SELF-STUDY REPORT - Ahmedabad University

 SELF‐STUDY REPORT VOL. I: University Profile & Criterion‐wise Inputs SUBMITTED TO NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL BANGALORE 24th April, 2015 BY AHMEDABAD PREFACE
Ahmedabad University (AU) is now nearly six years old, and in this brief period has
created its own unique identity, a mix of two cultures - the traditional and the
contemporary. The farsighted vision of the founders of our parent body, the
Ahmedabad Education Society (AES), such as Shri Kasturbhai Lalbhai the doyenne of
industry in Ahmedabad, Shri Ganesh Mavlankar, the first speaker of the Lok Sabha,
and of our inspirer, Sardar Patel, whose vision of expanding education beyond the
only college in all of Gujarat in 1935, continue to guide and drive us constantly to
attain our goals and honor our commitments.
To stay true to our motto of Global Education at Local Cost, Context and Ethos, our
programs continue to drive value-based education, technology-enhanced learning,
project-based active learning, market-centric curricula, and an abiding commitment
to society. Our aim is to educate young women and men such that they have the
hands of a master craftsman, head of a professional and the heart of a leader.
Following the 21st century paradigm, AU, its faculty and students constantly innovate
and also forge close links with society, industry, other academic institutions and other
organizations to combine education with meaningful contribution to society and the
country. Our focus on research and practice oriented learning has helped us forge
relationships with several leading Indian and foreign institutions, agencies and
industry.
While AU certainly has good infrastructure for current needs, it has also launched its
master plan to lay the foundations for our long term growth in number of institutions
and of students. This will help us attract the best faculty and students to be partners
in our journey to excel.
In this context, the accreditation process by the National Assessment and
Accreditation Committee (NAAC) will help strengthen all major aspects of our
university. The comprehensive seven criteria framework of NAAC has already helped
us take a critical and dispassionate look at all major processes including, among
others, teaching/learning, research and extension activities, student support, talent
acquisition and management, and also benchmark ourselves with other more
experienced universities. The recommended IQAC processes, has also led us to foster
increased sharing of best practices across our institutes. We look forward to the visit
of the NAAC inspection team and to discussions with them and finally to their
observations which will allow us to improve some more. This process will help us
incorporate best practices from other leading institutions and in so doing, strengthen
our resolve and actions, as we unfold our growth plans.
I express my sincere gratitude to the National Assessment and Accreditation Council
for giving us this assessment opportunity and look forward to a long term
engagement as an indispensable element in fulfilling our mission.
Sincerely,
Dr. Shailendra Raj Mehta
April 24, 2015, Ahmedabad
Provost/Vice Chancellor,
Ahmedabad University
Contents
Executive Summary .................................................................................................................. 1
Ahmedabad University: SWOC ANALYSIS .............................................................................. 5
Part I: Profile of the University ................................................................................................. 9
Part II: Criterion-wise Inputs………………………………………………………………………………………………25
1
CRITERION – I: CURRICULAR ASPECTS…………………………………………………………………. ...... 25
2
Criterion II: TEACHING-LEARNING AND EVALUATION…………………………………………...49
Annexure 2.4.7: Faculty awards / recognitions received level………………………………….86
3
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION……………………………………91
Annexure 3.1.11: National & International Conferences organized by University…..114
Annexure 3.2.3: Ongoing Research Projects………………………………………………………….116
Annexure 3.2.4 & 3.2.6: Sponsored Projects & inter-institutional collaborations…..118
Annexure 3.4.2: Details of Publication by Faculty : Papers, Books………….……….……..120
Annexure 3.4.3: Faculty serving in National & International. committees….....…….149
Annexure 3.4.4: Research awards received by Faculty and Students …………………...153
4
Criterion IV: Infrastructure and Learning Resource…………………………………………….157
Annexure – 4.1.1 Ahmedabad University Master Plan………………………………………….178
Annexure 4.3.2: Computing Facilities with AU……………………………………………………..186
5
CRITERION V: STUDENT SUPPORT AND PROGRESSION………………………………………195
Annexure 5.1.14: List of Employers……………………………………………………………………..222
Annexure 5.3.1: Sport and Extracurricular activities at Institutes ……………………..231
Annexure 5.3.2: Details of Co-curr., Extra-curr. and Cultural Activities………………235
6
CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT……………………….247
7
CRITERION – VII: INNOVATIONS AND BEST PRACTICES……………………………………….273
ANNEXURES – AU…………………………………………………………………………………………………………… 301
Annexure AU.I: Gujarat Government Gazette dated July 7, 2009……………………………………. 301
Annexure AU.II: UGC Letter to AU under section 22 of UGC act ……………………..……………… 329
Annexure AU.III: Reference for Prior Approval for programs for University….................... 331
Annexure AU.IV: Financial / Audit Report for 4 years: 10-11, 11-12, 12-13, 13-14….……… 339
Annexure AU.V: IT Policy – Ahmedabad University………………………………………………………… 391
Executive Summary
Ahmedabad University (AU) was setup in 2009, after approval by the Government of Gujarat
under the Gujarat Private Universities Act, as a self-financed private university. The parent
body of AU, the Ahmedabad Education Society is one of the oldest and highly reputed society
for education in western India.
AES was found by visionaries like Shri Kasturbhai Lalbhai, Shri Amrutlal Hargovandas and Shri
G.V. Mavlankar, with inspiration from Shri Sardar Patel. Under such leadership, AES
established several pioneer institutions in Ahmedabad like H.L. Commerce College, M.G.
Science Institute, L.D. Arts College, L.M. Pharmacy College and L.D. Engineering College
(handed over to Government around independence). Shri Kasturbhai Lalbhai, in addition to
above institutions, played a pioneering role in setting up several other independent
institutions like Physical Research Laboratory, Ahmedabad Textile Industry Research
Association, Indian Institute of Management, Ahmedabad and IIT Bombay.
The above farsighted vision of our founders inspires AU, its faculty and its students to drive
towards fulfilling the Vision and Mission of our university, while staying true to its values.
VISION
To be a temple of higher learning engaged in gathering, generating, storing and disseminating
knowledge relevant to the societal needs, offering multi-disciplinary programs to students
emphasizing their all-round development.
MISSION
•
To help students realize their full potential in a field of their choice.
•
To launch students on a journey of self-learning and development.
•
To make students socially responsible.
•
To prepare value-driven leaders who will contribute to progress of chosen pursuits.
•
To encourage research and the open exploration of intellectual enterprise.
•
To foster an environment that encourages critical-thinking and an inclusive
community.
•
To contribute to the development of society in all its facets – economic, social,
cultural and political.
VALUES
The University is designed to provide excellent liberal education with strong links between
research and teaching. It is designed to be elitist in the standard it seeks to meet with regard
to the quality of research and teaching. At the same time, recognizing the deep social
inequities that constitute India’s realities, it will endeavor to be egalitarian in the recruitment
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Ahmedabad University
NAAC SSR
Part I: Pg. 1
and social composition of students. A commitment to increasing access to marginalized
groups, communities and regions is part of the University’s mission. The University intends
to develop strong links to schools serving these communities so as to enable promising
students from such backgrounds to have access to world-class academic facilities and
institutions. The University intends to create a resource base and network of institutions to
ensure that meritorious students have full access to such education irrespective of their
economic condition.
AU currently has 6 Institutes organized under 3 schools, offering programs in Management,
Engineering, Life Sciences, Commerce and IT. AU also has a two centres: (i) VentureStudio
for Venture design and incubation and (ii) Centre for Heritage Management.
AU, in this brief period of six years, has created its own unique identity, a mix of two cultures
- the traditional and the contemporary. Encouraged by the market’s acceptance, AU
continues its journey to fulfil its vision of achieving excellence and a leadership position in
higher education in the state and in the country. AU strongly believes that its graduates
should not only excel in their knowledge domains, but that they should be the path breaking
leaders, change agents of tomorrow and responsible citizens. Social initiatives by our
students are a testimony to this.
AU has focused on recruiting high quality faculty with good credentials in teaching and
research. We have also inculcated the mindset for research in our older faculty members,
who are excellent teachers, but were not encouraged to do research in the traditional
university structure.
AU continuously focuses on new, innovative, and path breaking curriculum, pedagogy and
programs. In addition to the practice of review of every program after 3 years, in the last
academic year, this meant introduction of new 5 year integrated programs: the five year
Integrated Dual Degree MCA programme; a five year Integrated MBA program; a five year
Integrated MSc programme in Life Sciences. We launched the Doctoral Programme in three
institutions: Post-Graduate Institute of Management (PGIM), Institute of Life Sciences (ILS),
and Institute of Engineering and Technology (IET). Innovations in current programs included
substantial focus on project based learning and greater society connect, in addition to
introducing novel courses.
A major thrust of the university is research, not just a process of inquiry, but also as a vital
link between theory and practice. Faculty are both consumers as well as generators of
knowledge. More than 80 papers were published by them in various national and
international journals and several cases and book chapters were also written in last year.
Research is now an important component of faculty performance evaluation at AU. AU
Research Committee consisting of both external and internal members, drive this initiative.
Two noteworthy collaborative research projects include: (i) Centre for Nanotechnology
Research and Applications at ILS with a Rs. 10 cr grant from GICT and (ii) A project on a
Cultural Heritage and Management Venture Lab The Centre for Heritage Management and
its four partners, Valladolid University, City Council of Valladolid, Casa de la India (Spain) and
Ahmedabad Municipal Corporation with a research grant of 400,000 Euros from the
European Union.
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Ahmedabad University
NAAC SSR
Part I: Pg. 2
A unique Diploma programme in Physiotherapy is being successfully conducted for visually
impaired people with the help of Blind People’s Association and the Deaf and Mute Society.
The Diploma graduates are gainfully employed after this course. Another unique initiative is
the establishment of SSETU, Student Services and Tutelage Centre, to provide AU students
wide ranging guidance and services on student centric services such as admissions, housing
and community services, financial aid, gender sensitivity, health services, industry
engagement, and international programme support. The centre has received a very
enthusiastic response from the student community.
AU continuously engages with industry and other organizations, through conferences, guest
lectures, workshops and projects. AU also regularly invites expert faculty from industry and
leading Indian and foreign universities as visiting to adjunct faculty to bring the best inputs
to our faculty and students. Our International Advisory Panel provides insights in
developments in leading education institutions worldwide.
AU follows merit based means blind admission. Our admission process is transparent and we
have also formulated a strong financial aid program to ensure support for economically
disadvantaged. We have never set aside a management quota. AU also stresses on a ragging
free, gender sensitive and safe campus.
The AU governance structure and practices reflect its form belief in faculty/institutional
autonomy consistent with effective accountability is the guiding principle in managing the
university, Suitable oversight through university boards and committees as well as auditors
ensure adherence to our value systems and overall goals. Continued investment in IT and
communication systems has enabled staff, faculty and students to increase their productivity.
Our Academic Council has taken far reaching and innovative decisions to further the teaching
and research.
AU has initiated a one year activity plan with three years perspective plan for each institution.
Both short and medium term manpower plans have been developed and financial projections
for one and three years have been prepared along with a research outlook for that period. In
addition to application for NAAC Accreditation, AU has also applied for Centre of Excellence
to the Government of Gujarat.
AU growth plans include setting several new institutes and reach a student strength of about
22,000 in 15 years. To achieve this, AU has prepared a Master Plan for development, which
includes creation of over 3,90,000 sq-mts of built up space for academic buildings, around
2,00,000 sq-mts of built up area for hostels and other facilities like Knowledge Centre, Sports
Complex, Performing Arts Centre and Wellness centre. AU’s parent body, AES has already
started creating a healthy corpus for AU’s development and AU has also received excellent
commitments from donors. The plan implementation is in progress with the new IET building
(approx 25,000 sq-mts) and the 1st phase of sports complex already built.
At AU, the management, faculty and students look forward to achieve the dreams of our
founding fathers – to acquire, spread and use education to build a developed and equitable
society and country.
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Ahmedabad University
NAAC SSR
Part I: Pg. 3
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Ahmedabad University
NAAC SSR
Part I: Pg. 4
Ahmedabad University: SWOC ANALYSIS
Strengths
Young private self-financed university with the motto of “global
education at local cost context and ethos”.
Strong legacy of the promoter organization, the Ahmedabad
Education Society (AES), in the public service of education for the
last 75 years, with storng financial capacity and a large land bank
right in the heart of the city.
Presence of several prominent industrialists and educationalists,
social leaders and professionals in the Governance structure of AU.
Strong value system driven policies and actions
Strong position and brand of our older institutions in the area of
commerce and management.
Recruitment of faculty with excellent research and education
background in our Life Sciences and Engineering institutes, with
excellent infrastructure for cutting edge research and teaching.
Introduction of performance management system at early stage,
providing faculty with valuable feedback on their strengths and
improvement areas.
Collaborative agreements with many internationally known
Universities like, Cambridge, Stanford, Royal Melbourne Institute of
Technology, University of Valladolid, Ferrara and Rennes.
MoUs with industries, social and research institutions, for students’
internship, research and visiting faculty resources.
Strong orientation towards innovation and entrepreneurship
A large campus right in the heart of the city with good facilities in
its buildings.
Master Plan under implementation to create a modern high quality
educational campus.
Weaknesses
Stretched faculty resources due to time taken to fill in faculty
positions.
High proportion of student from Gujarat, due to legacy and state
policy, leading to less diversity of intake. This is being addressed by
AU as well as changes on state policies now.
Opportunities
Opportunity to create innovative curriculum, advanced facilities
and support extra-curricular activities for holistic development of
students.
Opportunity to provide research and extension services to fast
growing business and informal sector in Gujarat.
Opportunity to attract students from across India and outside, to
take advantage of a friendly and safe city environment.
Opportunity to extend learning place by converting its course
content and lectures in electronic form and giving access to its
students registered for online courses in future.
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Ahmedabad University
NAAC SSR
Part I: Pg. 5
To create a Knowledge cluster as well as strong venture ecosystem
in Ahmedabad, together with other stakeholders
Challenges
While we are recruiting faculty members with high teaching and
research credentials, this is a slow process. This creates challenges
for current faculty.
There is a significant variation in research activities across the
departments.
The legacy Institutes, though leading in
teaching/learning, were earlier affiliated to the Gujarat University
and followed typical university standards. The faculty members of
the legacy Institutes are excellent in teaching but are in a catch up
mode in research. AU has worked together with faculty to create
an emphasis for research even among these faculty. The new
institutes have, on the other hand, faculty with high research focus.
Our Life Science and Engineering institutes are new. So
considerable time of faculty involved in setting new curriculum,
practices and processes, leaving less time for extension activities.
To raise resources in the context of affordable fees and mounting
cost of higher education, as top faculty talent and top research
infrastructure requires substantial capex and operational costs.
To create a brand name for attracting excellent faculty and bright
students from across the country and worldwide and create
placement opportunities across country and outside.
____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part I: Pg. 6
Part I: Profile of the University
Part I: Profile of the University 1. Name and Address of the University: Name: Ahmedabad University, Commerce Six Roads, Navrangpura Address: City: Ahmedabad Pin: 380009 Website: www.ahduni.edu.in
State: Gujarat 2. For Communication Designation Vice Chancellor Registrar Steering Committee / IQAC Co‐
ordinator Telephone (with STD Code) Name Dr. Shailendra Mehta O:079‐
40044161 O: 079‐
26440397 R: 079‐
26613962 O:79 6545‐
Shri Paresh 3150 Vora R:079‐2970‐
6374 Shri Bhupendra M. Shah Mobile Fax Email 9910052841
079‐
26440396 [email protected]
.in 9824043177
079‐
26440396 [email protected]
uni.edu.in 9879107600
079‐
26440396 [email protected]
hduni.edu.in 3. Status of the University State University State Private University  Central University University under Section 3 of UGC (Deemed University) Institution of National Importance Any other (please specify 4. Type of University Unitary  ____________________________________________________________________________ Ahmedabad University NAAC SSR Part I: Pg. 9 Affiliating
5. Source of funding
Central Government
State Government
Self-financing
Any other (please specify)

6. Date of establishment of the university: 24/07/2009
Annexure AU.1: GUJARAT GOVERNMENT GAZETTE Notification No: GH/SH/24/GPU2009-321-Kh (1) dated 7th July 2009.) is attached.
b. Prior to the establishment of the university, was it a/an
i.
PG Centre
Yes
No

ii.
Affiliated College
Yes
No

iii.
Constituent College
Yes
No

iv.
Autonomous College
Yes
No

Any other (please specify)
Some of the Institutes of the University
were affiliated to Gujarat University.
The Ahmedabad University itself came
into being through the Gujarat
Government notification mentioned
above as a new entity on 24-7-2009.
v.
7. Date of recognition as a university by UGC or any other national agency:
i.
Under Section
2f of UGC*
ii.
iii.
iv.
12B of UGC *
3 of UGC #
22 of UGC^
dd
mm
yyyy
Remarks
AU has completed the UGC inspection for
2F & 12 B (November 2014) and the compliance
report is submitted.
NA
NA
NA
NA
28
07
2010
ANNEXURE AU. II
*Enclose certificate of recognition.
# Enclose notification of MHRD and UGC for all courses / programmes / campus/
campuses.
^ Enclose certificate of recognition by any other national agency/agencies, if any.
____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part I: Pg. 10
8.
Has the university been recognized
a. By UGC as a University with Potential for Excellence?
Yes
No

b. For its performance by any other governmental agency?
Yes
No

9. Does the university have off-campus centres?
Yes
No

10. Does the university have off-shore campuses
Yes
No

11. Location of the campus and area:
(* Urban, Semi-Urban, Rural, Tribal, Hilly Area, Any other (please specify)
If the university has more than one campus, it may submit a consolidated self-study
report reflecting the activities of all the campuses.
Campus
Main Campus
Area
Note:
Other campuses
in the Country
Campuses
abroad
Location *
Campus area in
Acres
Built up
area
In sq-mts
Total campus of
approx. 90 acres
43,200 sqUrban
shared by
mts
multiple AES
Institutions.
The campus is in urban area, in the heart of Ahmedabad city.
It is part of overall campus of about 250 acres managed by Ahmedabad
Education Society, the sponsoring body, which runs more than 28
educational institutions. Land in which Ahmedabad University campus is
being developed as per master plan covers about 100 acres.
None
None
12. Provide information on the following: In case of multi-campus University, please
provide campus-wise information.
 Auditorium/seminar complex with infrastructural facilities:
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Ahmedabad University
NAAC SSR
Part I: Pg. 11
Yes. All the constituent colleges, called as Institutes, have auditorium/ seminar rooms.
AU institutes also have playground areas.
A sports complex is constructed for both indoor and outdoor games, by AES, usable by
the students of Ahmedabad University, CEPT and all other institutions under the AES. It
is situated very near from Academic and Student’s boarding area. One Cricket Field with
Pavilion, six nos. of Practice Pitches, three nos. of Basketball Courts, three nos. of
Volleyball Courts, six nos. of Tennis Courts, one Skating Ring, one Swimming Pool,
Indoor Sports facilities, Gymnasium, Athletic track with Football Field, all the basic
Amenities with Paving & Parking, Peripheral Aesthetic Plantations etc. with the
compliance of International Standards are planned. Phase – I, which includes Cricket
Field with Pavilion and Practice Pitches, Basketball Courts, Volleyball Courts, Traditional
Games and all the basic Amenities, is already built, at cost of Rs. 2.7 Cr. The entire
complex will be completed in next two years, at a cumulative cost of Rs. 14.25 Cr.

Hostel :
AU’s sponsoring body, AES provides the hostel facilities for the students of all the
institutes and colleges run by it, including AU. The institute offers hostel facilities to
all non-local students who require accommodation on a first cum first serve basis.
There are separate hostels for boys and girls. These hostels are situated within
walking distance of the institutes.
o
Boys’ hostel
i.
o
Number of hostels
:1
ii. Capacity
: 547
iii. Facilities
:
Co-Rector’s Quarters, TV Room, Mess Facilities, Indoor Sports,
Reading Room with Periodicals and Newspaper.
Girls’ hostel
i.
Number of hostels
:2
ii. Capacity
: 531
iii. Facilities
:
Co- Rector’s Quarters, Recreation Hall with T.V, Mess, Indoor
Sports, Reading Room with Periodicals and Newspaper, 24
Hour security.
There are also several other hostels built by various community organizations in nearby areas.
In addition, there are various levels of PG accommodations available in walking distances.
The AU master plan includes development of modern hostel units to increase capacity to
approx. 10,000 students, with a built up space of around 2,00,000 sq-mts, as we expect that
about 30% to 40% of our student strength at that time to come from outside.
o
Working women’s hostel
i.
Number of hostels
ii.
Number of inmates
iii.
Facilities
: Nil
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Ahmedabad University
NAAC SSR
Part I: Pg. 12

Residential facilities for faculty and non-teaching
: Nil
As AU is situated in the heart of the city, ample residential accommodation of
all types is available for rent or ownership, within very reasonable travel
distances.
At Ahmedabad University Guest House and Transit House a temporary
residential facility is been provided to both faculty and non-teaching members
from outside Ahmedabad.
The AU Master plan includes construction of residence for senior faculty and
heads.

Cafeteria
:
Yes, available at all the Constituent Colleges/Institutes.

Health centre – Nature of facilities available- inpatient,
outpatient, ambulance, emergency care facility, etc.
:
At Student Support, Engagement & Tutelage (SSETU), a separate Medical Room I
sproived with visiting senior consulting physician, gynaecologist. SSETU also provides
guidance and personal counselling for emotional and/or psychological issues.
AU is situated right in the heart of city. So we have made arrangements with hospitals
within very short distance of AU for emergency or other medical care.

Facilities like banking, post office, book shops, etc.
:
Not required as AU is located right in the heart of the city and these facilities are
available within short travel distances.

Transport facilities to cater to the needs of the students and staff :
No dedicated transport system is required since public transport comes right at the
doorstep of AU institutes.

Facilities for persons with disabilities
:
Ramps are provided in all Institutes. Lifts are provided in all new Institutes

Animal house
: Not applicable

Incinerator for laboratories
: Not applicable

Power house
:
Ahmedabad has a very stable power supply. So own power generation need has not
been felt.

Waste management facility
: Yes
13. Number of institutions affiliated to the university
Type of colleges
Total
Permanent
Temporary
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Ahmedabad University
NAAC SSR
Part I: Pg. 13
Arts, Science and Commerce
Law
Medicine
Engineering
Education
Management
Others (specify and provide details)
AU is a non-affiliating university. AU
Institutes (which are constituent units or
departments) include: 1 Commerce, 2
Management, 1 Engineering, 1 IT/Computer
and 1 Life Science institutes.
14. Does the University Act provide for conferment of autonomy (as recognized by the
UGC) to its affiliated institutions? If yes, give the number of autonomous colleges
under the jurisdiction of the University
Not applicable as Ahmedabad University is non- affiliating state private university.
15. Furnish the Following information
Particulars
Number
Number of Students
a. University Departments
Undergraduate
Post graduate
Research centres on the campus
b. Constituent Colleges
c. Affiliated colleges
d. Colleges under 2(f)
e. Colleges under 2(f) and 12B
f. NAAC accredited colleges
g. Colleges with Potential for Excellence (UGC)
h. Autonomous colleges
i. Colleges with Postgraduate Departments
j. Colleges with Research Departments
k. University recognized Research Institutes /
Centres
7
3890
2
-
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Ahmedabad University
NAAC SSR
Part I: Pg. 14
The following table provides the list of Institutes/Departments.
AHMEDABAD UNIVERSITY
List of Constituent Colleges of Ahmedabad Univerrsity and Courses offered
Sl.No
1
2
3
4
5
6
7
Name & Complete Address of the College/ Institution
H.L Institute of Commerce
H. L. College Campus, Navrangpura, Ahmedabad.
B.K Majumdar Institute of Business Administration
H. L. College Campus, Navrangpura, Ahmedabad.
District in
which the
College is
located
Type of College
Year of
Establishment
Ahmedabad
Commerce
1999
Bachelors of Commerce (B.Com)
1999
2014
2000
2013
2000
2008
2011
2013
2012
2013
2014
2012
2013
2014
2014
Bachelors of Business Administration
Bachelors of Business Administration
(B.B.A) Honors
Intergrated MBA (iMBA)
Master of Computer Application (M.C.A)
Intergrated MCA (iMCA)
Master of Business Administration
Post Graduate Diploma in
Entrepreneurial - MBA
Ph.D (Management)
Master of Life Sciences(M. Sc)
Ph.D (Life Sciences)
Integrated MSc (iMSc)
Bachelors of Technology - IET (B.Tech)
Ph.D (Engineering and Technology)
Bachelors of Technology - CE and ME
Masters of Technology - IET (M.Tech)
2005
Diploma in Physiotherapy
2011
Fellowship Programme
2015
Master of Management Studies (
Heritage Management) (to be launched)
Ahmedabad
AES Institute of Computer Studies
Ahmedabad
A.G. Teacher's College Campus, Post Box No.
Post Graduate Institute of Management ( AMSoM)
Plot No 16/1, Vikram Sarabhai Marg, Opp IIM,Navrangpura,
Ahmedabad
Ahmedabad.
Institute of Life Sciences
Opp University Bus Stand,University Road,
Navrangpura,Ahmedabad.
Institute of Engineering and Technology
2nd Floor, Amrut Mody School of Management, 16/1
Vikram Sarabhai Marg, Opp. IIM-A Navrangpura,
Ahmedabad.
Physiotherapy College for the Visually Challenged
(a)Andhjan Mandal, Jagdish Patel Chowk, Vikram Sarabhai
marg, 132 ft Ring road, Ahmedabad.
(b) Opp Bata Show Room, Ashram Road, Ahmedabad,
Management
Computer Application
Management
Ahmedabad
Science
Ahmedabad
Engineering and Technology
Ahmedabad
Science
2009
Courses Conducted
Centre's
8
9
Venture Studio- Center for Innovative Business Design
AG Teacher's Campus, Behind HK Primary School,
Commerce Six Roads, Navrangpura, Ahmedabad.
Centre For Heritage Management
Asmita Bhavan, Principal SV Desai Marg, Opposite H.L
Commerce College, Near Commerce Six
Ahmedabad
Ahmedabad
Heritage Management
16. Does the university conform to the specification of Degrees as enlisted by the UGC
YES.
17. Academic programmes offered by the Constituent Colleges) at present, under the
following categories: (Enclose the list of academic programmes offered)
Programmes
UG
PG
Integrated Masters
M.Phil.
Ph.D.
Integrated Ph.D.
Certificate
Diploma
PG Diploma
Any other (Fellowship)
Total
Number
3
4
3
Nil
3
Nil
Nil
1
1
1
21
The following Table provides programs offered Institute-wise:
Institute
Program
Level
HLIC
UG
BKMIBA
PGIM
SCS
Year of
Starting
Duration of
Program
UG
B.Com
BBA
1999
1999
UG
BBA - Hons
2009
Integrated MBA
MBA
EMBA
Ph. D.
PGDM
Integrated MCA
MCA
2014
2000
2010
2013
2008
2013
1999
3 Year
3 Year
3 years fast
track
5 years
2 yrs.
15 Months
5 years
1 year
5 years
3 years
2012
2014
2014
2014
2013
2014
2012
2013
5 years(dual
degree)
4 years
4 years
2 years
5 years
5 years
2 years
5 years
Integrated
PG
PG
Doctoral
PG Diploma
Integrated
PG
UG
IET
ILS
Program Name
PG
Doctoral
Integrated
PG
Doctoral
ICT
Mechanical engi.
Chemical engi.
M.Tech – ICT
Ph.D – ICT
Integrated MSc- Life Sciences
MSc - Life Sciences
PhD - Life Sciences
Fellowship
VS
PG
CHM
PVI
Diploma
Fellowship
MMS ( Heritage
Management)
Diploma in Physiotheraphy
2011
2015 (to be
started)
2005
6 months
3 years
3 years
18. Number of working days during the last academic year. (14-15)
299
19. Number of teaching days during the past four academic years.
14-15
13-14
12-13
11-12
237
235
232
232
(‘Teaching days’ means days on which classes were engaged. Examination days are
not to be included)
20. Does the university have a department of Teacher Education?
Yes

No
21. Does the university have a teaching department of Physical Education?
Yes
No

22. In the case of Private and Deemed Universities, please indicate whether
professional programmes are being offered?
Yes

No
If yes, please enclose approval / recognition details issued by the statutory body
governing the programme.
As AU is formed as a university under the relevant state act, as per the opinion
obtained in view of legal precedence, prior approval is not required for starting and
running professional programs. Annexure AU.III provides the reference.
23. Has the university been reviewed by any regulatory authority? If so, furnish a copy
of the report and action taken there upon.
AU has undergone inspection by UGC in November, 2014. As per the UGC site ((link:
http://www.ugc.ac.in/privateuniversitylist.aspx?id=7&Unitype=3), the Report of the
Expert Committee is to be placed before Committee.
____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part I: Pg. 17
24. Number of positions in the university
Teaching faculty
Positions
Sanctioned by
the
UGC / University
/ State
Government
Recruited
Yet to recruit
Number of
persons working
on contract basis
Others
(Sr.Lec,
Lec
,TA/RA)
Non-Teaching
Staff &
Technical
Staff
Professor
Associate
Professor
Assistant
Professor
10
5
41
56
141
-
-
-
-
-
AU continuously recruits additional faculty to meet its growing needs.
____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part I: Pg. 18
25. Qualifications of the teaching staff:
Highest
Qualification
Associate
Professor
Professor
Assistant
Professor
Sr.Lecturer
Male Female Male Female Male Female Male
Adjunct /Ad
Hoc Faculty
Lecturer
Female
Male
Female
TA-RA
Male Female Male
Total
Female
Permanent Teachers
D.Sc/ D.Litt
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Ph.D
M.Phil
PG
7
0
2
0
1
0
5
1
0
0
0
0
16
5
2
10
4
3
2
1
7
1
4
7
0
0
6
0
2
5
0
0
5
0
1
0
1
0
6
0
0
8
42
19
51
Temporary Teachers
Ph.D
0
M.Phil
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
PG
0
Part time Teachers
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Ph.D
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
M.Phil
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
PG
Total
0
9
0
1
0
6
0
0
0
23
0
17
0
10
0
12
0
6
0
7
0
5
0
1
0
7
0
8
0
112
____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part I: Pg. 19
26. Emeritus, Adjunct and Visiting Professors
Emeritus Professor
1
Number
Adjunct Professor
4
Visiting Faculty
64
27. Chairs instituted by the university
Nil
28. Students enrolled in the university departments during the current academic year, with
the following details:
UG
Students
M
Integrated
Masters
M
F
PG
F
M
From the
state where
the
1205 1137
358
university is
located
From other
States of
139
109
0
India
NRI
118
92
9
students
Foreign
3
4
students
Total
1465 1342
367
*M - Male *F – Female
** Students as on 31/1/2015
F
256
140
173
0
6
6
11
5
4
M. Phil.
M
F
Ph.D.
M
F
Integrated
Ph.D
M
F
D.Litt,/D.Sc.
M
F
Certificate
M
F
M
F
PG
Diploma
M
F
Diploma
13
14
52
21
10
3
13
14
52
21
10
3
2
267
153
183
____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part I: Pg. 20
29. ‘Unit cost’ of education
(Unit cost = total annual recurring expenditure (actual) divided by total
number of students enrolled)
(a)
Including the salary component = Rs. 0.67 lacs per student.
(b)
Excluding the salary component = Rs. 0.34 lacs per student
*Based on the audited accounts of FY 2013-14
30. Academic Staff College:
AU does not have Academic Staff College.
31. Does the university offer Distance Education Programmes (DEP)?
Yes
No

32. Does the university have a provision for external registration of students?
Yes
No

33. Is the university applying for Accreditation or Re-Assessment? If Accreditation,
name the cycle.
Accreditation: Cycle 1
Cycle
2
Cycle 3
Cycle 4
Re-Assessment:
34. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment
only)
Not applicable, because this is the first accreditation cycle for Ahmedabad University.
35. Does the university provide the list of accredited institutions under its jurisdiction
on its website? Provide details of the number of accredited affiliated / constituent
/
Not applicable as Ahmedabad University is non- affiliating state private university.
36. Date of establishment of Internal Quality Assurance Cell (IQAC) and dates of
submission of Annual Quality Assurance Reports (AQAR).

IQAC established on:
01/01/2015

As this is first accreditation cycle, AQAR is not applicable.
37. Any other relevant data, the university would like to include
--------------____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part I: Pg. 21
Part II: Criteria-wise Inputs
CRITERION – I: CURRICULAR ASPECTS
CRITERION – I: CURRICULAR ASPECTS
1 CRITERION – I: CURRICULAR ASPECTS
1.1 Curriculum Design and Development
1.1.1
How is the institutional vision and mission reflected in the academic programs of
the university?
Ahmedabad University’s vision and mission are stated as follows:
Vision:
To be a temple of higher learning engaged in gathering, generating, storing and
disseminating knowledge relevant to the societal needs, offering multi-disciplinary
programs to students emphasizing their all-round development.
Mission:
Ahmedabad University (AU) aims to develop competent, sensitive individuals grounded in
sound ethical values. It seeks to:

Help students realize their full potential in a field of their choice

Launch students on a journey of self-learning and development

Prepare value-driven leaders

Encourage research and the open exploration of intellectual enterprise

Foster an environment that encourages critical thinking and an inclusive community

Stimulate discussion and debate

Create awareness and encourage development of a personalized programme of physical
fitness

Make students socially responsible

Contribute to the development of society in all its facets – political, economic, social,
cultural and ethical
Our program design, planning and execution strongly adhere to our vision and mission and
the goals emphasized therein. Some of salient features of our programs and practices are:


Overall emphasis is on imparting high quality education in the field of study.
Contemporary and practice oriented curriculum, with inputs from expert faculty from
academic institutions and professionals from organizations and Industry.
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Part II: Pg. 25
CRITERION – I: CURRICULAR ASPECTS







Special attention to different groups of students where those with exceptional
performance are given additional challenges. The weaker students or students from
different backgrounds get more coaching, remedial classes, etc.
Practical understanding of various aspects of the field of study is imparted through the
increasing adoption of project based learning approach, industrial plant visits and
research projects guided and supervised by faculty.
This is proven with the excellent results in academic performance of the students with
improvements year after year, increase in the number of students pursuing and clearing
various levels of qualifying professional examinations, etc.
Focus on the sound academic performance of a student backed by a dynamic personality
for comprehensive development through extra-curricular activities.
Students are empowered in the administration and management of the extra/cocurricular activities of the college and are encouraged to participate and discover their
potential. Students are also encouraged for various inter-college, inter-university, state,
national and international level competitions.
Students are also encouraged to realize their social responsibilities and values such as
humility, modesty and righteousness to ensure that they turn out to be good citizens of
India.
The faculty is encouraged to discover and disseminate knowledge through research and
publications and extend its applications beyond the confines of the campus making a
powerful and positive impact on academic and industrial practices. This also helps in
continuous upgradation of curriculum and teaching/learning practices.
1.1.2
Does the university follow a systematic process in the design and development of
the curriculum? If yes, give details of the process (need assessment, feedback, etc.).
AU Institutions follow a well laid out and systematic process in design and development of
the curriculum. The broad steps are outlined below:
1. At the outset, the market need is established with the help of industry requirement and
alumni feedback as well as review of academic developments in the area across India
and the world. The relevant courses to be offered across all the years are identified. For
new programs the above is done through a very detailed study.
2. The Head of the Institute, the Provost and the Dean suggest a broad outline of the
programme structure.
3.
The respective departments work on the courses in their areas. Faculty in each
department carefully deliberate and delineate the course objectives, learning outcomes,
pedagogy, detailed course curriculum, session plan, practical components like projects,
credit allocation and appropriate text and reference books for the course. The faculty is
encouraged to provide their inputs based on their first-hand experience.
4. Apart from the core subject areas, additional subjects in the areas of languages,
humanities & social sciences (HASS) and life skills are also reviewed and added to the
curriculum to ensure an all-round development.
5. The institute invites external experts from academia as well as industry for vetting the
detailed curriculum. Based on their suggestions and feedback, the necessary changes are
incorporated in the course.
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NAAC SSR
Part II: Pg. 26
CRITERION – I: CURRICULAR ASPECTS
6. Finally, all the courses are deliberated on and approved by the Academic Council (AC) of
Ahmedabad University.
For all Programs, a comprehensive review is carried out every three years, where the
complete program structure and courses are updated. Revision of specific courses and
addition of new courses based on specific inputs takes place on an on going basis.
Some examples of curriculum revision are:
E.g. (1) BKMIBA updated its BBA course structure from the academic year 2013-14 according
to the above mentioned process. Based on feedback by students, faculty and academic and
industry experts, new electives were offered such as: Specialization stream in Economics for
TYBBA students and courses like Festivalization of Films, Contemporary Issues in Business
and Leadership Lab.
E.g. (2) In the Institute of Life Sciences, the curriculum was prepared keeping in view the
global needs of the rapidly evolving Life Sciences industry, with particular focus on research
oriented learning. It was prepared in 2012 in consultation with the Advisory Board of the
Institute, vetted by experts in the field. A similar process was followed for the Integrated
MSc programme which was started in 2014.
E.g.(3) At the Post Graduate Institute of Management (PGIM), the MBA curriculum was
revised using the following process: (i) In-house dialogue among faculty members about who
our students are and where would we like them to reach successfully in five years from the
date of graduation. (ii) Brainstorming about the Knowledge, Skills and Attitude needed to
succeed. (iii) Discussion on what can be taught in the courses, what can be developed
through other means and activities and what should go as common thread. (iv) Meeting and
conclaves with Industry leaders and Alumni about their expectations and future trends. (iv)
Design of a balanced curriculum and plan of extra activities to ensure that desired outcomes
in terms of Knowledge, Skills and Attitude can be achieved with a common thread across the
program. One of the courses included was a non-credit course on Individual Social
Responsibility Initiative. (v) The plan was discussed in groups of area members and at least
one external academician and one industry leader. (vi) Adoption of the program by the AC of
the University.
E.g.(4) At AES Institute of Computer Studies (AESICS), the MCA curriculum revision included
consideration of rapidly changing technology, tools and platforms in the IT area with inputs
from Industry and Alumni. Appropriate specializations were planned.
1.1.3
How are the following aspects ensured through curriculum design and
development?
∗ Employability
∗ Innovation
∗ Research
* Employability
The curriculum ensures employability of students in the following ways:
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Ahmedabad University
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Part II: Pg. 27
CRITERION – I: CURRICULAR ASPECTS

The faculty is encouraged to discuss and come up with creative enhancements to
courses.

The curriculum is vetted by industry experts, academic leaders and alumni, so as to
incorporate their suggestions and make it more relevant to the need of the industry.

Guest Lectures from well-known industry leaders and practitioners as well as
renowned academicians are organized to give additional inputs to the students on
the practical applicability of their courses.

Life Skill Courses and Workshops are organized. HASS courses contribute to
employability skills in a major way, e.g. foreign language courses offer students
additional employment opportunities. Various skills building workshops on areas like
Time Management, Personality Grooming, Communication Skills, Self-Awareness,
Team Building, Creative thinking and other such soft skills are organized.

Some special courses are introduced to help students to understand the employer’s
perspective, industry practices, contemporary issues, business challenges etc.,
thereby improving their employability; e.g.(1) BKMIBA has introduced Management
in Practice, a paper designed to give an overall view of how management is practised
in the real world. Faculty, outside academicians and the industry experts teach
through extensive use of case studies and simulation exercises; e.g.(2) At PGIM,
sector specific courses like Retail Management, Tourism Management, NGO
Management, Bank Management, Risk Management, New Enterprise Financing, etc.
are offered.

The Project Based Learning approach is now increasingly followed in all programs
and Internships are encouraged. Students work on various projects for a specific
course or as an independent project. This may require them to visit different
organizations, understand their functional units, interact with employees,
employers, customers, entrepreneurs, etc., which will also help them understand
the practices and challenges of the real world organizations. Students in technical
programs get exposure to latest technologies through research and innovation
projects.
∗ Innovation and Research

Innovation practices and methodology are inculcated among the students through
curriculum design and development at every step, e.g. in the iMBA program, a
'Discovering India' course was introduced to sensitize students for a better
understanding of the diversity among people in India.

Project Based Learning also strengthens the innovative aspects by encouraging the
students to think of new and innovative approaches and prove them in the field or
lab.

At BKMIBA, Capstone Research Project is a compulsory group project for all the third
year BBA students to undertake an extensive industry based research project spread
across both the semesters of their academic year. Students conduct primary and
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Part II: Pg. 28
CRITERION – I: CURRICULAR ASPECTS
secondary research involving Environment Analysis of a particular industry, new
practices and their effectiveness, new business opportunities, socio-economic
impact, problem analysis, study of consumer perception and behaviour, etc.

At ILS, the industry vetted curriculum ensures that the students are industry-ready.
Through MoUs with various national and international institutes of repute, students
are encouraged to take research projects both within the institute and outside and
publish their findings as research articles in reputed journals.

