B.Ed, B.P.Ed with a host of optional subjects. 1 NAAC 3rd Cycle: Self Study Report -2015 (GUK) Criterion I - Curricular Aspects The University has accorded highest priority for curricular design and development, updating and upgrading it periodically with inputs from senior experts in the subject drawn from other Universities as members of Boards of Studies. The University has institutionalized mechanism for such exercise with Board of Studies, Faculty and Academic Council vested with these responsibilities of devising, planning and implementing the revised curriculum normally once in three years. To ensure academic flexibility, the University has introduced Choice Based Credit Systems (CBCS) and Continious Assessment and Grading Pattern (CAGP) at the PG level since 2011-12 and is contemplating to introduce it at UG level in the near future. Courses at the Masters level in Social Work, Women’s Studies, Journalism and Mass Communication, Library and Information Science and Business Adminstration are open to all graduates. MSc in Biotechnology, Microbiology, Biochemistry, Material Science, Applied Electronics, Instrumentation Technology and MCA are offered to all science graduates with specified optionals. Provisions are made for faculty and students feedback in designing and revising syllabus so as to render the course more relevant and in tune with changes that are taking place in each of the disciplines in response to changing needs of society and industry. At M Phil and Ph D level, course work is introduced to provide essential inputs to research students to conduct research in an effective manner. Criterion II - Teaching Learning and Evaluation Teaching learning process is the index of academic standards to be inducted into the student community so as to build them as rich tributaries of human resource. The quality of input is an important ingredient to determine the effectiveness of teaching learning process. As could be observed from the admission process, the University enrols, students based on merit-cum-reservation and there is a considerable demand for most of the courses offered by the University resulting in competition for admission that would ensure the quality of students admitted to various courses. There has been a revival of demand for admission to courses in basic sciences like Physics, Chemistry, Mathematics and professional courses like M.Com, M.B.A, M.C.A and M.Ed, where not only the regular but even the self supporting seats get filled up. The University has been offering courses to students from diverse backgrounds, belonging to different faiths, social categories, linguistic and regional background, successfully catering to the academic and intellectual requirement of such diverse student population. The teachers realizing the importance of their role in shaping the future of the students, have equipped themselves with requisite methods, tools and techniques of teaching, including use of ICT in teaching and learning process. Every Department is equipped with the requisite gadgets and internet connectively to enable the teachers to improve the quality and effectiveness of teaching. Interactive teaching methods are adopted to elicit involvement of students. Seminars and tutorials are conducted regularly to render learning more effective, enhancing rate of retention and recall. The effectiveness of teaching learning process is enhanced by the quality of teachers in terms of qualifications, experience, exposure and expertise. As can be seen from their credentials, almost all the teachers are adequately qualified and experienced. They are 2 NAAC 3rd Cycle: Self Study Report -2015 (GUK) not only experienced teachers but also accomplished researchers as testified by their research guidance, projects completed and publication profile that adds considerably to their teaching proficiency. Young teachers have completed orientation courses and requisite number of refresher courses that equipped them not only with the skills and aptitudes of teaching but also enabled them to update and upgrade their knowledge. Further the teachers actively participate in conferences, workshops and seminars to have academic and intellectual
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