At AESICS, for the MCA program, senior experts from the IT industry are called for
vetting the curriculum for new technologies and also to deliver special courses or
seminars that enable the faculty and students to get familiar with the rapidly
changing IT technologies. Major and Minor tracks enable students to take up
relevant specializations which match their interest. A course on Research
Methodology provides exposure to research and scientific communication.
1.1.4
To what extent does the university use the guidelines of the regulatory bodies for
developing and/or restructuring the curricula? Has the university been
instrumental in leading any curricular reform which has created a national impact?
The guidelines of the regulatory bodies are studied for developing and/or restructuring the
curricula for various programs. This is then supplemented by detailed interaction with the
Industry, Academic experts and alumni to incorporate the changes desirable for students.
The University AC considers all aspects including the regulatory ones, while approving the
curriculum,
e.g.(1) The curriculum of the B.Com. program is designed and revised as per the
guidelines of University Grants Commission (UGC).
e.g.(2) UGC/AICTE guidelines have been followed while developing and revising the
curriculum for the MCA Program with major and minor specialization tracks in the curriculum
in a unique reform introduced by the Institute and duly approved by the University to provide
better employment and career prospects to the students.
1.1.5
Does the university interact with industry, research bodies and the civil society in
the curriculum revision process? If so, how has the university benefitted through
interactions with the stakeholders?
AU interacts very closely with industry, research bodies, the civil bodies and the alumni for
curriculum development and revision. The interactions occur in both formal and informal
events and meetings.
For various programs and courses, AU invites experts from academia as well as industry for
discussion on content and pedagogy. AU has benefitted greatly by bringing in more updated
and market-relevant course curriculum as well as by building collaborative teaching learning
processes.
_____________________________________________________________________________
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Part II: Pg. 29
CRITERION – I: CURRICULAR ASPECTS
Experts from industry and civil society are also invited to deliver a part or full course. For final
evaluation, experts from academia and industry are invited to evaluate students through viva
exams and projects or presentations in a number of courses.
AU invites inspiring leaders to interact with students at the time of many events such as
Annual Management Meets, Annual lectures, Prize distribution functions, Alumni meets,
other topical events and conferences. At such conferences, our faculty and students actively
interact with the expert guests and get invaluable insights into current trends, developments,
etc., which add to the curriculum development inputs.
Alumni
AU institutes interacts with the alumni by organizing an Alumni Meet and subsequently gets
their feedback. The Institute also invites all the alumni members in various institutional
events like cultural programmes and sports events. Their views regarding curriculum are
taken into consideration. In a deliberate endeavour to incorporate the relevant current
developments in the industry into the curriculum, the Institute’s Alumni Committee
organizes panel discussions and workshops to obtain their views on current practices in the
industry.
Industry Experts and Academic Peers
The AU institutes invites the industry experts for the curriculum revision exercise as part of
the workshop and also in the area meetings. The Institutes take feedback from employers of
its graduates after the student has spent adequate time with the organisation. This enables
to identify the concerns (if any) of the organisations and immediately, these are addressed
in the incumbent batches so as to minimize the gap between the requirements of industry
and the talent of the students. The feedback from the industry mentors of summer interns
is also considered for the development of the students. The academic peers are invited in
the curriculum review meetings of the area. Even the feedback from the international faculty
is taken for the curriculum revision.
1.1.6
Give details of how the university facilitates the introduction of new programs of
studies in its affiliated colleges.
For introducing new programs, AU follows a structured process as described below:
1. New program rationale
a. The need from students, employers and society are primary drivers. The
respective AU Institute conceptualizes such ideas into a broad program idea.
2. Program Conceptualization
a. An expert program committee is formed with members from the Institute, AU
and other academic and industry experts. They work to concretize the program
– timeframe, UG/PG, broad outline of content and objectives, etc.
b. More detailed market survey may be done to arrive at a better understanding of
market drivers, expectations of various stakeholders like students, parents,
employers, etc.
c. Academic requirements are also broadly studied to ensure that such programs
can be offered from an academic and regulatory perspective.
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Part II: Pg. 30
CRITERION – I: CURRICULAR ASPECTS
d. Expected outcomes in terms of student competencies and skills are developed.
3. Program Definition:
a. The expert committee defines detailed program structure, courses, any extracurricular activities specific to the program, internship needs, etc.
b. For each area, additional expert opinion may be taken from experts in academia
and industry.
c. For each course, the curriculum is designed including content.
d. Other details like student intake, admission criteria, admission process, any
bridge courses, etc. are determined depending on expected student profile.
4. Program preparation and launch:
a. Additional Faculty recruitment if required is carried out through the AU faculty
recruitment process. This process also emphasizes on research dimensions,
which is particularly important for new programs.
b. Faculty familiarization and training is carried out by experts from inside AU as
well as outside experts.
5. Feedback and Program Review processes
a. Regular student feedback is an institutionalized process at AU. This also helps in
gauging early feedback for new programs.
b. Apart from regular feedback, a complete curriculum review is done every three
years. This is also very relevant for new programs to review program
effectiveness and response.
For example, BKMIBA introduced iMBA – an Integrated 5 year MBA program starting this
academic year. It was based on extensive feedback from students, their background and
professions which they typically go into after finishing studies, etc. An Expert Committee
was formed with a mix of BKMIBA faculty and senior experts from AU and outside. A more
detailed survey was done. Subsequently, a detailed program was drawn up and launched this
year. It has received a very enthusiastic response from students in its very first year.
At ILS, The feedback from students, teachers and industry, indicated the need for a program
that would impart a sound understanding of the basics in life sciences and inculcate an
aptitude and ability for research to undertake diverse and challenging career opportunities
in industry and academia. The academicians and scientists consulted, advised that the
quality education in life sciences should involve not only in-depth knowledge but also handson project based training, preferably after 12th standard to inculcate interest in innovation,
scientific and industrial research. A 5 year integrated M.Sc. programme in Life Sciences was
launched in 2014 wherein students have to gain a minimum of 240 credits in 10 semesters.
Specialization in any one of the areas (Microbiology, Biochemistry, Biotechnology
Computational Biology, Molecular Biology and Toxicology) through project work and
research. The programme received high acceptance by students through direct and ACPC
admission routes.
At PGIM, a study is going on for introduction of a program focused on NGO Management,
through the following process: A “Samvaad” (dialogue) was organised with more than 50
NGOs in workshop format and personal interview format in different parts of Gujarat. The
outcome of the “Samvaad” culminated into a research problem and questionnaire. The
research analysis will be presented in a seminar for NGOs and with help of an international
expert. Based on findings at all stages, the need for either short—term or long-term
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Part II: Pg. 31
CRITERION – I: CURRICULAR ASPECTS
academic intervention will be defined. This will be put up to the AU Academic Council and
AU Board of Management. AU has provided Rs.10 lakhs from its own budget for this study.
At AESICS, In 2013, based on the AICTE decision to allow universities / institutes to offer 5
years integrated dual degree programme leading to dual degree BCA and MCA, also
supported by industry feedback, a 5 year integrated MCA was introduced, in lieu of BCA
programme.
1.1.7
Does the university encourage its colleges to provide additional skill-oriented
programmes relevant to regional needs? Cite instances (not applicable for unitary
universities).
AU is a non-affiliating university. It encourages its institutes to offer special programs in
relevant areas for local needs. AU Institutes also include a more practical and hands-on
component in the curriculum in its programs. This enhances the skills and attitudes of
students and not merely their knowledge.
E.g. At HLIC, the B.Com. program is designed to offer students an opportunity for
specialization in one of the three areas: Banking, Financial Services & Insurance; Taxation;
and Law, depending on the professional career they aspire for. There are also specially
designed elective courses in the subject areas of Economics, English & Communication,
Management and Statistics. Courses in languages, HASS and life skills further provide all
encompassing knowledge that will make the students not only efficient professionals but
also sensitive human beings.
AU and its sponsoring body, AES are very closely linked to Ahmedabad and Gujarat. AU has
introduced special programs for local needs with university level initiatives. The two
noteworthy ones are:
Centre for Heritage Management (CHM):
AU has set up CHM to (i) enhance the heritage management practices in Ahmedabad, an old
city with 600 years of very diverse and rich heritage, (ii) produce professionals trained in
Heritage management with formal qualifications and (iii) encourage creation of heritage
related entrepreneurs in products and services to create self-employment opportunities as
well as enhance the potential for tourism, exports, etc.
VentureStudio (VS):
AU realized the huge potential for the new age innovation driven scalable ventures in
Ahmedabad, considering the propensity towards business and business friendly
environment in Ahmedabad and Gujarat.
AU set up VentureStudio to (i) spawn a powerful venture development ecosystem to support
innovative ventures and (ii) run a powerful venture design based coaching and venture
creation program at VentureStudio.
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Part II: Pg. 32
CRITERION – I: CURRICULAR ASPECTS
1.2 Academic Flexibility
1.2.1
Furnish the inventory for the following:
∗ Programs taught on campus
∗Overseas programs offered on campus
∗Programs available for colleges to choose from
Institute
Program
Level
HLIC
UG
BKMIBA
PGIM
SCS
UG
UG
Integrated
PG
PG
Doctoral
PG Diploma
Integrated
PG
UG
IET
ILS
VS
CHM
PVI
1.2.2
PG
Doctoral
Integrated
PG
Doctoral
Fellowship
PG
Diploma
Program Name
Year of
Starting
B.Com
BBA
BBA - Hons
Integrated MBA
MBA
EMBA
Ph. D.
PGDM
Integrated MCA
MCA
1999
1999
2009
2014
2000
2010
2013
2008
2013
1999
ICT
Mechanical engineering
Chemical enginering
M.Tech – ICT
Ph.D – ICT
Integrated MSc- Life Sciences
MSc - Life Sciences
PhD - Life Sciences
Fellowship
MMS ( Heritage Management)
Diploma in Physiotherapy
2012
2014
2014
2014
2013
2014
2012
2013
2011
2015
2005
Duration of
Program
3 Year
3 Year
3 years fast track
5 years
2 yrs.
15 Months
5 years
1 year
5 years
3 years
5 years(dual
degree)
4 years
4 years
2 years
5 years
5 years
2 years
5 years
6 months
3 years
3 years
Give details on the following provisions with reference to academic flexibility
i. Core / Elective options
ii. Enrichment courses
iii. Courses offered in modular form
iv. Credit accumulation and transfer facility
v. Lateral and vertical mobility within and across programs, courses
and disciplines
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AU has emphasized on providing its students a diverse curriculum with several electives and
options for learning. This is manifested in practices at its institutes.
BKMIBA
Core / Elective options: BKMIBA offers a blend of Core and Elective courses in BBA and
Integrated MBA (iMBA) programs
In BBA:

Second year students choose one course each from two baskets of elective courses.

Third year students choose two elective streams from five for specialisation.

Third year students also choose from a group of electives as per their interest.
In iMBA:

Students choose from a set of Electives offered from the second year onwards.
BKMIBA provides academic flexibility to the students so that they can get to study what they
like and what suits them best. The courses at BKMIBA are divided into the following
categories:
Foundation Courses (FC): These courses are offered to and are compulsory for first year
students. These courses equip the students with the necessary basic knowledge required to
understand the various management courses that are part of their curriculum.
Core Compulsory (CC): Core courses are the important courses in each area of management
which introduce students to the fundamental concepts of marketing, human resource,
finance, entrepreneurship, operations, etc. These courses are compulsory for all the
students.
General Elective (GE): General Elective courses are offered to the students in each semester,
where students can select the courses of their interest from an array of courses offered to
them. These courses include HASS courses (Humanities, Arts and Social Sciences), STEM
courses (Science, Technology, Engineering and Mathematics), foreign language courses, etc.
Specialization Core (SC) : BKMIBA offers specialization in five areas of management, viz.,
Marketing Management, Human Resource Management, Financial Management,
Entrepreneurship and Economics.
Students choose any two specialization streams.
Enrichment courses: Courses and workshops like Time Management, Personality
Development and Growth, Developing Leadership Skills, Creative Thinking, Photography
and Calligraphy are offered to students.
Credit accumulation and transfer facility:
Credits accumulated by students in courses offered by Liberal Arts department of the
University are transferable. As per the tie up with ESC School of Business Rennes, the
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credits and grades of students who have spent a semester there will be transferred and
aggregated to their BBA credits at BKMIBA.
HLIC
The following program structure provides a clear idea on flexibility available for students,
allowing them a variety of elective courses to choose from.
Core / Elective options:
Core (Compulsory) and elective courses are offered in both major (accounting) and minor
subject areas as follows:
Core/Major
Compulsory
Core/Major
Elective
Non-Core/Minor
Non-Core/ Minor Elective
Accountancy
Depending on the
Specialization
track
Economics
Management
Students opt for one from
each pair at the TY level, and
within each subject, there are
further electives to choose
from
Statistics
Economics OR Management
Taxation
Law
English and
Communication
Banking, Financial
Services &
Insurance
English & Communication OR
Statistics
Notes:
Students study core (compulsory) courses worth a total of 39 credits in Accounting. Each of
the four minor subject areas have core courses worth 12 credits.
Students are required to select one of the specialization tracks at the TY level. These tracks
include Taxation, Law and Banking, Financial Services and Insurance. Depending on the track
chosen by them, students study three courses of three credits each, hence a total of nine
credits in the form of major elective courses.
Students also opt for one subject area each from both the pairs: 1. Economics OR
Management, 2. English and Communication OR Statistics, again at the TY level. This choice
is to be made during both the semesters of TY. Within each of these four subject areas, a
provision for two courses is made, so students have to select one course each in the two
subject areas chosen by them. Thus, students study four elective courses, two in each of the
semesters. Each of these courses are worth three credits, hence a total of 12 credits in the
form of minor elective courses.
Enrichment courses:
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General Electives offered in the B.Com program are as follows:
These courses include languages like French, Spanish, and Gujarati Literature; HASS, e.g.,
Psychology, Sociology, Philosophy, Economic Geography; courses such as film making and
film appreciation, photography, clay modeling, heritage management, design thinking, etc.
A total of seven credits are allocated for such courses.
Lateral and vertical mobility within and across programs, courses and disciplines:
Students from any stream of studies during school can take admission in B.Com.
AU allows mobility between BBA and B.Com., both ways.
Mobility across the universities is also allowed, provided that the student spends more than
50 per cent of the time at HLIC to qualify for the B.Com. degree from AU.
ILS
Core / Elective options:
In the Integrated MSc programme there are core courses, core electives and optional
electives in different areas, offered from 2nd year onwards.
For MSc, the institute provides specialization opportunity through research project.
Enrichment courses:
Value addition in the courses are done through student seminars and group discussion,
addressing cutting edge topics and research articles. The students are encouraged to present
research articles in each course taken by them. Also, they are given assignments to exploit
their potential of creativity/innovation.
PGIM
The MBA programme has unique flexibility to deliver global quality education in the Indian
context and ethos. The students have a variety of subjects to choose from.
Core / Elective options:
Core courses are compulsory for all students. These courses are foundation courses and
courses on fundamentals of management. Several elective courses are offered by the
Institute that a student can choose from. The institution offers different options for
specialization in MBA. Majors are offered in Finance, Marketing and Human Resource
Management areas and minor is offered in the Information Technology area. Areas of major
are also available as minor. A student can opt to do one major, one major and one minor,
two majors, or chose not to do any major or minor.
Enrichment courses:
Life Skills Courses like Personal Effectiveness, Social Transformations in India, Individual
Social Responsibility Initiative, sector specific courses like Tourism management are available
– AU can add more number of courses as mentioned above like Excel Modelling, etc.
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Courses offered in modular form:
The Cambridge Immersion program of one month is a modular component in EMBA.
The PGDM programme is entirely delivered in modules.
Credit accumulation and transfer facility:
PGIM admits students in the second year of the MBA programme wherein the credits of the
first year are transferred from the Institute from where the student has completed the first
year of the programme.
Lateral and vertical mobility within and across programs, courses and disciplines.
AESICS
Core / Elective options:
The following Core/Elective options are offered in Integrated MCA and Regular MCA.
Course
No. of
Electives
offered
Semester
Subject Names
Regular
MCA (3
years)
5
Sem-III
Sem-IV
Major Specialization Core Elective-I
Non-Core Elective
Enterprise Application Development using .NET
technology
Enterprise Application Development using Open
Source Technology
Major Specialization Core Elective-II
Sem-V
Major Specialization Core Elective-III
Minor Specialization Elective
Integrate 9
Sem-III
General Elective Course
d MCA (5
Spanish
years)
Elementary French
History of Gujarat and its Culture
Sem-IV
General Elective Course
Advanced French
Gandhian Philosophy
Financial Accounting and Costing
Sem-V
Core Compulsory Electives
Software Project Management
Data Warehouse and Data Mining
Computer Network Security
Mobile Application Development
Sem-VII
Major Specialization Core Elective-I
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Sem-VIII
Sem-IX
Non-Core Elective
Enterprise Application Development using .NET
technology
Enterprise Application Development using Open
Source Technology
Major Specialization Core Elective-II
Major Specialization Core Elective-III
Minor Specialization Elective
Enrichment courses:
A Bridge course on IT is offered in the first year of MCA to make students familiar with the
basic concepts of computers.
Courses on Communicative English, French and Spanish are offered to improve
communication and language proficiency of the students.
Courses offered in modular form: A Major Elective Course is offered in MCA and the Five
Years integrated MCA (iMCA) programme in 3 different modules. Each module is offered in
Semester-III, IV and V as three tracks in Regular MCA and same is offered in Semester-VII,
VIII and IX in Five Years integrated MCA.
A General Elective Course is offered in Semester-III and IV in the Five Years integrated MCA.
Lateral entry is provided in the second year of MCA through common entrance examination
which is conducted by ACPC (Admission Committee for Professional Courses).
1.2.3
Does the university have an explicit policy and strategy for attracting international
students?
AU does not have an explicit policy and strategy for attracting students from abroad.
However, historically many students apply from Indian Schools located in Middle East and
other NRI students. AU facilitates this. For instance, AU publishes the admissions
advertisements in newspapers abroad.
Foreign Nationals/NRI candidates are offered admission as per the explicit policy formed by
the university. The programs have a specific quota of seats to the foreign students.
1.2.4
Have any courses been developed targeting international students? If so, how
successful have they been? If ‘no’, explain the impediments.
AU studies the trends in international education and international standards. It has also
entered into an arrangement with some foreign institutions to facilitate international
students to get more advantages of AU programs.
For example, ACCA Global has exempted HLIC B.Com. students pursuing ACCA for as many
as six courses. Following all this, the program has been successful in attracting foreign
students planning to pursue a career in commerce.
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1.2.5
Does the university facilitate dual degree and twinning programs? If yes, give
details.
The university does not have twinning programs. However, MOUs are being established with
foreign universities for students to do one semester at the other university. (e.g. ESC School
of Business, Rennes.)
AU does not have a dual degree program, in collaboration with other universities. It does
have 5 year integrated PG programs like Integrated MBA, Integrated MSc and Integrated
MCA, where the entry point after clearing 12th/HSC board exams.
1.2.6
Does the university offer self-financing programmes? If yes, list them and indicate
if policies regarding admission, fee structure, teacher qualification and salary are
at par with the aided programmes?
AU is approved by the Government of Gujarat as a self financed university. All AU programs
are run on self financed basis.
AU follows transparent merit based admissions policy, conforming to those followed in aided
institutions. In some programs, the policy is governed by the state government common
admission policies, e.g. Engineering admissions are through ACPC.
Program fees reflect the self-financed nature of the university. Program fees in some
programs also require approval of the State Government appointed fee committee.
AU’s aim is to follow a merit based, means blind admissions. So admission offers are based
purely on merit. AU also encourages admissions for students from reserved categories
through a policy of lower cut-offs.
AU has a strong program to provide required financial support to students who cannot afford
fees. AU also facilitates the students from socially and Economically Backward groups to get
the applicable state government scholarships.
AU follows UGC guidelines for faculty qualifications and compensation and also exceeds
them for highly qualified faculty.
1.2.7
Does the university provide the flexibility of bringing together the conventional
face-to-face mode and the distance mode of education and allow students to
choose and combine the courses they are interested in? If ‘yes,’ give operational
details
AU does not offer formal distance education programs and has not applied for any approval
to offer distance learning.
However, AU has introduced Moodle based online learning management system to facilitate
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better learning for many of the courses which form part of various AU programs. Using this,
institutes are experimenting with mixed/blended mode of learning and students have access
to their learning material and can give some tests online, etc.
1.2.8
Has the university adopted the Choice Based Credit System (CBCS)? If yes, for how
many programmes? What efforts have been made by the university to encourage
the introduction of CBCS in its affiliated colleges?
AU follows the CBCS system.
Apart from the compulsory courses related to the programs, students are allowed to choose
from elective courses, which may allow specialization of their choice, or individual subjects
of their choice. Electives are also offered in HASS, many of which are electives (please check
this sentence). The University also has a Department of Liberal Studies, which offers courses
in liberal arts to students from all programs. Some courses on heritage management are
offered by the Centre for Heritage Management. There are also non-credit activities such as
Project based learning, which are offered at the University level to students across all
programs.
1.2.9
What percentage of programmes offered by the university follow:
∗ Annual system
∗ Semester system
∗ Trimester system
In general all programs at AU follow the Semester system.
The PGDM program at PGIM follows a Quarter system, within the semester system, as per
its specific program structure.
1.2.10 How does the university promote inter- disciplinary programmes? Name a few
programmes, and comment on their outcome.
AU actively encourages interdisciplinary learning experiences for students.
E.g. Interdisciplinary Courses like Management Lessons through Literature, Science in Day to
Day Life, Astronomy, Ways of Seeing Mahabharata through many Eyes, Heritage
Management, Design Thinking, Indian Society: Continuity and Change, Photography, Film
Making, amongst others have been developed. The courses are developed by faculty at the
Institute level by the Department of Liberal Studies at AU and also by external faculty. Such
courses are offered for multiple programs.
Projects under Project Based Learning are also structured to involve students from multiple
programs and institutes.
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1.3 Curriculum Enrichment
1.3.1
How often is the curriculum of the university reviewed and upgraded for making it
socially relevant and/or job oriented / knowledge intensive and meeting the
emerging needs of students and other stakeholders?
The curriculum gets revised and updated every three years as per the University
policy and the UGC guidelines but the need-based revisions and updates on a minor
basis do take place on the basis of their experiences, student feedback, industry
exposure and suggestions from the departments of the programmes. The teachers
are allowed full autonomy to update and revise their respective courses in
consultation with the department, review committees and the Ahmedabad
University Academic Council.
1.3.2
During the last four years, how many new programmes at UG and PG levels were
introduced? Give details.
∗
Inter-disciplinary
∗
programmes in emerging areas
New Programmes Introduced
Institute
Program
Level
BKMIBA
PGIM
SCS
Integrated
Doctoral
Integrated
UG
IET
ILS
CHM
PG
Doctoral
Integrated
Doctoral
PG
Program Name
Integrated MBA
Ph. D.
Integrated MCA
Mechanical engi.
Chemical engi.
M.Tech – ICT
Ph.D – ICT
Integrated MSc- Life Sciences
PhD - Life Sciences
MMS ( Heritage
Management)
Year of
Starting
Duration
of
Program
2014
2013
2013
2014
2014
2014
2013
2014
2013
5 years
5 years
5 years
4 years
4 years
2 years
5 years
5 years
5 years
2015
2 years
1. Integrated MBA – 5 year, with a focus on Entrepreneurship and family business offered
by BKMIBA
Offered from Academic Year 2014-15
Rationale:
BKMIBA is a preferred destination for the Bachelor of Business Administration (BBA)
programme not only in Gujarat but in western India over last 15 years. Majority of the
students from this part of the country come either from a family business background or
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have entrepreneurial ambition and therefore, it was found through the survey of alumni that
most of them either join their family business or start their own venture after obtaining their
MBA. They (alumni) have also been highlighting that the education that they took for their
bachelors programme (BKMIBA) immensely helped them while doing their MBA. They also,
in their feedback, emphasized that had BKMIBA offered an MBA programme, they would
have surely opted for it. This feedback led the BKMIBA team to think of offering an MBA
programme. The industry feedback based on repeated campus visits for final placements and
internships also underline the quality of their BBA education.
A close look at the post graduate business education being offered in the country identified
a need for offering a broad-based management education programme providing courses
from diverse disciplines through appropriate pedagogy which would help develop values,
right attitudes and sensitivity in the students by giving them greater opportunities for field
work and short but multiple stints of internship. Thus, the five year iMBA programme as
envisaged aims to be distinct from the two-year MBAs being offered, in its objective, thrust,
pedagogy and deliverables.
The iMBA, having a focus on Entrepreneurship and Family Business, with a change in
perspective and course offerings would be effective in preparing students for becoming job
creators rather than job seekers which is the country’s need of the hour.
This was the initial thought process, which led to the development and offering of the iMBA
programme.
2. M.Sc., Integrated MSc (5 year) and PhD in Life Sciences started by the Institute of Life
Sciences (ILS).
Institute of Life Sciences (ILS), School of Science and Technology, Ahmedabad University was
started in August 2012 with a motto “Nurturing Science, Knowledge and Innovation”.
The knowledge pool of eminent scientists and researchers at ILS having more than 1500 peer
reviewed publications in some of the most reputed scientific journals and over 150 years of
research experience, have been contributing towards the achievement of ILS vision to
‘Enrich human and environmental health through research and education’.
The Institute offers five year integrated MSc (iMSc) and two year MSc Life Sciences (with
specialization in biochemistry, biotechnology and microbiology) and PhD programme. The
MSc Life Sciences was introduced in 2012, PhD Life Sciences in 2013 and the five year
integrated MSc (iMSc) in 2014. The programmes run in well-equipped modern labs and
classrooms are multi-disciplinary in content and inculcate innovation and entrepreneurship.
Pedagogy includes research based teaching with emphasis on individual projects and
experiments in state-of-the-art laboratories.
The institute has set up Centres of Excellence in Flow Cytometry, Imaging and In Silico
Technologies. The CoE in Flow Cytometry is the first of its kind in Gujarat as well as the first
in any private university in India. This facility has enabled even the MSc students at ILS as
well as other research institutions to conduct in-depth research to probe the various cellular
and molecular events in prokaryotic and mammalian cells. Envisaging the potential of
bioinformatics in modern computationally driven biological research, Institute of Life
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Sciences has established a Centre of Excellence for In Silico Technologies in collaboration
with VLife Science Technologies Private Limited, Pune. The centre is equipped to undertake
studies in computer aided drug designing, molecular modelling, homology modelling docking
and bioinformatics.
A Centre for Nanotechnology Research and Applications (CENTRA) has also been established
to develop novel nano-materials for therapeutics and nanomaterial based products and
devices for early disease detection.
ILS has research collaborations with various leading national and international institutes and
universities such as the Institute of Environmental Engineering, National Chiao Tung
University, Taiwan; Michigan State University, East Lansing, USA; University of Bradford, Uk;
University of Surrey, UK; RMIT, Australia; Olin College of Engineering, USA, CSIR-NCL Pune;
IIT Madras; IIT Bombay; CSIR-IITR, Lucknow; ABC Genomics, Lucknow; FRIGE, Ahmedabad;
VLife Science Technologies Private Limited, Pune; BV Patel PERD Centre, Ahmedabad; Zydus
Research Centre, Ahmedabad. These collaborations facilitate interaction of students with
international researchers and academics and create opportunities for advance training,
project work and learning.
3. Five years integrated MCA started from the year 2013-2014 at the AESICS, replacing the
BCA program.
This was introduced based on alumni and industry feedback that the BCA program did not
provide sufficient training and skills for the complex and fast changing IT world of today. The
5 year MCA program was drawn up with industry involvement.
1.3.3
What are the strategies adopted for the revision of the existing programs? What
percentage of courses underwent a syllabus revision?
BKMIBA
As mentioned in previous sections, programs undergo a comprehensive review every three
years, both for structure of the programme as well as content of each course within the
programme. Course level revisions can be initiated in any year.
Last revision was made in the academic year 2012-2013, when BBA and BBA (Hons.)
programme structures were revised from the Trimester System to the Semester system. At
that time, 100% of the courses underwent a revision.
HLIC
Generally, 30 to 40 per cent of course contents undergo revision every year apart
from the minor need-based changes on a regular basis.
ILS
At the Institute of Life Sciences all programmes are new (initiated from 2012
onwards).
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PGIM
100% of the programs have undergone revision
AESICS
The syllabus is revised on the yearly basis for the MCA programmes after consulting the
subject expert from the academia and IT industry. 100% courses underwent a syllabus
revision.
Strategy used for revision
Step I: Consultation
Invite the inputs and suggestions from the various regulatory bodies like the Academic
Council, other departments and the experts from the academia, industry and alumni. Study
also regulatory guidelines, if any.
Invite suggestions from the major stakeholders like students and parents, teachers from their
classroom experiences and observations.
Step II: Consolidation
The brainstorming sessions and discussions among the faculty groups and the Institute
advisory committee lead to a better understanding of the practical and other aspects of the
changes/revision in terms of the relevance, scope and the scale, pedagogy, infrastructural
and other requirements and the learning outcomes.
Step III: Formulation
The proposed revision or updates get approved from the programme head and the
Academic Council.
1.3.4
What are the value-added courses offered by the university and how does the
university ensure that all students have access to them?
AU continues to encourage creation of value added courses, to enhance the overall
development of students.
Some of the courses offered are:
Business Ethics, Corporate Governance and Social Responsibility
Public speaking, People Skills and Leadership
Event Management
Heritage Management
Elementary Foreign Language Courses in French and Spanish
Design Thinking
AU Institutes make all efforts to make these courses available to all students.
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The University also offers an opportunity for students from all programs to come together
and work on live projects, through a non-credit course on Project Based Learning.
1.3.5
Has the university introduced any higher order skill development programmes in
consonance with the national requirements as outlined by the National Skills
Development Corporation and other agencies?
An appropriate example of higher order skills development is the Centre for Heritage
Management (CHM). AU has set up CHM to:
(i)
enhance the heritage management practices in Ahmedabad, an old city with
600 years of very diverse and rich heritage, as well as elsewhere in the
country
(ii)
produce professionals trained in Heritage management with formal
qualifications and
(iii)
encourage creation of heritage related entrepreneurs in products and
services to create self-employment opportunities as well as enhance the
potential for tourism, exports, etc.
CHM will enhance skills of those working in heritage related organizations and also
create replicable models for self-employment. This is one of the first such programs
across the country.
1.4 Feedback System
1.4.1
Does the university have a formal mechanism to obtain feedback from students
regarding the curriculum and how is it made use of?
With a philosophy ingrained in providing a stimulating teaching-learning experience on
campus, feedback on the Curriculum, faculty and Pedagogy, as well as all other matters of
student interest, is regularly procured by the AU institutes. Formal as well as informal
feedback systems are used to collect feedback from students.
The Institutes also interact with its Alumni to solicit their feedback and suggestions from time
to time. It is a matter of pride for the Institutes that the alumni who have secured admission
in other institutes for further studies continue to express their gratitude for their almamater. The Institutes also solicit feedback from the families of students and the community
at the time of events and programmes. An evidence of the positive feedback from the society
is the support given in the form of funding several awards.
The suggestions taken from the students are considered while revising the curriculum and
suggestions given by the instructors are taken into account to determine the ways in which
the delivery of the course can be enhanced. Suggestions provided by the students are also
considered for various co-curricular and extracurricular activities.
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1.4.2
Does the university elicit feedback on the curriculum from national and
international faculty? If yes, specify a few methods such as conducting webinars,
workshops, online discussions, etc. and its impact.
AU requires its institutes to regularly obtain feedback from the institute’s advisory
committee and a host of other ways including interaction with the Academic Council, Alumni,
participations and discussions at the national and international seminars, guest lectures and
seminars at the university by the eminent national/international faculty, discussions at
conferences, collaborations and tie-ups with the professional bodies and foreign universities.
Recurring visits for further recruitment by employers who have hired students from AU
Institutes in the past, testify to the relevance and appropriateness of the curriculum for
developing industry ready students. Some examples of this are:
(1) Recognition by ACCA of AU's B.Com. program, where as per the need of ACCA, with
whom the institute has signed an MOU, the curriculum has been revised, allowing an
exemption to the students of HLIC, who are pursuing ACCA, for several courses
(2) For AU's MBA curriculum: Final draft of every course was reviewed by a team of internal
faculty, industry experts, and national and international faculty members. International
faculty members were engaged through email.
(3) For AU's EMBA curriculum: Senior faculty of Judge Business School, University of
Cambridge, is actively engaged at the initial design stage as well as at the review stage. This
faculty is engaged through several e-mails, personal meetings when the AU faculty go to
Cambridge for Cambridge Immersion and Cambridge faculty visits AU every year.
1.4.3
Specify the mechanism through which affiliated institutions give feedback on
curriculum enrichment and the extent to which it is made use of.
AU is a non-affiliating university. AU Institutes are deeply involved in all stages of
the curriculum development and implementation.
AU Institutes also use feedback of visiting faculty from other sister AU Institutes and other
academic institutions to enrich the curriculum.
1.4.4
What are the quality sustenance and quality enhancement measures undertaken
by the university in ensuring the effective development of the curricula?
For the effective development of the curricula, experts are invited for course vetting and
course revision, from time to time guest lectures and dialogue with leaders are organised,
experts are invited to teach part of a course or full course, soft skills trainers are invited to
conduct skills building workshops and feedback is taken from all these guests on course
content and course delivery.
Both formal and informal feedback from the students is also examined, analysed and
relevant suggestions are taken on board for making the courses relevant and effective.
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AU has established IQAC, which will be closely involved in all quality assurance matters,
including quality and best practice conferences, related training, feedback systems and other
initiatives.
At BKMIBA, an institute level Internal Quality Assurance Cell (IQAC) is in place. The cell looks
into quality sustenance and quality enhancement of all teaching and learning processes.
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EVALUATION
Criterion II: TEACHING-LEARNING AND EVALUATION
2 Criterion II: TEACHING-LEARNING AND EVALUATION
2.1 Student Enrolment and Profile
2.1.1
How does the university ensure publicity and transparency in the admission
process?
Ahmedabad University (AU) strives to maintain a merit based transparent admission policy
for all its programs. At the start of the admissions process, the University issues
advertisements in local newspapers. The admission notice and process are also put up on
our notice boards, and prospective students can inquire on phone or at the AU office.
For some of the programs like MCA, Integrated M.Sc. and B.Tech., the admission is processed
through the ACPC (Admission Committee for Professional Courses) formed by the state
government.
For MBA, admissions were through ACPC till two years ago. Since last two years, PGIM has
its own admission as the Government of Gujarat granted us a special status.
For the BBA, B.Com. and iMBA programs, Ahmedabad University follows a transparent online
admission system. Also a fast track – online admission system is in place for the BBA and
B.Com. programs. The student fills in a single form for these programs, giving his/her
preference.
The admission application kit comprises of all admission details, fees, process and refund
rules. The AU website also contains details of programs, faculty and other facilities. These
are made available to all potential candidates along with the brochure in application kit.
Counselling for prospective students is made available to clarify doubts and explain the
program details and admission process. The admissions process remains transparent as no
other criterion, but pure merit, is the basis for admission.
An admission audit is carried out by the University for admission to all programs. Specific
inquiries related to admissions are answered through an online query handling process. They
are also answered by an Enquiry Committee comprising of the Institute faculty.
2.1.2
Explain in detail the process of admission put in place by the university. List the
criteria for admission: (e.g.: (i) merit, (ii) merit with entrance test, (iii) merit,
entrance test and interview, (iv) common entrance test conducted by state
agencies and national agencies (v) other criteria followed by the university (please
specify).
Ahmedabad University follows a merit based transparent admission policy. Admission
policies for specific programs are given below.
B.Com. and BBA: A fast track common online admission system is in place for the B.Com.
and BBA programs and admissions are based on the 12th Standard results.
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Integrated MBA (after 12th Standard): Admissions are based on a composite score of (i)
academic performance in the 12th Standard, (ii) performance in the Entrance Test and (iii)
Personal Interview. The Institute conducts its own Entrance Test (BKMIBA Admission Test)
and also accepts the U-GAT (Undergraduate Score). The Personal Interviews are carried out
by panels comprising of Faculty as well as External Experts. The weightage of these three
components are as follows:
12th Board Results -30%,
Entrance Test - 35%,
Personal Interview -35%
M.Sc. Life Sciences (after B.Sc.): A personal interview is held by the Admission Committee to
assess the suitability of the candidate in addition to evaluating grades for merit.
Integrated MSc (Life Sciences): In 2014, the admissions were processed through the
Admission Committee for Professional Courses (ACPC), Government of Gujarat. However, the
admissions procedure for the B.Sc. program through the ACPC has been scrapped by the State
Government in November 2014. The institute will evolve a suitable merit based admissions
policy for this program for the new academic year.
MBA: In last four years MBA admissions have seen three major changes as below:
(a) 2011-12 admission was entirely done by Admission Committee for Professional
Courses (ACPC), a Gujarat Government body for entral admissions for all professional
courses, including MBA.
(b) 2012-13 the Government of Gujarat allowed PGIM, AU to admit 50% of the students
at National level based on national level test and own subsequent mechanism and
remaining 50% was still admitted through ACPC.
(c) Since 2013-14 onwards PGIM, AU has been completely exempted from the
admission through ACPC and we now admit 50% students at national level and
remaining 50% from Gujarat Domicile based on national level test and our own other
processes
CAT/CMAT percentile score is taken for shortlisting the candidates for Personal Interview.
Final merit is prepared based on CAT/CMAT percentile rank, Personal Interview score, past
academic performance and work experience
Criteria and scores are as under:
CAT/CMAT percentile score
50%
Personal Interview
30%
Academic record
10%
Work experience
10%
Note: Relevance of experience is evaluated in Personal Interview, and length based
on application
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Criterion II: TEACHING-LEARNING AND EVALUATION
PGDM: Through education record and personal interview
EMBA: Through merit, an entrance test conducted by Institute (if any national level test is
not taken by the candidate) and personal interview.
Ph. D. Program: Merit, entrance test conducted by Institute (if not taken UGC NET or
equivalent exam) and interview with research interest
MCA: MCA admissions are processed by the Admission Committee for Professional Courses,
Gujarat Government.
iMCA: iMCA admissions are processed on merit (12th Standard grades) basis by Ahmedabad
University.
2.1.3
Provide details of admission process in the affiliated colleges and the university’s
role in monitoring the same.
AU is non-affiliating university and so does not have any affiliated colleges.
All admission policies at the institutes of AU are vetted by the AU Academic Council.
Ahmedabad University conducts admissions audit every year to ensure the transparency of
the admissions process.
2.1.4
Does the university have a mechanism to review its admission process and student
profile annually? If yes, what is the outcome of such an analysis and how has it
contributed to the improvement of the process?
After each admission cycle, an analysis of the admission data is presented and discussed at
the academic council at University level. Such an analysis pays close attention to gender,
SC/ST/others category, board, medium of instruction at school level and data about students
coming from outside the state and within the state. Data of students within the state is
further analyzed to find out how many students come from outside Ahmedabad. Based on
this analysis, the institute attempts to refine its admission process for the next academic
year.
All these analyses enables the University to take various decisions such as revisiting the
income slabs for scholarships, extending hostel facilities, providing facilities for girl students
and providing remedial classes for students with schooling in vernacular languages.
The analysis also gives a good idea about the students’ background and their skills and weak
areas, which can then be dealt by orientation, remedial classes and hand holding programs.
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Criterion II: TEACHING-LEARNING AND EVALUATION
2.1.5
What are the strategies adopted to increase / improve access for students
belonging to the following categories:
∗
∗
∗
∗
SC/ST
∗ OBC
Women
∗ Persons with varied disabilities
Economically weaker sections
Outstanding achievers in sports and other extracurricular activities
AU follows government regulations applicable to private universities for promoting
education among the less privileged sections. In these categories the cut off percentage for
admissions is substantially reduced as per Ahmedabad University’s policy.
Easy access to all facilities for the differently-abled persons is provided to enable such
persons to study comfortably.
A liberal financial-aid policy is in place to support our principle of merit based means blind
admission policy to ensure that no student who secures admission on merit is denied
education on account of paucity of funds. Students from extremely poor backgrounds can
also apply for additional financial support for living expenses. These students are also
provided with Book Bank facility.
Outstanding achievers are encouraged and supported so that they can excel in their area of
interest.
Implementing non-discriminatory policies and providing a safe, secure and encouraging
educational environment also contribute to increasing the diversity. For example, such
policies have ensured that female students make up nearly 50% of the student population
for BBA and over 75% of students in M.Sc. (Life Sciences).
2.1.6
Number of students admitted in university departments in the last four academic
years:
Category
SC
2011 (Year1)
2012 (Year 2)
2013 (Year 3)
2014 (Year 4)
F
M
Total
F
M
Total
F
M
Total
F
M
Total
18
35
53
22
33
55
15
27
42
20
28
48
11
22
7
8
15
4
0
4
2
1
3
141
202
343
141
149
290
66
148
214
53
149
202
1439
1337
2776
1522
1540
3062
1760
1856
3616
1751
1865
3616
0
1
1
0
0
0
18
34
52
26
55
81
1609
1586
3195
1692
1730
3422
1863
2065
3928
1852
2098
3950
11
ST
OBC
General
PH
Total
* Students data as on 30th September as per UGC and AISHE norms
* F – Female,
M - Male
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2.1.7
Has the university conducted any analysis of demand ratio for the various
programmes of the university departments and affiliated colleges? If so, highlight
the significant trends explaining the reasons for increase / decrease.
Program Level
UG
PG
Integrated Masters
Ph.D.
PG Diploma
2.1.8
Program Name
B.Com
BBA
B.Tech (IET)
B.Tech (CE)
B.Tech (ME)
MBA
EMBA
MCA
M.Tech (IET)
MSc.
i-MBA
i-MCA
i-MSc.
Ph.D
(Management)
Ph.D (IET)
Ph.D
(Life
Sciences)
PGDM
Number of
Application
s
1290
951
250
150
150
464
33
ACPC
50
41
449
141
104
Number of
Students
Admitted
614
287
123
64
64
124
15
141
21
17
75
89
71
62
25
5
5
12.40:1
5:1
36
34
3
13
12:1
2.62:1
Demand
Ratio
2.10:1
3.31:1
2.03:1
2.34:1
2.34:1
3.74:1
2.20:1
NA
2.38:1
2.41:1
5.99:1
1.58:1
1.46:1
Were any programmes discontinued/staggered by the university in the last four
years? If yes, please specify the reasons.
At AESICS, the BCA Program was discontinued and replaced with 5 year Integrated MCA
based on industry feedback to increase employment potential with more focus on
application development in contemporary areas. Also, UGC has recommended 5 year
integrated MCA as one of the programs.
M.Pharm. was discontinued in 2013-14 due to lack of demand from students.
2.2 Catering to Student Diversity
2.2.1
Does the university organize orientation / induction programme for freshers? If
yes, give details such as the duration, issues covered, experts involved and
mechanism for using the feedback in subsequent years.
AU encourages and supports its institutes to conduct suitable orientation programs relevant
to the program, its core objectives and student profile. Each institute is encouraged to
innovate on this and also share such innovations with others.
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BKMIBA organises a week long orientation program for the freshers that caters to basic
induction as well as has activities that introduce the freshers to team work, critical thinking
and creativity – skills required for life ahead at BKMIBA. This orientation program enables
the freshers to get acquainted with the institute’s administrative and library usage systems,
program structure, and faculty and staff teams. Senior students are involved in conducting
these activities so that the freshers can also interact with their seniors.
HLIC conducts an Orientation program for its students on the first day of the college. This
includes a detailed presentation by faculty members, introducing the new students to
various systems, processes and structure of the institution, such as examination, evaluation,
attendance, and extra-curricular and co-curricular activities. A campus tour is organised for
all the students to familiarize them with the campus. A commencement lecture by a guest
speaker is also organized to inspire the students. However, there is no formal feedback
mechanism for the orientation program.
ILS conducts an orientation program at the class level where students are provided detailed
information on subject and its syllabus. Topics covered include the genesis of Institute of Life
Sciences, Introduction of the Faculty, The Genesis of Ahmedabad University, AU Institutions,
About other Institutions in Ahmedabad and Opportunities in Ahmedabad, the way to go in
Life Sciences, Knowledge Management, Affordable Healthcare for 1200 million Indians,
Discovery and Innovation, and Discoveries in Science, Creativity and the Lessons Learnt.
PGIM organizes a one week orientation program for freshers. The topics covered are
Program Orientation, Microlab, IT orientation, Information literacy program, Case study
workshop, Software orientation, industrial visits etc. The external and internal resource
persons of the relevant field conduct these sessions.
AESICS conducts a one-day orientation program for freshers where the students are given
the overview of the curriculum and evaluation schemes. They are briefed about the IT and
non-IT infrastructure available at the campus. They are also made aware of all the
extracurricular and sports activities held around the year. They are familiarized to the code
of conduct that they have to follow while they are on the campus.
SSETU conducts sessions at each institute to make students aware of the student support
programs of SSETU and important issues like health and wellness and facilities available to
students like counselling.
2.2.2
Does the university have a mechanism through which the “differential
requirements of the student population” are analysed after admission and before
the commencement of classes? If so, how are the key issues identified and
addressed?
In general, we believe that we are getting students in our programs with high potential.
However, we also realize that students come from widely varying backgrounds. To enable
students to come up to a common level so that they can then realize their potential, AU
encourages it institutes to conduct relevant programs.
At BKMIBA, data of the student’s performance at the Board exams and/or written
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test/interview is analysed after admissions. Data compilation of freshly admitted students is
done simultaneously with admissions. This data gives details about background of students’
streams, medium of instruction and important subjects studied in their schooling. Depending
on the details, differential requirements of the student population are defined. This process
is followed by bridge courses in English language, Accountancy, Mathematics and Economics
that are offered every year.
HLIC: One of the most common challenges identified among the students admitted to the
institution is the one of familiarizing students from vernacular medium schools to a new
classroom milieu. All instructions within the classrooms are conducted in English, which is
often difficult for Gujarati medium students to acclimatize to. The institution conducts
remedial classes in all subjects for a small duration in order to make them comfortable with
English medium instruction.
PGIM: Tutorials for courses like Accounts and Quantitative Techniques are offered to
students with lesser exposure in these subjects.
AESICS: Each year the freshers fill up a form that covers all the information about their
academic and non-academic background; this is further analyzed to understand their
strength and weaknesses. This helps in planning the bridge courses and remedial sessions
which are conducted for hand holding, before the curriculum sessions actually commence.
For the Undergraduate (iMCA) program, a foundation course in Basics of Computers is
conducted, which helps the students in getting acquainted with the fundamentals of
computers. This course is conducted especially for students from a non-science background.
For the Post Graduate (MCA) students, a foundation course in Computer Fundamentals and
Basics of English is conducted. The syllabus for these courses has been drafted by internal
faculty members.
2.2.3
Does the university offer bridge / remedial / add-on courses? If yes, how are they
structured into the time table? Give details of the courses offered, departmentwise/faculty-wise?
As discussed in the previous question, AU institutes organize remedial and bridge courses or
sessions. Some of them are mentioned as follows:
BKMIBA (BBA, iMBA programs): Students come from diverse backgrounds and hence as per
their needs, bridge courses and remedial courses are offered at BKMIBA for English language,
Accountancy, Mathematics and Economics. Classes for these bridge courses are arranged
along with the regular classes at the beginning or at the end of the day.
All faculty members participate in the bridge course for English language and take one or two
sessions to familiarize first-year students with the terminology in specific subjects.
HLIC: The institute organizes remedial lectures in all subjects for students making a transition
from Gujarati to English medium. These lectures are not included in the regular timetable,
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but are conducted in addition to the regular classes. Students who have not studied
statistics/mathematics at school level are even offered a bridge course in this subject.
ILS: After the admissions process is completed, an orientation program is conducted at class
level where students are provided detailed information of the subjects and their syllabus.
Bridge course: Students of different courses are given additional knowledge in subjects like
English, Environment awareness etc. A class on management is conducted to develop their
entrepreneurial skills.
Remedial lectures (Additional lectures): For students who are weak in studies, remedial
lectures are conducted by the faculty and guest lectures are conducted by experts on
need basis.
Tutorials: Tutorials are conducted as per the requirement of the students. They are guided
i n both, practical and theory, through extra lectures.
PGIM: The university provides bridge/remedial courses to the educationally disadvantaged
students through following means:
For students coming from vernacular medium, English Remedial classes are arranged to help
them to switch over to English medium studies. For students having little or no computer
background, bridge course like ‘IT Tools’ are arranged to bring students from diverse
academic streams to a common platform. In the business school, tutorial for Accounts,
Quantitative Techniques, Economics and Statistics are conducted for students with a noncommerce background.
An extensive Pre-placement Program is offered to students seeking placement support from
the institute.
AESICS: As per their subject needs, the teachers organize bridge / remedial courses as and
when required
2.2.4
Has the university conducted any study on the academic growth of students from
disadvantaged sections of society, economically disadvantaged, physically
handicapped, slow learners, etc.? If yes, what are the main findings?
AU encourages its institutes to support less advantaged or weaker students. A few examples
are given below:
At BKMIBA, students from disadvantaged sections of the society are given admission at
BKMIBA and their academic growth is constantly monitored. A team of faculty members
meets these students on regular basis, checks their academic performance and gives them
more guidance or practice if needed.
An award to motivate academically meritorious students coming from vernacular medium /
economically disadvantaged background viz. Director’s Award is instituted at BKMIBA and
every year a third-year student receives the award for continuous and meritorious academic
growth for three years at BKMIBA.
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Informal studies have shown that initial slow learners become academic achievers within a
couple of semesters.
Some economically disadvantaged students have excelled and have become high performing
individuals.
HLIC: There is no formal study of students from the disadvantaged sections of the society viz.
the economically disadvantaged, physically handicapped, and slow learners. There is a
faculty committee which facilitates the SSETU activities in the institute as well as awarding
scholarships. Students are motivated and encouraged by faculty members at various stages
of the program to improve their performance.
2.2.5
How does the university identify and respond to the learning needs of advanced
learners?
AU gets a large number of students with outstanding academic abilities. AU institutes follow
many practices which enable such students to achieve their potential. Some of these are
detailed below:
BKMIBA: Advanced learners at BKMIBA are offered an opportunity to opt for Fast-track BBA
Honours from their Second Year. It enables selected advanced learners to get a four year
degree in three years’ time. Students who opt for BBA Honours get to earn 33 more credits
by taking one or two extra courses in each semester of their Second and Third year.
BKMIBA encourages advanced learners by nominating them to participate in various
workshops and training programs to write research papers – at times jointly with the faculty
members – to publish papers in reputed journals and to make conference presentations.
Advanced learners are given an opportunity to avail benefits of international exposure. In
2011-12, six selected students got a chance to learn from a six-week immersion module at
University of Cambridge.
BKMIBA has partnered with ESC Rennes School of Business, France for students exchange;
advanced learners from BKMIBA have an opportunity to study at Rennes for an entire
semester in their third year.
BBA (Honours) also caters to the learning needs of advanced learners, by providing them an
opportunity to take more credits and get a BBA(H) degree at the end of three years.
HLIC: Advanced learners are guided by faculties for the concurrent learning required for their
career advancement. They are also offered opportunities for developing leadership by giving
them an opportunity to manage events in the institute.
ILS: On the basis of their previous year’s academic record, the institute identifies advanced
learners and helps them with the following additional learning benefits:

They are given special assignments.
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
Two-month Summer trainings in reputed national institutes, pharma industries and
medical labs are arranged.

They are motivated to take up various projects in their respective field of specialisation
and scholarship schemes are offered to them.

Training sessions are organized to enable them to handle sophisticated instruments
in labs.
They are encouraged to participate in seminars, workshops and conferences for oral and poster
presentations.
PGIM: A well-defined process for identifying advanced learners is in place at PGIM. The
process includes CGPA, minimum grade in a pre-requisite course and mentoring
mechanisms. The advanced learners are allowed to take extra credits. They can take
advanced courses as electives. There is a provision for a special individual project course with
credit. Special invites are given to select students for participation in advanced workshops
and seminars. Advanced learners are encouraged to write and present their research papers
in conferences. They are given opportunities to act as student speakers in the panel
discussions of various management conclaves.
AESICS: Advanced learners are encouraged to use ICT tools like Learning Management toolMoodle, MOOC, Spoken tutorial, NPTEL and eBooks to enhance their knowledge. They are
also encouraged to attend seminars and conferences and motivated to participate in various
competitions that are held by reputed institutes. Projects of special interest are assigned to
them for development and deployment under the guidance of faculty members.
2.3
Teaching-Learning Process
2.3.1
How does the university plan and organise the teaching, learning and evaluation
schedules (academic calendar, teaching plan, evaluation blue print, etc.)?
AU Institutes design the academic calendar for the next year before the current academic
year ends based on broad academic calendar and term dates as per the AU calendar. The
institute academic calendar encompasses marking semester dates for teaching-learning,
evaluation and extracurricular activities. This calendar is designed with inputs from all faculty
members.
A Teaching plan is prepared and submitted to the Director by the concerned subject faculty
each academic year for various subjects. This also includes session-wise teaching plan. The
academic coordinator regularly monitors the progress in coordination with the concerned
subject faculty member.
A Time table for regular lectures for the coming academic year is prepared and displayed on
the notice boards well in advance. This helps to ensure that the lectures start on the very
first day of the academic year. If any faculty member is on leave, then his/her lecture is
substituted by another faculty member present.
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Examination Schedules are notified through an academic calendar issued at the beginning of
the semester. Both internal and semester-end examinations are notified through the notice
board. The internal examination schedule is prepared based on the final university exam
dates announced by the university.
Evaluation Blueprint: Dates of the examinations, dates of centralized assessment of
projects, dates of announcement of results, dates of revaluation of paper etc. are
announced well in advance. Exams are conducted as per the University schedule.
2.3.2
Does the university provide course outlines and course schedules prior to the
commencement of the academic session? If yes, how is the effectiveness of the
process ensured?
AU Institutes provide course outlines and schedules prior to the commencement of the
academic session.
Effectiveness is measured through formal and informal students’ qualitative and quantitative
feedback which is analysed and discussed with the concerned faculty. External subject
experts are invited to conduct question paper audits, wherein question papers are evaluated
for relevance and adherence to the course design and curriculum.
2.3.3
Does the university face any challenges in completing the curriculum within the
stipulated time frame and calendar? If yes, elaborate on the challenges
encountered and the institutional measures to overcome these.
AU institutes have not faced a problem like this ever as the Faculty team follows the
academic calendar systematically. Moreover, the faculty members are in continuous
dialogue with the Time table committee which schedules lectures based on the academic
calendar and faculty constraints so as to ensure timely completion of all courses. In case of
loss of certain regular classes due to unavoidable circumstances, extra lectures are scheduled
on working Saturdays for timely completion of the syllabus as per the teaching schedule.
Institute faculty members are empowered to and expected to take remedial measures in
case of any unexpected circumstances, to enable fulfilling the course curriculum.
2.3.4
How learning is made student-centric? Give a list of participatory learning activities
adopted by the faculty that contributes to holistic development and improved
student learning, besides facilitating life-long learning and knowledge
management.
AU institutes adopt several ways to make learning student-centric. AU also actively follows a
Project-based Learning approach at all its institutes. Some the initiatives are given below:
BKMIBA:
Participatory learning is encouraged by giving students class presentation assignments, using
library resources as well as the Internet, giving students an opportunity to organize and
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enhance their knowledge. Students’ thought processes are developed through class
participation, case analysis, case discussion, quizzes, group discussions, practical application
of theory through project work, etc. All this ensures students life-long learning and
knowledge management. For example, in the course on Corporate Social Responsibility,
students were taken to interact with the Slum Community to understand the importance of
participatory communication in designing programs for them as a part of a Company’s CSR
activity.
Project Based Learning (PBL) initiative offers a unique hands-on learning opportunity to
students on a voluntary basis. As a part of the initiative, a group of students undertook a joint
project work with students from Olin and Babson colleges, USA. Their project work focused
on improving drivability of cycle rickshaws to increase productivity of the puller with a focus
on improving the livelihood of the people at the bottom of pyramid.
HLIC
The curriculum and pedagogy include group discussion, classroom presentations, debates,
quizzes and many other activities that make classrooms a collaborative space of learning and
creation. Students independently conduct a host of co-curricular and extracurricular
activities from conceptualization to execution. This develops qualities of leadership and
teamwork among them, which are some of the important lessons in life.
ILS
Recent developments in the field of higher education have brought many changes, where
the whole process has become student-centric. Student-centric methods have been
incorporated in the institute curriculum. Learning is made student-centric in the following
ways:

Field trips and Industrial visits.

Interactive learning by participation of students in seminars, workshops and handson training programs.

Students can use the advanced lab facilities normally used for research.
PGIM
The learning is made student-centric by the use of effective pedagogy. Some of the
participatory learning activities adopted are: Role Play, Case discussion, Games, Field-trips,
Live Projects, Integrating real life business problems with the courses, supporting lectures by
industry experts, Student clubs, etc.
AESICS
At AESICS, the teaching is made student-centric by the following means:

Project based experimental learning is encouraged.

Case study based teaching to promote analytical thinking/problem solving approach.
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
Innovative use of ICT and E-learning is made for improving the effectiveness of
teaching and learning.

Bring Your Own Device (BYOD) - Classroom cum Lab Environment encourages active
learning.

Moodle and Google Apps for education are used. Creation of course websites and
posting of course material like lecture notes, hand-outs, and team work on course
websites are done on a regular basis.

Online quizzes/assignments using Moodle/online exam in-house software Webinars,
Web casts, Audio/video of technical talks/tutorials/Seminars from industry speakers
are organized.

Collaborative Projects with Foreign Universities and IT Industry for real life project
exposure and team collaboration are carried out.

Industrial Visits are regularly organized.

Computer Society of India provides a platform for learning, knowledge sharing and career development
for students by organizing co-curricular and technical activities.

Summer internships, minor system development projects and full time industry
internships enable students to have an exposure to real life experience.
2.3.5
What is the university’s policy on inviting experts / people of eminence to deliver
lectures and/or organize seminars for students?
Ahmedabad University has a very vigorous policy of inviting experts and eminent persons in
diverse fields to give lectures or conduct seminars. AU Institutes also invite eminent people
for talks or special sessions. Such talks, lectures and workshops delivered by experts and
stalwarts provide students the privilege to interact with and imbibe qualities from eminent
personalities from various fields.
A few of the eminent speakers who have visited us include:
Banking Finance, Insurance
Dr. Usha Thorat,
Shri Nasser Munjee,
Shri Deepak Parekh
Shri Keki Mistry,
Corporate, Business, Entrepreneurs
Mr. Pranav Adani
Dr. Prakash Modi
Dr. J J Irani
Former Deputy Governor – RBI
Chairman of DCB Bank.
Chairman, HDFC Bank
Vice Chairman – HDFC Bank Ltd.
MD – Oil and Gas, Adani Group
Unichem Labs
Former CMD Tata Steel
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Mr. Vyomesh Joshi
Mr. Pratul Shroff
Dr Rajendra Rane
Academics & Research
Dr. Shahrokh Saudagaran,
Prof. Shyam Sunder
Prof. Ramakrishna Velamuri
Dr Dwaipayan Bharadwaj
Dr J. Gowrishankar
Professor R.K. Kale
Dr. Balram Bhargava
Civil Society, Culture, Arts
Mr. Kartikeya Sarabhai
Ms. Reema Nanavaty
Ms. Mallika Sarabhai
Pandit Birju Maharaj,
Pandit Ajoy Chakraborthy
2.3.6
Former EVP and Head, Worldwide Printer
Division, HP
Founder and CEO, eInfochips
Ex-Vice President
INTAS Pharmaceuticals Ltd., Ahmedabad,
Dean of the Business School at the
University of Washington (Tacoma)
James L. Frank Professor of Accounting,
Economics, and Finance at the Yale School
of Management
Chair Professor of Entrepreneurship at
China – Europe Business School
Senior Principal Scientist, CSIR-Institute of
Genomics and Integrative Biology, New
Delhi
Director,Centre for DNA Fingerprinting and
Diagnostics (CDFD), Hyderabad
Vice-Chancellor
Central University of Gujarat, Gandhinagar
Head, Stanford India Bio Design Centre,
(AIIMS)
Founder and Director of Center for
Environment Education
Director – SEWA, Ahmedabad
Danseuse and Social activist
Well-known Kathak dance Maestro
Renowned Vocalist
Does the university formally encourage blended learning by using e-learning
resources?
AU firmly believes that technology ushers in constructive changes that are integral to
facilitating teaching-learning practices. It will continue to evaluate e-learning and blended
learning to work out the best combination for students. Here are some best practices
adopted to ensure effective learning for students:

Online Learning Management System (LMS) based on MOODLE is used by many
institutes for several courses for more systematic transfer of learning resources and
enhanced faculty-student interaction, online quizzes using the LMS, etc.

Wi-fi enabled campus to facilitate ICT access to all students and faculty members.
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
All class-rooms are equipped with audio-visual facilities to enable multi-media based
learning. Classroom pedagogy uses a judicious blend of power-point presentations, chalk
& talk and multi-media.

Student communication from the institutes is made in the electronic form as well as
physical form. Students submit some of their assignments online.

School of Computer Studies (SCS) also uses learning resources like Spoken Tutorials on
various tools and technologies by IITs, Audio-video lectures of NPTEL (National Program
on Technology Enhanced Learning), Video lectures by industry experts from TCS and
Microsoft, C2C (College to Career) Program and DTH-BISAG (Govt. Of Gujarat), in
addition to the Moodle LMS.
2.3.7
What are the technologies and facilities such as virtual laboratories, e-learning,
open educational resources and mobile education used by the faculty for effective
teaching?
All AU Institutes are fully Wi-Fi enabled and all classrooms are equipped with multimedia
facilities. Faculty members are provided with independent laptops, and the use of the
open educational resources is an integral part of their classroom delivery. An
introduction to a learning management system will further take these practices to the
next level. The institutes have computer laboratories with liberal access for students.
Moodle LMS is available to use and experiment with online learning capabilities which
include: Session planning and syllabus , online course contents – lecture notes and
handouts, discussion forum and faculty student interaction, online news and
announcement, assignments and submissions, quizzes and grading. Broadband internet
connection is available free of cost to the Faculty members and students.
Some additional facilities for specific needs are:
 ILS has the Center of Excellence in Insilico Technologies that enables hands on
‘virtual lab’ learning of various issues in life sciences.
 At PGIM: e-resources for library include EBSCO, Emerald, Greenstone and
Corporate data base like Prowess by CMIE.
 At AESICS, Spoken Tutorials on various tools and technologies by IITs are made
available. Audio-video lectures of NPTEL (National Program on Technology
Enhanced Learning) are used by certain faculty members. Video lectures by
industry experts from TCS and Microsoft, C2C (College to Career) Program, DTHBISAG (Govt. Of Gujarat), etc. are also accessible. The institute extensively uses
ICT for library automation, digital library and promotes use of E-learning and
electronic library contents.
2.3.8
Is there any designated group among the faculty to monitor the trends and issues
regarding developments in Open Source Community and integrate its benefits in
the university’s educational processes?
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The IT Infrastructure Committee monitors the trends and issues regarding developments in
Open Source Community and integrates its benefits in the university’s educational processes.
As a matter of fact,, each Course Instructor is also expected to track the trends that are
relevant to their courses and thereby integrate the benefits in the Institute’s educational
processes.
2.3.9
What steps has the university taken to orient traditional classrooms into 24x7
learning places?
AU achieved the above in many ways as follows:

The pedagogy and evaluation methods emphasize more on the application part by
relating theory with practice. A variety of pedagogical tools such as PowerPoint
presentations, videos/films, discussions, solving case studies /caselets, facilitating
management games and simulation activities, projects, research assignments,
excursions and field trips are used by the faculty team to emphasize practical
implementation of various concepts shared in class.

Students are also given reading and research assignments on which they are expected to
work beyond the classroom hours. For example, the Capstone and the Sponsored
Research projects require students to spend several hours beyond the regular classes for
a period of 7-8 months which includes data collection and report writing. Project Based
Learning course also encourages students to learn at all times through practical projects.
Such activities make students learn outside classrooms and class hours.

The Moodle Learning Management System - Moodle provides online features to orient
traditional classrooms into 24x7 learning places by enabling students to have flexibility
to do all following activities at any time, from any place with Internet access:

2.3.10
Viewing of Session plan and syllabus, Course contents, lecture notes and
hand-outs, Discussion forum, faculty student interaction, news and
announcements.

Submission of assignments and quizzes.

Viewing grades.
Is there a provision for the services of counsellors / mentors/ advisors for each
class or group of students for academic, personal and psycho-social guidance? If
yes, give details of the process and the number of students who have benefitted.
AU Institutes have taken a variety of measures to fulfil AU’s mandate of creating a climate of
confidence, empowerment and safety for students. Some of the steps are listed below:
SSETU – Student Support, Engagement and Tutelage provides university level support
centre for students for various queries, support, information, guidance and counselling.
SSETU carries out several student support programs in areas of health and wellness,
counselling, drug-free campus campaigns, etc.
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BKMIBA: Students are encouraged to interact with the faculty members on matters of
academic, personal and psycho-social guidance. Students can also approach the Institute
level committee of SSETU – Student Support, Engagement and Tutelage with two faculty incharges for various queries, support, information, guidance and counselling. The AntiRagging committee and Discipline committee are vigilant throughout the year to ensure a
secure environment at the institute. The Collegiate Women’s Development Cell of the
Institute not only takes care of prevention of sexual harassment but also promotes gender
sensitization through various workshops throughout the year.
The student contacts the faculty member or vice versa in case of any issue that seems to be
troubling the student. The student is counselled through discussions over several meetings.
If the case needs expert handling, the student is referred to the University SSETU office,
where a professional counsellor handles the case.
HLIC: There is no formal structure in the institute, where mentors are appointed for groups
of students for academic guidance. Students, however, have access to SSETU, the university’s
student support cell that is fully equipped to deal with any personal and psychosocial
guidance that the students may need.
At ILS, The Director, faculty and administrative staff follow a highly interactive culture with
students on all aspects including academic, personal and psycho-social matters.
PGIM: PGIM has a formalized Mentorship program. A faculty member is assigned a group of
students as Mentees.
AESICS: AESICS has implemented concept of mentorship where each student is assigned a
faculty mentor to guide him/her during the duration of the program. The advisor regularly
interacts with students and guides them in academic and co-curricular activities, and resolves
any personal issues (if any).
2.3.11 Were any innovative teaching approaches/methods/practices adopted/put to use
by the faculty during the last four years? If yes, did they improve learning? What
were the methods used to evaluate the impact of such practices? What are the
efforts made by the institution in giving the faculty due recognition for innovation
in teaching?
Faculty members at AU are encouraged to experiment with the pedagogy and evaluation
methods depending on the requirement of the course. The pedagogy and evaluation
methods used at the university incorporates global trends in higher education and emphasize
more on the application part.
A variety of pedagogical tools such as PowerPoint presentations, videos/films, discussions,
solving case studies /case lets, facilitating management games and simulation activities,
research projects, excursions and field trips are used by the faculty team to emphasize
practical implementation of various concepts shared in class. Project based learning is being
actively promoted to help students practically use classroom learning to solve real world
problems.
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At BKMIBA, in the last few years Faculty members have initiated a blend of traditional
teaching methods along with newer pedagogy such as: (a) ‘Maker culture’ in the Leadership
Lab course where students created a bridge as a teamwork exercise and (b) Event-based
learning in courses such as Festivalisation of Films and Developing Leadership Skills, where
students design and organize an event. The time-bounded nature of an event encourages
people to learn together, its local setting supports face-to-face encounters between
amateurs and experts, and the scale of an event can provide access to resources that would
otherwise prove inaccessible.
The feedback solicited from students every semester has a component on Pedagogy used to
deliver the content. This feedback is shared with the course instructor who eventually makes
changes if necessary or hones the pedagogy to ensure effective learning. The faculty
members who have innovated pedagogy which is well received by students, are recognized
at the University level.
Subject expert talks and seminars have been organized for acquainting our students with
recent developments in science and industry. Such activities help our students to become
more creative, informed and morally sound individuals and foster a healthy competitive spirit
in them.
At PGIM, Mapping of common threads is carried out across the courses in curriculum like
Ethics, Technology, Being human, Critical and Analytical thinking, Creativity, Communication,
Globalization, Decision making, Interdisciplinary approach and Linking organizational
systems and procedures. The courses are also mapped against KSAs (Knowledge, Skills and
Attitudes).
Impact is measured through: (a) performance appraisal system for the faculty members on
teaching innovations and (b) academic audit.
At AESICS, some of the steps include:

Case study based teaching to promote analytical thinking/problem solving approach,
provide real life exposure and connect classroom learning with real life practice.

Industrial Visits to provide real life exposure and connect classroom learning with real
life practice.

Innovative use of ICT and E-learning for improving the effectiveness of teaching and
learning.

Bring Your Own Device (BYOD) - Classroom cum Lab Environment encourages active
learning and practical oriented approach.

Use of Google Apps for education – creation of course websites, posting of course
material like lecture notes, hand-outs, term-work on course websites are done on a
regular basis.

Online exam, in-house software Webinars, Web casts, Audio/video of technical
talks/tutorials/Seminars from Industry speakers, etc. are organized.
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
Spoken Tutorials are made available on various tools and technologies by IITs.

Arranging audio-video lectures of NPTEL (National Program on Technology Enhanced
Learning).

Organizing video lectures by industry experts from TCS and Microsoft, C2C (College to
Career) Program, DTH-BISAG (Govt. Of Gujarat)

Collaborative projects with foreign Universities and IT Industry, for real life project
exposure and team collaboration, are carried out.

The Institute has also taken a new initiative to start using Moodle Learning Management
tool - for E-learning and online assignment submission and assessment from current
semester.
2.3.12 How does the university create a culture of instilling and nurturing creativity and
scientific temper among the learners?
Each Institute works in a variety of ways to instil and enhance scientific temper among
students in manner suitable for the respective program.
BKMIBA: At BKIMBA, various cases, articles and reports are discussed with the students on
a regular basis. Multi-media presentations, extensive analysis of cases in various courses,
incorporation of class participation as part of internal evaluation, etc. are practices that
enable the Institute to incorporate global trends in higher education.
Various courses strive to develop scientific temper by encouraging students to develop
investigative curiosity for a phenomenon, assess it through natural, environmental and
scientific evidences and reasoning, as well as identifying root causes and learning through
experiments as and when required.
iMBA students, in their foundation year, are offered two courses with focus on pure sciences,
namely Astronomy and Science in day to day life, with an objective of developing scientific
temper.
HLIC: Creativity amongst students is nurtured by organizing various projects and games as a
part of the learning process. This makes learning fun for the students and inspires them to
be creative in their approach to work. A host of co-curricular and extra-curricular activities
are organized by the students fostering leadership qualities amongst the students.
ILS: ILS provides plenty of opportunities in the form of seminars and cultural activities to
acquire exposure to life-skills other than the routine syllabus. This envisages critical and
creative thinking among students.

Educational tours are arranged for the students which evoke scientific temperament.

YOGA learning is available as an elective course, which elevates the emotional quotient
of the students through yoga, meditation and spiritual talks.
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
Many of the students are exposed to national and international level seminars and
conferences where they present research papers and posters.

Our institute organises many national workshops and seminars as well as subject specific
seminars, where both students and faculty get regular exposure to recent developments
in their respective fields of specialisation.
PGIM: Workshops, courses like Creativity & Innovation and Marketing Engineering, projects,
and field trips are some of the methods used.
AESICS: The curriculum and pedagogy encourage problem solving, innovative thinking and
research for development of new ideas, products and solutions for solving societal and
industrial problems. Faculty members encourage students to apply the concepts and
knowledge learned in a course in developing out of box ideas and innovative
applications/systems to solve societal and industrial problems.
2.3.13 Does the university consider student projects mandatory in the learning program?
If yes, for how many programs have they been (percentage of total) made
mandatory?



Number of projects executed within the university
Names of external institutions associated with the university for student
project work
Role of faculty in facilitating such projects
AU lays great emphasis in providing experiential learning opportunities to students. Projects
form a very important part of this. All AU institutes incorporate projects as a mandatory
requirement in as many courses as possible and also have special courses on project based
learning. Some of the initiatives at the institute level are given below:
BKMIBA: Project based learning is promoted at the Institute so as help students practically
understand classroom learning’s. Project work, which is an inherent component in the
evaluation of each course, focuses on the integration of topics in the course as well as across
various courses offered in the program.
The faculty, while encouraging them to take their own initiatives, guide students to choose
topics, write reports and develop presentation skills and train students for a strong defence
that needs to be done during the final presentation of the project.
As a part of the project based le arning initiative, a group of students undertook a joint
project work with students from Olin and Babson colleges, USA under supervision of faculty
members. The students along with the faculty members visited Bharatpur bird sanctuary and
looked at problems faced by rickshaw pullers and came up with solution for the same.
HLIC: Projects are mandatory for students in all the subjects. Students have to make a written
submission or make an oral presentation accompanied by a power point presentation.
As all courses have project work, the number of projects executed is very large.
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While the projects are conceptualized and executed by the students, the faculties guide the
students for the projects and solve all their queries regarding the project.
ILS: While projects are used in several courses, the institute has also facilitated students to
carry out important research projects.
Eight projects have been executed within the Institute.
ILS students have also worked with several external institutions on project work. Some of
these are:

Calcutta University, Kolkata

Gennova Biopharma, Pune

IIT Madras, Chennai

CSIR-IGIB, New Delhi

PERD Centre, Ahmedabad

Central Leather Research Institute, Chennai

VLife Sciences, Ahmedabad

INTAS Pharma, Ahmedabad

Indian Institute of Science Education and Research, Pune

Olin College, USA

National Institute for Research in Reproductive Health, Mumbai
The role of faculty is to facilitate such projects and guide students to overcome difficulties, if
any.
PGIM: Project work is a mandatory component in several courses in all the programs.
Summer Internship Project (SIP) is mandatory after completion of first year of MBA. The SIP
is done in the company where a student is placed, and works under the guidance of an
industry mentor as well as a faculty mentor.
Other important projects are:

A comprehensive project is mandatory in PGDM.

Know-Your-Business (KYB) and Grow-Your-Business (GYB) projects in phases are
compulsory for EMBA students. These KYB and GYB projects are integrated with
every course and guided by faculty members as well as family mentors.

In EMBA, the course instructor acts as the project guide because these projects are
embedded in every course.
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
A Lighthouse project for all EMBA students is carried out in three phases: PreCambridge, at Judge Business School, Cambridge, for a month, and Post-Cambridge
period spanning for about six months and guided by faculty and industry mentors.

Individual Social Responsibility Initiative (ISRI) Projects are also compulsory for all
MBA students. In ISRI, faculty mentors are assigned to the students.

Some projects in MBA are real life, integrating actual consulting assignment with the
course work. Some courses require setting up and running real business and learn
from that experience.

Many corporates and NGOs are associated with the institution for the student
project work.
AESICS: To provide practical industry exposure in designing and developing real-life systems
and applications, MCA students are required to do Industry Internship for one full semester.
As a part of summer internship, the students also do projects in industry.
Minor projects are assigned to UG (BCA) and PG (MCA) in which they are required to do part
time projects in industry.
On an average, 30% of the total time is spent by the students each semester for doing
projects to enrich their knowledge of the course.
Each group of students are assigned faculty members whom they can approach for guidance
on a regular basis for projects.
2.3.14 Does the university have a well-qualified pool of human resource to meet the
requirements of the curriculum? If there is a shortfall, how is it supplemented?
AU puts strong focus on recruiting the right talent as faculty and then providing the
opportunity to them for developing their capabilities in terms of knowledge, research and
teaching pedagogy. Faculty is also encouraged and supported to pursue a Ph.D. in their area
of interest if they do not have one. AU also maintains strong contacts with industry and other
academic institutions which enables it to invite visiting faculty for specific courses and very
niche or specialized topics or to get experts with practical experience in various subjects.
Some of the institution details are provided below:

ILS has highly qualified research oriented faculty, which has enabled it to implement
the M.Sc. (Life Sciences) curriculum with a high degree of research focus to meet the
growing need for high quality and motivated research professionals. ILS has links
with Indian and foreign institutions to get outstanding academic and industry
professionals as visiting faculty and for special guests.

AESICS supplements its well qualified permanent faculty with experienced industry
professionals to deliver lectures or seminars on advanced topics and new
technologies in IT industry,.
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2.3.15 How are the faculty enabled to prepare computer-aided teaching/ learning
materials? What are the facilities available in the university for such efforts?
AU fully believes in using the online/computer based learning paradigm to maximize the
impact on the teaching/learning process. AU also recognizes that this is an emerging
methodology and the faculty needs to be equipped with right equipment and training and
then try options as appropriate in their courses.
The faculty is provided with Desktops/Laptops and Internet connection with databases and
online resources that facilitate them to download relevant and updated teaching material in
the form of articles, research papers and videos for their class. Classrooms are equipped with
audio-visual aids so that the faculty can use such material easily. The IT Support staff provide
assistance for networking, software installation etc., to facilitate this process. All institute
premises are WiFi enabled so that the faculty and students can access Internet at high speed
and no cost. This enables the faculty to mount e-learning materials, tests, etc. and the
students to access them, submit assignments, etc.
In addition to the above common facilities and practices, some highlights at specific AU
Institutes are provided below:
ILS: The Institute of Life Sciences has an in-silico facility with the faculty conversant with
state-of-the-art teaching methods using YouTube, videos of lectures, video conferencing for
the lectures and interaction.
PGIM: Statistical software for data analysis is available. Moodle LMS has been implemented
with faculty and student training.
AESICS: Moodle and Google Apps for education are used with creation of course websites
and posting of course material like lecture notes, hand-outs, and term-works on those
websites on a regular basis.
AESICS also organizes online quiz/assignments using Moodle/online exam in-house software,
webinars, webcasts and audio/video presentations of technical talks/tutorials/seminars
from Industry speakers.
2.3.16 Does the university have a mechanism for the evaluation of teachers by the
students / alumni? If yes, how is the evaluation feedback used to improve the
quality of the teaching-learning process?
AU’s thrust has always been on providing a stimulating teaching-learning experience on
campus. To ensure this, feedback on the curriculum and pedagogy as practiced is regularly
taken from students at the end of the semester from the entire student population.
Student Feedback:
Students share their opinion about the relevance and content of the course as well as the
pedagogy, reference material provided and the faculty-student engagement in their
feedback. Based on the student feedback, changes in the course or pedagogy are made.
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Suggestion boxes are another instrument through which the university collects feedback and
suggestions from its students. The findings from the feedback are thoroughly analysed and
the relevant suggestions are implemented in the teaching methodology and evaluation
system so as to give the students an enjoyable but challenging learning experience on
campus.
Alumni FeedbackThe institutes interact with the Alumni to solicit their feedback and suggestions from time to
time. The institutes also solicit feedback from the families of students and the community at
the time of events and programs. An evidence of the positive feedback from the society is
the support given in the form of funding several awards.
The feedback is also discussed in the meetings of IQAC and the Academic Council.
2.4 Teacher Quality
2.4.1
How does the university plan and manage its human resources to meet the
changing requirements of the curriculum?
AU firmly believes that the curriculum needs to be changed regularly to enable students to
fulfil the needs of the society, industry and other stakeholders, once they graduate and start
working.
AU Institutes provide ample freedom and opportunities to each faculty member to broaden
his/her capabilities. They are encouraged to do research in their area of interest and publish
papers in reputed journals or present at conferences. Faculty members are also sent to
workshops, seminars and Faculty Development Programs as well as for training in advance
techniques at the national and international level. AU invites experts in various fields as
visiting faculty for specific guest lectures,, workshops or courses. AU also provides facility of
Research Associates to help increase the quantum of research being done.
All the above provide opportunities for the faculty to interact with the real world and update
their knowledge on continuous basis. This in turn enables them to be active partners in
suggesting improvements to the curriculum and help in implementing the same.
2.4.2
Furnish details of the faculty
The table on next page provide the faculty details.
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Associate
Assistant
Sr.Lecturer
Lecturer
Adjunct
TA-RA
Total
Professor
Professor
Male Female Male Female Male Female Male Female Male Female Male Female Male Female
Permanent Teachers
D.Sc/ D.Litt
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Ph.D
7
0
5
0
16
10
2
1
0
0
0
0
1
0
42
M.Phil
0
1
1
0
5
4
1
4
0
2
0
1
0
0
19
PG
2
0
0
0
2
3
7
7
6
5
5
0
6
8
51
Temporary Teachers
Ph.D
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
M.Phil
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
PG
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Part time Teachers
Ph.D
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
M.Phil
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
PG
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total
9
1
6
0
23
17
10
12
6
7
5
1
7
8 112
Highest
Qualification
2.4.3
Professor
Does the university encourage diversity in its faculty recruitment? Provide the
following details (department / school-wise).
Department
/School
HLIC
BKMIBA
PGIM
SCS
IET
ILS
2.4.4
% of faculty
% of faculty from
from the
other universities
same
within the stae
university
100%
94%
92%
Nil
100%
26%
Nil
% of faculty from % of faculty
universities
from
other
outside state
countries
Nil
Nil
Nil
Nil
37%
67%
Nil
6%
8%
Nil
37%
33%
How does the university ensure that qualified faculty are appointed for new
programmes / emerging areas of study (Bio-technology, Bio-informatics, Material
Science, Nanotechnology, Comparative Media Studies, Diaspora Studies, Forensic
Computing, Educational Leadership, etc.)? How many faculty members were
appointed to teach new programmes during the last four years?
Faculty recruitment is an ongoing process at AU. For new faculty recruitments, the ability to
cover emerging areas is one of the important criteria. AU also provides opportunities to
existing faculty to update themselves with emerging developments in their domain as well
as their other areas of interest. In addition, interaction with expert visiting faculty and
prominent guest speakers also provide AU faculty opportunities to update themselves.
BKMIBA: Qualified faculty are appointed after a rigorous selection process ensured through
demonstration classes and interviews. At BKMIBA, six new faculty members have been
appointed in the last four years in emerging areas of study such as Entrepreneurship and
Liberal Studies.
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HLIC: The institute issues advertisements in various national newspapers and also posts
openings on the university website. There is a three-step interview process. Selected
applicants are called for an initial interview. After this process, they are asked to make a
presentation before a faculty panel. They are then called for a personal interview for which
outside experts and university authorities are invited.
As ILS and IET are only 3 years old, all faculty appointments have been done keeping
contemporary developments in life sciences in focus.
2.4.5
How many Emeritus / Adjunct Faculty / Visiting Professors are on the rolls of the
university?
Post
Emeritus
Professor
Adjunct Professor
Adjunct Faculty
Visiting Faculty
Total
Filled
HLIC
BKMIBA
SCS
PGIM
IET
ILS
0
0
2
11
13
0
0
2
9
11
0
0
0
11
11
1
0
1
24
26
0
1
0
1
2
0
3
0
8
11
Total
1
4
5
64
74
Ahmedabad is a highly industrialized city and AU has excellent links with industries,
businesses, academic institutions and other organizations in the city. AU institutes draw upon
this expertise to bring greater level of depth and practical experience in many subjects,
including specialized ones, for its students through visiting and adjunct facility. AU also draws
upon national and international faculty resources for this purpose.
2.4.6
What policies/systems are in place to academically recharge and rejuvenate
teachers (e.g. providing research grants, study leave, nomination to
national/international conferences/ seminars, in-service training, organizing
national/international conferences etc.)?
AU promotes teacher development and rejuvenation by encouraging faculty members to
attend and participate in Faculty Development Programs, conferences, orientation and
refresher courses, workshops and seminars. Institutes provide duty leave and registration
expenses. Faculty members who acquire the degree of M.Phil. or Ph.D. may be given
accelerated increments in their salary and advancement in scale. Funding is provided to each
faculty member for attending a conference within India each year and once in two years for
presenting research papers at a conference outside India.
Sabbaticals are considered for faculty members to help them work rigorously towards
completion of their Ph. D.
Among the specific institute level initiatives, , every year, PGIM sends faculty members for a
one-month international academic immersion to Judge Business School, University of
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Cambridge and nominates faculty for a long-term faculty development program like that at
IIM-A.
2.4.7
How many faculty received awards / recognitions for excellence in teaching at the
state, national and international level during the last four years?
Please refer Annexure 2.4.7
2.4.8
How many faculty underwent staff development programs during the last four
years (add any other program if necessary)?
Number of faculty
HLIC BKMIBA
Academic Staff Development Programs
Refresher courses
HRD programs
Orientation programs
Staff training conducted by the university
18
Staff training conducted by other institutions
Summer / Winter schools, workshops, etc.
2.4.9
SCS
PGIM
0
7
0
27
5
27
7
6
4
17
Total
3
1
10
What percentage of the faculty have
% of Faculty Have
HLIC
been invited as resource persons 5%
in Workshops / Seminars/
Conferences
organized
by
external professional agencies?
BKIMIBA SCS
10%
80%
PGIM IET
60%
70%
ILS
100%
participated
in
external 100%
Workshops
/
Seminars
/
Conferences
recognized
by
national
/
international
professional bodies?
presented papers in Workshops / 100%
Seminars
/
Conferences
conducted or recognized by
professional agencies?
Teaching experience in other 10%
universities / national institutions
and other institutions?
90%
100%
80%
100%
100%
100%
100%
100%
90%
100%
5%
15%
90%
50%
100%
Industrial engagement?
Nil
20%
50%
Nil
20%
Nil
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International
teaching?
experience
in Nil
Nil
Nil
10%
5%
40%
2.4.10 How often does the university organize academic development programmes (e.g.:
curriculum development, teaching-learning methods, examination reforms,
content / knowledge management, etc.) for its faculty aimed at enriching the
teaching-learning process?
The university has empowered each institute to devise its own syllabus for its program. The
faculty in each department frame the syllabus for their subject. Subject experts are invited
to make suggestions. After the syllabus is vetted by them, it is sent to the University
Academic Council for approval. This process is repeated every three years.
The institutes have external audit for their examination papers and invite suggestions from
experts on how to improve the examination process.
The university makes an effort to organize guest lectures by eminent people from the
industry and different academic areas, e.g. Prof. Shyam Sunder of Harvard University spent
a week at the AU. He gave lectures to students. Many faculty members had a one-to-one
interaction with him and got his inputs on their research topics. Mr. Subbiah, the Chairman
of the Murugappa Group of Industries spent time with the faculty and students.
The University has also organized workshops for the faculty on topics like ‘How to do
Research?’ and ‘Workshop on Writing Cases’. Faculty members are encouraged to do
research by providing them with access to international online journals.
The University also encourages faculties with advanced technologies like Moodle LMS for
learning process and aims to upload hundred percent of its course content online in the
future.
The University has created a central Department of Liberal Studies and is also developing a
series of courses for entrepreneurship, social change, etc. These courses also enable faculty
to update themselves.
2.4.11 Does the university have a mechanism to encourage


Mobility of faculty between universities for teaching?
Faculty exchange programmes with national and international bodies?
If yes, how have these schemes helped in enriching the quality of the faculty?
All faculties are encouraged to take classes for other institutes within the university. Faculty
members are also encouraged to teach at other reputed institutes and universities
whenever they are invited to deliver guest lectures or as part of a course. Ahmedabad
has very good academic clusters which allow such mobility and exchange of ideas.
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Faculty members have had a chance to visit international universities. Some of them have
been sent to Cambridge University for the Cambridge Immersion program for the eMBA
students. They went as Academic Visitors and played the role of mentor to the students.
Similarly, a few international faculty members are invited to visit AU and teach the students
here and/or interact with the faculty for a period ranging from a day to a week or two.
The work of the faculties has been enriched by their experience with Cambridge University.
It has impacted both their teaching and research. Some of these visits have culminated into
joint case writing and research which are at the proposal stage right now.
2.5 Evaluation Process and Reforms
2.5.1
How does the university ensure that all the stakeholders are aware of the
evaluation processes that are in place?
The evaluation process is an integral part of the teaching-learning process at AU. AU strives
to ensure that its evaluation process is completely transparent. The examination rules and
the evaluation process are displayed on the notice board as well as sent well in advance as
an email to students. The faculty members are also informed about the paper setting and
the procedure for evaluation.
For most courses, a continuous evaluation system which is fair and rigorous is used. Each
course has multiple evaluation components, which include mid-semester examination, endsemester examination, concurrent evaluation and attendance. These are communicated to
the students at the commencement of the semester. Students are provided with the coursecurriculum and session plan at the beginning of each semester to inform them about the
evaluation components of each course with their weightage.
2.5.2
What are the important examination reforms initiated by the university and to
what extent have they been implemented in the university departments and
affiliated colleges? Cite a few examples which have positively impacted the
examination management system.
The university maintains complete transparency about the evaluation criteria. It has moved
away from rote learning and has only term end written examination. It has changed its
method to that of continuous evaluation, taking into account the all-round development of
the students. For almost all courses, a multi-point evaluation system is used, based on
combination of components like attendance in class, mid-semester examination, projects,
quizzes and final end-semester examination. So, the emphasis is on continuous and practical
learning. Thus, a balance is achieved in different aspects of evaluation. For the electives, the
evaluation system suggested by each expert is followed.
The university has implemented Moodle LMS, which allows online examination and
submission of assignment, thereby making the examination process paper-less. This eases
the task of teachers in grading and assessment of a large number of students as well as moves
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the examination system to a paperless one. This system is being encouraged across all
institutes in a phased manner.
The university has adopted the letter grade system in place of the conventional marks and
percentage which is perceived to be more effective.
AU also encourages its institutes to take further initiatives in this regard.
For example, The AES Institute of Computer Studies (AESICS), utilizing its core competency,
has initiated the following measures to promote fairness of evaluation and overall credibility
of the examination system.
Theory Examination:

Questions are entered by faculty members into the database through software.

At the time of preparing question papers, the software selects questions randomly
from the database by considering selection criteria.

After completion of theory examination, examiners assess question papers centrally
at the institute. They evaluate approximately 20 papers per day to avoid bulk
checking which may result in poor quality of assessment. From every 5 papers, 1
paper is moderated by the examiner. On completion of the assessment, marks are
entered into the database after cross-verification.
Practical Examination:

The question papers of practical subjects are drawn by the respective faculty
members. At the time of practical examinations, the PDF (read only format) files of
question papers are distributed randomly to each student through the software to
the students.
Online Examination:

Transparent, objective and unbiased student evaluation software has been
developed in-house for online exams, question bank, question paper generation and
student evaluation.

The software generates online exam by randomly selecting the questions entered by
the faculty member.
2.5.3
What is the average time taken by the university for declaration of examination
results? In case of delay, what measures have been taken to address them?
Indicate the mode / media adopted by the university for the publication of
examination results
( e.g. website, SMS, email, etc.).
AU is very conscious of the need to hold examinations at scheduled time and declare results
in reasonably quick time to enable its students to proceed with their future plans of
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employment or further studies without losing time.
The respective AU Institutes provide results in following timeframe:
BKMIBA: Usually the final results and grades are communicated to students within one
month of the end of examination. The grade-sheets along with the attendance are given to
students and parents for their records.
HLIC: The average time taken for declaration of results from the day of completion of the
exam is 20 to 25 days. Results are displayed on the institute website.
ILS: The average time for the declaration of results is 9-10 days.
PGIM: Results of the respective courses are announced within 15 days of the date of
examination and the overall result is announced within a month. In case of delay, the
concerned faculty is called by the Director of the institute. The results are announced via
notice board and emails.
AESICS: The average time taken for declaration of examination results is 21 days. The result
is uploaded on the institute’s website and also displayed on the institute’s notice board.
IET: Every faculty member lets the student know the results of the course within a week.
2.5.4
How does the university ensure transparency in the evaluation process? What are
the rigorous features introduced by the university to ensure confidentiality?
AU ensures transparency by showing corrected answer sheets of all courses and exams to
the students so that they can learn from their mistakes and improve. The student can consult
faculty members to learn about their weak areas in a course. Also a well-defined appeal
process is available for students for re-evaluation.
AU Institutes may take more steps for security based on their larger student population.
For example, at BKMIBA,HLIC and ILS:

The institute has a dedicated reprographic room for examination work with
equipment like a computer, a photocopying machine and a paper shredder as well
as sufficient and secured storage for stationary, used answer sheets and question
papers.

Computers used for the purpose of examination work are secured through double
layered passwords and can be operated only through the member of the
examination committee.

The paper setting orders are issued to faculty members by the examination
committee via email. The papers are then submitted in individual pendrives to the
examination committee, who in turn print the final papers which are then sealed and
opened only in the classrooms.

For end-semester examination two sets of papers are set for each subject by the
faculty members. One question paper is chosen randomly for the examination.
 Even while the paper is being proofread only one member from the examination
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committee is present with the faculty in the examination room.

A secured back-up is taken for question papers and results at the end of every
examination.
At ILS,
 The examination answer sheets are shown to the students and any query
towards the evaluation is attended by the faculty.
 A well-defined three-stage grade revision appeal process is in place.
2.5.5
Does the university have an integrated examination platform for the following
Processes?



Pre-examination processes – Time table generation, OMR, student list
generation, invigilators, squads, attendance sheet, online payment gateway, etc.
Examination process – Examination material management,
Logistics, etc.
Post-examination process – Attendance capture, OMR-based exam result, auto
processing, generic result processing, certification, etc
AU provides its institutions the autonomy to conduct examinations under the overall AU
Academic Council guideline and oversight.
The yearly consolidated grade sheet is given to the student at the end of every academic
year. Marks are converted into a letter grade which is then changed to a grade point average.
Every year, each student gets a mark sheet with consolidated grades.
∗
Pre-examination processes:
The examination time table is put up on the notice board and mailed to the students one
month prior to the examination.
The invigilators are appointed and informed about their duties well in advance.
The list of students eligible to appear in examination, OMR sheets (where applicable), and
attendance sheets are prepared well in advance by the office staff.
∗ Examination process
The seating arrangement is prepared by the office and informed to the students well in
advance. The necessary writing material for the examination is put together by the office
staff one week before the commencement of the examination.
∗ Post-examination process
Attendance capture, OMR-based exam result, auto processing, generic result processing,
certification, etc. are prepared judiciously.
After the completion of examination, the list of students present in the examination and the
list of students absent in the examination are prepared.
In the case of end-semester examination, faculty members are given a time period of twenty
days for assessment of papers from the day of completion of the examination. The marks are
entered into the computer and a consolidated mark list is displayed on the college website.
The degree certificate is given to the students by the University at the convocation ceremony.
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2.5.6
Has the university introduced any reforms in its Ph.D. evaluation process?
At AU the Ph.D. programme is very new. In the context of prevailing programs at most
traditional universities, we have following practices to improve outcome:
1.
2.
3.
4.
5.
6.
7.
There is a one year course requirement, with strong emphasis on research methods
and research paper writing skills, as well as courses on innovation.
There is a on-campus requirement of at least one semester, preferably two.
Evaluation and quality checks are there at every strange, including qualifying tests.
Students can pick their guides, and guides are not thrust on them.
External guides have to be approved by the DPC.
Full time students are provided fellowship, and additional financial support if needed.
Full time Students are mentored by faculty early by initiating them into academic
support roles.
In our Ph.D. program, we stress on flexibility and quality control in the program, monitored
and supervised by the DPC, which also has two eminent external academicians.
2.5.7
Has the university created any provision for including the name of the college in
the degree certificate?
AU is a non-affiliating university. However, its institutes also have a strong brand
name among the students and employers. The name of the institute is printed on the
degree certificate.
2.5.8
What is the mechanism for redressal of grievances with reference to examinations?
There is a three-step grievance redressal mechanism with reference to the examination
system. In the first step, students who are dissatisfied with the evaluation can fill up an
application for rechecking of papers. The faculties will recheck the papers and on an
appointed date, the students can see their answer books and understand under the guidance
of the faculty members, the mistakes they have made in their answer books.
If they are not satisfied with this process, they can appeal to the grievance redressal cell,
which is instituted for this purpose. Still, if the student is not satisfied, he/she can appeal to
the Institute Director, whose decision is final.
2.5.9
What efforts have been made by the university to streamline the operations at the
Office of the Controller of Examinations? Mention any significant efforts which
have improved the process and functioning of the examination division/section.
The University prepares broad guidelines for examination evaluation and grading
pattern. The institute is allowed flexibility as far as individual course grading and
evaluation mechanisms are concerned. The examinations and evaluation are
handled by the examination committee, comprising of faculty members and assisted
by administrative staff. All the operations related to examinations are reported to
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the Academic Council and the Registrar.
2.6 Student Performance and Learning Outcomes
2.6.1
Has the university articulated its Graduate Attributes? If so, how does it facilitate
and monitor its implementation and outcome?
AU Institutes have defined following graduate attributes, keeping in view their respective
domain areas.
BKMIBA: For BBA and iMBA students, attributes that BKMIBA aims at nurturing are:

Sound domain knowledge and conceptual clarity

Smartness and Confidence

Perseverance

Entrepreneurial (Risk Taking) Skills

Quick Decision Making

Effective Communication skills

Leadership

Employability

Social sensitivity

Analytics and Critical Thinking

Research aptitude
HLIC:
The institute has articulated its Graduate Attributes in its Mission and Vision statement. The
institute wishes to nurture students, who are intellectually empowered and have a strong
sense of ethics, a healthy sense of competition and self-discipline. As graduates, they should
be able to shoulder the responsibility of creating an egalitarian, democratic and civil society
through their heightened cultural and human sensitivities.
The institute facilitates the achievement of these attributes amongst the students through
various means such as curriculum design, electives, continuous evaluation process and
industrial visits which give exposure to the outside world and projects. In order to achieve all
round growth of the students, it organizes various co-curricular and extracurricular activities
and gives responsibility for organizing various college events to the students. This fosters in
them a sense of leadership which will help them to take on the responsibility of being change
leaders in the society.
ILS
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
Sound domain knowledge and conceptual clarity

Perseverance

Analytical rigour and Critical Thinking

Research aptitude

Entrepreneurial (Risk Taking, ability to accept failure) Skills

Effective Communication skills

Leadership, Employability, Social sensitivity
PGIM
PGIM has identified the attributes among its graduates as follows:
We wish to bring our graduates from a level of knowing to doing and then to being.
PGIM students will have good subject and domain knowledge, will have openness to
challenges, will have learning attitude, will be inquisitive, demonstrated commitment, will
be able to assimilate complex information, will be self-confident and eager, will be selfmotivated to learn and acquire knowledge, will be self-disciplined, will be good at time
management and in team work, will be able to cope with stress, possess listening skills, will
be hard working and observant, will learn from difficulties, will be self-aware, will possess
empathy and demonstrate ethical behavior, will be competitive and yet collaborative nature.
The outcomes are ensured through,
(a) Identification of common threads across the courses
(b) Integrating KSAs and their accomplishment through mapping in each course and
through academic audit
2.6.2
Does the university have clearly stated learning outcomes for its academic
programmes? If yes, give details on how the students and staff are made aware of
these?
AU strives to ensure that its students achieve the following learning outcomes:

All-round excellence, including excellence in their domain of study.

High Competency in their domain with strong degree of social awareness and
sensitivity.

Multidisciplinary understanding and research aptitude.

well defined goals, objectives and learning outcomes for each course.

Availability of the curriculum to all the faculty members and students.
The above includes academic excellence and all round development in the fields ranging
from sports to cultural activities.
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2.6.3
How are the university’s teaching, learning and assessment strategies structured
to facilitate the achievement of the intended learning outcomes?
AU Institutes work continuously to enhance the learning process which can bring the desired
learning achievements. High quality teaching as well as emphasis on project based learning
practices, are the cornerstones on the academic side. In addition, workshops, expert
lectures, competitions and seminars enable students to participate in the same to improve
their learning abilities. The learning outcomes with respect to academic, sport and
extracurricular activities are highlighted and recognized appropriately and students are
encouraged and supported to develop their capabilities in curricular and extra-curricular
fields.
Through faculty meetings with the Director, from time to time, the institute faculty members
propose various teaching, learning and assessment strategies to ensure and enhance the
achievement of the intended learning outcomes. Some of the critical teaching-learning
processes which contribute to ensure the above include Course structure and Course
Curriculum Revision process, Evaluation tools and mechanism, Feedback mechanism, Cocurricular and Extra-curricular activities, Summer internships and final placements, Industry
Projects and Research Projects, International study tours, Immersion programs and Exchange
programs and Faculty Development programs.
Specific initiatives at Institutes include:

At BKMIBA, the Capstone project in the final year provides strong business analysis
experience.

At ILS, use of advanced instruments in laboratories normally used available only in
industries gives them the rich experience of with current technology. ILS conducts
‘SWOT’ analysis of all students, through formative assessments activities.

At AESICS, training is imparted on newly emerging IT technologies from industry
experts, as such technologies are mastered in the industry first in the IT sector.
2.6.4
How does the university collect and analyse data on student learning outcomes and
use it to overcome the barriers to learning?
The continuous evaluation mechanism provides an effective means to evaluate student
learning outcome through their performance in the evaluation.
In addition, the student feedback mechanism helps understand the student feedback on
learning processes and learning outcomes on all courses twice in a semester. The passing out
students at the end of three years meet the Director and share their exit feedback. Feedback
from alumni and employers also provide further inputs to the effectiveness in getting desired
learning outcomes.
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The Chairman of the Board of Management along with the Provost of the university interacts
with students to discuss their feedback on various aspects of teaching, learning and
development.
External guest faculty, expert judges for students’ project viva exams and presentation
competitions and industry HR officials for placements come and interact with students;, their
feedback on the students’ calibre and competence is also taken into consideration.
Relevant points from these feedback processes are then analysed and discussed among
institute faculty team members as well as the Academic Council and planning for
implementation processes is done with a view to overcoming barriers to learning.
This may result in steps like (i) curriculum or pedagogy improvements, (ii) special remedial
courses for weaker students and (iii) special workshops for advanced technology or advanced
management/business topics etc.
2.6.5
What are the new technologies deployed by the university in enhancing student
learning and evaluation and how does it seek to meet fresh/ future challenges?
AU institutes use technology in an ever increasing manner for teaching and evaluation.
Moodle Learning Management System is implemented for teaching and learning. In many
courses, online examination and submission of assignment is taken by making the
examination process paper-less and environment friendly. Also this eases the task of the
teacher in grading and assessing a large number of students.
Library software is used in institutes to automate the system for borrowing of books and for
efficient management of library resources.
Regularly updated website, mailing system and ERP helps convey vital information to
students/faculty electronically and on real time basis, which saves time and resources of the
institute.
All Institutes have WiFi enabled classrooms with projectors. The answers to the midsemester objective exam are recorded on OMR sheets in some institutes which are checked
through software. Teachers use PowerPoint presentations for their lectures.
Specific application software related to the subject is made available for practice, e.g. TALLY
is used to teach computerized accounting to students.
Online databases like EBSCO, Emerald, Prowess and software like SPSS Statistical software
are used extensively by PGIM students during courses and projects.
Any other information regarding Teaching, Learning and Evaluation which the university
would like to include.
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Annexure 2.4.7: Faculty awards / recognitions received at the
national and international level
Sr.
No.
Institute
Year
Person Name
Dean, Planning & Development, Ahmedabad
University
Advisor, Knowledge Consortium of Gujarat
2014
2014
1
ILS
Award description
2014
RCGM, Department of Biotechnology
Department of Biotechnology, Government of
India
2013
Vlife Science Best Publication Award 2013
2012
Founder & Chairman, Ahmedabad Chapter,
The National Academy of Sciences
Member, DBT-CREST Awards Committee,
Department of Biotechnology, New Delhi,
Government of India.
Professor Alok
Dhawan
Award given by
Country
Ahmedabad University
India
Government of Gujarat
India
Department of
Biotechnology Dept.,
Government of India
India
Vlife Sciences Technologies
Pvt Ltd, Pune
The National Academy of
Sciences
Department of
Biotechnology Dept.,
Government of India
Council of Science and
Technology, Government
of Uttar Pradesh
India
India
India
2011
VIGYAN RATNA Award
India
2010
STOX/ASAW Surajben Jethalal Thakkar Prakruti
Mandir Gold Medal
2008
Lecture Award in the field of Toxicology
The National Academy of
Sciences
India
2008
UKIERI-DST Standard Research Award
University of Bradford
UK
India
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2007
UK-India Educational and Research Initiative
(UKIERI) Travel Award (with Professor Diana
Anderson)
UKIERI
UK
2005
Environmental Mutagen Society - Travel Award
Environmental Mutagen
Society
USA
2005
Shakuntala Amit Chand Prize 2002
Indian Council for Medical
Research
India
1999
CSIR Young Scientist Award 1999
Council for Scientific and
Industrial Research
India
1994
Congress Award by IUPHAR
International Congress of
Pharmacology
Canada
1993
INSA Medal for Young Scientist 1993
Indian National Science
Academy
India
1990
Research Fellow Award
Industrial Toxicology
Research Centre, Lucknow
India
2010
VIGYAN RATNA Award
UP Council of Science &
Technology, Govt. of Uttar
Pradesh
India
2009
Visiting Professor : Advanced Environmental
Biotechnology Research Centre
Pohang University of
Science & Technology
(POSTECH)
Republic of
Korea
2008
‘Certificate of Merit’ : CSIR Leadership
Development Program
Director General, Council
of Scientific & Industrial
Research, Govt. of India
India
1994
Visiting Scientist : Indo-US Science and
Technology Program. (INDO-US S&T Program:
University of Washington
USA
2
Professor Rishi
Shanker
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Common Agenda for Environment), Dept. of
Medicinal Chemistry, , Seattle, USA. (1994)
1987
SGM Visiting Research Fellow: Society for
General Microbiology,
Society for General
Microbiology
UK
2013
Vlife Best Publication Award
Vlife Sciences Technologies
Pvt Ltd, Pune
India
Young Investigator Award
EU-India Science,
Technology and Innovation
Days 2013
France
INSA Medal for Young Scientist
Indian National Science
Academy
India
Fellow Award
Computer Society of India
India
Fellow Award
Institution of Engineers
(India)
India
2013
3
Professor
Ashutosh
Kumar
2014
4
2007
5
1992
SCS
Prof Bipin
Mehta
Prof Bipin
Mehta
6
20132014
Dr. Aditya
Patel
CSI Longest Continuous Student Branch
Counselor (SBC) Award
Computer Society of India
India
7
20132014
Dr. Aditya
Patel
Best Accredited Student Branch Award
Computer Society of India
India
UGC - NET (JRF)
UGC
India
Second prize to the book ‘Girnar’ under ‘Essays
and Travelogue’ category for the year 2009
Gujarat Sahitya Akademy
INDIA
8
PGIM
2009
Dr. Jinal Parikh
9
IET
2009
Sanjay
Chaudhary
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Criterion II: TEACHING-LEARNING AND EVALUATION
10
11
2014
2014
Ashis Jalote
Parmar
Mehul S. Raval
Emerging Leaders Fellowship (ELF)-2014
Australia India Institute at
The University of
Melbourne
AUSTRALIA
invited to join IEEE Technical committee on
Soft Computing by IEEE System, Man and
Cybernetics (SMC) society
IEEE
USA
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Ahmedabad University
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CRITERION III: RESEARCH, CONSULTANCY AND
EXTENSION
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
3 Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research
3.1.1
Does the university have a Research Committee to monitor and address issues
related to research? If yes, what is its composition? Mention a few
recommendations which have been implemented and their impact.
AU encourages all its institutes to promote research among its faculty. AU has Research
Committee. Its members include
1. Prof Shailendra Mehta, Provost(chair),
2. Dr. Alok Dhavan, Director – ILS and Dean (Plg and Dev) ,
3. Prof Jayant Verma, IIMA
4. Dr. Raghavan Rangarajan, Physical Research Laboratory.
In addition, there are Research Heads/Coordinators at Institutes.
Research projects can be proposed by faculty members to Research committee for
approvals for University level funding. The Research Committee also vets and facilitates
proposals to be made to external sponsoring bodies.
An important recommendation of Research Committee was to decentralize approvals for
small projects or seed money grant to Institutes, upto 1 lakh. Institutes are provided budget
for this. The respective institute advisory boards and the Academic Council also help to
address issues related to research.
Some of the recommendations based on deliberations at AU and individual institute bodies
are:

Provision for duty leave and flexibility for research work.

Funds for faculty members for research, development, seminars, conferences, etc.

Access to the online resources to enhance research.

Appointing Teaching and Research Assistants (TARA) for faculty to support their
research work.

Financial support for books, journals, databases, publishing papers and presenting
papers in conferences, attending FDP’s, research workshops, conferences, etc.
Examples of AU Institute level initiatives are:
The Institute of Life Sciences has an excellent Advisory Board with members from the
pharmaceutical industry, academia, IITs and national institutions to advise on research
activities. The institute has a Head (Research) in rank of Professor to support the Director
and faculty in R & D as well as a very sound and congenial environment for research in pure
and applied sciences.
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3.1.2
What is the policy of the university to promote research in its affiliated /
constituent colleges?
AU provides very supportive policy backing for research efforts by the faculty. Some of the
salient features of this policy are:

The faculty members are allowed duty leave and flexibility in teaching schedule to
continue with research work.

There is a specific provision for research and development in the annual budget of the
institutes, as per the university policy. Funds are allotted to sponsor faculty members for
research, development, seminars, conferences, etc.

Access to the online resources is also provided to enhance research. The institute /
university subscribes to relevant databases, journals, e-journals, books, e-books to help
faculty with their research work.

Faculty are provided with Teaching and Research Assistants (TARA) to support their
research work.

Faculty is given financial support to buy / subscribe books, journals, databases in their
area of research / interest.

Faculty are sponsored for publishing papers and presenting papers in conferences and
also to attend FDP’s, Research workshops, conferences, etc.

Financial support as research grant is given to the faculty to encourage and promote
research.
The university arranges a regular series of seminars and conferences for the academic
fraternity in the field of commerce,. The university also aims to establish a research journal
to publish articles and research papers in the field
Faculty research is the outcome of individual efforts of the concerned faculty. If required,
the faculty and students are free to use the computer network and Internet facilities of the
university for their research work.
For example, at PGIM, faculty members are regularly sponsored to the Cambridge
Immersion Program, IIM–A FDP and others. International and National conference
participation is supported by the institute for all faculty members based on a review
process. The library subscribes to online databases like EBSCO, Emerald and Prowess. The
institute has a membership of IIM-A library, British Library and Inflibnet.
3.1.3
What are the proactive mechanisms adopted by the university to facilitate the
smooth implementation of research schemes/ projects?
AU has adopted several mechanisms to facilitate smooth implementation of research
schemes/ projects as follows:

Advancing funds for sanctioned projects

Providing seed money

Simplification of procedures related to sanctions / purchases to be made by the
investigators
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
Autonomy to the principal investigator/coordinator for utilizing overhead charges

Timely release of grants

Timely auditing

Submission of utilization certificate to the funding authorities
For example, at ILS, the faculty members are given full autonomy and support to carry out
their respective research work. Each faculty member is allocated a work lab. Resources are
made available on time. The accounting and auditing is done by the staff of the accounts
office. The faculty members are supported with advanced training and capacity building.
Special leave is granted to faculty members for attending the seminars and paper
presentations. The faculty with outstanding achievements, in the form of awards and
recognitions received from national and international institutions of repute, are suitably
felicitated during the Annual Day function of the university every year.
3.1.4
How is interdisciplinary research promoted?


between/among different departments /schools of the university and
collaboration with national/international institutes / industries.
AU arranges interdisciplinary coordination in research through the Academic Council, by
organizing faculty retreats / meets to enable faculty to identify common areas of interest
for research across schools. . AU has modality of joint faculty appointments to foster
interdisciplinary research.
AU institutes have collaborated together in initiatives on Project Based Learning, where
students, guided by faculty, are involved in field projects which aimed to solve problems for
the bottom of the pyramid.
3.1.5
Give details of workshops/ training programmes/ sensitization programmes
conducted by the university to promote a research culture on campus.
AU and its institutes conduct many programs and events to promote research.
A group of faculty members have initiated monthly seminars showcasing individual faculty
research work which motivates them to conduct multi-disciplinary collaborative research.
Some of the initiatives by AU institutes are mentioned below:
At BKMIBA:
Faculty members are deputed to Judge Business School, Cambridge University.
They are sponsored to attend FDPs organized by reputed management institutes.
BKMIBA had conducted a one day FDP, 'How to write a research paper' on December 17th,
2011 to promote research culture on the campus.
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At ILS, the institute encourages students to take part in active research and capacity
building workshops which are conducted for both faculty and students. Following
programs were organised by the institute during the last two years:
2012 Workshop on Advances in Computer Aided Drug Design and Discovery
2013 Workshop on Flow Cytometry
2013 National Science Day,
2013 Symposium on “Trends in Biotechnology”
2013 Workshop on “Women in Science & Technology: the path to an
empowerment India
2013 DST Inspire Science Camp 2013
2014 Workshop on Advanced Flow Cytometry Techniques
2014 Workshop on “Array-Comparative Genomic Hybridization (aCGH):
Quantitative methods in biological data analysis”
2014 International Conference on “Human Genetics and 39th Annual Meeting
of the Indian Society of Human Genetics” organized from January 2225, 2014 jointly with the Foundation for Research in Genetics and
Endocrinology (FRIGE), Ahmedabad
2014 National Hands on Workshop on "Biostatistics and Sigma Plot"
2014 Indo-UK Seminar on “Environmental Impact and Hazard Identification
of Engineered Nanomaterials
2014 National Science Day,
2014 DST Inspire Science Camp 2014
2015 International Conference on “Translational Nanomedicine” (T-NANO
2014)
2015 International workshop on “Computational Drug Design Methods and
Application”
At PGIM: Following initiatives have been taken:
3.1.6

Case writing workshop,

FDP on Research Methodology,

Research workshops by eminent international faculty, e.g. Dr. Shyam Sunder,
Yale University, Dr. Ramakrishna Velamuri, etc.

China Europe International Business School,

Faculty seminars on research and

Annual Conference.
How does the university facilitate researchers of eminence to visit the campus as
adjunct professors? What is the impact of such efforts on the research activities of
the university?
AU encourages and facilitates visits by eminent research personalities to visit as Adjunct
Professors. Some examples are given below:
ILS: The institute has adjunct faculty from India and abroad. This has facilitated state-of-theart research and teaching. The institute also nvites eminent researchers and scientists of
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national and international repute to visit the campus to share their knowledge and
experience and inspire the faculty and students. It has led to MoUs with international
institutions (e.g. MSU, USA; RMIT, Australia) and award of fellowships to faculty for
collaborative research.
PGIM: The institute has played host to internationally renowned academicians, who visit and
deliver lectures and conduct workshops. Some of them are as follows:

Dr. John Camillus, University of Pittsburgh, USA

Dr. Shyam Sunder, Yale University, USA

Dr. Ramakrishna Velamuri, China Europe International Business School,
China

Dr. Shailendra Vyakaranam, Judge Business School, University of Cambridge
AESICS: The institute organized a State Level Research Methodology Workshop from 20th
to 22nd January, 2014.
3.1.7
What percentage of the total budget is earmarked for research? Give details of
heads of expenditure, financial allocation and actual utilization.
AU empowers its institutes to provide for budget for research, from their regular budget. In
addition, the institutes also try to get sponsorship for research projects.
Details of individual AU institutes are as follows:
BKMIBA:
The institute promotes research by faculty and students. It encourages faculty to present
research papers at national and international conferences and publish research papers in
scholarly journals. These are funded through a research fund that is earmarked in the
annual budget of the institute; it is approximately 3 % to 5% of the total annual budget.
The heads under the research budget are:

Attending and Presenting Papers at National / International conferences in India

Attending and Presenting Papers at International conferences abroad

Attending Faculty Development Programs - National / International

Publication fees for the journals
ILS:
There is a provision in the Institute’s annual budget for research and development, in terms
of seed money and support to faculty. The faculty has attracted R&D funding (to the tune
of Rs. 13.29 cr) from India and abroad including UKIERI, EU-FP7.
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3.1.8
In its budget, does the university earmark funds for promoting research in its
affiliated colleges? If yes, provide details.
AU is not an affiliating university and so this question is not applicable. AU R&D funding is
mostly used by its institutes. It has relatively small University level academic staffs which
does use a small part of this amount.
3.1.9
Does the university encourage research by awarding Post-Doctoral
Fellowships/Research Associate ships? If yes, provide details like number of
students registered, funding by the university and other sources.
The Institute of Life Sciences (ILS) has introduced this and now offers Post-Doctoral
Fellowship, Research Associate-ship and Project Associate-ship.
All doctoral students at AU get fellowship.
3.1.10 What percentage of faculty have utilized the sabbatical leave for pursuit of higher
research in premier institutions within the country and abroad? How does the
university monitor the output of these scholars?
AU faculty has used sabbatical to do research and education work at other universities or to
do PhD work. They have not used sabbatical for pursuit of higher studies in premier
institutions so far. AU is only a 6-year old university and many faculty members have joined
in the last few years.
AU also provides special leave to pursue research or Post-Doctoral work. AU faculty is also
encouraged to use summer vacation for fellowship at other institutions in India or abroad.
3.1.11 Provide details of national and international conferences organized by the
university highlighting the names of eminent scientists/scholars who participated
in these events.
Please refer Annexure 3.1.11 for list of conference organized by AU.
3.2
3.2.1
Mobilization for Research
What are the financial provisions made in the university budget for supporting
students’ research projects?
AU encourages student research projects in many ways. AU also actively promotes Project
Based Learning approach which often involves research. AU also supports students to
publish/present papers in journals and conferences. Institutes are empowered to fund
student projects from their regular budget.
Some institutional initiatives are given below:
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At BKMIBA, there is a provision for supporting student’s research projects through budgetary
funding and awards.
At ILS, the expertise and resources including state-of-art equipment and facilities at the
institute are utilized for research projects of the students.
3.2.2
Has the university taken any special efforts to encourage its faculty to file for
patents? If so, how many have been registered and accepted?
The technology and life sciences institutes at AU are still very young. The Research
Committee at AU is in process of drawing up its IPR policy on the lines of such policies in good
institutions to promote creation of IP.
3.2.3
Provide the following details of ongoing research projects of faculty:
A detailed list of on-going research project by Faculty is been attached in Annexure 3.2.3
3.2.4
Does the university have any projects sponsored by the industry / corporate
houses? If yes, give details such as the name of the project, funding agency and
grants received.
A detailed list of projects sponsored by industry/ corporate houses is been attached in
Annexure 3.2.4 & 3.2.6
3.2.5
How many departments of the university have been recognized for their research
activities by national / international agencies (UGC-SAP, CAS; Department with
Potential for Excellence; DST-FIST; DBT, ICSSR, ICHR, ICPR, etc.) and what is the
quantum of assistance received? Mention any two significant outcomes or
breakthroughs achieved by this recognition.
ILS has received sponsorship from industry partners for highly advanced laboratories.
Recently, the AU Venture Design and incubator, VentureStudio, has received in principle
approval under Technology Business Incubator scheme from NSTEDB Division of Department
of Science and Technology.
3.2.6
List details of
a. Research projects completed and grants received during the last four
years (funded by National/International agencies).
b. Inter-institutional collaborative projects and grants received
i.
All India collaboration
ii.
International
Please refer Annexure 3.2.4 & 3.2.6 for the above details.
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3.3 Facilities
3.3.1
What efforts have been made by the university to improve its infrastructure
requirements to facilitate research? What strategies have been evolved to meet
the needs of researchers in emerging disciplines?
The University constantly upgrades the infrastructure to make it more conducive for the
faculty to carry out research. It subscribes to databases and e-resources, assigns funds for
library resources, upgradation of computer laboratories and establishes linkages with other
national and international organisations / universities.
The Institutes also have made successful efforts to augment research infrastructure
by getting support from external agencies and companies in cash or kind.
Faculty and students are free to use the Internet WiFi facilities of the university for
their research work - unlimited and free access to the Internet is provided to all
faculty members.
Other efforts including subscription to INFLIBNET, STOR, British Council Online
Library, PROWESS, computational resources like SPSS, etc. facilitate research work
of faculty members as well as students.
Faculty members are encouraged to acquire Ph.D. guideship. They are also given
duty leave for presenting papers in seminars or serving as resource persons.
Among notable facilities at AU institutes, the following are noteworthy:

ILS has advanced laboratories with state of the art facilities, including:
o
Centre of Excellence in Flow Cytometry
o
Centre of Excellence in In Silico Technologies
o
Centre for Nanotechnology Research & Applications
o
Cell Culture facility:

o
(Bio-safety cabinets-level II, DNA/RNA UV cleaner, laminar
hoods,
thermocyclers,
refrigerated
centrifuges,
spectrophotometers, electroporator, -70 & -20°C Freezers and
other basic instrumentation needed to conduct research work
and practical’s.)
Centre for Excellence in Imaging:

Transmission Electron Microscope and Scanning Electron
Microscope, fluorescence Microscope and several types of light
microscopes
The AESICS Research and Development efforts have identified focus areas/thrust areas,
based on faculty research areas and competency, faculty expertise, and specialization
tracks offered in the curriculum. The focus areas are Mobile computing, Business
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Intelligence and Analytics, Multimedia and Animation, Distributed Computing and Big
Data Technologies, ERP, Open Source Technology, etc.
Specialized labs are setup for conducting research.
Institutional level research/consultancy/sponsored collaborative projects are carried out
using a team of faculty and student members.
Research oriented projects and activities are done by advanced learners under guidance
of faculty members.
3.3.2
Does the university have an Information Resource Centre to cater to the needs of
researchers? If yes, provide details of the facility.
Currently, the resources are maintained at institute level, with good practice of sharing the
resources across institutes. AU is in the process of setting up central resources.
Information on resources available at Institutes is available on website of corresponding
institutes.
3.3.3
Does the university have a University Science Instrumentation Centre (USIC)? If yes,
have the facilities been made available to research scholars? What is the funding
allotted to USIC?
Currently, AU does not have a USIC, but such a facility is conceptualised and evolving within
the framework of School of Science & Technology (which consists of IET and ILS).
3.3.4
Does the university provide residential facilities (with computer and internet
facilities) for research scholars, post-doctoral fellows, research associates, summer
fellows of various academies and visiting scientists (national/international)?
AU has guest houses with internet facility for research scholars, visiting scientists and faculty.
AU is situated in heart of the city and accommodation options with internet connectivity
(including PG accommodation and hotels), are available in very close vicinity of the campus.
3.3.5
Does the university have a specialized research centre/ workstation on-campus and
off-campus to address the special challenges of research programmes?
AU does not have a specialized research centre off-campus or on-campus, but the faculty has
access to specialised research and analytical facilities of national institutions in Ahmedabad
such as Physical Research Laboratory, NID and NIOH.
3.3.6
Does the university have centres of national and international recognition/repute?
Give a brief description of how these facilities are made use of by researchers from
other laboratories.
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The technical institutes of AU are still new and only few years old. The university is
establishing very well equipped labs, as evident in the description of setup at ILS in earlier
question. The COEs at ILS are accessed by the pharma industry and biotechnology
companies.
3.4 Research Publications and Awards
3.4.1
Does the university publish any research journal(s)? If yes, indicate the composition
of the editorial board, editorial policies and state whether it/they is/are listed in
any international database.
The University at this stage does not publish a research journal of its own.
3.4.2
Give details of publications by the faculty:


Number of papers published in peer reviewed journals (national /
international)
Monographs

Chapters in Books

Books edited


Books with ISBN with details of publishers
Number listed in International Database (For e.g. Web of Science,
Scopus, Humanities International Complete, EBSCO host, etc.)

Citation Index – range / average

SNIP

SJR

Impact Factor – range / average ∗
h-
index
Please refer Annexure 3.4.2 for details on papers published.
3.4.3
Give details of


faculty serving on the editorial boards of national and international
journals
faculty serving as members of steering committees of international
conferences recognized by reputed organizations / societies
Please refer Annexure 3.4.3 for above details.
3.4.4
Provide details of


research awards received by the faculty and students
national and international recognition received by the faculty from
reputed professional bodies and agencies
Please refer Annexure 3.4.4 or these details.
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3.4.5
Indicate the average number of successful M.Phil. and Ph.D. scholars guided per
faculty during the last four years. Does the university participate in Shodhganga by
depositing the Ph.D. theses with INFLIBNET for electronic dissemination through
open access?
At PGIM, the theses are put up on Sodhganga, a repository of national and international
management thesis which is accessible to faculty and doctoral students alike.
3.4.6
What is the official policy of the university to check malpractices and plagiarism in
research? Mention the number of plagiarism cases reported and action taken.
AU is very conscious of maintaining academic and research credibility. At PGIM, we check all
the papers submitted for the conference for plagiarism through the plagiarism software.
There have been no cases of plagiarism reported till date. Papers that are found to be
plagiarised are not accepted for any conferences, seminars or presentations.
3.4.7
Does the university promote interdisciplinary research? If yes, how many
interdepartmental / interdisciplinary research projects have been undertaken and
mention the number of departments involved in such endeavours?
AU is keen to promote interdisciplinary research. Though it’s Science and Technology
institutes are young, it has already taken initial steps by having common faculty meetings,
using project based learning to have joint teams of students guided by joint team of faculty,
etc.
3.4.8
Has the university instituted any research awards? If yes, list the awards.
AU does have faculty awards and research awards:
3.4.9

Institution Development Award

Excellence in Research Award

Excellence in Teaching Award
What are the incentives given to the faculty for receiving state, national and
international recognition for research contributions?
AU puts emphasis on research. Recognition received at any level is acknowledged and such
researchers are motivated further.
3.5 Consultancy
3.5.1
What is the official policy of the University for Structured Consultancy? List a few
important consultancies undertaken by the university during the last four years.
AU encourages consulting as a means to enrich the faculty knowledge and capabilities. The
University has liberal industrial consultancy norms (one day a week=52 days a year) and no
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university sharing up to a fixed initial amount (Please check this). As a part of this, the faculty
can participate in the following activities:
•
Summer Sabbaticals: The University supports summer sabbaticals in R&D
labs/companies.
•
Industrial consultancy projects: The University encourages faculty to engage in industrial
consultancy projects and has liberal financial norms similar to other progressive
institutions.
Some of the examples of consulting done by institutes are given below:
ILS:
Professors Ashutosh Kumar and Alok Dhawan served as experts and consultants in
preparation of a document: Nano-safety, Standardisation and Certification, in Manual on
Critical Issues in Nano-technology R&D Management: An Asia-Pacific Perspective. A United
Nations Document, Chapter 1, pp.1-40 (2013), Rs. 3 lakhs.
PGIM:
3.5.2
Consulting
Organization for which
value (in Rs.
consulted
Lakhs)
Gujarat Global News
0.5 Lacs
Sr.
No.
Year
Faculty/Researcher
Name
1
2012
Prof. Jinal Parikh
2
2014
3
2014
-15
Prof. Paragi Shah and
Prof.
Anay
Mashruwala
Prof. Paragi Shah, Prof.
RuchiTewari
Amalsad Vibhag Vividh Sponsored
Karyakari Sahakari Khedut Project
Mandali Ltd., Amalsad
Soi Marketing and Events
3.75 lacs
4
2014
Prof. Jatin Christie
Gateway Technolabs on
Organisational
0.5 Lacs
Development
Does the university have a university-industry cell? If yes, what is its scope and
range of activities?
AU has a well-developed industry interface through various means as follows:
3.5.3

Curriculum review and course plan preparation

Annual Lecture series – done by AU and by each Institute

CEO lectures

Management conclave

Conferences
What is the mode of publicizing the expertise of the University for Consultancy
Services? Which are the departments from whom consultancy has been sought?
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AU has built an extensive relationship with industry and other organizations over years
through its various contact programs like conferences, lectures, industry visits etc. AU alumni
are also employed in many organizations bringing the message of AU capabilities. This
enables dissemination of information about AU capabilities.
3.5.4
How does the university utilize the expertise of its faculty with regard to
consultancy services?
AU does use expertise of its faculty and encourages faculty to offer consultancy services and
expertise to other bodies. The faculty members have total autonomy to use their expertise
and indulge in consultancy services in line with the university’s consultancy policy. They are
allowed to co-ordinate their teaching and consultancy activities simultaneously.
The consultancy is not only provided to industry but also to civic service bodies, NGOs and
other organizations.
3.5.5
List the broad areas of consultancy services provided by the university and the
revenue generated during the last four years.
The details of the various AU institutes are given below:
SCS
R&D and industrial consultancy track record in the previous years is given below:
Name of the project
Sponsoring agency
Amount
Sanctioned
(Rs)
Amount
released
(Rs)
Duration
Outcome
Mobility
Training
Apparatus for Blind
Computer Society
of India
50,000/-
50,000/-
1 year
Completed
Successfull
y
Mobile
App
for
Tourism Corporation
of Gujarat
Gujarat
Tourism
Corporation Ltd.
(GTCL)
2,25,000/-
Nil
6 months
Project In
Progress
Technical
analysis,
review and writing of
Computer Studies Text
Book of Gujarat State
Board
Text Book Board of
Govt. of Gujarat,
Gandhinagar
30,000/-
30,000/-
2 years
Project
Completed
in
December
2014
Gujarati Translation
Analysis and Review of
Two
Subjects:
Computer
Science,
Data Entry Operations
Text Book of NIOS
National Institute
of
Open
Schooling(NIOS),
Noida,
MHRD,
India
Undisclosed
Nil
3 months
Project in
Progress
2014-15
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Implementation and
Training of Learning
Management System
at
Ahmedabad
University
Ahmedabad
University
Undisclosed
Nil
1 year
Project
Completed
in
April 2014
IT
infrastructure
design and setup of
Computer Lab for
institutes
of
Ahmedabad
University.
Ahmedabad
University
Undisclosed
Nil
1 year
Project In
Progress
AU Website Review
and Technical Analysis
Ahmedabad
University
Undisclosed
Nil
1 month
Project
Completed
in October
2014.
Ahmedabad
University Portal
Ahmedabad
University
Undisclosed
Nil
6 months
Project In
Progress
3.6 Extension Activities and Institutional Social Responsibility (ISR)
3.6.1
How does the university sensitize its faculty and students on its Institutional Social
Responsibilities? List the social outreach programmes which have created an
impact on students’ campus experience during the last four years.
AU lays great stress on its faculty and students imbibing and practicing a high degree of social
sensitivity and responsibility. AU institutes provide encouragement and support for such
activities. AU has also carried out, through its own budget, a detailed study of introducing a
program for NGOs. This has been described in the section on new programs.
AU also encourages such activities under its Project Based Learning modules. Some the
activities are highlighted below:
BKMIBA:
BKMIBA has a very active Social Service Forum which carries out social outreach programmes
round the year, some examples of which are:

Students teach regularly at Juvenile homes, municipal schools and in slum areas.

Students collect clothing, stationery, food items, etc. and distribute it to the needy.

Students organize an annual ‘Anand Mela’ - a fun fair for the under-privileged
children.

Blood donation camps are organized by students.

Students sell articles like ‘Rakhi’ and friendship bands made by girls from the Blind
school.

Students write exam answer papers for the visually challenged students appearing
in various examinations.
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
The institute building and facilities are used to conduct summer school for
economically and socially disadvantaged children.

Daal collection drive is organized and the collected Daal is given to ‘Akshay Patra’.
HLIC:
The students of HLIC established social forum Infinity in the year 2008-09, to sensitize the
youth towards various social issues prevalent in the society. It organizes activities all the year
round like blood donation camps, paper bag making, visits to old age homes, visits to a polio
foundation, blanket distribution during winters, workshops with under privileged kids, traffic
awareness programs, and item collection during natural calamities. With these activities, the
students become more responsible and sensitive towards different segments of the society.
Further to make the impact more effective, Infinity organizes Infinity Week, wherein similar
kind of activities are organized throughout the week.
Infinity also organizes a Film Festival for 2 - 3 days at the university level. During the festival,
various short films and documentaries are screened highlighting ever-persistent but nevertalked about issues embodying it under themes like ‘social change’, ‘disabled in sports’,
‘aesthetics’, ‘minorities’ etc. After the screening of the film, a discussion on the issue taken
up in the film follows, wherein an eminent resource person from a related field is called upon
to share his/her insight in the area.
The Theatre Club of the institute regularly puts up skits and plays on burning issues like
domestic violence, dowry, communal harmony, politicization of education and culture, and
so on. In the last three years, the Theatre Club of the institute has performed sensitive plays
like ‘Tale of Tears’, ‘Midnight Fairytales’, and ‘Unbroken Wings’ at various prestigious places.
PGIM:
PGIM has institutionalized Individual Social Responsibility Initiative (ISRI) as a non-credit
compulsory course. The students are required to undertake a social work activity under the
mentorship of the faculty mentor. This makes students aware of grass root realities of people
and communities belonging to the deprived, marginalized and differently abled sections of
the society.
AESICS:
The Hope Arise Club of the institute is actively involved in various social activities.
15 students of the college volunteered for a project initiated by Narottam Lalbhai Rural
Development Fund during the summer vacation in May 2012. In this, they undertook field
trips to villages around the city, met over 250 beneficiaries of the NGO’s schemes and
submitted a review report.
Students also conducted a 15-day workshop in English and Computer Basics for women in
association with NLRDF.
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Faculty and some students are associated with disabled girls of Apang Kanya Chhatralay since
last 14 years. They organize various types of workshops and activities for the disabled girls.
Joy Fest activity is organized every year during October in collaboration with the NGO, YUVA
Unstoppable. In this, underprivileged kids of municipal schools are invited to the screening
of an animation film and demonstration of computers. Drawing competition and games are
also organized on the campus during Joy Fest
Green Whistle in association with Shree Foundation and the Forest Department of Gujarat,
organized a program on ways to rescue flying birds during the kite-flying festival, Uttarayan.
Students were sensitized about the issue of saving innocent birds which get injured or killed
by glass coated threads.
A Blood Donation camp is organized every year with the help of the Red Cross Society of
India.
IET
4 students participated in an MIT, USA project on ‘Validation of water filters in India' in JulyAug. 2014. 2 students are part of a multi-disciplinary team project of Olin college, USA. The
title of the project is 'Developing a better cycle rickshaw, Oct.’14 to June’15'. One student
participated in a multi-disciplinary team project with Olin college to develop a mobile
application for Molecular Sequence Alignment Algorithm in Summer, 2014
3.6.2
How does the university promote university-neighbourhood network and student
engagement, contributing to the holistic development of students and sustained
community development?
AU institutes actively promote students and faculty to carry out community connect
activities. AU has formed a Central Liberal Studies department, with an aim to introduce
several liberal studies courses to encourage this. Some of the highlights are provided below:
BKMIBA designed the Rural Immersion programme leading to a higher level of student
engagement towards holistic development and sustained community development. From
28th February to 2nd March in 2014, students visited a tribal belt in Gujarat at Poshina,
Sabarkantha district.
This Rural Immersion Program led to several thought-provoking discussions amongst student
participants on farming practices, livelihood issues, health and hygiene related concerns,
infrastructural limitations and needs, complete lack of awareness on family planning and
state of education affairs. . The program was very fruitful on two counts: (i) the sensitization
of the BBA students to the hardships of the villagers in the remote villages of our country; (ii)
the village children experienced a small break from their mundane and deprived existence.
BKMIBA has been proactively imparting sensitization training by introducing various liberal
arts courses like Culture Studies, Gender Studies and Literature.
HLIC faculty play a leading role in encouraging students to participate in various extension
services through the AU Event Committee, Infinity and Students’ Council committee.
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Students volunteer and participate in large numbers in events like visits to old age homes,
municipal schools, Blind people’s Association, blood donation camps, collection of material
for the victims of natural disasters, etc.
Posters and oral communication play an important role in motivating students for such
extension services. Students are first made aware of the issue to be tackled through such
means and then invited to participate in the activities. (e.g. traffic awareness programs)
At ILS, the outreach programs generate a lot of interest among the students, thus paving the
way for their overall development. The programs include environmental awareness camps,
tree-plantation weeks, sports meet, literacy drives, blood donation camps, health and
hygiene awareness programs, etc.. The students regularly participate in science exhibition
and seminars organized at different colleges of the University as well as state and national
levels.
3.6.3
How does the university promote the participation of the students and faculty in
extension activities including participation in NSS, NCC, YRC and other National/
International programmes?
Some of the activities carried out by AU Students and faculty is done as part of national
programs. Examples are given below:
The Red Cross Society of India: Blood donation camps are run jointly by the Society and the
college.
The Thalassemia Jagruti Foundation: Thalassemia awareness lectures and testing of students
are conducted by the Foundation.
Blind Men’s Association: Several students provide voluntary services like audiocassette
recording, helping as writers, etc.
Several associations working for the blind and the handicapped are invited on campus to
promote and market products made by visually and physically challenged students.
3.6.4
Give details of social surveys, research or extension work, if any, undertaken by the
university to ensure social justice and empower the underprivileged and the most
vulnerable sections of society?
Various social research study programmes were undertaken by the students of BKMIBA at
AU:
In 2013-14:

A qualitative research study on how society negotiates with a rape survivor.

A research project on disability and unemployment. The group got an opportunity to
present their findings to MHRD and received positive feedback.

A research project that widely addressed the evil of caste discrimination and if atrocity
cover was actually effective. The students took some of the findings and
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recommendations of the research to an international conference on Identity, Society and
Cultures organized by Assam University, Silchar in March 2013.
In 2011-12:

A research on preservation, maintenance and marketing for tourism practices of
Heritage sites in the city of Ahmedabad.

A research inquiry into the work-life challenges for the Traffic Police staff in Ahmedabad.

An environment oriented research of switching from plastic bags to cloth bags in the
vegetable markets of Ahmedabad and Gandhinagar.
3.6.5
Does the university have a mechanism to track the students’ involvement in various
social movements / activities which promote citizenship roles?
AU Institutes monitor the social service initiatives in many ways. Some highlights are given
below:
The Social Service Forum of the BKMIBA maintains a mechanism to track students’
involvement in various social activities wherein:

A regular time table for various activities is prepared on monthly basis.

Volunteer students’ attendance is taken and compiled.

An award is instituted at BKMIBA for recognizing students’ regularity and contribution to
social action. External judges interact with selected active members of the Social Service
Forum to finalize the awardee.
PGIM has institutionalized Individual Social Responsibility Initiative (ISRI) as a non-credit
compulsory course. The students are required to undertake a social work activity under the
mentorship of the faculty mentor. The ISRI projects are evaluated and graded by the faculty.
The best project is also awarded.
3.6.6
Bearing in mind the objectives and expected outcomes of the extension activities
organized by the university, how did they complement students’ academic learning
experience? Specify the values inculcated and skills learnt.
The extension activities complement the learning experience through very substantial handson learning on several dimensions for the students. Some of these are:

Sensitizing them to rural and socially humble realities.

Inspiring them to become change agents by volunteering for social action projects.

Developing research aptitude in understanding social concerns and generating possible
solutions.

Inculcating socially sensitive values like empathy, inclusivity, equality, harmony and
unity.

Learning people skills, communication skills and leadership skills and work effectively in
mixed groups at varied locations.
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
Inculcate values like selfless service, environment awareness. By participating in
extension activities, they become socially responsible citizens.
3.6.7
How does the university ensure the involvement of the community in its outreach
activities and contribute to community development? Give details of the initiatives
of the university which have encouraged community participation in its activities.
AU and its institutes have developed deep relationships with social service and civil society
organizations over the years. This enables the faculty and students to actively engage with
them while carrying out the social initiatives.
For example, for the course ‘Discovering India’ for FY iMBA students, BKMIBA tied up with
organizations like Karvaan network (Kutch), Dakshinachitra (Chennai) and Auroville
(Pondicherry) for on-field learning through excursion.
BKMIBA has collaborated with Centre for Environment Education, Ahmedabad for course
delivery of Environment Management for SY students.
For summer internships for iMBA students BKMIBA has tied up with several NGOs and
institutions working for community development in the year 2014-15.
At ILS, the various activities of the institute are the talk of the community and they are
appreciated and well received by the common public. The student and teacher communities
in the neighbourhood take interest in the institution's celebrations and some of them
participate in the functions as well. The students from other science colleges and schools in
Ahmedabad take advantage of AU's laboratories and get benefits of the training programs.
3.6.8
Give details of awards received by the institution for extension activities
and/contributions to social/community development during the last four years.
Some of the recognition and appreciation of extension activities are highlighted below:

BKMIBA student-volunteers were felicitated by Navjyot Blind People’s Association,
Ahmedabad for writing 250 exams for blind students in the academic year 2014-15.

Community support, in terms of a corpus amount, has enabled and empowered its social
outreach programs, for instituting an award for socially sensitive and action oriented
students at BKMIBA for the last eight years;2-3 students are awarded with M G
Mavlankar award for Social sensitivity and action. This award consists of a citation and a
handsome cash prize. Year after year it’s overwhelming to see that the students who win
the cash prize always use it for another socially sensitive cause.
3.7 Collaboration
3.7.1
How has the university’s collaboration with other agencies impacted the visibility,
identity and diversity of activities on campus? To what extent has the university
benefitted academically and financially because of collaborations?
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AU Faculty members and students benefit immensely from the vast experience and expertise
of various successful professionals, researchers, scientists invited as guests for guest lecture
series and industry practitioners.
AT ILS, Research projects in collaboration with the institutes of national repute have resulted
in mutual benefits for both the institute and collaborating agencies.
At PGIM, the arrangement with Centre for Entrepreneurial Learning, Judge Business School,
University of Cambridge has helped faculty and students in understanding Entrepreneurship
Ecosystem in Cambridge and its importance, cultural exposure that may affect their business,
international networking to help their business and improvement in their Lighthouse project
(business plan).
3.7.2
Mention specific examples of how these linkages promote










Curriculum development
Internship
On-the-job training
Faculty exchange and development
Research
Publication
Consultancy
Extension
Student placement
Any other (please specify)
The linkages have resulted in substantial benefits in many areas.
The linkages with industry help in planning relevant inputs in curriculum development,
creating openings for internships and on-job training, organizing industry visits and in
placement of students.
The linkages with NGOs help the institutes in extension activities. This serves two purposes:
the students develop sensitivity to community concerns and make some contribution to
social development. Various action projects with NGOs also inspire research work taken up
by students as well as BKMIBA faculty.
Faculty exchange and development: Many faculty members visited Judge Business School,
University of Cambridge, UK.
Consultancy: Prof. Parag Patel was involved in consultancy and development of students’
training program by HEADS (the education development branch of HDFC Ltd.)
Faculty was selected for the Endeavour Research Fellowship 2015 to visit Australia.
Consultancy:
Professors Ashutosh Kumar and Alok Dhawan served as experts and consultants in
preparation of the document: Nano-safety, Standardisation and Certification, the Manual
on Critical Issues in Nano-technology R&D Management: An Asia-Pacific Perspective. A
United Nations Document, Chapter1, pp.1-40 (2013).
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At PGIM, curriculum development: The first EMBA curriculum was designed with active
engagement of professors from the Judge Business School, University of Cambridge.
Subsequent review also engaged their faculty.
PGIM faculty members are working with Dr. Ramakrishna Velamuri, China Europe
International Business School, and Dr. Shailendra Vyakarnam, JBS, University of Cambridge
for case writing and research.
At IET, Prof. Mehul Raval spent few weeks at Salford University, UK during 2013 summer to
strengthen his research in image processing and digital water marking. He is interacting with
researchers at Salford University to prepare a joint research proposal.
Prof. Sanjay Chaudhary was invited by ICRISAT to deliver talks during the workshops
organized by ICRISAT in December, 2013, creating an opportunity for the students of M.
Tech and B.Tech programs to undertake internships at ICRISAT for their thesis / project work.
Professionals working at Attune Infocomm. Pvt. Ltd. are teaching modules of few courses of
the M.Tech program and will guide few B.Tech and M.Tech students for their project work /
thesis.
3.7.3
Has the university signed any MOUs with institutions of national/international
importance/other universities/ industries/corporate houses etc.? If yes, how have
they enhanced the research and development activities of the university?
Among the various MOU’s signed by AU institutes, the following are noteworthy:
BKMIBA has signed a MOU with ESC Rennes, France for a student exchange program in the
academic year 2013-14. In the academic year 2013-14, the first batch of four students went
to ESC Rennes for their fall semester. The credit earned under the exchange program would
be transferred to the students' respective grades of their home institute.
HLIC signed an MOU with ACCA Global, which paves the way for an exemption in six out of
14 papers for the students of HLIC, who pursue ACCA; and also provides on the campus
training to these students.
ILS has signed MoUs with the following institutions:

Institute of Environmental Engineering, NCTU, Taiwan

Michigan State University, USA

University of Surrey, UK

Royal Melbourne Institute of Technology, (RMIT) Australia

Indian Institute of Technology Madras, India

Becton Dickinson India Private Limited, India

VLife Science Technologies Private Limited, India

iBio Analysis Private Limited, India

Zydus Research Centre, India
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IET has signed MoUs with following international and national organizations:
3.7.4

Salford University, UK

International Crops Research Institute for the Semi-Arid Tropics (ICRISAT),
Andhra Pradesh

Lokbharti Gram Vidhyapith, Sanosara, Gujarat

Attune Infocomm Pvt. Ltd., Ahmedabad
Have the university-industry interactions resulted in the establishment / creation
of highly specialized laboratories / facilities?
At AU, university-industry interactions have resulted in the establishment / creation of a
number of highly specialized laboratories / facilities. Some of these are:
ILS has CoEs by industry e.g. vLife Sciences Technologies Private Limited, Pune and Becton
Dickinson Iundia Private Ltd.
AT AESICS, the AESICS-CSI Student Branch has been conferred with the best Student Branch
award by the CSI continuously from the year 2004 in Region-III.
The Association of Computing Machinery (Women) branch at AESICS offers professionals
activities and projects that aim to improve the working and learning environments for
women in computing. Most of the faculty members are members of these professional
bodies.
ACM (Association for Computing Machinery), the world’s largest educational and scientific
computing society, delivers resources that advance computing as a science and a profession.
At IET, dialogues and interactions with following organizations are under progress as follows:

Gujarat Electronics & Software Industries Association (GESIA) to define interface
with ICT industry of Gujarat

ABB Corporate Research Lab, Bangalore

National Innovation Foundation
Any other information regarding Research, Consultancy and Extension, which the
university would like to include
Following eminent scientists and experts were invited for talks:

Dr. Sithu D Sudarshan (Group Leader, Research Area - Software) ABB Corporate
Research Centre, Bangalore, Date: March 12, 2015

Dr. Kamlesh Lulla (Deputy Director, Research, NASA, USA),'Space Technology :
Innovations off Earth... for Earth', Date: January 10, 2015

Dr. Nirmit Desai, Research Staff Member, IBM Research, USA, 'Cloud and Mobile are
here. What next?', Date: December 11, 2014
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
Prof. Priti Rege, University of Pune, 'Introduction to Image Processing', Date: July 31,
2014

Prof. Joseph Davis, University of Sydney, 'Human Computation and Crowdsourcing:
Conceptual Foundations, Emerging Directions', Date: June 26, 2014

Prof. Pratik Shah, Assistant Professor, IIIT Vadodara, 'Hunt for a Point in the
Intersection of Convex Sets (Filter Design and Sudoku Solver)', Date: March 4, 2014

Prof. Aditya Tatu, Assistant Professor, DA-IICT, 'Discrete Fourier Transform(DFT) aka
Chinese Remainder Theorem (CRT)', Date: Feb 21, 2014

Dr. Pathik Pathak, Faculty, Social Science Department, University of Southampton,
UK, 'An Introduction to Social enterprise', Date: Jan 13, 2014

Prof. Amit Sheth, Director, Kno.e.sis Center, Wright State University, 'Transforming
Big Data into Smart Data - Deriving Value via harnessing Volume, Variety, and
Velocity using semantics and Semantic Web', Date: Jan 13, 2014

Dr. Chintan Vaishnav, Senior Lecturer at Sloan School of Management at MIT, USA,
'Network System', Date: Jan 6-10, 2014

Prof. Kash Gokli, Professor, Manufacturing program at Harvey Mudd College,
President, Lean Transformation Consulting, 'Project based learning'

Shri Chirag Dhebar, Global Head, Solutions & Practice Delivery Support, TCS,
'Software Engineering and Industry Expectations', Date: December 18, 2013

Prof. Richard Miller, founding president of Franklin W. Olin College of Engineering,
Date: December 18, 2013

Shri Rakesh Pandey, Distinguished Research Scientist, Olin College of Engineering,
Massachusetts, Date: December 18, 2013

Prof. Shubhalaxmi Kher, Arkansas State University, 'Automatic pet feeder', Date: July
30, 2014.
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Annexure 3.1.11: National and International Conferences organized by University
Sr. No.
Year
Institute
2014
Theme / Key topics / Key
Participants
Workshop Name
International Conference on “Human
Genetics and 39th Annual Meeting of the
Indian Society of Human Genetics”
organized from January 22-25, 2014
jointly with the Foundation for Research
in Genetics and Endocrinology (FRIGE),
Ahmedabad
International Conference on
“Translational Nanomedicine” (T-Nano)
1
2015
ILS
2
2015
International workshop
on “Computational Drug Design Methods
and Application” 5th – 9th January 2015
3
Funded / Supported by
Institute of Life Sciences,
Ahmedabad and Foundation for
Research in Genetics and
Endocrinology (FRIGE),
Ahmedabad
Participants include 40
eminent scientists from USA,
UK, Germany, Australia,
Netherlands, Singapore and
India. More than 100
students and young scientists
from national laboratories,
IITs and universities from
India.
Participants include chemists,
life scientists and modellers
working in drug discovery.
IUSSTF funded Indo-US Joint
Centre on Nanomedicine for
Head and Neck Cancer, USA,
UKIERI,UK, GICT, ICMR, DBT,
Government of India and
Institute of Life Sciences,
Ahmedabad
Institute of Life Sciences,
Ahmedabad University &
Douglas Connect, Switzerland
Ahmedabad Unviersity
4
2010
PGIM
National Conference on Managing for
Tomorrow Emerging Trends, Issues and
Challenges organised on 23rd & 24th
January, 2010
Chief Guest : Shri Jaynarayan
Vyas
Guest of Honour : Shri Prafull
Anubhai, Dr. A. H. Karlo,
Dr.Parag Sanghani
Ahmedabad Unviersity
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5
6
7
2nd National Conference on Managing for
Tomorrow Issues and Challenges
organised on 14th & 15th April, 2012
2012
3rd Bi-Annual Conference on Managing
for Tomorrow organised on 31st January
& 1st February, 2014
2014
Ahmedabad University Conference on
Management organised on 6th & 7th
February, 2015
2015
AUCONET 2011
8
2011
SCS
Key Note Speaker : Dr. Ashok
Ranchod, Mr. Shobhit Tyagi,
Mr. S. B. Dangayach, Dr. S. K.
Nanda, Prof. Sebastian Morris
Chief Guest : Mr. G. Narayana
Key Note Speaker : Mr.
Kaushal Mehta
Panel Members : Mr.
Kartikeya Sarabhai, Dr. Sarala
Achuthan, Prof. Cheick
Wague, Prof. Anup Dasgupta
Chief Guest : Shri Sunil Parekh
Guest of Honour : Shri P. K.
Saxena
Panel Members : Dr. James C.
Dabhi, Mr. Nishant Mehta,
Mr. Rahul Sanghvi, Mr. Rajeev
Patel, Mr. Mahesh Gupta
Session Chair : Dr. Bharti
Thakar, Mr. Mayank Patel, Dr.
Tanushree Banerjee, Mr.
Jamsari Atan, Dr. Ashutosh
Mudulli
Panel Members : Ms. Parul
Mehta, Ms. Ruzan Khambatta,
Mr. Shekhar Singh, Ms. Amrita
Rathore
Invited expert lectures by
prominent IT professionals
and academicians on a wide
variety of topics.
Ahmedabad Unviersity
Ahmedabad Unviersity
Ahmedabad Unviersity
Ahmedabad Unviersity
Ahmedabad Unviersity
Ahmedabad Unviersity
Ahmedabad Unviersity
Ahmedabad Unviersity
Ahmedabad Unviersity
AESICS-CSI
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Annexure 3.2.3: Ongoing Research Projects
Sr.
No.
Institute
1
2
Year/s
4
Funding
Agency, Place
(if funded)
Euro 180000
(Rs.1.22 Cr.)
Rs. 2.25 Cr
Faculty Names
Project
2011-2015
Alok Dhawan, Rishi
Shanker, Ashutosh
Kumar
Development of reference
methods for hazard
identification, risk
assessment and LCA of
engineered nanomaterials
(NANOVALID)
European Union
European
Union Grant
(EU-FP7)
2012-2015
Alok Dhawan, Rishi
Shanker, Sanjay Singh,
Ashutosh Kumar
Development of low cost
devices as an early warning
system for prevention of
diabetes
FRIGE, Ahmedabad,
Jayesh Sheth and ABC
Genomics Pvt Ltd.,
Lucknow
Gujarat
Institute of
Chemical
Technology,
Gujarat
Alok Dhawan
Effect of nanomaterials in
mammalian system
UKIERI Project with the
University of Bradford,
UK – British Council,
New Delhi
Alok Dhawan
Thematic unit of excellence
on water purification using
nanotechnology
IIT, Madras and
Department of Science
& Technology,
Governent of India
ILS
3
Names of
Collaborating
Institutions /
Company / Agency
and their location
2012-2014
2012-2017
Total Grant (in
Rs. Lakhs)
GBP 19900 (Rs.16
lakhs)
Department of
Science and
Technology –
NanoMission,
New Delhi
Rs.25 lakhs
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5
2013-2016
Alok Dhawan, Rishi
Shanker, Sanjay Singh,
Ashutosh Kumar
6
2015-2018
Sanjay Singh
7
December,
2012
Prof. Kaushik Basu
2013-14
Prof.Jatin Christie
PGIM
8
Centre for Nanotechnology
Research and Applications
Multi target antioxidant
nanoconstruct for prostate
cancer treatment (Funded
under Start Up Research
Grant – Young Scientists)
Study of human
development in the district
of Dahod
A research to understand
the issues, challenges and
problems faced by NGOs in
Gujarat sponsored by
Ahmedabad University.
Gujarat Institute of
Chemical Technology,
Gujarat
Gujarat
Institute of
Chemical
Technology,
Gujarat
DST - Science &
Engineering Research
Board (SERB),
Government of India,
New Delhi
Department of
Science &
Technology,
Ahmedabad
Government of Gujarat
Ahmedabad
6 lacs
Ahmedabad University
Ahmedabad
10 Lacs
Rs.9.15 Cr
Rs. 26.5 lacs
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 117
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Annexure 3.2.4 & 3.2.6: Projects Sponsored by industry/
corporate houses /research projects completed and interinstitutional collaborations
Sr.
No.
Institute
1
2
Funding
Agency, Place
(if funded)
Euro
180000
(Rs.1.22
Cr.)
Rs. 2.25 Cr
Year/s
Faculty Names
Project
2011-2015
Alok Dhawan,
Rishi Shanker,
Ashutosh Kumar
Development of reference methods
for hazard identification, risk
assessment and LCA of engineered
nanomaterials (NANOVALID)
European Union
European
Union Grant
(EU-FP7)
2012-2015
Alok Dhawan,
Rishi Shanker,
Sanjay Singh,
Ashutosh Kumar
Development of low cost devices as
an early warning system for
prevention of diabetes
FRIGE, Ahmedabad, Jayesh
Sheth and ABC Genomics Pvt
Ltd., Lucknow
Gujarat
Institute of
Chemical
Technology,
Gujarat
Alok Dhawan
Effect of nanomaterials in
mammalian system
UKIERI Project with the
University of Bradford, UK –
British Council, New Delhi
Thematic unit of excellence on water
purification using nanotechnology
IIT, Madras and Department
of Science & Technology,
Governent of India
ILS
3
4
2012-2014
2012-2017
Alok Dhawan
Total
Grant (in
Rs.
Lakhs)
Names of Collaborating
Institutions / Company /
Agency and their location
GBP
19900
(Rs.16
lakhs)
Department of
Science and
Technology –
NanoMission,
New Delhi
Rs.25
lakhs
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 118
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Alok Dhawan,
Rishi Shanker,
Sanjay Singh,
Ashutosh Kumar
Centre for Nanotechnology Research
and Applications
Gujarat Institute of Chemical
Technology, Gujarat
Gujarat
Institute of
Chemical
Technology,
Gujarat
2015-2018
Sanjay Singh
Multi target antioxidant
nanoconstruct for prostate cancer
treatment (Funded under Start Up
Research Grant – Young Scientists)
DST - Science & Engineering
Research Board (SERB),
Government of India, New
Delhi
Department of
Science &
Technology,
Ahmedabad
Rs. 26.5
lacs
2010
Prof. K.K.Patel
Mobility Training Apparatus for Blind
Computer Society of India
Computer
Society of India
0.5 Lacs
8
December,
2013
Dr. Bijal Mehta,
Dr. Paragi Shah
IIM-A
Ahmedabad
0.15 Lacs
9
January
2012- April
2012
Dr. Jinal Parikh
Global Gujarat News
Ahmedabad
0.5 Lacs
10
December,
2012
Prof. Kaushik
Basu
Government of Gujarat
Ahmedabad
6 lacs
11
2013-14
Prof.Jatin Christie
Ahmedabad University
Ahmedabad
10 Lacs
1-04-2012 to
31-10-2012
Dr. Darshana N.
Padia
Rajiv Gandhi National
Institute of Youth
Development (RGNIYD)
Ahmedabad
0.2 Lacs
5
2013-2016
6
7
SCS
PGIM
12
HLIC
Conceptualization, planning and
management of Ahmedabad
Heritage
Feasibility of vernacular (i.e.
Gujarati) web-news portal and
magazine across 7 cities of Gujarat
for Global Gujarat News
Study of human development in the
district of Dahod
A research to understand the issues,
challenges and problems faced by
NGOs in Gujarat sponsored by
Ahmedabad University.
Empowering Students through
Storytelling and Theatre
Rs.9.15 Cr
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 119
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Annexure 3.4.2: Details of Publication by Faculty : Papers,
Books, Book Chapters – Institute-wise
HLIC:- Number of papers published in peer reviewed journals (national / international)
Sr.
No Author
Paper Title
Journal Name
.
1
Dr. Mita Suthar
2
Dr. Mita Suthar
3
Dr. Mita Suthar
4
Mr. Abhishek
Shah
5
Mr. Vaibhav
Kadia
6
Ms. Sonal
Yadav
7
Ms. Sonal
Yadav
8
Ms. Sonal
Yadav
Is it Time for Reinventing Inflation indices
in India?
Bank Rate and Interest Yield Differentials
as Determinants of Foreign Exchange
Rate in India
Understanding Exchange Rate
Expectations in India
Convergence of Ind AS with IFRS: A long
way to go
Business Responsibility Report – A
Comparative Study of Selected Personal
Care Consumer Products Vs. Automobile
Companies of India
Global Recession and Diamond Industry
of Gujarat- Problems and prospects
Contribution of Factor Productivity in
Micro Small and Medium Scale Sector’s
Export Earnings in India
Technological Flexibility in Micro Small
and Medium Enterprises (MSMEs): A
Case of Small Scale Engineering
Industries of Gujarat
Vol. No. /
Issue
ISSN
THE ICFAI Journal of
Monetary Economics
Vol. VI, No. 4
ISSN: 09729291
01-11-2008
The ICFAI Journal of
Monetary Economics
Vol. VI, No. 2
ISSN: 09729291
01-05-2008
The IUP Journal of Applied
Economics
Vol. IX, No. 1
Financial Reporting and Tax
Planning
Vol 1(VIII),
593-605,2014
H.L.I.C. Journal of
Commerce
www.internationalseminar.
org/XIV_AIS/.../7.%20Sonal
%20Yadav.pdf
ISSN NO:
2321-2705
Volume II,
No.1
Volume I/Issue
VII
IJRSI
ISSN: 09726861
ISBN NO:
978 - 81 928180 -0- 9
Year / Month
Page
Nos.
01-01-2010
9-15-2013
30-9-2014
30-9-2014
ISSN: 2321 –
2705
01-11-2014
318327
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 120
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Instruments Behind Micro, Small &
Medium Scale Sector’s Export Earnings in
India
Estimation in Misclassified Size-biased
Generalized Negative Binomial
Distribution
Towards Excellence: An
Indexed Refereed Journal of
Higher Education
9
Ms. Sonal
Yadav
10
Ms. Bhaktida
Trivedi
11
Ms. Vibha
Tripathi
Managing the IFRS Changeover:
Convergence of Ind AS 16 with IAS 16
12
Ms. Vibha
Tripathi
Aptitude, Performance Evaluation of a
Teacher and 360 Degree Feedback
13
Ms. Vibha
Tripathi
Converged IND AS 103 - Business
Combination and Treatment of Goodwill
and Bargain Purchase
Chartered Accountant
Journal,
14
Ms. Vibha
Tripathi
Teacher , Life beyond Class & Motivation
Magazine Article
15
Ms. Neha Desai
Forensic Accounting: Contemporary
Relevance with Special Reference to
India
16
Ms. Neha
Gadhvi
INFERENCE UNDER PROGRESSIVE
INTERVAL CENSORING FOR DISCRETE
COMPETING RISK FAILURE MODEL
17
D. R. Barot
18
D. R. Barot
19
D. R. Barot
Empirical Bayesian Inference for Rayleigh
Model Under Progressive Type II
Censored Samples
Bayesian Estimation of Reliability Indexes
for Cold Standby System under General
Progressive Type II Censored Data
Risk Efficiencies of Empirical Bayes and
Generalized Maximum Likelihood
Zenith International Journal
of Multidisciplinary
Research (ZIJMR)
Zenith International Journal
of Multidisciplinary
Research (ZIJMR)
Vol. 6, Issue
No. 1,
ISSN No.
0974-035X
01-03-2014
Vol 1(2); PP
74-85
ISSN No.:
2332-2044
1-9-2013
Vol. 2 Issue 10.
Pages 116-13
ISSN Online:
2231-5780
Vol. 2 Issue 11.
Pages 312-321
ISSN Online:
2231-5780
January 2014
issue, volume
62 no.7, RNI
No.738/57,
Feb 2011
issue,
Volume 63,
No. 4
Mathematical Theory and
Modelling, IISTEInternational Knowledge
Sharing Platform, USA.
Journal of Applied
Probability and Statistics
(JAPS)
International Journal of
Quality and Reliability
Management (IJQRM)
Journal of Probability and
Statistics
23-35
ISSN 0009188X.
ISSN No
0973-778
ISSN No.:
0009-188X
1-10-2014
2224-5804
2014
Vol. 31(3), pp.
311–343,
2014.
ISSN: 0265671X (Print)
2014
2014
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 121
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
20
D. R. Barot
21
D. R. Barot
Estimates for Rayleigh Model under
Censored Data
Empirical Bayes Estimates of Rayleigh
Distribution with EWMEL and
Logarithmic Loss Functions for Censored
Samples
Posterior Risks of Estimates under
Balanced Loss Functions for Progressive
Type II Censored Data
Jordan Journal of
Mathematics and Statistics
Vol. 8(2), pp.
71–100, 2013.
ISSN: 19306792 (Print)
2014
Model Assisted Statistical
Applications
Vol. 10(2015),
pp. 73-87,
2015.
ISSN: 15741699 (Print),
2015
HLIC :-Book
Publications
Sr.
No
.
Institute
1
HLIC
Dr. Mita Suthar
Compilation of selected papers presented at the
2nd International Conference on Management of
petroleum Sector
2
HLIC
Dr. Mita Suthar
Sustaining Shareholder Value: Role of Investors
and Regulations
Author
Publish
er
Book Title
3
HLIC
Dr. Mita Suthar
Vision 2020: Managerial Challenges & Strategies
4
HLIC
Dr. Mita Suthar
Globalization: Opportunities & Challenges
Year
Chapters
Impact of petroleum Imports
on the Exchange Rate
Excel
Books
Wisdo
m
Publica
tions
Wisdo
m
Publica
tions
ISBN: 97881-7446803-1
Investing in Currency: Pricing
of Indian Rupee as an Asset
ISBN: 97881-8954751-6
Changing Focus of Exchange
Rate: From Single Currency to
a Currency Index
ISBN: 8189547-399
Appropriateness of Inflation
Indices for an Open Emerging
Economy
BKMIBA :-Articles in Journal
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 122
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Sr.
No
.
Institute
Authors
Paper Title
Journal Name
Vol.
No.
/Issue
Year
Page
nos.
1
BKMIBA
Bihani, Amrita. &
Dalal, Karishma
International Journal of
Knowledge Management
2
1
2014
1-11
2
BKMIBA
Taneja Neha
A Review into Talent Management, Talent
Retention and its Scope
A study on the effectiveness and attitude of
parents, students and teachers towards Smart
Class
3
BKMIBA
Bihani, Amrita. &
Dalal, Karishma
A Review of Social Media as a Recruitment Tool
International Journal of Business
Management and Social
Sciences
4
BKMIBA
Acharaya, P.,
Mathen, N. and
Sujo Thomas
Exploring antecedents of Private Label Brand
Patronage and its Impact on Store Choice
attributes and Store Patronage
ELK Asia Pacific Journal of
Marketing & Retail Management
4
3
2013
280292
5
BKMIBA
Sujo Thomas,
Bharati Pathak
A study of Consumer Behavior Approach towards
Shopping Mall Attractiveness with special
reference to the city of Ahmadabad
Research Journal of Social
Science & Management,
2
5
2012
146154
6
BKMIBA
Sujo
Thomas,Nidhi
Mathen
The rising consumer acceptance towards Private
label offerings: A study of the Indian retail market
with special reference to the State of Gujarat
Research Journal of Economics &
Business Studies
2
1
2012
71-80
7
BKMIBA
The Growth of Online Bus Ticketing Industry :
redBus route to success in the Indian Market
International Journal of Business
and Management
9
11
2014
247253
8
BKMIBA
Teaching social Entrepreneurship: Development
thorugh the Juxtaposition of Heart and Head
Indian Journal of Economics &
Business
13
3
2014
331339
9
BKMIBA
Baxi Himani
Tax Revenue and Expenditure: A Causality Test for
Gujarat State
1
1
2012
28-36
10
BKMIBA
Bhat, Shilpa D
A Flight of Her Own: Ruminations and Struggles in
Margaret Laurence’s The Stone Angel”.
GUJARISSH, A bi annual refereed
International Journal
NewAcademia-An International
Journal of English Language,
Literature and Literary Theory
3
2
2014
1 to 5
Sujo Thomas,
Bharati Pathak,
Pavak Vyas
P.K.Sinha, Sujo
Thomas, Bharati
Pathak
International Multidisciplinary
Research Journal
2013
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 123
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
11
BKMIBA
Bhat, Shilpa D
12
BKMIBA
Bhat, Shilpa D
13
BKMIBA
Bhat, Shilpa D
14
BKMIBA
Bhat, Shilpa D
15
BKMIBA
Bhat, Shilpa D
16
BKMIBA
Bhat, Shilpa D
BKMIBA :-Book Publications
Sr. Institute
Author
No
.
1
BKMIBA
Sudan, R. and
Trivedi, C.
BKMIBA :-Chapters in Books
Sr. Institute
Author
No
.
“ Women within Precincts—The Madwoman in
the Attic and the Application of the Feminist
Critical Framework to Jane Eyre and Wide
Sargasso Sea”.
Mummifying the native/subaltern—A Study of the
Minimalist Subaltern in Edward Lear’s “The Story
of The Four Little Children Who Went Round the
World”.
“The Struggle of the Marginalized Groups—A
Study of the Perspectives and Insights of Edward
Luce and Anand Giridhardas”.
“Understanding Errors: Withholding
Communication in Albert Camus’s
Misunderstanding or Le Malentendu`”.
“Considering Interdisciplinary Studies in
Children’s Literature—The Creativity
Perspective”.
“Cultural Pluralism and Ethnic Realities:
Appreciating Multicultural Identities through
Global Fests and Cultural Pavilions in Canada”.
Lapis Lazuli: An International
Literary Journal
3
2
2014
1 to 11
Global Journal of English
Language and Literature
2
1
2014
50-67
Subalternspeak
2
3
2014
1 to 7
Lapis Lazuli: An International
Literary Journal
3
2
2013
60-69
Global Journal of English
Language and Literature
1
4
2013
40-57
Indian Journal of Canadian
Studies
14
2011
1 to 16
Book Title
Publisher
The AES Story, Coffee Table Book
Knowledge Consortium of Gujarat,
Government of Gujarat.
Book Title
Publisher
I
S
B
N
Yea
r
Year
2014
Chapters
Page
s
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 124
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
1
BKMIBA
Trivedi Chirag
2
BKMIBA
Joshi Himani
3
BKMIBA
Thomas, S., Ritesh
P. and Kureshi S.
4
BKMIBA
Thomas, S. and K.
Gupta
Deconstructing the Stereotype:
Reconsidering Indian Culture, Literature
and Cinema
Economic Growth and Stability in the Post
Reform Period: Indian Experience
A framework for sustainable development
through the integration of Cause related
marketing and Human Resource
Management
Paradigm Shift in Brand Management: The
Story Telling Approach
201
4
1
35-42
Centre for Research in Planning
and Development, Department of
Economics, M S University Press
201
1
1
Excel Book
201
5
1
229249
Himalaya Publishing House
201
3
1
294300
PGIM:-Articles in Journal
Sr. no.
Authors
Paper Title
1
2
Dr. Bhavesh Patel &
Byron Holowel
Dr. Bhavesh Patel
3
Dr. Bhavesh Patel
4
Dr. Bhavesh Patel
How Do the Parent Firms of Spin-Offs
Perform Across a Bear Market?
Corporate Growth: a Comprehensive
Strategic Decision
Net Value Added: A Value Addition
Measure for Evaluation of Capital
Projects
Buy-back Option Is No Option
5
Dr. Bhavesh Patel
Should the Insurance Bill be opposed
6
Dr. Bhavesh Patel
An Adjusted Net Present Value (ANPV)
Model for Economic Appraisal of R&D
Project
Journal Name
Vol
No./Issue
Year
European Journal of Management
8
1
2008
Journal of International Business
Strategy
Proceedings of the Applied Business
Research Conference held in Cancun,
Mexico
Management & Labour Studies, XLRI,
Jamshedpur
Invited contribution to the Times of
India, Patna Edition
Management & Labour Studies, XLRI,
Jamshedpur
II
1
2005
Page
nos.
2001
2000
1999
1999
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 125
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
7
Dr. Bhavesh Patel
Capital Budgeting on Global Platform
8
Dr. Bhavesh Patel
9
Dr. Bhavesh Patel
Share Market Dynamics and Corporate
Financial Policies
Profit Earned Analysis: TISCO vs. SAIL
10
11
Dr. Bhavesh Patel
Dr. Bhavesh Patel
12
Dr. Bhavesh Patel
13
14
Dr. Bhavesh Patel &
Gupta Pankaj
Dr. Bhavesh Patel
15
Dr. Bhavesh Patel
16
Dr. Bhavesh Patel
17
19
Dr. Bhavesh Patel &
Rao, Cherukuri
Dr. Bhavesh Patel &
Rao, Cherukuri
Dr. Bhavesh Patel
20
Dr. Bhavesh Patel
21
Dr. Bhavesh Patel
18
Sec. 88: The Legerdemain in I.T.
Capital Investment Know Thy Risk and
Overcome Them
Integral Accounting
Corporate Governance: a Re-look at the
Concept & Philosophy
Strategies for Global Investment and
Evaluation of Capital Projects
Shareholders Value Maximization:
Abandonment Value, Economic Life of
an Asset and Buying Time Alternatives
Global Equity Markets: A Study of
Cointegration
Capital Project Evaluation of Indian
Companies
NVA: A Value Addition Measure for
Capital Project Evaluation
NVA: A Value Addition Measure for
Capital Project Evaluation
Lease Marketing
Corporate Financial Objectives: Some
Empirical Findings
Abhigyan, Foundation for
Organizational Research and
Education, New Delhi
Finance India, Indian Institute of
Finance, Delhi
Management Update, Jamshedpur,
TISCO
The Economic Times, Bombay
Management and Labour Studies,
XLRI, Jamshedpur
Management Accountant, The
Institute of Cost & Works
Accountants of India
International Journal of Business
Research
Journal of International Business and
Economics
Journal of Academy of Business and
Economics
1996
1995
1994
1990
1988
1987
I
1
2004
II
1
2004
1
1
2003
Journal of Academy of Business and
Economics
GITAM Journal of Management
1
1
2003
1
1
2003
The Journal of Applied Business
Research
The Journal of Applied Business
Research
MDI Journal, Management
Development Institute, Gurgaon
Finance India - Reprinted in the book
"Readings in Financial Management"
edited by J. D. Agarwal, Indian
Institute of Finance, Delhi, 1994
18
4
2002
18
4
2002
5567
1993
1992
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 126
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
22
Dr. Bhavesh Patel
23
Dr. Bhavesh Patel
24
Dr. Ruchi Tewari
Financial Implications of Materials
Management
Financial Implications of Materials
Management
Framing India - Pre-post Globalization
25
Dr. Ruchi Tewari
Global Talent - Create to Sustain
26
Dr. Ruchi Tewari
27
Dr. Ruchi Tewari (Co-authored)
Dr. Ruchi Tewari (Co-authored)
Corporate Social Responsibility and
Organizational Commitment
Mentoring for Effective Positive
Workforce: A Case Study
Portrayal of Women in Indian Annual
Reports: Representation of
Opportunities
CSR Communication through Annual
Reports: To Whom, How Much and
Why?
Corporate Social Responsibility
Communication Through Websites:
Analysis of Indian And Multinational
Companies
Corporate Social Responsibility:
Communication through Sustainability
Reports By Indian and Multinational
Companies’
Managerial Skills for Managers in the
21st Century
Communicating Corporate Social
Responsibility in Annual Reports: A
Comparative Study of Indian Companies
& Multi-National Corporations
28
29
Dr. Ruchi Tewari
30
Dr. Ruchi Tewari
31
Dr. Ruchi Tewari (Co-authored)
32
Dr. Ruchi Tewari (Co-authored)
Dr. Ruchi Tewari
33
Part-I Journal of Indian Institute of
Materials Management
Par-II Journal of Indian Institute of
Materials Management
Journal of Media Studies
II
4
II
5
28
1
2013
Journal of Global Studies
1
1
2014
Indian Journal of Training and
Development
Global Journal of Finance and
Management
IPE Journal of Management
44
1
2014
6
1
2014
2
2
2012
International Journal of Marketing
and Business Communication
1
4
2012
Journal of Global Communication
5
2
2012
Global Business Review
13.3
Review of Management
1
3
2011
Management & Public Policy
2
2
2011
3849
4658
4147
7988
2012
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 127
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
34
Dr. Ruchi Tewari
Information and Technology Sector – A
Champion in Corporate Social
Responsibility (CSR): Myth or Reality
Building Store Brands Using Store Image
Differentiation
CSR and SME’s: Challenges in Developing
Economies
Consumer Awareness and Product
Quality Consciousness in India: An
Understanding through the Pesticide
Issues in Colas
Job Satisfaction Level of Scientists in
Government Owned Research and
Development Organizations in India
35
Dr. Ruchi Tewari
36
Dr. Ruchi Tewari
37
Dr. Ruchi Tewari
38
Dr. Ruchi Tewari
39
Dr. Ruchi Tewari
Understanding Applied Yield
Management Practices in Hotel Industry
using Simulation Techniques
Indian Management Research
Journal (IMRJ)
1
II
2009
40
Prof. Anjali Choksi
Risk Minimization Trading Strategies in
Bullish Market
2
10
2012
41
Prof. Anjali Choksi
Emergence of Weather DerivativesFeasibility Study in India
2
5
2012
42
Prof. Anjali Choksi
4
3
2010
43
Dr. Hetal Jhaveri &
Dr. S.K. Bhatt
Derivative Trading from Investors’
Perceptions
Disclosure of Corporate Governance –
Building Investor Confidence - A Case of
Infosys Technologies Ltd.
International Journal of Research in
Commerce, Economics &
Management (IJRCM)
Zenith International Journal of
Business Economics and
Management Research
Indian Journal of Finance
Accounting World - ICFAI Press
VIII
XII
2008
44
Dr. Hetal Jhaveri &
Dr. Sandip Bhatt
Management Trends, Department of
Business Management, Saurashtra
University
5
Microfinance : A One-Stop Shop for
Financial Services to the Poor
Great Lakes Herald
4
1
2010
Journal of Indian Business Research
Emerald
NSHM Journal of Management
Research and Applications (NJMRA)
Synergy - Journal of Management
2
3
2010
1
2009
11
2
Icfai Journal of Management
Research (IJMR)
2009
2009
2008
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 128
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
45
Dr. Hetal Jhaveri &
Prof. Anjali Choksi
Role of a VC in nurturing a venture – A
case study
46
Dr. Hetal Jhaveri &
Prof. Anjali Choksi
Crowd funding in India : A Study of
Indian Online Crowd funding Platforms
47
Dr. Ekta Sharma
48
Dr. Ekta Sharma
49
Dr. Ekta Sharma
50
Dr. Ekta Sharma
Employee Perception towards Talent
Management
Stressors: A Challenge for the Faculty
Members of the Higher Educational
Institutions.
Developing Entrepreneurial Instincts
Among Students: Preventive and
Curative Measure against
Unemployment
Personality Mapping: Wand to ensure
organizational Performance
51
Dr. Ekta Sharma
52
Dr. Ekta Sharma
53
Dr. Ekta Sharma
54
Dr. Ekta Sharma
Stress audit: A tool to attain Work Life
Balance. International Journal of
Psychology and Sociology
Impact of positive psychology at work
place-self wellbeing and experiences at
workplace
Perception of Human Resource
professionals towards Human resource
audit
Personality Mapping –a tool to analyse
achievement orientation
E-Book published as part of
Conference Proceedings for 2nd
National Conference on Managing
for tomorrow, organized by Amrut
Mody School of Management,
Ahmedabad University
Journal of International Forum Of
Researchers Students and
Academician - IFRSA Business
Review,
European Journal Practices of
research in Social Sciences
Case Studies in Business and
Management
2012
IV
IV
2014
3
1
2015
1
2
2014
IMS MANTHAN- the Journal of
Innovations
IX
1
2014
7 to
13
Journal of Business theory and
Practice
2
1
2014
1327
European Journal of commerce and
management research
2
6
2013
98103
Indian Journal of Health and
Wellbeing
4
1
2013
8082
The International Journal's Research
Journal of Social Science and
Management
i Business
3
1
2013
4048
5
2
2013
5964
99108
2233
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 129
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
55
Dr. Ekta Sharma
56
Dr. Ekta Sharma
57
Dr. Ekta Sharma
58
Dr. Ekta Sharma
59
Dr. Ekta Sharma
60
Dr. Ekta Sharma
61
Dr. Ekta Sharma
62
Dr. Ekta Sharma
63
Dr. Ekta Sharma
64
Dr. Ekta Sharma
65
Dr. Ekta Sharma
66
Dr. Ekta Sharma
67
Dr. Ekta Sharma
68
Dr. Ekta Sharma
Empirical study of employee perception
regarding knowledge management in
India
Generation Gap In Family Business
Comparison of Entrepreneurial traits of
first and Second Generation
Entrepreneurs. BEST
Employee counselling clinics
Determinants of cross-cultural
adjustment among expatriate
employees: The role of personality’Motivating Factors For Job Choice: Tool
To Acquire & Retain Talent In The
Organization
Change in the Job Choice: A Matter of
Dissonance
HR Issues and Intervention Model for
Family Business
Stress amongst Doctors
Global adjustment perspective of Indian
Professionals
Entrepreneurial Drive among Indian
Women: An empirical Study
Interpersonal needs usher to the
profession
Personality mapping- guide to stress
mgmt
Mapping motivational orientation
Personality mapping: tool to understand
interpersonal need
Pezzottaite Journals
2
3
2103
International Journal of Humanities,
Arts, Medicine and Sciences
1
1
2013
International Journal of Human
development & management
sciences
Global Disclosure of Economic
Business
1
01-Feb
2012
2333
1
1
2012
3143
International Journal Of Human
Resource Management And
Research
International Journal of Applied
Research & Studies
Zenith International journal
2
2
2012
108119
3
1
2012
2
12
2012
Journal of health management
7
1
2005
Published in Global business review
12
1
2011
Abhigyan
28
3
2010
Journal of the Indian Academy of
Applied Psychology
Indian journal of health &wellbeing
36
2011
1
Special
Issue
1
International journal of research in
commerce & mgmt
South Asian Journal of mgmt.
research
1
8
2011
1
1
2011
2027
288297
151156
8798
4758
8691
126134
110117
21
2011
12
to
18
7 to
13
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 130
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
69
Prof. Jatin Christie
A Dual Career Couples: Issues,
Challenges and Remedies
70
Prof. Jatin Christie
Development of Social Spaces through
Infrastructural Development
71
Dr. Paragi Shah
72
Dr. Paragi Shah
73
Dr. Bijal Mehta
74
Dr. Bijal Mehta &
Rasanda Panda
75
Dr. Bijal Mehta &
Prof. Dhanya
Joseph
Dr. Bijal Mehta &
Dr. Paragi Shah
A study of performance factors
influencing selection of garment
manufacturers- An Indian retailer'
perspective
Identification of key strategic factors in
apparel sourcing decision by Indian
retailers; A case based study.
The Role of Communication Strategies in
Cause Marketing Initiatives
Neuromarketing - Contour between the
proximate and the ultimate level of
consumer decision making
“Market Orientation and Internal
Marketing”
76
77
Dr. Paragi Shah &
Dr. Bijal Mehta
78
Dr. Bijal Mehta &
Shubhra Aanand
79
Dr. Jinal Parikh
A study investigating behavioural nature
of an Entrepreneur – An Indian
perspective
Effect of sales promotions and their
availability on consumers’ buying
behavior: a perspective on personal
hygiene products
Study of Need Analyser tools used by life
insurance companies for the Indian
market
Readers' Perceptions of Leading
Vernacular Dailies in Ahmedabad,
(Gujarat, India) -
EXCEL International Journal of
Multidisciplinary Management
Studies
Takshashila Academia of Economic
Research
2
12
2012
4
4
2011
Zenith: International Journal of
Multidisciplinary research
3(8)
International journal of Research
Commerce and Management
3
8
2013
101111
2012
165170
Indian Journal of Applied Research
2014
IFRSA Business
2015
International Journal in Management
and Social Science. Impact Factor
3.259
Zenith International Journal of
Multidisciplinary Research
2015
Indian Journal of Marketing
2012
Icfai Journal of Business
Management
2009
Journal of Communication and
Media Technologies
2012
4
2
2014
7392
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 131
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
80
Dr. Jinal Parikh
Role of Customer Perceptions in
Creating Powerful Service Brands – An
Illustration of Bank of Baroda
Brand Revitalization – Lessons from Bank
of Baroda
81
Dr. Jinal Parikh
82
Dr. Jinal Parikh
Customer Perceptions as Antecedents to
Creating Powerful Service Brands – An
Illustration of Bank of Baroda
83
Dr. Paragi Shah
“Issues in ERP implementation in India:
An implementer’s perspective” ,
84
Prof. Taral Pathak
Framing India - Pre-post Globalization
85
Prof. Taral Pathak
86
Dr. Sangita Purohit
Sustainable CSR for Micro, small and
medium enterprises
Can Librarian Ignore Information
Literacy
87
Dr. Sangita Purohit
How Safe is Digital Information
Radix International Education and
Research Consortium
2
7
2013
Aug17
Aditya International Journal of
Research in Technology and
Management
Indian Journal of Applied Research
1
8
2012
Oct20
1
3
2011
08Nov
MacMillan Advance Research Series
“Competitive advantage through
Globalization"
Journal of Media Studies
Journal of Management and Public
Policy
International Journal of Digital
Information & Knowledge
management
International Magazine International
In house unsel Journal UK
328333
28
1
2013
6
2014
vol.1 No
2 ,2013
2013
Vol.4
No.14
2010
3849
PGIP :-Book Publications (Self- Instructional Materials for Different Universities)
Sr. No.
1
Author
Dr. Bhavesh Patel
Book Title
Fundamentals of Financial Mangement
Publisher
Vikas Publishing House
ISBN / ISSN
ISBN: 978-93259-7601-6
Year
2014
2
Dr. Bhavesh Patel
Entrepreneurship Management
Vikas Publishing House
ISBN: 978-93-259-6632-1
2013
3
Dr. Bhavesh Patel
Project Management (IMT-26)
Vikas Publishing House
ISBN: 978-81-259-3190-4
2012-13
4
Dr. Bhavesh Patel
Project Management and Appraisal (IMT)
Vikas Publishing House
5
Dr. Bhavesh Patel
Project Management (BBA-405) PTU
Vikas Publishing House
2012-13
ISBN: 978-81-259-4914-5
2012-13
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 132
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
6
Dr. Bhavesh Patel
7
Dr. Bhavesh Patel
8
Dr. Bhavesh Patel
9
Dr. Bhavesh Patel
10
Dr. Bhavesh Patel
11
Dr. Bhavesh Patel
12
Dr. Bhavesh Patel
13
Dr. Bhavesh Patel
14
15
Dr. Bhavesh Patel,
Dr. Paragi Shah and
Prof. Kunal Mankodi
Dr. Bhavesh Patel
16
Dr. Bhavesh Patel
17
Dr. Bhavesh Patel
18
Dr. Bhavesh Patel
Project Evaluation and Appraisal (MBA
402) PTU
Project Planning, Analysis and
Management (FM 2107) YCMOU
Project Management (MBA 307) Bharatiya
Vidyapith (BVP)
Entrepreneurship Development and
Project Management (MBA 3.2) Calicut
University (co-authored with Prof. N. R.
Mohan Prakash
International Business (MBA 3.3) Calicut
University (co-authored with Prof. N.
Subba Rao, Dr. Rajagopal, Dr. Jitendra
Kumar Mishra
Project Management, Institute of
Management Technology, Ghaziabad
Project Planning, Analysis and
Management (MBA – FM 2107)
Uttarakhanad Open University
Project Management (MCOM 15)
Mahatma Gandhi University
Project Management for Retail”, SelfInstructional Material for Sikkim Manipal
University
Entrepreneurship Management, SelfInstructional Material for Sikkim Manipal
University
Project Management (MBA-5th Sem)
KKHSOU
Project Appraisal and Management (MBA
DE.M-430) Sambalpur University
Project Appraisal, Planning and Control
(MBA) 24x7
Vikas Publishing House
Vikas Publishing House
2012-13
ISBN 978-93-259-5685-8
Vikas Publishing House
2012-13
2012-13
Vikas Publishing House
ISBN: 978-93-259-5513-4
2012-13
Vikas Publishing House
ISBN” 978-93-259-5361-1
2012-13
Vikas Publishing House
2012-13
Vikas Publishing House
2012-13
Vikas Publishing House
ISBN: 978-81-259-5412-5
Vikas Publishing House
Vikas Publishing House
2012-13
ISBN: 978-93-259-6632-1
Vikas Publishing House
Vikas Publishing House
2012-13
2012-13
2013-14
ISBN: 978-93-259-6528-7
Vikas Publishing House
2013-14
2013-14
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 133
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
19
Dr. Bhavesh Patel
20
Dr. Bhavesh Patel
21
Dr. Bhavesh Patel
22
Dr. Bhavesh Patel
23
Dr. Bhavesh Patel
PGIP Annexure V:- Text Books
Sr. No.
Author
1
Dr. Bhavesh Patel
Entrepreneurship Management & Project
Management, (B. Com.) MGU, part-text
Entrepreneurship Management & Project
Management (BBA) MGU, part-text
Financial Management & Control (M.
Com. – 2.9A) [Guwahati Univ] Part text,
Project Management (BCA-5.4) Bharatiya
Vidyapith Deemed University [Part text]
Project Management (MBA 3.12)
[Guwahati Univ.]
Vikas Publishing House
2013-14
Vikas Publishing House
2013-14
Vikas Publishing House
ISBN: 978-93-259-7810-2
2013-14
Vikas Publishing House
ISBN: 978-93-259-7658-0
2013-14
Vikas Publishing House
ISBN: 978-93-259-8404-0
2013-14
Book Title
Fundamentals of Financial Management
Publisher
Vikas Publishing House
ISBN / ISSN
978-93259-7601-6
Vikas Publishing House
978812593134-8
2nd edition
2011
Linus Publications Inc. New
York, USA
Allied Publishers, New Delhi
987-1934188125
2007
81-7023-699-1
1997
2
Dr. Bhavesh Patel
3
Dr. Bhavesh Patel
Project Management: Financial Evaluation
with Strategic Planning, Networking and
Control
Managerial Accounting: A Decision Approach
4
Dr. Bhavesh Patel
Cost Accounting for Management Decisions
5
Dr. Bhavesh Patel
Financial Policies and Practices of Giant
Companies in India:
Institute of Financial
Management Research,
Madras
Year
2014
1992
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 134
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
SCS :-Articles in Journal
Sr.
No
Authors
Paper Title
Journal Name
1
Inst
itut
e
SCS
Vol.
No./
Issue
Year
Page
nos.
Aditya Patel,
Dhaval Panchal,
Manan Shah
Towards Improving Automated
Evaluation of Java Program
Advances in Intelligent Systems and
Computing, Springer International Publishing,
Switzerland, ISSN 2194-5357, ISSN 2194-5365
(electronic), ISBN 978-3-319-13727-8
337
1
2015
489-496
2
SCS
Grid Resource Brokering for
Parallel Applications
International Journal of Emerging Technology
and Advanced Engineering, ISSN 2250-2459
3
4
2013
181-187
3
SCS
Aditya Patel,
PratikThanawala,
J G Pandya
Aditya Patel
Modeling and Simulation of
Grid Resource Brokering
Algorithms
International Journal of Computer
Applications,
ISSN: 0975-8887, March 2012
42
8
2012
31-36
4
SCS
Agent Based Architecture for
Scalable Grid Resource
Management and Scheduling
International Journal of Computer
Applications in Engineering, Technology and
Sciences (IJ-CA-ETS) (ISSN: 0974-3596,
October 2009 – March 2010)
2
1
2010
395-401
5
SCS
Aditya Patel,
Rakesh
Bhatnagar, Vipul
Prajapati,
J G Pandya
HeenaTimani
Knowledge discovery from
music metadata using semantic
web and open linked data
Proceedings of International Conference
Published by Elsevier Science and technology
“Emerging Research in computing,
Information, Communication and
Applications”.ERCICA ISBN9789351072638
3
1
2014
456-461
6
SCS
HeenaTimani
1
2013
169-174
SCS
Hiral Vegda
International Journal of Management
Technology Engineering and Science ISSN,
2249-7455
International Journal of Graphics & Image
Processing under International Forum of
Researchers Students and Academician, ISSN:
2249-5452. Impact Factor: 3.26
3
7
Applications of Bayesian
Network in computer Science
Curriculum
Implementation and
Application of QR Code
4
3
2014
205-208
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 135
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
8
SCS
Hiral Vegda
Identification of Spoofed E-mail
International Journal of Innovative Research
in Computer Science & Technology, ISSN:
2347-5552, Impact Factor: 2.081
International Journal of Information and
Computing Technology, [email protected] :
ISTAR, ISSN: 0976-5999
CSI Communications
2
3
2014
9
SCS
Hiral Vegda
Electronic Document Security
Issues: A Review
2
2
2012
10
SCS
Hiral Vegda
“Programming Tips” under the
Section “Ask an Expert”
36
7
2012
11
SCS
Dr Kuntal Patel,
Bansi Khimani
12
SCS
Dr Kuntal Patel,
Mansi Joshi
13
SCS
Dr Kuntal Patel,
Mr. Parimal Patel
14
SCS
Dr Kuntal Patel,
Nirbhay Mehta
Analysis of Cloud Computing
Issues and a Novel Model for
Data Security in Cloud
Computing
Enhanced Mechanism for
Online Banking System through
Cyber Crime Investigation
Phishing in Mobile Devices:
Survey and Prevention
Mechanism
Issues And Challenges In
Electronic Waste
International Journal of Computer
Engineering and Applications
8
3
2014
36-44
International Journal of Research and
Scientific Innovation by RSIS International
1
7
2014
242-246
International Journal of Scientific Research
(IJSR)
2
3
2013
86-88
International Journal of Research in Computer
Application and Management (IJRCM)
2
3
2012
113-116
15
SCS
Pratik Thanawala,
Dr. Jyoti Pareek,
Manan Shah
OntoBAeval: Ontology Based
Automatic Evaluation of FreeText Response
16
SCS
Pratik Thanawala
HadoopMapreduce: Framework
for Parallelism
6th IEEE International Conference on
Technology for Education (T4E-2014), Amrita
University, Kerala. Paper published in IEEE
Explore Digital Library
CSI Communications Knowledge Digest for IT
Community, ISSN 0970-647X
2014
189-190
17
SCS
Pratik Thanawala
‘SPARQL’ Protocol and RDF
Query Language
Computing Info Mine, Newsletter of CSIAhmedabad Chapter
18
SCS
Sandeep Vasant,
Bipin Mehta
A Case Study: Embedding ICT
for Effective Classroom
Teaching & Learning
Advances in Intelligent Systems and
Computing , Springer International Publishing,
Switzerland
15-18
38
36
7
2012
13-14
1
1
2012
10-12
337
1
2015
541-547
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 136
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
19
SCS
S Vasant, A
Vasant,
B
Thanki, N N Jani
Optimization of Graph Coloring
Problem using Hybrid Selection:
A Genetic Algorithm Approach
International research journal of Science,
Technology & Management “ Vision &
Quest”, Print ISSN: 0975-8410
4
1
2014
77-83
20
SCS
S Vasant, A
Vasant, N NJani, S
Marathe
Equitable Payment Distribution
for Project-Expert Scheduling
using Genetic Algorithm
4
12
2012
682-687
21
SCS
A Vasant, S
Vasant,
G
Kulkarni
Preprocessing Steps for the
Recognition of Handwritten
Gujarati Characters
CiiT International Journal of Artificial
Intelligent Systems and Machine Learning
Print: ISSN 0974 – 9667 & Online: ISSN 0974 –
9543
CiiT International Journal of Digital Image
Processing Print: ISSN 0974 – 9691 & Online:
ISSN 0974 – 9586
4
15
2012
839-843
22
SCS
S Vasant, A
Vasant, N N
Jani
2012
848 - 851
23
SCS
Shefali Naik
2
2013
28
24
SCS
Shefali Naik
7
2012
24-26
25
SCS
Shefali Naik
6
2012
499-503
26
SCS
Shefali Naik
27
SCS
Trushali Jambudi
A Novel Proposed Approach for
an Equitable Payment
Distribution using Genetic
Algorithm
Object-Oriented PL/SQL
Programming : Creating Object
Types and Methods in Oracle
10g
Managing Child-to-Parent
(reverse) relationship instead of
Parent-to-Child during
execution of a transaction in
Oracle
Data Points- A new proposed
software cost estimation metric
to estimate software cost which
contain huge database
How to Solve Floating Point
Formats Not Linked Error which
occurs in C or C++ Program
N-Tier Application
Development using Asp.Net
IEEE Xplore Digital Liberary, ISBN: 978-14673-1538-8
-
CSI Communication, ISSN 0970-647X
IOSR Journal of Engineering (IOSRJEN), ISSN:
2250-3021
International Journal of Scientific &
Engineering Research, ISSN 2229-5518
-
37
2
3
CSI Communication, ISSN 0970-647X
36
CSI Communications
37
1
2012
4
2013
22
32-33
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 137
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
28
SCS
29
SCS
30
SCS
31
SCS
32
SCS
Vinay
Vachharajani,
Dr. Jyoti Pareek
VinayVachharaja
ni, Dr. Jyoti
Pareek
A Proposed Architecture for
Automated Assessment of Use
Case Diagrams
Use-Case Extractor: XML Parser
for Automated Extraction and
Storage of Use-Case Diagram
Vinay
Vachharajani, Dr.
Jyoti Pareek,
Sunil Gulabani
Vinay
Vachharajani, Dr.
JyotiPareek
Effective Label Matching for
Automatic Evaluation of Use Case Diagrams
KunjalGajjar,
Kunal Singh
Contribution of Cloud
Technology in Media Industry:
An irreplaceable need
IET :-Articles in Journal
Sr.
Institute
No.
1
2
3
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Towards Evaluation of UseCase Diagrams Using Shape
Matching Approach
International Journal of Computer
Applications, ISSN: 0975 - 8887, Impact
Factor: 0.715
1st IEEE International Conference on
Engineering Education Innovative Practices
and Future Trends (AICERA – 2012), IEEE
Xplore. ISBN: 978-1-4673-2267-6.DOI:
10.1109/AICERA.2012.6306714.
4th IEEE International Conference on
Technology for Education (T4E, 2012), IEEE
Xplore. ISBN: 978-1-4673-2173-0. DOI:
10.1109/T4E.2012.33.
1st CSI International and 5th National
Conference on Education and Research
(confER – 2012),
ISBN -978-81-909732-5-0
International Journal of Scientific Research,
ISSN No. 2277-8179, Impact Factor: 0.3317
108
-
4
35 - 40
-
1–5
2012
-
-
172 –
175
2012
-
-
36 - 39
2012
2
Authors
Paper Title
Journal Name
P.G. Darji, M. Upraity,
C.D. Parikh
A novel architecture for currentsteering digital-to-analog converters
V. Dabhi and S.
Chaudhary
Performance Comparison of Crossover
Operators for Postfix Genetic
Programming
Hybrid Wavelet-Postfix-GP Model for
Rainfall Prediction of Anand Region of
India
UACEE Internationl Journal of
Advances in Electronics
Engineering
International Journal of
Metaheuristics, Inderscience
Vipul K. Dabhi and
Sanjay Chaudhary
2014
Advances in Artificial
Intelligence
10
2013
Vol.
12 – 13
No./
Issue
2
3
Year
2012
3
2014
2014
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 138
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
4
Institute of
Engineering and
Technology (IET)
V. Dabhi and S.
Chaudhary
Empirical Modeling using Genetic
Programming: A Survey of Issues and
Approaches
Natural Computing, Springer
5
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Harikumar, Prakash
Gajjar, M V Joshi, Raval
Mehul S
Jignesh Bhatt,
Manjunath Joshi, Raval
Mehul S
Joshi Vaibhav, Raval
Mehul S., Rege Priti P.,
Parulkar S. K.
Mehul S Raval
Multiresolution Image Fusion: Use of
Compressive Sensing and Graph Cuts
IEEE Journal of Selected Topics
in Applied Earth Observations
and Remote Sensing
IEEE Journal of Selected Topics
in Applied Earth Observations
and Remote Sensing
Computer Society of India(CSI)
Journal of Computing,
Hyperspectral Imaging: A Paradigm in
Remote Sensing
CSI Communications
Mehta M. P., Dutta S.
Tiwari S.
A quaternionic map for the steady
states of the Heisenberg Spin-Chain
Phys. Lett. A
D K. Patel and Y N.
Trivedi
Non-parametric Blind Spectrum Sensing
based on Censored Observations for
Cognitive radio
Journal of Signal Processing
Systems(Springer)
2014
11
Institute of
Engineering and
Technology (IET)
John H. Priester, Aditi
Singhal, Binghui Wu,
Galen D. Stucky and
Patricia A. Holden
Integrated approach to evaluating the
toxicity of novel cysteine-capped silver
nanoparticles to Escherichia coli and
Pseudomonas aeruginosa.
Analyst
2014
12
Institute of
Engineering and
Technology (IET)
Varade, D., Haraguchi, K.
Clay
supported Novel Bimetallic Core–Shell
Co-Pt and Ni-Pt Nanocrystals with High
Catalytic Activities
Phys. Chem. Chem.
Phys.(Accepted)
2014
13
Institute of
Engineering and
Technology (IET)
Varade, D., Haraguchi, K.
Novel Bimetallic Core–Shell
Nanocrystal/Clay Composites with
Superior Catalytic Activities
Chem. Commun.
6
7
8
9
10
A Data-driven Stochastic Approach for
Unmixing Hyperspectral Imagery
Multistage VQ Based Exact
Authentication for biometric Images,
2014
7
5
2014
7
6
2014
Vol.
2
50
1,2
2013
pp.7 9.
2014
30143017
2014
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 139
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
14
Institute of
Engineering and
Technology (IET)
Haraguchi, K.Varade, D.
Platinum-polymer-clay nanaocomposite
hydrogels via exfoliated clay-mediated
in situ reduction
Polymer (In Press)
2014
Institute of
Engineering and
Technology (IET)
Varade, D., Haraguchi, K.
Preparation and Characterization of
Highly Planar Flexible Silver Crystal
Belts
Phys. Chem. Chem.
2014
Institute of
Engineering and
Technology (IET)
Varade, D., Abe, H.,
Yamauchi, Y., Haraguchi,
K.
Superior CO Catalytic Oxidation on
Novel Pt/Clay Nanocomposites
ACS Appl. Mater. Interfaces
17
Institute of
Engineering and
Technology (IET)
Varade, D., Haraguchi, K.
Super-thermostable platinum
nanoparticles on fluorinated clay
Phys. Chem. Chem. Phys.
18
Institute of
Engineering and
Technology (IET)
Varade, D., Haraguchi, K.
Synthesis of Highly Active and
Thermally Stable Nanostructured
Pt/Clay Materials by Clay Mediated In
Situ Reduction
Langmuir,
19
Institute of
Engineering and
Technology (IET)
Arriaga, L.R., Varade, D.,
Carriere, D., Drenckhan,
W., Langevin, D.
Surface rheology of catanionic layers
adsorbed from solid-like vesicles and
their role on foam stability
Langmuir
20
Institute of
Engineering and
Technology (IET)
Jignesh Bhatt,
Manjunath Joshi, Raval
Mehul S
A Data-driven Stochastic Approach for
Unmixing Hyperspectral Imagery
IEEE Journal of Selected Topics
in Applied Earth Observations
and Remote Sensing
21
Institute of
Engineering and
Technology (IET)
J. Vyas, M. V. Joshi, M. S.
Raval,
Automatic Target Image Detection for
Morphing
Elsevier Journal of Visual
Communication and Image
Representation
22
Institute of
Engineering and
Technology (IET)
Varade, D., Haraguchi, K.
Clay-supported Novel Bimetallic CoreShell Co-Pt and Ni-Pt Nanocrystals with
High Catalytic Activities
Phys. Chem. Chem. Phys
15
16
5
2013
7
6
2014
2014
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 140
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
23
24
25
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
Institute of
Engineering and
Technology (IET)
IET:-Book Publications
Sr.
Institute
No.
1
Institute of
Engineering and
Technology (IET)
IET:-Chapters in Books
Sr.
Institute
No.
1
Institute of
Engineering and
Technology (IET)
V. Dabhi and S.
Chaudhary
Financial Time Series Modeling and
Prediction using Postfix-GP
Computational Economics,
Springer
2015
Talgat M. Inerbaev, A.S.
Karakoti, Satyanarayana
V. N. T. Kuchibhatla,
Amit Kumar, Artem E.
Masunov, and Sudipta
Seal
A.S. Karakoti, Ritesh
Shukla, Rishi Shanker
and Sanjay Singh
Aqueous Medium Induced Optical
Transitions in Cerium Oxide
Physical Chemistry Chemical
Physics
2015
Surface Functionalization of Quantum
Dots for Biological Applications
accepted in Advances in
Colloids and Interface Science
2015
Author
Book Title
Publisher
ISBN
Year
Madhuri A Joshi, Mehul
S Raval, Yogesh H
Dandawate, Kalyani R
Joshi, Shilpa P Metkar
Image and Video Compression:
Fundamentals, Techniques and
Applications
CRC Press: Chapman and Hall
9781
4822
2822
9
2014
Author
Book Title
Publisher
Year
Chap
ters
P. Patel, T. Luo, U. Bellur,
and S. Chaudhary,
Cyber Physical Systems: From Theory to
Practice
CRC Press, Taylor & Francis
Group
2015
Pages
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 141
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
ILS :-Articles in Journals
Sr.
No.
Authors
Paper Title
Journal Name
Vol.
1
Ashutosh Kumar, Sajid Khan
and Alok Dhawan
Comprehensive molecular analysis of the
responses induced by titanium dioxide
nanoparticles in human keratinocyte cells
Journal of Translational
Toxicology
1
2
Ashutosh Kumar, Mojgan
Najafzadeh, Badie K. Jacob,
Alok Dhawan and Diana
Anderson
Zinc oxide nanoparticles affect the expression
of p53, Ras p21 and JNKs: an ex vivo/in vitro
exposure study in respiratory disease patients
Mutagenesis
30
3
Ritesh K. Shukla, Ashutosh
Kumar, N.V. Srikanth
Vallabani, Alok K Pandey and
Alok Dhawan
Titanium dioxide nanoparticle induced
oxidative stress triggers DNA damage and
hepatic injury in mice
Nanomedicine
9
4
Andrew Collins, Gudrun
Koppen, Vanessa
Valdiglesias, Maria Dusinska,
Marcin Kruszewski, Peter,
Emilio Rojas, Alok Dhawan,
Iris Benzie, Erdem Coskun,
Massimo Moretti, Guenter
Speit, Stefano Bonassi
The comet assay as a tool for human
biomonitoring studies: the ComNet Project
Mutation Research Reviews
5
Zuzana Magdolenova,
Andrew Collins, Ashutosh
Kumar, Alok Dhawan, Vicki
Stone, Maria Dusinska
Mechanisms of genotoxicity. A review of in
vitro and in vivo studies with engineered
nanoparticles
Nanotoxicology
8
6
Lokesh Baweja, Kanagasabai
Balamurugan, Venkatesan
Subramanian and Alok
Dhawan
Hydration Patterns of Graphene Based
Nanomaterials (GBNMs) Play a Major Role in
the Stability of a Helical Protein: A Molecular
Dynamics Simulation Study
Langmuir
29
No.
/Iss
ue
Year
Page
nos.
2014
28-39
2
2015
237-245
9
2014
14231434
2014
27-39
3
2014
233-78
46
2013
1423014238
759
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 142
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
9
Ritesh K Shukla, Ashutosh
Kumar, Deepak Gurbani,
Alok K. Pandey, Shashi S.
Singh and Alok Dhawan
TiO2 nanoparticles induce oxidative DNA
damage and apoptosis in human liver cells
Nanotoxicology
7
10
Tina Mesarič, Lokesh Baweja,
Barbara Drašler, Damjana
Drobne, Darko Makovec,
Peter Dušak, Alok Dhawan
and Kristina Sepčić
Effects of surface curvature and surface
characteristics of carbon-based nanomaterials
on the adsorption and activity of
acetylcholinesterase
Carbon
62
11
Deepak Gurbani, Santosh
Kumar Bharti, Ashutosh
Kumar, Alok K. Pandey,
Godson R.E.E. Ana, Ambrish
Verma, Altaf Husain Khan,
Devendra K.Patel, M.K.R.
Mudiam, Swatantra K. Jain,
Raja Roy and Alok Dhawan
V. Valdiglesias, Carla Costa,
Vyom Sharma, G. Kiliç, E.
Pásaro, Joao P. Teixeira, Alok
Dhawan, Blanca Laffon
Polycyclic aromatic hydrocarbons and their
quinines modulate the metabolic profile and
induce DNA damage in human alveolar and
bronchiolar cells
International Journal of
Hygiene and Environmental
Health
216
Comparative study on effects of two different
types of titanium dioxide nanoparticles on
human neuronal cells
Food Chemical Toxicology
57
13
Nitin Sagar, Alok K Pandey,
Deepak Gurbani, K. Khan, D.
Singh, B.P. Chaudhari, V.P.
Soni, N. Chattopadhyay, Alok
Dhawan, Jayesh R. Bellare
In-Vivo Efficacy of Compliant 3D NanoComposite in Critical-Size Bone Defect Repair:
a Six Month Preclinical Study in Rabbit
PLoS One
18
14
Ashutosh Kumar and Alok
Dhawan
Genotoxic and carcinogenic potential of
engineered nanoparticles: an update
Archives of Toxicology
87
12
1
5
8
2013
48-60
2013
222–
232
2013
553-565
2013
352-361
2013
e775778
2013
1883–
1900
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 143
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
15
Saba Shahin, Vineet Prakash
Singh, Ritesh K. Shukla, Alok
Dhawan, Ravi Kumar
Gangwar, Surya Pal Singh,
Chandra Mohini Chaturvedi
2.45 GHz Microwave irradiation Induced
Oxidative stress Affects Implantation or
Pregnancy in Mice, Mus musculus.
Applied Biochemistry
Biotechnology
16
Rahul Kumar, Kausar M.
Ansari, Bhushan P.
Chaudhari, Alok Dhawan,
Premendra D. Dwivedi,
Swatantra K. Jain, Mukul Das
Topical Application of Ochratoxin A Causes
DNA damage and tumor initiation in mouse
skin
17
Vyom Sharma, Diana
Anderson, Alok Dhawan
18
19
20
169
5
2013
17271751
PLOS One
7
10
2012
e47280
Zinc oxide nanoparticles induce oxidative DNA
damage and ROS-triggered mitochondria
mediated apoptosis in human liver cells
(HepG2)
Apoptosis
17
8
2012
852-870
Deepak Gurbani, Vandna
Kukshal, Julian Laubenthal,
Ashutosh Kumar, Alok K.
Pandey, Sarita Tripathi,
Ashish Arora, Swatantra K.
Jain, Ravishankar
Ramachandran, Diana
Anderson, Alok Dhawan
R. Goswami, A. Singh, N.
Gupta, Indian Genome
Variation Consortium, Alok
Dhawan, et al and R. Rani
Mechanism of inhibition of the ATPase
domain of human topoisomerase IIα by 1,4benzoquinone,1,2-naphthoquinone,1,4naphthoquinone, and 9,10phenanthroquinone
Toxicological Sciences
126
2
2012
372–
390
Presence of strong association of the major
histocompatibility complex (MHC) class I allele
HLA-A*26:01 with idiopathic
hypoparathyroidism
The Journal of Clinical
Endocrinology & Metabolism
97
9
2012
E18201824
R. Goswami, A. Singh, N.
Gupta, Indian Genome
Variation Consortium, Alok
Dhawan, et al and R. Rani
Presence of strong association of the major
histocompatibility complex (MHC) class I allele
HLA-A*26:01 with idiopathic
hypoparathyroidism
The Journal of Clinical
Endocrinology & Metabolism
97
9
2012
E18201824
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 144
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
21
Vyom Sharma, Ashutosh
Kumar, Alok Dhawan
Nanomaterials: Exposure, Effects and Toxicity
Assessment
Proceedings of the National
Academy of Sciences, India,
Section B Biological Sciences
82
23
Ashutosh Kumar, Alok K.
Pandey, Shashi S. Singh, Rishi
Shanker
and Alok Dhawan
Engineered ZnO and TiO2 nanoparticles
induce oxidative stress and DNA damage
leading to reduced viability of Escherichia coli.
Free Radical Biology and
Medicine
51
24
Ashutosh Kumar, Alok K
Pandey, Shashi Singh, Rishi
Shanker, Alok Dhawan
A flow cytometric method to assess
nanoparticle uptake in bacteria`
Cytometry Part A.
25
R. Kumar, P. D. Dwivedi, Alok
Dhawan, Mukul Das and K.
M. Ansari
Citrinin generated reactive oxygen species
cause cell cycle arrest leading to apoptosis via
the intrinsic mitochondrial pathway in
mouse skin
26
Ashutosh Kumar, Alok K
Pandey, Shashi Singh, Rishi
Shanker, Alok
Dhawan
27
28
29
2012
3–11
10
2011
1872–
1881
79A
9
2011
707-712
Toxicological Sciences
122
2
2011
557-566
Cellular uptake and mutagenic potential of
metal oxide
nanoparticles in bacterial cells
Chemosphere.
83
8
2011
11241132
Vyom Sharma, Suman K.
Singh, Diana Anderson,
Desmond J.
Tobin and Alok Dhawan
Alok Dhawan, Rishi Shanker,
Mukul Das and Kailash C.
Gupta
Zinc Oxide Nanoparticle
Induced Genotoxicity in Primary Human
Epidermal Keratinocytes
Journal of Nanoscience and
Nanotechnology.
11
5
2011
37823788
Guidance for safe handling of nanomaterials
Journal of Biomedical
Nanotechnology
7
1
2011
218–
224
Lokesh Baweja, Deepak
Gurbani, Rishi Shanker, Alok
K. Pandey, V.
Subramanian and Alok
Dhawan
C60-fullerene binds with the ATP binding
domain of human topoisomerase II alpha
Journal of Biomedical
Nanotechnology.
7
1
2011
177–
178
(Cover
page
article)
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 145
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
30
C.M. Chaturvedi, V. P. Singh,
P. Singh, P. Basu, M.
Singaravel, R.
K. Shukla, Alok Dhawan, A. K.
Pati, R. K. Gangwar, and S. P.
Singh
Poonam Singh, Pushpa Lata,
Sushila Patel, Alok K. Pandey,
Swatantra K. Jain, Rishi
Shanker, Alok Dhawan
2.45 GHz (Cw) Microwave irradiation alters
circadian organization, spatial memory, DNA
structure in the brain cells and blood cell
counts of male mice, Mus musculus
Progress In
Electromagnetics
Research B
29
2011
23-42
Expression profiling of toxicity pathway genes
by real-time PCR array in cypermethrinexposed mouse brain
Toxicology Mechanism and
Methods.
21
2011
193-199
32
Ritesh K, Shukla, Vyom
Sharma, Alok K. Pandey,
Shashi Singh,
Sarwat Sultana, Alok Dhawan
ROS-mediated genotoxicity induced by
titanium dioxide
nanoparticles in human
epidermal cells
Toxicology In Vitro
25
2011
231-241
33
Poonam Singh, Pushpa Lata,
Sushila Patel, Alok K. Pandey,
Swatantra K. Jain, Rishi
Shanker,
Alok Dhawan
Expression profiling of toxicity pathway genes
by real-time PCR array in cypermethrinexposed mouse brain
Toxicology Mechanism and
Methods.
21
2011
193-199
34
Ritesh K, Shukla, Vyom
Sharma, Alok K. Pandey,
Shashi Singh,
Sarwat Sultana, Alok Dhawan
ROS-mediated genotoxicity induced by
titanium dioxide nanoparticles in human
epidermal cells
Toxicology In Vitro
25
2011
231-241
35
Sanjay Singh, Virginia
D’Britto, Atul Bharde, Murali
Sastry, Alok
Dhawan, B. L. V. Prasad
Alok Dhawan and Vyom
Sharma
Bacterial Synthesis of Phtocatalytically Active
andBiocompatible TiO2 and ZnO
Nanoparticles
International Journal of
Green Nanotechnology: Physics
and Chemistry
2
2011
80-99
Toxicity Assessment of Nanomaterials:
Methods and Challenges
Analytical and
Bioanalytical Chemistry
398
2010
589–
605
31
36
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 146
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
37
38
39
40
41
42
Simantini Nayak, Biswarup
Satpati, Ritesh K. Shukla,
Alok Dhawan, Sarama
Bhattacharjee
and Yatendra S. Chaudhary
Sanjay Singh, V. D’Britto, A.
A. Prabhune, C. V. Ramana,
Alok
Dhawan* and B. L. V. Prasad
*Corresponding Author
Quaiser Saquib, Abdulaziz A.
Al- Khedhairy, Saud Al-Arifi,
Alok
Dhawan and Javed Musarrat
Facile synthesis of nano- structured
hydroxyapatite– titania bio-implant scaffolds
with different morphologies:their bioactivity
and corrosion behavior
Journal of Materials
Chemistry
20
2010
49494954
Cytotoxic and genotoxic assessment of
glycolipid reduced and capped gold and silver
nanoparticles
New Journal of
Chemistry
34
2010
294-301
Assessment of methyl thiophanate–Cu (II)
induced DNA damage in human
lymphocytes
Toxicology in Vitro
23
2009
848-854
M.B. Shamsi, S. Venkatesh,
M. Tanwar, P. Talwar, R.K.
Sharma,
Alok Dhawan, R. Kumar, N.P.
Gupta, N. Malhotra, N.
Singh, S.
Mittal and R. Dada
Vyom Sharma, Ritesh K.
Shukla, Neha Saxena,
Devendra Parmar,Mukul Das
and Alok Dhawan
DNA integrity and semen quality in men with
low seminal antioxidant levels.
Mutation Research /
Fundamental and
Molecular Mechanisms of
Mutagenesis
665
2009
29-36
DNA damaging potential of zinc oxide
nanoparticles in human epidermal cells.
Toxicology Letters
185
2009
211-218
A.K.Pandey, D. Gurbani, M.
Bajpayee, Subhash Ajmani,
Devendra Parmar and Alok
Dhawan
In silico studies with human DNA
topoisomerase II alpha to unravel the
mechanism of in vitro genotoxicity of benzene
and its metabolites.
Mutation Research,
Fundamental and
Molecular Mechanisms
of Mutagenesis
661
2009
57-70
1-2
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 147
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
43
Neha Saxena, K.M. Ansari, R.
Kumar, Alok Dhawan, P.D.
Dwivedi and Mukul Das
Patulin causes DNA damage leading to cell
cycle arrest and apoptosis through
modulation of Bax, p53 and p21/WAF1
proteins in skin of mice.
Toxicology and Applied
Pharmacology
234
2009
192-201
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 148
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Annexure 3.4.3: Faculty serving in National committees b)
International committees c) Editorial Boards d) other:
Sr.
No.
Institute
Year/s
served
Faculty Name
Committee / Organization /Board name
Location
Role
2013
Gujarat Academy of Sciences
India
Elected Fellow
2013
Advisory Committee of ASTAG for Biotechnology Service Providing Unit
(BTSPU)
Advisory Committee of ASTAG for Application Support and Technology
Development Unit (ASTDU)
India
Member
India
Member
India
India
Founder & Chairman
Member
India
Member
2013
The National Academy of Sciences, Ahmedabad Chapter
Expert Group on Nanosafety Guidelines constituted by the Indian
Council of Medical Research, New Delhi, Government of India.
DBT-CREST Awards Committee, Department of Biotechnology, New
Delhi, Government of India.
"Issues in Toxicology" A book Series
India
Editorial Advisor
2014
Knowledge Consortium of Gujarat
India
Advisor
2014
2014
2014
RCGM, Department of Biotechnology, Govrnment of India
Methods in Toxicology and Pharmacology (Elsevier)
Mutagenesis
India
UK
UK
Member
Series Editor
Senior Editor
2014
Editorial Board, Mutation Research
USA
Member
2014
Editorial Board, Xenobiotica
UK
Member
2014
PLOS One
PLOS, USA
Academic Editor
Editorial Board, Journal of Translational Toxicology, American Scientific
Publishers
Biomed Research International, Special Issue 'Toxicity of Nanomaterials',
Hindawi Publishing Corporation
Editorial Board, American Journal of Bioscience & Bioengineering
USA
Member
USA
Guest Editor
USA
Member
Editorial Board, Advanced Science, Engineering and Medicine
USA
Member
2013
2012
1
2
3
Institute of
Life Sciences
Alok Dhawan
Institute of
Life Sciences
2014
Institute of
Life Sciences
2013
4
Rishi Shanker
2014
2013
Sanjay Singh
Ashutosh Kumar
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 149
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Institute of
Life Sciences
2013
Editorial Board, Journal of Research in Nanotechnology
Ahmedabad
Member
All India Commerce Teachers' Association
MERC Global's International Journal of Management
India
India
Member
Reviewer
The SIJ Transactions on Industrial, Financial & Business Management
(IFBM) – Standard International Journals
Jalandhar
Board Member &
Review Panel
Apeejay Journal on Management
Jalandhar
External Reviewer
2014
Pezzottaite Journal
Ahmedabad
Associate Editor
2014
MERC Global's International Journal of Management
India
Reviewer
2013
The International Journal of Social Sciences
USA
Editorial Board
2013
Global disclosure of Economics and Business
Bangladesh
Editorial Board
2013
Journal of business and sustainability
Reviewer
2013
International journal of business and management
Published
from Canada
Published
from Canada
Published
from Canada
UK
Published
From LAS
VEGAS,
NEVADA,
USA
Reviewer
HLIC
Prof Parag Patel
2013
2006
2006
2014
6
Dr. Hetal Jhaveri
2011
2014
7
PGIM
8
Member
Member, Education Committee, Gujarat Chamber of Commerce and
Industries (GCCI)
Member, Executive Committee, Gujarat University Area Accountancy
Teachers’ Association
Gujarat and Non Gujarat Commerce Teachers' Association
2013
5
USA
2013
Dr. Bijal Mehta
Dr. Ekta Sharma
Journal of Business Theory and Practice
2013
International Journal of Business performance Management
2013
Business and Management Horizon
Ahmedabad
Member
Ahmedabad
Member
Editorial Board
Editorial Board
Reviewer
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 150
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
2013
Trans Stellar –International Journal for Management
India
Reviewer
2013
MERC Global's International Journal of Management
India
Reviewer
2013
International Journal of Organization Behaviour and Management
Perspectives
India
Associate Editor
2013
I Business
China
Editor
2005
Journal of International Finance & Economics
USA
Managing Editor
2007
Journal of International Finance Studies
USA
Managing Editor
2003
Journal of International Business and Finance
UK
Editor
2010
Management and Technology Review
India
Editor
2012
Journal of Management Research
India
Editor
2003
Journal of Academy of Business and Economics
USA
Editor
2003
Journal of International Business and Economics
USA
Editor
2003
Journal of International Business and Strategy
USA
Editor
2003
International Journal of Business Research
USA
Editor
2008
European Journal of Management
USA
Editor
2006
International Journal of Business Strategy
USA
Editor
2014
2014
2012
2012
Review of Management
Vidyaneketan Journal of Management Research
Indian Journal of Commerce & Management Studies
Human Resource Development Review
India
India
India
-
Editorial Review Board
Editorial Board
Member
Reviewer
2013
Journal of Environmental Policy &Planning
UK
Reviewer
2009
International Sustainable Development Research Society
Hong Kong
Green Member
9
12
Dr. Bhavesh Patel
Dr. Ruchi Tewari
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 151
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
2012
ICAFAI University Jharkhand, as a Ph.D. Guide and Supervisor
Jharkhand
2012
International Economics Development and Research Centre (IEDRC),
Hong Kong.
Gujarat Chapter for Society of Management and Behavioral Science.
Hong Kong
Ph.D. Guide and
Supervisor
Senior Member
India
Regional Coordinator
2012
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 152
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
Annexure 3.4.4: Research awards received by Faculty and Students
at the national and international level
Faculty
Sr.
No.
Institute
Year
Person Name
2014
2014
2014
Award description
2011
1
ILS
2010
2008
2008
2007
Professor Alok
Dhawan
Country
Dean, Planning & Development, Ahmedabad University
Ahmedabad University
India
Advisor, Knowledge Consortium of Gujarat
RCGM, Department of Biotechnology Department of
Biotechnology, Govrnment of India
India
Vlife Science Best Publication Award 2013
Government of Gujarat
Department of Biotechnology
Dept., Government of India
Vlife Sciences Technologies
Pvt Ltd, Pune
Founder & Chairman, Ahmedabad Chapter, The National Academy
of Sciences
The National Academy of
Sciences
Member, DBT-CREST Awards Committee, Department of
Biotechnology, New Delhi, Government of India.
Department of Biotechnology
Dept., Government of India
Council of Science and
Technology, Government of
Uttar Pradesh
2013
2012
Award given by
VIGYAN RATNA Award
STOX/ASAW Surajben Jethalal Thakkar Prakruti Mandir Gold Medal
India
India
India
India
India
India
Lecture Award in the field of Toxicology
The National Academy of
Sciences
India
UKIERI-DST Standard Research Award
University of Bradford
UK
UK-India Educational and Research Initiative (UKIERI) Travel Award
(with Professor Diana Anderson)
UKIERI
UK
Environmental Mutagen Society - Travel Award
Environmental Mutagen
Society
USA
Shakuntala Amit Chand Prize 2002
Indian Council for Medical
Research
India
2005
2005
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 153
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
1999
CSIR Young Scientist Award 1999
1994
Congress Award by IUPHAR
1993
INSA Medal for Young Scientist 1993
1990
Research Fellow Award
2010
VIGYAN RATNA Award
2009
2008
2
Visiting Professor : Advanced Environmental Biotechnology
Research Centre
Professor Rishi
Shanker
1994
‘Certificate of Merit’ : CSIR Leadership Development Program
Visiting Scientist : Indo-US Science and Technology Program. (INDOUS S&T Program: Common Agenda for Environment), Dept. of
Medicinal Chemistry, , Seattle, USA. (1994)
1987
Professor
Ashutosh Kumar
Young Investigator Award
Vlife Best Publication Award
3
Pohang University of Science
& Technology (POSTECH)
Director General, Council of
Scientific & Industrial
Research, Govt. of India
University of Washington
Society for General
Microbiology
Vlife Sciences Technologies
Pvt Ltd, Pune
EU-India Science, Technology
and Innovation Days 2013
Indian National Science
Academy
Computer Society of India
SGM Visiting Research Fellow: Society for General Microbiology,
2013
2013
Council for Scientific and
Industrial Research
International Congress of
Pharmacology
Indian National Science
Academy
Industrial Toxicology Research
Centre, Lucknow
UP Council of Science &
Technology, Govt. of Uttar
Pradesh
2014
India
Canada
India
India
India
Republic of
Korea
India
USA
UK
India
France
4
2007
Prof Bipin Mehta
INSA Medal for Young Scientist
Fellow Award
5
1992
20132014
20132014
Prof Bipin Mehta
Fellow Award
Institution of Engineers (India)
India
Dr. Aditya Patel
CSI Longest Continuous Student Branch Counselor (SBC) Award
Computer Society of India
India
Dr. Aditya Patel
Best Accredited Student Branch Award
Computer Society of India
India
6
SCS
7
India
India
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 154
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
8
PGIM
2009
Dr. Jinal Parikh
9
2009
Sanjay Chaudhary
10
2014
Ashis Jalote
Parmar
2014
Mehul S. Raval
IET
11
UGC - NET (JRF)
Second prize to the book ‘Girnar’ under ‘Essays and Travelogue’
category for the year 2009
UGC
India
Gujarat Sahitya Akademy
INDIA
Emerging Leaders Fellowship (ELF)-2014
Australia India Institute at The
University of Melbourne
AUSTRALIA
invited to join IEEE Technical committee on Soft Computing by IEEE
System, Man and Cybernetics (SMC) society
IEEE
USA
Student
Sr.
No.
1
Institute
4
SCS
Person Name
2014
Ms. Pal Patel
(MSc Life Sciences
-2012-14)
20102011
Mr. Darshan
Kansara
Mr. Darshan
Kansara
Mr. Rohan Bhatt
ILS
2
3
Year
2011
2014
Award description
Award given by
Country
Gold Medal for Scholastic Performance in
Master of Life Sciences Programme
Ahmedabad University
India
Fellowship Award
Ahmedabad University
India
Active Particiaption Award- (Student Member)
Computer Society of India
India
"A Person to Watch Out" Trend Setter Award
Gujarat Innovation council
India
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 155
Criterion III: RESEARCH, CONSULTANCY AND EXTENSION
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 156
CRITERION IV: INFRASTRUCTURE AND LEARNING
RESOURCE
Criterion IV: Infrastructure and Learning Resource
4
Criterion IV: Infrastructure and Learning Resource
4.1 Physical Facilities
4.1.1
How does the university plan and ensure adequate availability of physical
infrastructure and ensure its optimal utilization?
AU has adequate physical infrastructure.
The sponsoring body of AU, the Ahmedabad Education Society (AES), is one of the oldest and
highly reputed education societies in Gujarat. AES has a large land bank and has made
available to AU, sufficient land for expansion.
AU plans the infrastructure in advance and the institutes ensure optimal utilization of the
infrastructure. AU has prepared a 10 year master-plan for its expansion.
The AU Master Plan includes systematic and sustained development of AU campus over next
10 years, including about 3,90,000 sq-mts of built up space for academic activities and
2,00,000 sq-mts of built up area for hostel facilities, residences for senior faculty and several
other facilities like Knowledge centre (central library), Convention centre, Sport facilities of
approx. 50,000 sq-mts., Wellness centre, Performing Arts centre. Approximately, 20,000 sqmts of built up space will be added every year.
Annexure 4.1.1 provides greater details of AU Master plan for development.
AU’s sponsoring body, AES, already has the land bank for this purpose. AES has also planned
funds for the campus development, including creation of a corpus, which is already partly
realized.
AU institute buildings have sufficient classrooms, computer labs, seminar halls and tutorial
rooms to take care of the program requirements. Practically, all classrooms are equipped
with projector and sound equipment.
Optimization of infrastructure is done wherever required. For instance, some of the
infrastructure at BKMIBA and HLIC is shared by the two institutes.
Availability of library, computer lab, reading rooms and work areas for extended periods of
time is ensured for optimal utilization of all infrastructure facilities. Inter-institute book loan
facility for the faculty members and students is also provided.
The entire campus is Wi-Fi enabled and each student is provided a unique user id for this.
The AU Campus has sports-related amenities such as a cricket ground, basketball and
volleyball courts, and a table-tennis room. These can be accessed by the current and past
students of all the AU institutions on the campus, members of other institutions run by AU
on adjoining campuses and the general public. A common sports facility developed by the
parent body, AES, is also available for all sports activities of the university’s students.
The institutes also plan their specific requirements, particularly for labs.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 157
Criterion IV: Infrastructure and Learning Resource
The AU campus has excellent green cover, with large open spaces and sufficient parking
facilities.
The entire campus including all sensitive locations are being brought under the surveillance
of high-end CCTV cameras with 24*7 recording facility.
4.1.2
Does the university have a policy for the creation and enhancement of
infrastructure in order to promote a good teaching-learning environment? If yes,
mention a few recent initiatives.
AU continuously works to enhance infrastructure, including classrooms, IT infrastructure,
labs and outdoor facilities.
Some of the initiatives are:

Theatre style audio-visually equipped classrooms

Classrooms with flexible furniture for group activities

Seminar and tutorial rooms for small group studies

Secured Wi-Fi enabled environment to students at all locations on campus

Learning Management System (Moodle) to enhance teaching , learning and evaluation
process

CCTV surveillance to provide a safe learning environment to students.
ILS, AESICS and IET continuously enhance their labs and add new dimensions to research, to
provide better learning and research facilities to students.
4.1.3
How does the university create a conducive physical ambience for the faculty in
terms of adequate research laboratories, computing facilities and allied services?
AU institutes provide a conducive, physical ambience to faculty for teaching and research.
Some of the highlights are:

Well-lighted, air-conditioned faculty room with dedicated work-stations having
Internet access and printing capabilities.

Computing facilities through personal desktops/laptops and access to multiple
computer labs (using short form to ensure consistency). Software packages like SPSS
and Moodle-LMS.

Access to institute libraries and libraries of other organisations like IIMA, CEPT, etc.
as well as online libraries like INFLIBNET and DELNET.

Subscription to research journals and journal archives such as EBSCO, Emerald, ACE,
Financial Times, etc.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 158
Criterion IV: Infrastructure and Learning Resource

At ILS, highly sophisticated labs have been setup in several areas.

At AESICS, IT labs set up for faculty usage and research are: Mobile App Development
Lab, IBM Rational Software Engineering Lab, Distributed Computing Lab, Enterprise
Application Development Lab and Open Source Technology Lab.
4.1.4
Has the university provided all departments with facilities like office room,
common room and separate rest rooms for women students and staff?
Yes, AU has provided above facilities sufficiently and it regularly maintains and enhances such
facilities.
4.1.5
How does the university ensure that the infrastructure facilities are disabledfriendly?
At AU institutes, following facilities for the disabled are provided:

Disabled-friendly access to the building and facilities is provided through ramp.

Lift facility in all except few old buildings.

Disabled-friendly access to restrooms.

Seating arrangement in the classrooms on the ground floor during examinations and
project evaluations.
4.1.6
How does the university cater to the requirements of residential students? Give
details
AU’s sponsoring body, AES provides the hostel facilities for the students of all the education
institutions and colleges run by it including AU. The institute offers hostel facilities to all nonlocal students who require accommodation on a first cum first serve basis. There are
separate hostels for boys and girls. These hostels are situated within walking distance of the
institutes.
∗ Capacity of the hostels
Total
Capacity
547
531
Sr.No Type
1
2
Boys Hostel
Ladies Hostel
∗ Recreational facilities in hostel/s like gymnasium, yoga centre, etc.
There is a Sports Club at the Boys Hostel for their recreational activities.
All the students can avail the sports facilities provided by AES at its Sports Complex, which
is within a one-kilometer radius of the hostels.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 159
Criterion IV: Infrastructure and Learning Resource
∗
Broadband connectivity / wi-fi facility in hostels.
At present, broadband Connectivity is not available in any of the hostels. However, as the
hostels are located at walking distance from the campus, students can easily come to the
institutes to access the Internet.
The AU master plan includes building new hostels with capacity of 10,000 students by 2020.
4.1.7
Does the university offer medical facilities for its students and teaching and nonteaching staff living on campus?
The university has a student support centre ‘SSETU’ with a medical room which has a general
physician and a gynaecologist attached to it. This medical room’s facilities are available to
the faculty, staff and students.
SSETU has a tie-up with two pathological laboratories to make concessional diagnostic
services available to students, as well as faculty and staff along with their families.
There is also a tie-up with a hospital in close proximity for round the clock emergency
services.
Health insurance coverage is provided to all faculty and staff members of the university.
Some of initiatives of SSETU in the past few years have been:

Compulsory Thalassemia testing for all TY students

Blood Donation Camp at regular intervals

Medical health check-up of all students

Doctor on call

Various workshops for students
4.1.8
What special facilities are available on campus to promote students’ interest in
sports and cultural events/activities?
The Campus has sports-related amenities such as a cricket ground, basketball and volleyball
courts, and a table-tennis room. These can be accessed by the current and past students of
all the institutions on the campus, members of other institutions run by the AES on adjoining
campuses and the general public.
The campus has two spacious playgrounds available for outdoor sports like cricket, football,
athletics, kabaddi, kho-Kho etc. and also a gymnasium room.
The students can use the common sports facility developed by the AES at its Sports Complex
which includes several outdoor sports, athletic track etc.
The university is committed to attracting students for participating in various sports activities
by ensuring consistent encouragement and motivation. It conducts various inter college
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 160
Criterion IV: Infrastructure and Learning Resource
sports tournaments in which students are encouraged to participate in large numbers. The
necessary facilities are provided and adequate funds are allotted for sports related activities.
The best performers get many opportunities to represent the university at the interuniversity, state, national and international level tournaments and competitions.
Apart from encouraging regular participation in the institute level sports
tournaments/competitions, the university organizes ‘Annual Sports Week’ on its campus.
The number of students participating in various sports events has increased consistently due
to such encouragement.
Detailed yearly plans of inter class/college sports activities are issued to all the students at
the beginning of every academic year to give them an idea about the sports activities. This
helps students in appropriately planning their activities within their institute as well as
outside.
Institutes provide sports uniforms and materials to all the participants of various sports
teams and the individual players of the institute.
The university/institute recommends necessary diet to its sportspersons as per the norms.
Girls’ participation in sports is promoted at various institutes with means like (i) including at
least two girls in a team in sports wherever possible, (ii) inter-college sports tournaments
especially for girls.
4.2 Library as a Learning Resource
4.2.1
Does the library have an Advisory Committee? Specify the composition of the
committee. What significant initiatives have been taken by the committee to
render the library student/user friendly?
Each AU institute has a library committee. Its role and initiatives cover the following:

Maintenance and procurement of library resource.

In consultation with the Librarian, framing all the library rules and regulations for the
smooth working of the library.

Maintaining comfortable and peaceful environment in the library.

Open Access cupboards – enables users to browse and review varied reading materials.

Ensuring that the library is WiFi-enabled as well as there is availability of dedicated user
terminals equipped with broad-band.

Keeping a watch on the upgradation of the library software for searching library
resources and for issue, return and inventory management.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 161
Criterion IV: Infrastructure and Learning Resource

Ensuring regular subscription to prestigious journals, periodicals and business dailies like
Harvard Business Review, The Economist, Business Week, Time, Financial Times(of
London).

Undertaking initiatives to increase awareness and to enhance the interests of the
students, including activities like Budget Session, Mock Stock Markets, and Literary
Quizzes.

Overseeing the proper implementation of user orientation programs organized for the
students and teachers to get acquainted with the information services provided by the
library and to upgrade their skills to use various ICT-based library services.
AU master plan includes setting up a University Knowledge Centre to provide a
comprehensive resource base for its faculty and students and also outside communities.
4.2.2
Provide details of the following:
o Total area of the library (in Sq. Mts.)
o Total seating capacity
o Working hours (on working days, on holidays, before examination, during
examination, during vacation)
o
Layout of the library (individual reading carrels, lounge area for browsing
and relaxed reading, IT zone for accessing e-resources)
o Clear and prominent display of floor plan; adequate sign boards; fire
alarm; access to differently-abled users and mode of access to collection
The details of AU’s institutes are as follows:
BKMIBA: Its library has an area of 125 square metres, with a seating capacity of 60-70
students. The total space of the library with the attached storage area is 144 square
metres. The adjoining assembly hall can be utilized as a reading room during heavy rush and
exam times.
The BKMIBA Library is open from 8am to 8pm on all working days, before examination and
during examination; without any break, to facilitate access by students. During vacations the
library is open between 10:30 am to 6:30 pm.
Layout: The BKMIBA library has a working area with tables and chairs, lounge area
for browsing and reading and an IT zone for accessing e-resources.
Small reading areas / discussion areas are provided for group work by students on different
floors.
There is adequate signage for the library.
All the students are introduced to the library and its facilities as part of their orientation at
the time of joining the institute.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 162
Criterion IV: Infrastructure and Learning Resource
The library-staff are always ready to help a differently-abled person locate and access books.
The building is accessible via a ramp and the library is accessible by elevator to the
differently-abled users. The library doors when opened fully allow wheel-chair access. The
reading tables in the library are all wheel-chair friendly.
HLIC: The total area of the library is 316.78 square meters and the total seating capacity is
110 students.
The library remains open on all days of the academic year, except for the public holidays
observed by the institute. It remains open from 7:00 a.m. to 6:30 p.m., which is well beyond
regular working hours of the institute.
Layout: The library has a common reading area for students having a capacity to
accommodate 80 students. Additionally, 32 individual carrels are available to facilitate
personal reading space to readers.
There is a specific reading lounge area named as Reference Room to facilitate privacy in
reading to the faculty members of the institute.
ILS: Library
The library facility at the Institute is equipped with two computers for students. In addition,
16 computers located in In silico lab are made available for literature by the students. The
library is equipped with 83 reference books and 18 research journals of national and
international repute. All the journals are subscribed on a regular basis. The Institute is also
facilitating students to access e-Journals and books through membership of British Council
Online Library Access (85000 ebooks and 14000 ejournals) and INFLIBNET (IICT – ejournals
and magazines – 13792).
a)
Internet facilities for staff and students
For staff:
Rooms, Cubical, Computers. Each full time faculty member is provided Cubical or Desk in
faculty room with enough storage space, a laptop with Wi-Fi & internet connectivity, mobile
handsets.
Apart from the 2 computers located in the library, 16 computers are available for student
use located in the In silico lab of the Institute. All the computers are connected with internet.
c)
Total number of class rooms: 2
d)
Class rooms with ICT facility: 2
e)
Students’ laboratories: 4
f)
Research laboratories: 2ILS:
PGIM: The total area of the library is 240 square metres and the total seating capacity is 100
students.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 163
Criterion IV: Infrastructure and Learning Resource
The working hours (on working days) are 9:00 a.m. to 8:00 p.m. from Monday to Friday and
9:00 a.m. to 5:00 p.m. on Saturdays, holidays and during vacations.
Layout: The library’s layout details are as follows:

Library Digital Repository

Reading Hall Library Network Centre cum E-Library (IT zone with Internet facility)

Periodicals Display Section (with seating arrangement for readers)

Periodicals/Books Stack Room (with seating arrangement for readers)

Photocopying Unit

Carrels for Ph.D. Students are under plan
AESICS: The total area of the library is 170 square metres and the total seating capacity is 52
students.
The working hours are 9.30 am to 7.00 pm from Monday to Saturday. The library is also open
during vacations.
Layout: The layout of the library is very student-friendly since it has individual reading carrels,
lounge area for browsing and relaxed reading, IT zone for accessing e-resources, etc. The
institute has clear and prominent display of floor plan and adequate sign boards and
appropriate places. The institute has also planned to install fire alarm and proper access for
differently-abled users.
IET

Total area of the library (in Sq. Mts.) -27.7*14.9

Total seating capacity - 118 members

Working hours
o
4.2.3
Monday to Friday: 9.00 a.m. to 7.00 p.m.,
p.m.
Saturday : 9.00 a.m. to 1.00
Give details of the library holdings:
Please Refer Annexure 4.2.3 for library holding details.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 164
Criterion IV: Infrastructure and Learning Resource
4.2.4
What tools does the library deploy to provide access to the collection?
Particulars
OPAC
HLIC
Yes
BKMIBA
Yes
PGIM
Yes. SOUL 2.0
INFLIBNET
Yes,
via Yes via EBSCO,
EBSCO
Business
Emerald.
Source Elite,
Emerald
Management
First, Prowess,
SPSS
Databases, etc
Electronic
Resource
Managemen
t Package for
e-journals
Federated
searching
tools
to
search
articles
in
multiple
databases
Library
Website
Yes,
via Yes
EBSCO
Knimbus.
Emerald.
Part
Institute
website
Yes,
via Yes
EBSCO and intranet.
5
other
subscriptio
ns.
InYes
house/remot
e access to epublications
4.2.5
SCS
Yes
IET
Yes
ILS
Yes
Yes via N- List
(Inflibnet)
and
DELNET
access for
the
eresources
via -
-
-
-
Yes
Yes
of Intranet
access
via Yes
To what extent is ICT deployed in the library? Give details with regard to
Library automation
∗
Total number of computers for general access
∗
Total numbers of printers for general access
∗ Internet band width speed
2mbps
10 mbps
Institutional Repository
Content management system for e-learning
Participation in resource sharing networks/consortia (like
INFLIBNET)
The required details of the AU campus are:
∗
∗
∗
1 GB
BKMIBA - Two terminals with the SOUL-OPAC software
HLIC - Number of computers for general access: 1
ILS – Library at the institute is equipped with two dedicated computers for students. In
addition, 16 computers located in In-silico lab are also made available for literature search
and related functions for the students. The library is equipped with 83 reference books and
18 research journals of national and international repute. All the journals are subscribed on
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 165
Criterion IV: Infrastructure and Learning Resource
a regular basis. The institute is also facilitating students to access e-Journals and books
through membership of British Council Online Library Access (85000 ebooks and 14000
ejournals) and INFLIBNET (IICT – ejournals and magazines – 13792).
PGIM:

Total number of computers for general access : 10 Computers

Total number of printers for general access
:1

Internet bandwidth speed
: Greater than 10 mbps

Institutional Repository
: Greenstone

Content management system for e-learning
: No

Participation in resource sharing networks / consortia (like INFLIBNET) : Yes

Manuscripts: Photocopying and printing services, reference service inside the
library.

Reference: The library staff helps the library users to trace the books, find specific
information from reference sources, or extend guidance in the use of library services.

Reprography / Scanning: One Photocopier, one scanner and one printer are
available in the library.

Inter-library Loan Service: Inter-library loan service has been set up along with the
other Libraries in India. Under this mutual service books are easily borrowed from
those libraries for our users and even our library books are issued out to those
libraries for their users.

Information Deployment and Notification: Information is disseminated through
website, e-mails, notices, newspaper clippings, current awareness services, SDI and
orally.

OPAC (Online Public Access Catalogue): User-friendly search facility is available in
SOUL 2.0 OPAC. The library users can access OPAC in Library .

Internet Access: An IP authenticated Internet access is given through 40 Mbps
Leased Link under NKN programme.

Reading list/ Bibliography compilation: Reading list/ bibliography compilation work
is done by the library staff on request.

In-house/remote access to e-resources: In-house access to scanned copies of eresources is extended through the Intranet.

User Orientation: During the orientation week and as and when required, students
are acquainted with the library resources and functions.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 166
Criterion IV: Infrastructure and Learning Resource

Assistance in searching Databases: The library staff provides assistance to the users
in searching databases.

INFLIBNET/IUC facilities: The library is a member of the INFLIBNET.
AESICS:

Library automation:- Total number of computers for general access - 4

Total numbers of printers for general access: - 2, with scanning facility.

Internet Speed: 10mbps internet facility. Also it is equipped with Wi-Fi access point.

Institutional Repository: The library keeps record of college related information in
CD/DVDs, Photographs, Project Reports, Dissertation Reports, Seminar Reports,
Bound Volumes, Prospectus, Journals, old question papers set and other
publications.

Content management system for e-learning: In the next phase of modernization of
library, the institute will plan for Content management system for e-learning.

Participation in resource sharing networks/consortia (like INFLIBNET): The institute
library has availed membership of INFLIBNET and DELNET.
4.2.6
Provide details (per month) with regard to
Particulars
Avg. No. of walk ins
Avg. No. of books
issued/returned
Ratio of library books
to students enrolled
Avg. No. of books
added during the last
four years
Avg. No. of login to
OPAC
Average No. of login
to e-resources
Average no. of eresources
downloaded/printed
Number of IT literacy
trainings organised
4.2.7
HLIC
200
BKMIBA
617
PGIM
1500
IET
55
ILS
100
230
3088/2983 956/570 25
20
4:1
7.30:1
58.30:1
"9:1
4:1
1:1
350
467 p.a
975
235
621
30
900
669
25
40
150
28
20
25
100
5
40
1
5
SCS
625
15-20
Give details of specialized services provided by the library with regard to
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 167
Criterion IV: Infrastructure and Learning Resource
Services Provided by the Library
Manuscripts
Reference
Reprography/Scanning
Inter-library Loan Service
Information Deployment and
Notification
OPACS
Internet Access
Downloads
Printouts
Reading list/ Bibliography
compilation
In-house/remote access to eresources
User Orientation
Assistance
in
searching
Databases
INFLIBNET/IUC facilities
4.2.8
HLIC
No
BKMIBA PGIM
No
Yes
SCS
Yes
IET
Yes
ILS
Yes
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Provide details of the annual library budget and the amount spent for purchasing
new books and journals.
Annual Library Budget and Amount spent for purchasing new books and Journals
HLIC
BKMIBA
PGIM
SCS
Year
Annual
Library
Budget
4.2.9
Amount
Actually
Spent
Annual
Library
Budget
Amount
Actually
Spent
Annual
Library
Budget
Amount
Actually
Spent
Annual
Library
Budget
Amount
Actually
Spent
2011-2012
300000
300000
286657
1200000
568434
200000
142060
2012-2013
300000
300000
274745
2000000
608911
200000
191821
2013-2014
300000
250844
400000
309795
2425000
603666
500000
205744
2014-2015
300000
157123
500000
462382
1700000
1035412
400000
131979
What initiatives has the university taken to make the library a ‘happening place’
on campus?
AU institutes strive to make the library a popular place for students by encouraging them to
use the library as much as possible. Some of the steps taken by the institutes are:
BKMIBA:

Library shifted to a more spacious area, which is fully air-conditioned with Wi-Fi
facility.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 168
Criterion IV: Infrastructure and Learning Resource

Reading facility made available to alumni on request.
HLIC:
The institute encourages students to use the library as much as possible. At the beginning of
the course, each faculty member gives a list of various reference books, which are available
in the library. The projects also require students to use reference material. As a special
encouragement, students who issue maximum books are given certificates for the same. The
student members of the library committee have introduced activities such as quiz,
discussions, suggestions on the books of the month, article of the week, etc. which
encourage all students to read more and use the library more extensively.
PGIM:
The initiatives taken by the PGIM Library to attract students are as follows:

Air-conditioned library, with ample day-light, functionally convenient
and aesthetically pleasing ambience.

10 PCs with Internet connectivity as well as Wi-Fi connectivity in the
library.

Rich collection of online databases

Rich collection of books & DVDs

Silent Reading Area
AESICS:
The initiatives taken by the AESICS Library to make it a happening place are as follows:

The Library is fully air-conditioned.

The barcode is used for circulation.

Computerized library includes the In/Out system and online book(s) reservations

Library popup for books, journals are available with photocopying for students.

Magazines are available for students, faculty and staff. Newspaper clippings
available for students and faculty.

Question papers are available for students.
4.2.10 What are the strategies used by the library to collect feedback from its users? How
is the feedback analysed and used for the improvement of the library services?
AU institutes have devised various means to get feedback for improvement of library service.
Some of these are highlighted:
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Criterion IV: Infrastructure and Learning Resource
BKMIBA:
A Suggestion Box is displayed prominently in the Library to collect user feedback. Feedback
is discussed in library meetings and positive suggestions are considered for implementation.
HLIC:
The library committee interacts with the users at regular intervals for taking feedback and
suggestions. Suggestions are analysed and the needful actions are taken to implement them.
ILS:
The library gets the oral/informal feedback from its users in the form of complaints,
suggestions and recommendations. Such constructive feedback renders the library
student/user friendly.
PGIM:
The Feedback form is used to collect the feedback from the users. The library committee
takes up such feedback and does the needful, wherever required.
AESICS:
The institute has a pre-defined format for receiving feedback from library users. Sometimes
users send suggestions to the librarian through e-mail. The Library committee analyses the
feedback received and implements the process to improve the library services.
IET:
Feedback is taken through Google forms.
4.2.11
List the efforts made towards the infrastructural development of the library in the
last four years.
AU provides adequate funds and encourages institutes to upgrade the library. Some of the
steps taken include:
BKMIBA:
The institute periodically keeps procuring various equipments required by the library. In the
last four years, the following equipments have been procured:
Television with cable connection, Cupboards, New Arrivals Stand, Newspaper Stand, Trolley
HLIC:
The storage capacity has improved annually by adding 7-cupboards on an average and 1 rack
for the display of new arrivals of books on a monthly basis.
PGIM:
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PGIM’s efforts made towards the infrastructural development of the library in the last four
years.

Soul 2.0 Library software INFLIBNET Upgrade of computerization of library
operations was installed in 2012; old Bibliographic data from soul 1.0 was transferred
into it.

Internet Bandwidth was increased from 10MBPS To 40 MBPS to provide seamless
experience.

The Library started providing access to E-journals and E books.

The Library took institution membership of DELNET, AMDISA.

Links for accessing the Open access Journals, books, encyclopaedias and dictionaries
are created.

Collections of archives started.

Library Network centre cum Digital library has been set up with a total of 10 work
stations, where students get Internet as well as digital library access.

Computers with advanced configurations are installed in the library.
AESICS:
The library is air-conditioned and has a reading room, Wi-Fi facility, book bank, readers’ club,
etc. The library has 4 desktops to access online material.
Following services are provided to the library users:
Current Awareness Service, Reference Services, Database Search Services, Information
display and Notification Services, Inter Library Loan Services, Online book reservation
Services, Reading Room Services, E-newspapers, Notification of New Arrivals through emails,
etc.
4.3
4.3.1
IT Infrastructure
Does the university have a comprehensive IT policy with regard to
The university has a comprehensive IT policy which is available in the Annexure AU-IV (at
end of the report)
Comprehensive IT Poilcy
Yes/No
IT Service Management
Yes
Information Security
Yes
Network Security
Yes
Risk Management
Yes
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Software Asset Management
Open Source Resources
Green Computing
Yes
Yes
Yes


4.3.2







Give details of the university’s computing facilities i.e., hardware and software.
o Number of systems with individual configurations 
o Computer-student ratio 
o Dedicated computing facilities 
o LAN facility 
o Proprietary software 
o Number of nodes/ computers with internet facility 
o Any other (please specify) 
AU institutes have extensive computing/IT resources. AU has a total Internet bandwidth of
145 MB (100 MB (Tata) + 45 MB (Sify)) which is shared among all AU institutes.
IT resources are detailed in Annexure 4.3.2
4.3.3
What are the institutional plans and strategies for deploying and upgrading the IT
infrastructure and associated facilities?
There is continuous upgradation of hardware, network and software infrastructure.
The university has increased the computer lab facility from 75 desktops to 110 in the
academic year 2014-15. (please check if they are talking about AU in its entirety or any
specific institute)
The Learning Management System (Moodle) has been implemented to enhance teaching,
learning and evaluation process.
All communication is done electronically by providing institutional email IDs for all students.
The institute website is constantly updated with most recent happenings at the Institute and
is revamped at regular intervals.
Candidates eligible for Fast track admissions can secure their admissions by paying up their
fees online.
Currently ERP access is provided to students for real time information about their class
timetables, attendance and online fee payment. The scope of the ERP is being enhanced.
HLIC:
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The following initiatives are taken to deploy and upgrade IT infrastructure:

The network speed has been increased from 20mbps to 50mbps

SOPHOS - a single anti virus software is installed on all laptops

Any new IT asset is bought with latest technology and configuration. The purchase
of software which is currently being managed at the institute level is in the process
of being centralized at the university level.

Only licensed software is used, and wherever possible, the use of authentic freeware
is also encouraged.
PGIM:
The information and knowledge databases provided to the staff and students are:

SPSS

Prowess

EBSCO

Emerald

Moodle

Other library resources

SCS
The Director, faculties and technical staff from the institute review the condition of the
computers in the institute and decide the type of upgradation required. The technical staff
in the lab is instructed accordingly to implement the same. The institution purchases latest
computers enabled with latest hardware/software configurations as and when required. In
the annual budget adequate provisions are made for the same.
4.3.4
Give details on access to on-line teaching and learning resources and other
knowledge and information database/packages provided to the staff and students
for quality teaching, learning and research.
The University supports faculty members and students by providing computer and software
support, subscription to research journals and journal archives such as iSTOR, EBSCO,
Emerald, ACE and Online Wall Street Journal. Access to databases in the IIMA Library is also
available through institutional membership. Access is available to online libraries like
INFLIBNET and DELNET as well as online learning resource such as LMS-Moodle, MOOC.
Access to NPTEL , Spoken Tutorials and VLabs of IIT are available.
WiFi internet connectivity is provided to faculty members and students in all campus
buildings.
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BKMIBA uses a Youtube channel, youtube.com/bkmibaofficial, wherein video recordings of
guest lectures, annual lectures, lecdems, etc. conducted by eminent speakers/artists at the
institute are uploaded.
4.3.5
What are the new technologies deployed by the university in enhancing student
learning and evaluation during the last four years and how do they meet
new/future challenges?

Some of the initiatives at AU and its institutes in new technologies include:
The Learning Management System (Moodle) to enhance teaching, learning and evaluation
process.
The institute level initiatives are as follows:
HLIC:
The following changes have been made in the past four years:

OMR system to conduct the Mid Semester Examination.

Wide-spread usage of Multimedia presentations, audio and video as a part of
teaching pedagogy.

Faculty members circulate teaching/learning material to the students
online. Similarly, students are encouraged to submit their projects/assignments
online.

There is an ERP system through which all the student related updates are
communicated

The library also provides E-book downloads to the students.
PGIM

Every faculty has Laptop and have access to various databases like Prowess, EBSCO
etc.

The institute is Wi-Fi enabled.

The institute has also implemented LMS-Moodle.

All class rooms are ICT enabled.
4.3.6
What are the IT facilities available to individual teachers for effective teaching and
quality research?

IT facilities are widely used by teachers as under:
All teachers are provided with desktops/laptops with internet and WiFi connectivity and
printing capabilities.
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All desktops/laptops have licensed software installed viz. Windows, Microsoft Office,
Antivirus, to enable teachers to prepare their classroom presentations.
The IT hardware/software aids faculty in data compilation, computation and analysis for
quality research work.
All classrooms are equipped with LCD Projectors, Projection Screens and Audio systems,
which enable the faculty to use state-of-the art teaching pedagogy.
Some classrooms are equipped with interactive projectors to enable faculty to draw,
annotate and highlight with wireless pens and control the attached computer from the
projected image.
The university/institute has subscribed to various online resource / databases to aid faculty
in their teaching and research work.
4.3.7
Give details of ICT-enabled classrooms/learning spaces available within the
university? How are they utilized for enhancing the quality of teaching and
learning?
Almost all classrooms in the university building are ICT-enabled. Open reading areas are also
WiFi enabled.
Some classrooms are equipped with interactive projectors to enable the faculty to draw,
annotate and highlight with wireless pens and control the attached computer from the
projected image.
Almost all classrooms are equipped with LCD Projectors, Projection Screens and Audio
systems, which enable the faculty to use state-of-the art teaching pedagogy.
In addition to the use of audio-visual aids in classroom teaching, the faculty members use
online videos, screen educational films, conduct quizzes, live streaming of course related
programs, or use related software databases or programs (e.g. at PGIM, the faculty members
also use PROWESS, SPSS in classrooms to enhance the teaching/learning experience.)
4.3.8
How are the faculty assisted in preparing computer-aided teaching-learning
materials? What are the facilities available in the university for such initiatives?
All faculty are given desktops / laptops with Internet and WiFi connectivity and printing and
scanning capabilities to enable them to prepare their teaching-learning materials.
The faculty can share class notes, teaching material and exercises with the students using
the institutional email id.
The learning management system (Moodle) is used by the faculty to share study material
with the students.
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The in-house photocopying machines assists the faculty to prepare material for classroom
circulation.
4.3.9
How are the computers and their accessories maintained?

Currently, for all the computers and their accessories, AU has an Annual Maintenance
Contract at the institute level. The maintenance of all IT assets is in the process of
being centralised at the university level.
4.3.10 Does the university avail of the National Knowledge Network connectivity? If so,
what are the services availed of?
There are nine connections of National Knowledge Network through BSNL.
4.3.11 Does the university avail of web resources such as Wikipedia, dictionary and other
education enhancing resources? What are its policies in this regard?
AU faculty and its students avail of all possible web resources, online research papers,
articles, journals, databases and online learning material. AU also ensures that the resources
used are legal open source material. Wherever applicable, the institute purchases licensed
versions of online learning material. AU provides adequate Internet bandwidth and Wi-Fi in
all the campus buildings to enable this.
4.3.12 Provide details on the provision made in the annual budget for the update,
deployment and maintenance of computers in the university.
IT Budget 2015-16: For Replacement / Maintenance – Rs.84 Lacs
 For Expansion – Rs.206 Lacs
4.3.13 Maintenance of Campus Facilities
4.3.14 Does the university have an estate office / designated officer for overseeing the
maintenance of buildings, class-rooms and laboratories? If yes, mention a few
campus specific initiatives
Yes, AU, and its parent body, i.e., AES, have estate department, with dedicated staff to look
after the infrastructure maintenance and procurement.
Some of their initiatives to improve infrastructure on campus are:

Phased implementation of Master Plan is being coordinated.
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Criterion IV: Infrastructure and Learning Resource

Annual maintenance contracts are given for cleaning the campus on daily basis. The
housekeeping, security and gardening is outsourced to external agencies.

All the classrooms in the new buildings are centrally air-conditioned. The buildings
are regularly painted and classrooms are renovated and refurbished at regular
intervals.

Landscaping and waste management.

Sports facilities.

All classrooms are fitted with multimedia projectors and public announcement
system.

The entire campus is Wi-Fi enabled.

Pest control and fumigation is done at regular intervals.

CCTV cameras are fitted in the campus for security.
4.3.15 How are the infrastructure facilities, services and equipments maintained? Give
details.
AU maintains the infrastructure through its admin, IT and estate departments.
The infrastructure facilities on campus have been broadly divided in four categories:
Civil Infrastructure – AU has a separate agency which monitors all the major and minor civil
work to be done on the campus.
House Keeping – AU has hired a professional agency for maintaining the overall hygiene and
cleanliness on the campus considering the large number of students on the campus.
IT Assets – An annual maintenance contract has been given which facilitates regular servicing
of the variety of IT assets being used including laptops, LCD projectors, Desktops, EPABX
system and Printers.
Other Equipments – The institute building and campus is under continuous surveillance of
the CCTV cameras installed to ensure basic safety and security.
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Annexure – 4.1.1 Ahmedabad University Master Plan
Background:
Ahmedabad Education Society (AES), the parent body of Ahmedabad University, was formed
in 1936, by visionaries like Shri Kasturbhai Lalbhai, Shri Amrutlal Hargovandas and Shri
Ganesh Mavlankar with encouragement from Sardar Vallabhbhai Patel, with aim to create
modern education institutions. The founders created a land bank of 600 acres for education
purpose. Over time several institutions were formed by AES. AES also provided land to other
education and research institutions like PRL, ATIRA and BPA.
The institutions under AES were setup at different times and based in specific domain needs,
in a stand-alone manner with their individual buildings and their grounds being established.
Some of the leading institutions setup by AES included H.L. College of Commerce, M.G.
Science Institute, L.M. College of Pharmacy, L.D. Arts College, L.D. Engineering College
(handed over to the Government after independence), A.G. School and Centre for
Environment Planning & Technology (now CEPT University- also under AES). While the early
institutions were all grant-in-aid, those setup after 1998 were self-financed, based on
government’s policy of promoting private self-financed institutions around that time. In
2009, Ahmedabad University (AU) was formed with objective of providing a global standard
education with local ethos, cost and context, and with a vision to become a leading multidomain university in Indian and over time globally. The self-financed institutions migrated to
AU.
Master Plan
To meet AU’s vision and mission, a clear need was felt for an integrated development plan
for campus to provide a modern campus which can support the needs of AU and its institutes,
both existing and being planned. The AU master plan has been developed keeping in mind
the needs of the (i) AU and also other AES Institutions and their planned growth, (ii) large
body of students expected in over next 10 to 15 years and (ii) needs and expectation of the
society, industry, government and other stakeholders from a high quality modern and multidomain university.
The master plan also takes advantage of and will contribute to the Ahmedabad-Gandhinagar
Knowledge Cluster, which today consists of several premier education institutions, including
IIM-Ahmedabad, NID, IIT-Gandhinagar, DAIICT, MICA, CEPT, EDI, PDPU among others.
The AU Master Plan includes systematic and sustained development of AU campus over next
10 years, including about 3,90,000 sq-mts of built up space for academic activities and
2,00,000 sq-mts of built up area for hostel facilities, residences for senior faculty and several
other common facilities like Knowledge centre (central library), Convention centre, Sport
facilities of approx. 50,000 sq-mts., Wellness centre, Performing Arts centre.
This AU campus development is planned over an area of approximately 100 acres. AES has
allocated this area for AU’s dedicated needs.
To fund this development, AES has decided to create a corpus of 700 crores through sale of
small pieces of non-contiguous land in its land-bank. It has already raised 237 crores through
this process. Through interest from this corpus, augmented further through donations and
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grants, Ahmedabad University has planned to spend 1010 crores over 10 years to develop
the campus.
The master plan implementation is already underway, with the first new building, for
Institute of Engineering and Technology, already occupied and second building being
launched soon.
The comprehensive master plan and its on-going implementation is also helping AU in
following objectives:
1) Attract association from (i) Industry and (ii) leading international and Indian
academic and research institutions.
2) Attract top notch faculty from India as well as from abroad.
3) Help raise funds for development (AU has already received commitment for 100
crores).
4) Help attract support from the Government agencies for relevant education programs
as well as for socially and nationally relevant research and development projects.
The pictures and tables on following pages present some of the salient features of the AU
Master Plan.
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Criterion IV: Infrastructure and Learning Resource
Picture 1: Campus Map of Ahmedabad University Master Plan and AES Land bank.
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Criterion IV: Infrastructure and Learning Resource
Table 1: Overview of the Ahmedabad University and AES Campus Development Plan
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Table 2: Overview of the Master Plan for Ahmedabad University and other AES Institutions.- Campus 1
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Criterion IV: Infrastructure and Learning Resource
Table 3: Overview of the Master Plan for Ahmedabad University and other AES Institutions.- Campus
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Picture 2 & 3: New Building for Institute of Engineering and Technology – (i) Outside view, (ii) Inside view
Picture 4 & 5: Sports Complex (i) Stands (ii) Night view of the cricket stadium
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Picture 6: Ahmedabad University Master Plan (schematic) – Campus 1 – a bird’s overview
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Annexure 4.3.2: Computing Facilities with AU
BKMIBA:
Make /
OS
Model
Device Type : Desktops
ACER
VERITON
Office
Qty.
Warranty
/ AMC
Configuration
CORE 2 DUO,E7500,
2(1X1)GB DDR2 RAM, 320 GB
HDD, 18.5” LCD Monitor
Core I3, 2120, 2GB DDR3
RAM, 500 GB HDD, 18.5” LCD
Monitor
Core I3, 2120, 2GB DDR3
RAM, 500 GB HDD, 18.5” LCD
Monitor
Core I3 3220, 4GB DDR3, 500
GB, 18.5” LCD Monitor
Windows 7
Office 2010
Professional
35
AMC
Acer Veriton
IC5616
Windows 7
Office 2010
Professional
4
Warranty
Dell Vostro
Windows 7
Office 2010
Professional
6
AMC
Windows 7
Office 2010
Professional
9
Warranty
Windows 7
Office 2013
Professional
109
Warranty
Core i3 – 3240, 4 GB DDR3,
500 GB HDD, 18.5” Monitor
Windows
8.1 SL
Preloaded
Office 2013
Professional
1
Warranty
Core i3 – 3240, 4 GB DDR3, 1
TB HDD, 21.5" Monitor
Dell Vostro
270S
Lenovo Think
Centre Edge
62Z All in
One
Lenovo
Ideapad
C470 - Touch
All in One
Total
164
Device Type : Laptops
Dell Vostro
1550
Lenovo B 590
Windows 7
Office 2010
Professional
12
Warranty
Windows
8.1
Office 2013
Professional
12
Warranty
Total
Core I3 2350, 4 GB DDR3
RAM, 500 GB HDD, 15.6”
Monitor
Core I3-3110, 4 GB DDR3
RAM, 500 GB HDD, 15.6”
Monitor
24
Device Type : Server
IBM X3300M
Tower
Windows
2012 Server
--
1
Warranty
Intel Xeon Processor E5-2407
(4 Core), 2.2 GHZ/ 10 MB
CACHE/ 1066 /MHZ FSB, 16
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GB DDR3 RAM, DVD Writer
Drive, 900 GB HDD, 550W
Power Supply, Redundant
Hotplug Power supply, 18.5”
LED TFT Monitor
Ahmedabad University has a total Internet bandwidth of 145 MB (100 MB (Tata) + 45 MB (Sify))
which is shared among all AU institutes. Approximately 50 mbps is available for BKMIBA.
Computer-student ratio (112 desktops for 835 students) 1: 8
Dedicated computing facilities

Faculty and staff are provided with dedicated desktops / laptops with internet connectivity and
printing capabilities.

Two computer labs, with seating capacity of 76 and 30 seats respectively are available for
students.

A small Computer lab for students with disability or students with temporary handicap is housed
on the First floor (all floors of the building are accessible by the Elevator).

A dedicated exam-room with isolated computing and copying facility is on the first floor of the
institute building.

The institute library is WiFi-enabled with availability of dedicated user terminals equipped with
broad-band to access internet based resources
LAN facility – Yes, all the institute desktops are connected to the LAN.
Proprietary software
The Institute uses the following licenced software:
Sr.No.
1
2
3
4
5
6
7
8
9
Software Name
Windows 2003 Server
Windows XP Professional
Office 2003 Professional
Windows 7
Windows 8.1 (OEM Starter)
Office 2010 Professional
Office 2010 Standard
Office Pro Plus 2013
Windows 2012 Server
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10
11
12
13
14
15
Tally 9 ERP Gold (Multi- user)
Quick Heal End Point Security Antivirus
Quick Total Security Antivirus
Cyberoam for Internet Bandwidth Management
Software for University Libraries (SOUL) 2.0
Sophos Endpoint Security
Number of nodes/ computers with Internet facility:
The institute has 165 desktops, 24 laptops with Internet connectivity.
Students and staff who bring their own computing devices are given secured WiFi access to
Internet.
Any other (please specify):

BKMIBA has all necessary facilities for broadcast of lectures, live web streaming and recording
videos through the Internet/Intranet /cable connection.
HLIC:
Number of systems with individual configurations
Nos. Type
Brand Name
Processor
RAM
HDD
6
Desktop
Dell
Core i3-2100
2 GB
500 GB
3
Desktop
Lenovo
Core i3-3220
2 GB
500 GB
8
Laptop
Lenovo
Core i3-3110M
4 GB
500 GB
1
Laptop
HP
Core i5-2410M
4 GB
1 TB
7
Laptop
HP
Core i3-4030U
4 GB
1 TB
2
Laptop
HP
Intel Core 2 Duo
1 GB
160 GB
3
Desktop
HCL
2.66 GHz (Dual Core)
512 MB
80 GB
1
Desktop
Lenovo
Intel Core i3-3210
4 GB
500 GB
79
Desktop
Lenovo
Core™ i3 3240
4 GB
500 GB
1
Laptop
Dell
Core i5-4210
4 GB
1 TB
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Server Brand Name Model No
1
IBM
System x3300 M4
Computer-student ratio : 75:1580 or 15:316
Dedicated computing facilities – There is a dedicated computer laboratory with 75 terminals.
LAN facility - In the Computer Laboratory, there is a LAN facility for 75 terminals with 1 IBM Server.
In the Administrative Office, there is LAN facility with 5 desktops plus 1 network system.
Proprietary software - The institute has licensed software for Windows, MS-Office, Tally-ERP and
SOPHOS.
Number of nodes/computers with internet facility: 111 nodes
Any other (please specify):

All the faculty members at the institute have individual laptops and network printing facility.

The entire campus is WiFi enabled.

All faculty and staff members as well as students are allowed access to the WiFi on the campus,
with dedicated user IDs. Institutional email IDs are provided to all faculty, staff and students.
A majority of day-to-day communication, circulation of study material, etc. is done online.
ILS:
More than 30 computers available to the students as well as staff members and are provided with
Internet and WiFi facilities for academic purposes.
WiFi is also provided for all students who may bring their own laptops.
PGIM:
Servers
:
03
Notebooks
:
20
All in one Computer Systems
:
81
LC-46V86P VU HD LCD Colour TV
:
01
Desktop
:
18
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Number of systems with individual configurations
1. IBM Server: IBM X3300M4 Tower Server – Windows 2012 Server Standard Addition, Intel
Quadcore Xeon E5-2403 CPU, 1.8 GHz/10 MB Cache/1066 MHz FSB 16 GB DDR3 ECC RAM,
Harddisk Bays : 8, Hardddisk 1 Terabyte SATA, DVD-Writer Drive, Intgd. Gitabit Ethernet
Controller, Intgd Raid Controller (0,1) Keyboard + Mouse, 18” LED Monitor.
2. Cyberoam 100ia Server: Includes Internet Bandwidth Management, Firewall, VPN, Inbuilt
Report Module, GW Level Antivirus & Anti-spam, Multiple ISP Load Balancing software.
3. IBM Server: x Series 226 8648-IBS - Windows 2003 Server Standard Addition
Intel Xeon Processor, 3.0 GHz Processor, 2 MB L2 Cache, PC2-32—DDR2 SDRAM 400 MHz
4 GB ECC DDR SDRAM Memory, Integrated Dual Channel Ulta 320 SCSI Hard Disk
Controller, Server RAID 7e for Radio 0 & 1, 73 X 2 GB Ultra SCSI 320 Hot Plug 10K RPM
HDD, 146 X 2 GB Ultra SCSI 320 Hot Plug 10K RPM HDD Integrated ATI Graphics with 16
MB RAM, 1.44 MB Floppy Drive, 48X CD ROM Drive, Sony DVD Writer, 6 Nos. of 3 PCI-x
Slots, 514 Watt Power Supply, 2Serial, 1 Parallel, 4 USB Posts, Keyboard, Mouse, Graphics,
2 RJ45, Integrated 10/100/1000 MBPS Ethernet, Management Software, Light Path
Diagnostics, 15” LED Monitor.
Notebooks: 20
13 nos. HP Notebook 630: Intel(R) Core (TM) i5 – 2430M CPU @ 2.40 GHz, 4 GB DDR3 RAM dual
channel support, 500 GB Harddisk, DVD Writer, 15.6” Screen, 802.11b/g/n + Bluetooth, Integrated
Digital Microphone,
Webcam, Giga Ethernet, Standard touchpad, VGA, HDMI, 4 USB 2.0, RJ-45, stereo headphone
jack, ext. microphone, Power jack, 6-cell 2.2Ah 47Whr Battery.
1 no. HP Pavilion dv6: Intel(R) Core (TM) i3 CPU, M370 @ 2.40 GHz, 3 GB DDR3 RAM, 320 GB
Harddisk, DVD Writer, 15.6” Screen, Webcam, Giga Ethernet, 802.11b/g/n, Standard Touchpad,
VGA, HDMI, 4 USB 2.0, 6-cell 2.2 47Whr Battery.
2. nos. HP-COMPAQ 6730S Business Notebook: INTEL CORE-2-DUO T5670 PROCESSOR, CPU–
1.8 GHZ/ 2MB L2 CACHE/800 MHZ FSB, INTEL GRAPHICS MEDIA ACCELERATOR X4500, 1 GB DDR2
SDRAM- 667 MHz, 160 GB SATA HARD DISK, DVD-WRITER DRIVE, INTGD. WIRELESS LAN +
BLUETOOTH, INTGD. VGA CAMERA, 10/100 MBPS ETHERNET CONTROLLER, 15.4 ” WIDE TFT LCD
SCREEN, TOUCH PAD WITH SCROLL ZONE, SPILL PROFF KEYBOARD , 6 CELL LI-ION BATTERY , 3 x
USB PORTS / PC CARD SLOT, 5W HP SMART AC ADAPTER.
4 nos. Compaq Presario C700 (C783TU): INTEL PENTIUM DUAL CORE PROCESSOR T2370, CPU – 1.
73 GHZ / 2 MB L2 CACHE / 667 MHZ, INTEL 960GL EXPRESS CHIPSET, 512 MB DDR2 SDRAM-667
MHZ, 120 GB HARD DISK-SATA, 8X DVD-WRITER, INTEGRATED 802.11 B/G WIRELESS LAN, 56 KBPS
MODEM + 10/100 NIC , 15.4 ” WIDESCREEN TFT LCD SCREEN, ALTEC LANSING STEREO SPEAKERS,
LI-ION BATTERY, 3 X USB PORT / S-VIDEO TV OUT, INTEGRATED WEBCAM, OPTICAL MOUSE.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 190
Criterion IV: Infrastructure and Learning Resource
Computer Systems : 100
1 no. Lenovo All-in-One Computer: Lenovo Thinkcentre Edge 72Z AIO PC, Intel Core i3-3220 CPU,
4 GB DDR3 RAM / 500 GB SATA harddisk, DVD Writer Drive, Wireless Keyboard + Optical mouse
wireless, 20” Wide LED TFT Screen, Intgd WiFi + BT + Giga Ethernet LAN, Webcam, Intgd. Speakers,
6 USB Ports, Midai cardreader.
80 nos. Lenovo All-in-One Computer: Lenovo Thinkcentre Edge 62Z AIO PC, Intel Core i3-3220
CPU, 4 GB DDR3 RAM / 500 GB SATA harddisk, DVD Writer Drive, Wired Keyboard + Optical mouse
wireless, 18.5” Wide LED TFT Screen, Intgd WiFi + BT + Giga Ethernet LAN, Webcam, Intgd.
Speakers, 6 USB Ports.
9 nos. Lenovo Thinkcentre Desktop Computer: Model : EDGE 72 / 34923GQ, Intel Core i3-3220
CPU 3rd generation, Intel H-61 Chipset Motherboard onboard Ethernet controller, 4 GB DDR3 RAM,
500 GB SATA Harddisk, ATX-Cabinet with SMPS, Keyboard, Optical Mouse, DVD Writer SATA.
4 Nos. Dell Computers: Intel Core i3-2100 CPU, 3.10 GHz, 2 GB RAM, 500 GB SATA Harddisk, ATXCabinet with SMPS, Keyboard, Optical Mouse, DVD Writer SATA, Intel Chipset Motherboard
onboard Ethernet controller, 17” LED Screen.
2 nos. HP Ellite 7100 Business Desktop Computer System: Intel Core I3, 3.06 GHz, Intel HM-57
Chipset Mother Board, 4 GB DDR3 RAM, 320 GB SATA Hard Disk, Micro-ATX Cabinet with SMPS,
Integrated Intel® HD graphics, NVIDIA GeForce 210 PCIe x16 (512MB), DVD Writer, Onboard
Gigabit Ethernet Controller, 107 keys keyboard + Optical Mouse.
1 no. HP Dx 2480 Desktop Computer System: Intel Core2Duo, 2.66 GHz / 2MB Cache RAM / 800
MHz FSB, Intel G-33 Chipset Mother Board, Onboard Gigabit Ethernet Controller, 1 GB DDR2 RAM,
160 GB SATA Hard disk, Key Board, Optical Mouse.
1 no. Dell Dx 2480 Desktop Computer System: Intel Core I5-3470 Processor, 8GB RAM, 2TB HDD,
DVDRW, 1GB Graphic Card Radeon; Ethernet, USB Keyboard & Mouse, 18.5 LED Display.
1 no. Zenith computer: Core2Duo-E4400, 2GHz 2MB Cache, 800 MHz FSB, 945 GC Intel Original
Motherboard, 533/800/1066 FSB, Standard 2.5 GB DDR2-533 SD RAM, 160 GB SATA 7200 RPM
Hard Disk, DVD RW, Onboard Intel GMA 950 graphic Controller, MAX, 128 MB Shared, Onboard 6channel Audio, Onboard 10/100/1000 LAN Card, 15” CRT Monitor, Multimedia Keyboard, USB
Optical Mouse.
LC-46V86P VU HD LCD Colour TV 1.
Computer-student ratio
:
Dedicated computing facilities :
1:2
120 computer systems
Licensed software like Windows Server 2012, Windows 7 Professional 64 BIT, MS Office 2010,
Prowess, SPSS 20, TORA, SOUL 20.0, etc. installed
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Ahmedabad University
NAAC SSR
Part II: Pg. 191
Criterion IV: Infrastructure and Learning Resource
LAN facility: All the servers and computer systems are connected through Layer 3 & Layer 2
network switches. WiFi Routers are also installed.
Number of nodes/ computers with internet facility:
120
SCS:
SERVER/DESKTOP DETAILS
Particulars
Nos.
Servers
VMWare Virtualization
6
3 Servers + 1 External Storage +
100 Thin Client Smart Station
122
61
26
3
Desktops
Apple Mac Mini
Laptops
Digital Multifunctional Printer
(Printer + Photo Copier + Scanner)
Laserjet Printer
Scanner
4
2
SOFTWARE DETAILS
Proprietary software:
The institute has Microsoft Campus Agreement and Microsoft Dreamspark Premium Subscription.
Licensed Software:

Windows Server 2003/2008 r2/ 2012

Microsoft SQL Server 2008

Windows 7

MAC OSx 10.6

Ms Office 2007 Professional

Microsoft Visual Studio 2012

Microsoft Visio 2007

Microsoft Project 2007
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Ahmedabad University
NAAC SSR
Part II: Pg. 192
Criterion IV: Infrastructure and Learning Resource

IBM Rational Suite
Open Source/ Freeware Software:

Rad Hat Enterprise Linux 6.2

Ubuntu desktop 12.04 LTS

JDK 7.0

Netbeans 7.2.1

Apache Tomcat

Android SDK

XCode

Oracle Xpress Edition

GIMP

GCC/G++

Eclipse

Blender

Wamp Server

Raptor 2012

SciTE
Dedicated Computing Facilities:
The computing resources include 6 high-end servers including IBM rack servers. Green computing
is practiced by server consolidation and virtualization is done using VMware VSphere.
LAN Facility:
The university has state-of-the-art campus network across all the institutes with a speed of 10
MBPS. Faculty, Staff and Students can connect to LAN with their smart devices. LAN is available
through 24 X 7 WiFi connectivity.
Number of nodes/ computers with internet facility:
All the computers are connected with Internet facility.
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Ahmedabad University
NAAC SSR
Part II: Pg. 193
Criterion IV: Infrastructure and Learning Resource
IET: (Please look into this for consistency) The following should be in sentences like the rest of
the points
HP Prolaint DL360p Gen8 Rack Server (1U)
HP StoreEver 1/8 G2 LTO-6 Ultrium 6250 FC Tape Autoloader (LTO-6 HH Drive) (14 TB)
Computer labs – 2 labs: (65x2 PCs):
HP Core-i5 Model 4 Gb DDR2, 500 GB HDD
HP Core –i7 8GB DDR3, 1TB HDD
PCs for staff members (20 nos.):
Lenovo Core-i3 Model 4 Gb DDR3, 500 GB HDD
Laptop given to every faculty member (16 nos.):
Dell Core-i3 Model 4 Gb DDR3, 500 GB HDD
Laptops for office use (2 nos.): Dell Core-i3 Model 4 Gb DDR3, 500 GB HDD
Ratio of Computers to Students: 1:3
Canon image Runner 3300 (1)
Both computer Labs covered with LAN Connection. 170 working nodes for LAN connection, each
room has LAN facility.
7 Wi-Fi Access points (150 mbps, capable of 200 connections).
Software

70 users License for Windows OS Software

65 users license for Windows 8.1.

University wide Sophos Antivirus system.

20 users license for Adobe professional

Cadence software for VLSI Course (20 user license).
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Ahmedabad University
NAAC SSR
Part II: Pg. 194
CRITERION V: STUDENT SUPPORT AND
PROGRESSION
CRITERION V: STUDENT SUPPORT AND PROGRESSION
5 CRITERION V: STUDENT SUPPORT AND PROGRESSION
5.1 Student Mentoring and Support
5.1.1
Does the university have a system for student support and mentoring? If yes, what are its
structural and functional characteristics?
The University has SSETU (Student Support, Engagement, and Tutelage Unit) for students’ assistance
and counselling for their various personal problems. This unit offers a very supportive sounding
board to students who seek help and support.
Apart from this, at the institute level, faculty members mentor students for their projects,
assignments, class presentations and various other competitive events. In addition to this, the
faculty members also support and mentor them in organizing events and competitions at the
institute. BKMIBA also has an active Women’s Development Cell which provides counselling support
to girl students and also organises various activities for the members of the cell. The placement cell
at each institutes provides career guidance and support for students seeking help for summer
internships and final placement.
AU institutes foster a culture where students feel free to approach faculty members or even the
directors at any time for all kinds of help or guidance and they are always willing to provide hand
holding or mentoring support to students.
5.1.2
Apart from classroom interaction, what are the provisions available for academic
mentoring?
AU institutes provide ample opportunities for mentoring outside of classrooms to ensure a rich
teaching and learning process. The various efforts at the individual institutes are as follows:
BKMIBA:
Students are required to undertake projects, often into groups. Each group is assigned a mentor
faculty guide who guides the group.
Students run various clubs and forums supervised and supported by a faculty member. There are
clubs like Communication Club, Economics Club, Business and Finance Club, and Book Club which
through several sessions throughout the year, foster students’ acumen and help them widen their
knowledge frontiers.
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NAAC SSR
Part II: Pg. 195
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Students can contact faculty members for academic mentoring at any time outside the classroom
hours. Also, tutorial sessions are organised for difficulty-solving and extra practice is arranged for
weak students as and when the need arises.
HLIC:
The institute runs remedial classes for students frequently. They also get various opportunities to
work closely with different subject teachers on their projects and receive encouragement and
guidance. The college conducts guest lectures, talks and sessions of prominent speakers. Apart from
this, students are assigned projects, taken on NGO and industrial visits, and are motivated to
participate in various intellectual and co-curricular events in other universities and institutes.
PGIM:

Every student has been assigned a faculty mentor in the beginning of the MBA program.

Faculty mentors are expected to periodically meet the mentees individually as well as in
groups.

The funds are assigned to each faculty member for this activity.
AESICS:
Each student is assigned a faculty mentor to guide him/her during the duration of the program.
Advisors regularly interact with students and guide them in academic and co-curricular activities,
and resolve personal issues, if any.
5.1.3
Does the university have any personal enhancement and development schemes such as
career counselling, soft skill development, career-path-identification, and orientation to
well-being for its students? Give details of such schemes.
AU and its institutes and centres hold personal development programs regularly as full time or short
courses, seminars, conferences, etc.
SSETU: SSETU organizes many health and personal wellness initiatives for all AU institutes
throughout the year. Among these, the two important ones are: (i) Yoga camp, and (ii) Thalassemia
check-up camp. SSETU conducts various guidance sessions on career counseling, and organizes
educational fairs and lectures on possible career options and overall personality development.
BKMIBA:
BKMIBA organizes a series of workshops for the students’ personal enhancement and development.
Workshops like Self-Awareness, Time Management, Public Speaking and Team Building as well as a
series of professional development workshops such as Resume writing, Personal Interviews and
Leadership Lab are conducted every year for the students. In addition to this, students seeking
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Ahmedabad University
NAAC SSR
Part II: Pg. 196
CRITERION V: STUDENT SUPPORT AND PROGRESSION
placement support also undergo a pre-placement workshop which gives them an understanding of
the pre-requisites of giving an interview as well as practical experience through mock interview
rounds.
For the orientation of students to their well-being,, workshops like Self Awareness & Personal
Growth and Personality grooming are organized for BBA and iMBA students every year.
PGIM:
The institute has introduced courses like Personal Effectiveness which helps in the personal
development of students. Besides that, the Placement Prep program helps students to develop their
skills for Resume Writing, Group Discussion, and Personal Interview. The institute offers individual
based communication development interventions for EMBA students. The EMBA students are
mentored by faculty and industry experts for their Light House Project (Business Plan) related to
their existing businesses or their new business ideas.
AESICS:
AESICS has programs for career counseling, soft skill development, career-path-identification and
orientation to well-being, for the students. The institute invites industry experts from various
domains to conduct sessions related to the above mentioned topics for students. Several soft skills
sessions related to leadership skills, verbal communication, body language, writing skills,
presentation skills/public speaking, interview skills, CV writing, professional ethics, interpersonal
skills, etc. are organized.
5.1.4
Does the university provide assistance to students for obtaining educational loans from
banks and other financial institutions?
AU also provides scholarships to students who seek financial assistance. It provides assistance in the
form of guidance and timely documentary support for students thus helping them in obtaining
educational loans from banks and other financial institutions.
5.1.5
Does the university publish its updated prospectus and handbook annually? If yes, what
are the main issues / activities / information included / provided to students through these
documents? Is there a provision for online access? If yes, what are the main issues /
activities / information included / provided to students through these documents? Is there
a provision for online access?
The university publishes a newsletter every year, which provides information on the university's
initiatives and developments, faculty achievements, prominent visitors to the university and major
highlights of each institute. This is accessible online on the website of the university.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 197
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Apart from the university newsletter, each institution within the university has its personalized
brochure which is updated almost every year. The brochure provides all the details about the
programs at the corresponding institute and also often contains additional useful information that
helps students in admission related decisions.
For example, the BKMIBA brochure covers information through sections like the Welcome message,
Lineage of the Institute, Programs at BKMIBA, Life at BKMIBA, Industry Exposure, Industry and
Research Projects, International Exposure, Placements, Awards and Accolades, Events and
Activities, List of Faculty Members and Courses in the Curriculum as well as the Facilities and
Infrastructure.
The admissions brochure is specially designed and printed every year to provide guidelines to the
admission aspirants on the application process including information on the documents required,
fee structure and program details.
The institute brochure is made available online every year immediately after it is designed and
printed in hard copy.
5.1.6
Specify the type and number of university scholarships / freeships given to the students
during the last four years. Was financial aid given to them on time? Give details (in a
tabular form)
AU has a liberal scholarship program. The details are provided in the table on next page.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 198
CRITERION V: STUDENT SUPPORT AND PROGRESSION
AU has a very liberal scholarship program to support its merit based means blind admissions policy.
College
Name
HLIC
BKMIBA
PGIM
SCS
IET
ILS
Total
2009-10
2010-11
No
of Total
Students Amount
40
27
11
30
Nil
Nil
108
4
3.48
1.25
3.39
Nil
Nil
12.12
Shardashish Scholarship
2010-11
College
No
of Total
Name
Students Amount
HLIC
BKMIBA
SCS
Total
37
10
4.44
2.80
3
0.84
50
8.08
2011-12
2012-13
2013-2014
No
of Total
No
of Total
Students Amount Students
Amount
No
of Total
Students Amount
No
of Total
No
of Total
Students Amount Students Amount
52
15
17
52
Nil
Nil
136
17
14
18
45
1
5
100
17
21
16
71
8
8
141
5.4
4.45
6.96
5.43
Nil
Nil
22.24
2011-12
40
25
22
44
Nil
Nil
131
4.18
6.52
8.37
6.37
Nil
Nil
25.44
2012-13
4.16
3.76
0.84
8.76
3.46
7.50
5.29
17.9
5.98
3.68
43.81
37
26
19
73
18
8
181
8.18
12.58
7.87
13.4
16.76
3.32
62.11
2013-2014
No
of Total
No
of Total
Students Amount Students
Amount
32
12
3
47
2.32
3.28
6.14
10.03
0.7
2.83
25.2925
2014-15
23
10
2.88
3.33
1
0.28
34
6.49
No
of Total
Students Amount
4
5
0
9
0.56
1.65
0
2.21
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Part II: Pg. 199
CRITERION V: STUDENT SUPPORT AND PROGRESSION
5.1.7
What percentage of students receive financial assistance from state government,
central government and other national agencies (Kishore Vaigyanik Protsahan Yojana
(KVPY), SN Bose Fellow, etc.)?
HLIC
Name of Scholarship
5.1.8
Year
2010 - 2011
2011 - 2012
National Merit
2012 - 2013
2013 - 2014
2014 - 2015
Chief Minister's Scholarship
2014 - 2015
Minority Welfare – Post Matric Scholarship
2014 - 2015
2009-2010
Post Matric scholarship for reserve category 2010-2011
students
2011-2012
2013-2014
No. of Students
168
171
137
130
25
18
1
12
1
3
3
SCS
Name of Scholarship
State Government SC(in process)
State Government SEBC(in process)
State Government SEBC
State Government SC
State Government SEBC
Year
2014-2015
2014-2015
2013-2014
2012-2013
2012-2013
% of Students
2%
7%
1%
2%
1%
PGIM
Name of Scholarship
State Government
Others
State Government
Year
2011-2013
2011-2013
2012-2013
% of Students
8%
1%
4%
Does the university have an International Student Cell to attract foreign students and
cater to their needs?
AU's student support cell, SSETU, provides support to students from outside Ahmedabad. The
support includes counselling for admission, guidance for finding accommodation, support for
health and medical related issues, etc.
AU does not have foreign students in any significant numbers, except some NRI students. Till
recently, admission policies of the Government of Gujarat did not allow sufficient freedom for
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 200
CRITERION V: STUDENT SUPPORT AND PROGRESSION
this. AU is evaluating this option now. SSETU will prepare processes to specifically support
foreign students and implement them when there are significant number of foreign students.
5.1.9
Does the university provide assistance to students for obtaining educational loans
from banks and other financial institutions?
AU provides assistance in the form of guidance and documentary support for students who
apply for educational loans from banks and other financial institutions.
Besides that, the bank officials are requested to visit the campus during the orientation week to
allow for the parents and students to meet them and obtain information.
5.1.10 What types of support services are available for ∗
overseas students

physically challenged / differently-abled students



SC/ST, OBC and economically weaker sections
students participating in various competitions/conferences in India and abroad
health centre, health insurance etc.

skill development (spoken English, computer literacy, etc.)


performance enhancement for slow learners
exposure of students to other institutions
corporates/business houses, etc.
publication of student magazines

of
higher
learning/
For overseas students, AU provides admission counselling, support for accommodation and
constant counselling and mentoring support.
Physically challenged / differently-abled students: The AU institutes have ensured facilities like
a ramp at the entrance and an elevator in the building for the differently-abled students.
SC/ST, OBC and economically weaker sections: For programs where admissions are done by
ACPC (Admissions Committee for Professional Courses), there are reservations for SC/ST and,
OBC students with a total of 49% of seats being reserved for them.
For programs where admissions are under AU control, AU provides lower cut-offs for the ST/SC
and OBC students. The institutes provide support to SC/ST and OBC students in the form of
admission counselling, financial aid on need-cum-merit basis and all documentary support for
obtaining scholarship from the Department of Education and Department of Social Welfare of
the State Government.
Students participating in various competitions/conferences in India and abroad: On all occasions
of students participating in various competitions in India, AU supports students with financial
support for registration, travel expenses and mentoring support by faculty members for the
preparation.
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Ahmedabad University
NAAC SSR
Part II: Pg. 201
CRITERION V: STUDENT SUPPORT AND PROGRESSION
For those who participate in conferences, the institutes provide registration money, travel
expenses and encouragement for publishing their work.
Health centre, health insurance etc.:
At the university’s Student Support, Engagement and Tutelage centre, popularly known as
SSETU, the health centre remains open from 10 a.m. to 4 p.m. for all students of the university.
An MBBS doctor provides his services for any health concern of a student and also maintains
their medical reports. AU has Group Personal Accident Policy of ICICI Lombard for students
which covers accidental death, permanent total disablement, permanent partial disablement,
and to an extent terrorism. The sum insured is Rs. 100,000.
Skill development (spoken English, computer literacy, etc.): AU institutes organize various
workshops throughout the year to help students hone their skill sets. For Spoken English and
Communication Skills, a remedial course that runs for almost 6 to 8 weeks is provided to first
year students from Gujarati-medium schools. Computer skills are also compulsory for all first
year students.
Performance enhancement for slow learners: For slow learners, the institutes offer remedial or
extra sessions and practice for students. For students from the science stream help is offered in
subjects like English, Economics and Accountancy (), and for students from the general stream
practice is given in Mathematics r). Remedial sessions are also conducted in Statistics, English,
and other subjects as needed.
Exposure of students to other institutions of higher learning/ corporates/business houses, etc.:
'Think global and act local' is the value that is imbibed in students through national and
international exposure. Over the years, numerous opportunities have been given to students
that ensure national and international exposure.
At BKMIBA, students went on:
1. A Study Tour to China and Hong Kong, visiting the Shenzhen Special Economic Zone and the
108th China Import Export Fair

A Study Tour to the National University of Singapore (NUS) to learn about the South East
Asian Economy and Cross-cultural Communication and Creativity

A six-week immersion module at Pembroke and Kings College, University of Cambridge,
UK and Judge Business School, Cambridge, UK.

A full semester study at ESC Rennes School of Business, France.

Excursion programs to Kutch, Gujarat and Dakshinachitra, Chennai, Tamilnadu as a part
of the first year iMBA course, Discovering India.
Publication of student magazines:
The editorial team of BKMIBA’s Wall Magazine ‘Drishti – The Vision Redefined’ has been bringing
out 8-10 wall issues and one Annual magazine issue every year for the last 10 years. The
magazine is a medium through which students’ ideas, interactions and creative essence flow in
black and white.
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Part II: Pg. 202
CRITERION V: STUDENT SUPPORT AND PROGRESSION
HLIC publishes a magazine called ‘Pratibimb’ every year that carries contributions from the
students as well as faculty members. The institute financially supports the entire endeavor.
Occasionally, it also encourages students to raise additional resources through sponsorships.
The magazine is available online through the institute web-site as well as in print form.
HLIC also supports an annual wall-magazine called ‘Reflections’ in which both students and
faculty members contribute.
HLIC publishes a souvenir during Boomerang, the HLIC Alumni Reunion which takes place every
five years.
AESICS publishes a half-yearly digital newsletter.
5.1.11 Does the university provide guidance and/or conduct coaching classes for students
appearing for Civil Services, Defence Services, NET/SET and any other competitive
examinations? If yes, what is the outcome?
AU institutes and SSETU provide career guidance to students who wish to pursue various career
options. AU institutes invite eminent persons from various fields to enable interaction with
students and help them learn about their prospects in different professions.
5.1.12 Mention the policies of the university for enhancing student participation in sports and
extracurricular activities through strategies / schemes such as
o
o
o
additional academic support and academic flexibility in examinations
special dietary requirements, sports uniform and materials
any other (please specify)
AU considers sports and extracurricular activities as integral to holistic learning process.
Students are encouraged to participate in extracurricular activities such as sports, fine Arts,
performing arts and intellectual arts at the inter-university, state and national levels. The
university campuses have state-of-the-art sports facilities for indoor and outdoor games. At AU,
such participation is encouraged by felicitating student achievers with honours like Award for
Continuous and Meritorious Participation in Fine Arts/Performing Arts and Award for Best Sports
Person of the Year.
In case a student misses an exam on account of participation in sports or extracurricular
activities, she/he is given a chance to appear for the supplementary exam. Attendance
requirements are relaxed for a genuine need for sports and other extra-curricular activities.
AU institutes provide participants with sports kits, uniforms and refreshments for various
indoor and outdoor games and competitions.
Partial/full reimbursement of costs is provided for outstation travel to represent the institute/
university.
Advice on dietary requirements is provided to sportspersons.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
The university is keen on developing facilities for sports and extracurricular activities for
students. The institutes benefit from this approach. The university already has a cricket ground,
volleyball and basketball courts as well as facilities for indoor sports. It is now developing a wellequipped sports complex and students activity centre to nurture sports and extra-curricular
talents of its students.
5.1.13 Does the university have an institutionalized mechanism for students’ placement?
What are the services provided to help students identify job opportunities, prepare
themselves for interview, and develop entrepreneurship skills?
AU institutes have well established placement activities. Some of the highlights of these are:
BKMIBA:
With a focus on institute-industry relations, BKMIBA focuses on placing students for both
summer internships as well as final placements for the graduating students. Companies are
approached, and through a rigorous group discussion process and multiple rounds of personal
interviews, students are hired by these companies. Second year BBA Honours students are
required to undergo summer internships at the company for a period of 60 days. The institute
has been successful in placing all of them in eminent firms. In addition to this, the institute has
also helped in placing all the third year students who have sought its assistance for placements
post their third year studies. The institute also carries out a pre-placement workshop for
students so that they get an idea of how to appear for interviews. The workshop has been
designed to provide not only the theoretical understanding of the pre-requisites of an interview
but also is able to cater to adequate opportunities and put this learning into practice.
Apart from the above, EBC (Executive Business Communication) is a course that also focuses on
giving students an in-depth understanding of making CVs, appearing for interviews and also the
theoretical nuances of how to appear and present oneself at an interview.
Moreover, BKMIBA has Entrepreneurship as a specialization field, which students can opt for
when they reach their third year. Students at the end of the year, come up with a business plan
which consists of all steps from ideating a concept to selling the product created. This gives the
students a fair understanding of all the requirements of creating a product and market
functioning and works as a capstone to all the management theory that they have studied in
their three years in the program.
HLIC:
A vast majority of the students, who come to the institute for an undergraduate program, aim
to study for a Master’s program or other professional courses after B.Com., and so do not look
for placement. Whether the students opt for further studies or a job, they inevitably need
interview skills. The faculty members have taken into account this need of the students and
incorporated group discussions, negotiation skills, and interview skills in the final year courses
that the students study. Even when placement is not a priority for many, the institute has
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worked with several companies in the market and invited them to their campus in the last five
years.
PGIM:
PGIM Placement cell works under the aegis of the Faculty Committee and Student Committee.
The Pre-Placement Preparation Program supports the students to prepare for interviews. It
includes Resume Writing, Mock Group Discussions, Mock Interviews, Interview Etiquettes and
Effective Presentation sessions.
PGIM has an E-Cell of students for conducting various entrepreneurship awareness programs
like conclaves, workshops, seminars and round-tables.
In the EMBA program, there is a compulsory Lighthouse Project requiring every student to
prepare a detailed Business Plan for their entrepreneurship idea or existing family business
project.
In the Entrepreneurship course of the MBA program, students are required to prepare a
business plan and execute the same.
AESICS:
The Placement-cum-Program officer of AESICS provides support to the students for on-campus
and off-campus placements. The institute organizes pre-placement talks and interviews for oncampus placement. Placement notices and opportunities are notified to the students.
The Placement cell assists students to prepare for interviews by organizing sessions on Soft Skills,
Grooming Leadership Skills, Verbal Communication, Body Language, Writing Skills, Presentation
Skills/ Public Speaking, Interview Skills, CV Writing, Professional Ethics, Interpersonal Skills, etc.
The institute helps students to develop entrepreneurial skills by arranging – guest lectures by
successful entrepreneurs. Also, experience sharing sessions by the alumni members who are
visiting the campus, are organized.
The placement process starts in September and ends in December every year. Job offers, dates of
interviews, selection of candidates, etc. are announced regularly.
AU also has an innovative business incubator, VentureStudio, set up in collaboration with
Stanford University – Centre for Design Research. It offers a 6 month venture development
fellowship program, during which the fellows are coached to start their ventures and reach early
funding stage.
5.1.14 Give the number of students selected during campus interviews by different employers
(list the employers and the number of companies who visited the campus during the
last four years).
AU Students have been placed in a wide variety of companies over the years, including many
who regularly visit the campus. Details are provided in Annexure 5.1.4
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5.1.15 Does the university have a registered Alumni Association? If yes, what are its activities
and contributions to the development of the university?
AU institutes have alumni associations, as some of the institutes existed well before AU was
formed. The new institutes at AU - ILS and IET - have not yet graduated any batches. The
highlights of the alumni associations are provided below.
BKMIBA:
The institute has a registered Alumni Association. Students passing out are required to get
themselves registered through a nominal procedure. The Alumni association provides all
facilities of infrastructure, library, etc. to its alumni who can also be a part of the various events
conducted at the institute. Alumni Meets are conducted at regular intervals. The Alumni
contribute in terms of providing feedback on curriculum, helping to create networks with the
industry, and interacting with students to guide them on placement or professional
development matters.
HLIC:
HLIC, being a legacy institute of the university, has a large body of alumni that are very involved
with the future planning of the institution.
The H.L. College of Commerce, established in 1936 by the Ahmedabad Education Society, had
formed the H. L. College Alumni Association in 1989. When H. L. Institute of Commerce (HLIC)
was started on the H. L. Campus, the constitution of the Alumni Association was altered to
accommodate the alumni of HLIC within the existing Alumni Association. The Association’s office
is located on the campus. The Alumni Association is very active and organizes various co- and
extra-curricular activities. The Association runs a study circle as well as organizes various
lectures by eminent speakers and seminars on current issues in the field of commerce from time
to time. It also organizes free health check-up and counseling sessions for alumni and the staff
of all the institutes of AES/AU on the campus. The Association also organizes cultural events
such as a Garba Night during the Navratri festival.
At the institute level, HLIC has been trying to compile an exhaustive database of its past students
from inception till now. The institution’s website has incorporated an Alumni Corner, where an
online registration form is available for students passing out from HLIC. The institute has
organised two alumni meets since its inception and plans to have one event every five years. A
reunion named Boomerang was organised especially for HLIC Alumni students after the
completion of the first five years in 2010, when about 600 students came to the campus and
reunited with faculty. The second meet was in 2015 with about the same number of ex-students
attending it.
PGIM:
There is an Alumni Association, though it is not registered. Activities of the association are:

Annual Alumni Meet
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
Cultural and Sports Events

Contributions to the development of the institute are:
o
Participation in the process of curriculum review
o
Help in summer internships as well as final placements
o
Help in support-lectures as well as in teaching of part or full course/s
AESICS:
The institute has an Alumni Association, though it is not a registered body. The association helps
the institute in curriculum design, placement activities, conducting workshops and knowledge
sharing seminars and career guidance.
5.1.16 Does the university have a student grievance redressal cell? Give details of the nature
of grievances reported. How were they redressed?
All AU institutes have an active grievance redressal cell.
The cell addresses the grievances of students and gives a hearing to the disputes of the students.
Taking senior faculty members into confidence, the Director arrives at a decision by consensus
and mutual agreement.
There is a separate women’s cell (CWDC) which strives for better working conditions for female
employees and students of the college. The Women’s Cell gives counselling to the female
students and works towards sensitizing the men towards the women’s issues.
More details are outlined below for each institution:
PGIM:
Student Grievance Redressal System
For routine matters, AU Institutes try to create an open environment where the students can
express their grievance by approaching any faculty or the program Coordinator or even the
Director with their issues and problems.
However, a formal Student Grievance Redressal System is also available.
A student who has any grievance can call or write to the Chair of Student Grievance Committee
of the institute.
The Chair of the Committee will look into the matter as appropriate and put up the case with
the Student Grievance Committee within a period of fifteen days for suitable action.
The Chair of the Committee will communicate the decision to the concerned student within
seven days of Committee’s decision.
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If the concerned student is not satisfied with the redressal action, he/she can write to the
Director within one week of the date of communication of action to him/her.
The Director will look into the matter and take an appropriate decision after hearing all
concerned parties and investigating the matter. The Director will communicate the final decision
to the student and concerned parties within fifteen days of the appeal.
Grievances pertaining to academic matters are taken up by the teachers concerned.
Grievances pertaining to caste discrimination are taken up by the committee.
If anybody is found to be guilty of any kind of wrong behaviour or misdemeanour, he or she may
be penalized with due consideration from the Director.
The nature of punishment, depending on the issues involved, may include one or more of the
following:
o
verbal as well as written warning
o
information to the parents
o
financial penalty
o
information to the police (if the situation arises for such an action)
o
expulsion from the institute as per the rules.
At the appellate level, all the unresolved issues are redressed by the Director in consultation
with the College Council.
5.1.17 Does the university promote a gender-sensitive environment by (i) conducting gender
related programmes (ii) establishing a cell and mechanism to deal with issues related
to sexual harassment? Give details.
AU is very conscious of maintaining a good gender sensitive environment. AU institutes have
large number of girl students in almost all its programs. Some of the initiatives by AU institutes
include:
BKMIBA:
The CWDC (Collegiate Women’s Development Cell) addresses students on an ongoing basis and
provides counselling support to girl students and organises various activities to promote gender
sensitivity.
The institute has been conducting a workshop on gender sensitivity for students of all batches.
The workshop is conducted for both boys and girls together and intends to give the students a
perspective into understanding their own as well as the other gender.
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A full semester course on Gender Sensitization is offered to TY students as an elective. This
course covers theoretical perspectives as well as empirical information about gender issues in
the Indian context and inspires course participants to develop a more matured outlook about
gender thinking.
In the current academic year, the over-arching theme was ‘Women Empowerment’ for the
various co-curricular and extracurricular activities like Concourse – Annual Management Meet,
Drishti – Annual Magazine of BKMIBA, and the Film Festival as a part of the course Festivalisation
of Films. The institute has not come across any case of sexual harassment till date.
HLIC:
HLIC has an anti-ragging policy that follows UGC guidelines. The institute’s active Collegiate
Women’s Development Cell (CWDC) takes care of issues or problems related to women on the
campus apart from SSETU, which also helps in student counseling. The CWDC is chaired by the
Director, has two women faculty members, one administrative staff, one male and one female
student as representatives. The cell organizes workshops for self-defense, panel discussions on
gender inclusivity and equity, lecture series and screening of documentaries related to gender
awareness.
The institute has not received any complaint regarding sexual harassment since its inception.
PGIM:
PGIM has a Women Development Cell. It carries out gender sensitization programs with support
from all faculty and students. Some of the activities carried out include:

An informative and interactive program 'It’s Time We Talk' on women's wellbeing and
reproductive health by eminent obstetrician and gynaecologist, Dr. Bina M Patel.

A candle light protest for ensuring safety of women in India at AMSoM Plaza at AU.

Self Defence training to women staff and girl students of the college: conducted in
association with RJ Megha, Radio Mirchi and self-defence training sessions for all female
students, faculty members and staff of the college.

Four film CDs on women empowerment and upliftment have been purchased for
AMSoM library. These are:The Waitress, The Colour Purple, Terms of Endearment, and Juno.

Seminars on studying in the US, AIDS awareness, and higher studies in Australia,
workshop on gender sensitization, and talk on gynaecology by Dr. Riddhi Shukla.

Workshops for students on self-defence, health and grooming and movie screenings
during the AU foundation week.

The Women Entrepreneurs meet, at an event exclusively for women entrepreneurs.
AESICS:
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The Women Development Cell has been set up to develop self confidence of women and guide
them about women welfare laws, besides performing an important function of investigating
cases of sexual harassment if any in the institution. It conducts programs to create social
awareness among men and women about women related issues including gender discrimination
and sexual harassment.
5.1.18 Is there an anti-ragging committee? How many instances, if any, have been reported
during the last four years and what action has been taken in these cases?
AU has a formal anti-ragging policy, conforming to the UGC guidelines to prevent ragging. SSETU
is the coordinating body for implementing this policy at the university level. Each institute has
an anti-ragging committee consisting of senior faculty members.
Every student is made to fill an anti-ragging form on the UGC website and then submit a hard
copy of the same in their institute’s office with their parent’s signature, immediately after
securing admission.
The Ragging Prevention Policy is given below:
The university community is aware of the fact that prevention and prohibition of ragging in
institutions imparting higher education in the country is a great concern of all authorities
including the law enforcement agencies. Regulations have been framed by various apex bodies
of higher education in the country in order to root out ragging in all its forms in the universities
and their affiliated colleges by prohibition which includes enacting laws too. In this context, the
Report submitted by the Raghavan Committee constituted by the Honourable Supreme Court in
SLP No.24295/2006 is relevant. The Honourable Supreme Court of India accepted the various
recommendations made by the Raghavan Committee and made it mandatory for the concerned
bodies to implement the following recommendations:
The punishment to be meted out has to be exemplary and justifiably harsh to act as a deterrent
against recurrence of such incidents.
Every single incident of ragging where the victim or his parent/guardian or the head of the
institution is not satisfied with the institutional arrangement for action, a First Information
Report must be filed without exception by the institutional authorities with the local police
authorities. Any failure on the part of the institutional authority or negligence or deliberate delay
in lodging the FIR with the local police shall be construed to be an act of culpable negligence on
the part of the authorities by the courts. All efforts should be made to ensure that cases involving
ragging are taken up on priority basis to send the correct message that ragging is not only to be
discouraged but also to be dealt with sternness.
Hence, it is emphasized that ragging among students of this university in any form at any place
will not be tolerated and it is banned. For this purpose the following activities and / or actions
shall be construed as the forms of ragging:

Ragging has several aspects including among others, psychological, social, political,
economic, cultural, and academic dimensions.
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
Any conduct by any student/ students whether by words spoken or written or by an act
which has the effect of teasing, treating or handling with rudeness a fresher or any other
students.

Indulging in rowdy or undisciplined activities by any student/students which cause or is
likely to cause annoyance, hardship, physical or psychological harm or to raise fear or
apprehension thereof in any fresher or any other student.

Asking any fresher or any other student to do an act which he/she will not do in the
ordinary course and which has the effect of causing or generating a sense of shame or
torment or embarrassment so as to adversely affect his/her physique or psyche..

Any act that prevents, disrupts or disturbs the regular academic activity of a student.

Exploiting the services of a junior student for completing the academic tasks assigned to
an individual or a group of seniors.

Any act of financial extortion or forceful expenditure burden put on a junior student by
senior students.

Any act of physical abuse including all variants of it: sexual abuse, homosexual assaults,
stripping, forcing and lewd acts, gestures, causing bodily harm or any other danger to
health or person.

Any act or abuse by spoken words, e-mails, snail-mails, blogs, public insults including
deriving perverted pleasure, vicarious or sadistic thrill from actively or passively
participating in the discomfiture to others.

Any act that affects the mental health and self-confidence of students.

The human rights perspective of ragging which involves injury caused to the
fundamental right to human dignity through humiliation heaped on junior students by
seniors often resulting in the extreme step of suicide by the victims.
The university will have an Anti-Ragging Committee headed by a senior faculty of the University.
If the committee finds that prima facie there is a case of ragging on the complaint it received,
the committee will take immediate action including the filing of FIR with the local police
depending on the seriousness of the case.
Any student of Ahmedabad University found indulging and / or abetting any form of ragging
shall be meted out with exemplary and justifiably harsh punishment including debarring such
students from taking admissions in any institution of higher learning in the country.
Depending upon the nature and gravity of the offence as established by the Anti-Ragging
Committee of the university, the possible punishments for those found guilty of ragging at the
university level shall be any one or a combination of the following:

Cancellation of admission
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
Suspension from attending classes

Withholding/withdrawing scholarship/fellowship and other benefits

Debarring from appearing in any test/examination or other evaluation process

Withholding results

Debarring from representing the institution in any regional, national or international
meet, tournament, youth festival, etc.

Suspension/expulsion from the hostel

Rustication from the institution for a period as may be determined by appropriate
authority

Expulsion from the institution and consequent debarring from admission to any other
institution of the university

Fine of Rupees 25,000/-

When the persons committing or abetting the crime of ragging are not identified, the
institution shall resort to collective punishment as a deterrent to ensure community
pressure on the potential raggers.
As a preventive measure, all the existing students, freshers and their parents/guardians shall
submit an undertaking in the prescribed form in the beginning of the academic session itself
failing which the concerned student will not be allowed to attend classes until he/she and
his/her parents/guardians submit the said undertaking.
All the students of Ahmedabad University are advised to abide by the instructions scrupulously
to ensure a healthy academic atmosphere and make it a ragging-free campus.
Strict observance of the instructions and cooperation with the university in its efforts to ensure
a “Ragging Free Ahmedabad University” is highly solicited.
5.1.19 How does the university elicit the cooperation of all its stakeholders to ensure the
overall development of its students?
AU lays great stress on involving all stakeholders to help with the development of students.
Fortunately, the board members of AU and its parent body AES, are very well connected with
multiple stakeholders including academia, industry, civil society groups and government bodies.
AU continuously enhances these relationships and continues to cultivate new relationships in
India and abroad.
Each institute of the university is widely connected with all its stakeholders. The dialogue in form
of conversations and exchanges with interest groups like students, parents, faculty, colleagues,
management, the civil society, the industry, etc. takes place throughout the year and at multiple
levels.
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Inputs from stakeholders are invaluable in guidance for t better design and redesign of the
teaching pedagogy, curricula, assessment methods, project based learning, etc. as well as the
future plans of the institutes in view of a critical focus offered. AU institutes are also enabled to
offer experiential learning opportunities of diverse types to the students helping them to realize
their full potential and make more fulfilling career and personal development choices.
5.1.20 How does the university ensure the participation of women students in intra- and
inter-institutional sports competitions and cultural activities? Provide details of sports
and cultural activities where such efforts were made.
The university is committed to motivate and promote women students for participating in
various sports activities. It organizes various sports tournaments, especially for women, and
encourage them to participate in large numbers. All necessary facilities are provided and
adequate funds are allotted for the same. The best performers get many opportunities to
represent the institute at the inter-college, inter-university, state, national and international
level tournaments and competitions. The university has introduced two rotating trophies, ‘Best
Performing Institute in Basketball' and ‘Best Performing Institute in Volleyball” for competing
women students.
AU institutes have taken proactive steps to ensure strong participation of women in sports and
cultural activities. Some of the steps taken by a few institutes are highlighted below:
BKMIBA:
BKMIBA encourages equal participation of men and women. Women students are ahead of men
in academic performance; virtually 100% of academic and extracurricular toppers are women.
In all extracurricular activities like fine arts and performing arts, greater participation of women
students is generally witnessed. BKMIBA has women’s teams for all sports including athletics.
Sports tournaments especially for female students are organized at the institute and university
level.
HLIC:
Women students make up 50% of HLIC’s student population. Even though there are no special
categories in cultural programs that are organized for the women students, they participate in
large numbers (50%) in all events. The institute has managed to encourage women students to
be part of the Students’ Council (50% members are women) and Students' Volunteer Team (60%
volunteers are women) by creating an environment for its women students where they feel
confident and comfortable to be a part of the college events.
5.2 Student Progression
5.2.1
What is the student strength of the university for the current academic year? Analyse
the Programme-wise data and provide the trends for the last four years.
Trend of Student Strength at each Institute over last 4 Years is given below.
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Institute
HLIC
BKMIBA
PGIM
SCS
ILS
IET
PVI
HLCPE
Total
2010(Year 1)
2011 (Year 2)
2012 (Year 3)
2013 (Year 4)
1023
394
234
423
1686
594
243
672
1776
619
237
679
47
64
1781
710
272
643
50
117
52
303
2074
3195
3422
3928
The table on the next page provides the student strength across each programs for current year
(as on January 2015).
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
Student strength of the University for the Current Academic Year
AHMEDABAD UNIVERSITY STUDENTS AS ON 31st JANUARY 2015
Institutes
Courses
AMSOM
AES Inst of Computer
studies
Inst of Life Sciences
Inst. Of ICT
Physiotherapy College for
Visually Impaired
Total
B.Com
B.B.A
iMBA
M.B.A
EMBA
Ph.D-MGT
CCE
BCA
MCA
MCA Lateral
iMCA
M.Sc
iMSc
Ph.D- ILS
B.Tech (IET)
B.Tech (ME)
B.Tech (CE)
M.Tech
Ph. D-ICT
BPA
SDM
FY
Female Male
311
280
143
142
37
36
54
71
5
10
4
1
3
10
0
0
48
13
57
2
29
3
5
12
2
5
1
56
4
15
1
93
53
43
4
7
12
8
734
846
SY
Female Male
260
258
140
125
64
53
3
0
6
47
41
9
20
82
46
3
3
28
TY
Female Male
220
254
121
90
54
32
25
0
73
62
58
0
4
31
28
23
5
5
12
6
2
3
8
6
611
640
485
574
Total
Female Male
791
792
404
357
37
36
118
124
5
10
7
1
3
10
54
73
38
82
72
140
89
102
22
7
57
15
5
5
85
147
3
53
5
43
12
4
2
7
12
32
9
20
1830
2060
Total
1583
761
73
242
15
8
13
127
120
212
191
29
72
10
232
56
48
16
9
44
29
3890
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5.2.2
What is the programme-wise completion rate during the time span stipulated by the
university?
Institute
Students Progression
UG to PG
PG to M.Phil.
PG to Ph.D.
Ph.D. to Post Doctoral
Employed - through campus
selection
Employed - other than through
campus
Entrepreneurs
5.2.3
HLIC
90%
5%
5%
BKMIBA
85%
PGIM
SCS
90%
ILS
5%
5%
40%
5%
68%
86%
33%
2%
12%
11%
10%
22%
5%
What is the number and percentage of students who appeared/ qualified in
examinations like UGC-CSIR-NET, UGC-NET, SLET, ATE / CAT / GRE / TOFEL / GMAT /
Central / State services, Defense, Civil Services, etc.?
AU students have shown strong preference for further studies, employment in private
sector or family business. The university does not have statistics of those who have
appeared for other options like Civil Services or Defence Services. This is primarily based
on preferences of students in the Gujarat region.
AU believes that as its intake of students become more diverse, it will have more diverse
student preferences in coming year. The details are given below:
Program
Level
UG
UG
PG
PG
PG
PG
PG
5.2.4
Name of Program
B.Com
B.B.A
MBA
EMBA
PGDM
MCA
M.Sc
2011
Nil
Nil
99%
Nil
76%
Nil
Nil
% of Completion
2012
2013
96%
95%
92%
80%
98%
99%
88%
100%
75%
80%
87%
88%
Nil
Nil
2014
90%
82%
98%
82%
23%
88%
100%
Provide category-wise details regarding the number of Ph.D./ D.Litt./D.Sc. theses
submitted/ accepted/ resubmitted/ rejected in the last four years.
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The Ph.D. program in AU is being offered only since last year. So none of the candidates
have appeared for defence of their thesis.
5.3 Student Participation and Activities
5.3.1
List the range of sports, cultural and extracurricular activities available to students.
Furnish the programme calendar and provide details of students’ participation.
The university organizes a range of sports, cultural and extracurricular activities for
students, as mentioned below:

Intra-college cricket, volley-ball, basket-ball, table-tennis, badminton and athletics
championships / competitions for boys and girls.

Inter-college cricket, volley-ball, basket-ball, table-tennis, badminton and athletics
championships / competitions for boys and girls.

Intra-college cultural activities for theatre, dance, music and fine arts along with
intellectual activities like quiz, debate, project presentation competitions, etc.

Ahmedabad University organizes a popular Youth Festival which includes inter-college
cultural activities for theatre, dance, music and fine arts along with intellectual activities
like quiz, debate competitions, etc.

An annual calendar for organizing sports, cultural and extracurricular activities is
prepared by Ahmedabad University Students Events and Activities Committee
(AUSEAC).
Each Institute also has its own sports and other extra-curricular activities.
Annexure 5.3.1 provides calendar for sports and extra-curricular activities for some of the
Institutes.
5.3.2
Give details of the achievements of students in co-curricular, extracurricular and
cultural activities at different levels: University / State / Zonal / National /
International, etc. during the last four years.
AU students participate in several co-curricular and extra-curricular activities. The details of
individual AU institutes are given in Annexure 5.3.2
5.3.3
Does the university conduct special drives / campaigns for students to promote
heritage consciousness?
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AU with its deep connections with Ahmedabad city has formed a Centre for Heritage
Management (CHM); it has a mandate to promote heritage consciousness and management in
Ahmedabad as well as across India. AU is in the process of opening programs in Heritage
Management to train those who work in this area at various levels, in the private sector as well
as the government sector. The centre also carries out projects in Heritage Management. It
offers some courses for students of AU institutes, providing this unique exposure at the hands
of experts. The centre also helps in arranging activities like Heritage quiz and Heritage Walk for
the students.
5.3.4
How does the university involve and encourage its students to publish materials like
catalogues, wall magazines, college magazine, and other material? List the major
publications/ materials brought out by the students during the last four academic
sessions.

AU institutes provide opportunities to students to display and develop their literary
capabilities. Some of these initiatives are given below:
BKMIBA:
The editorial team of BKMIBA’s Wall Magazine ‘Drishti – The Vision Redefined’ has been
bringing out 8-10 wall issues and one Annual magazine issue every year for last 10 years. The
magazine is a medium through which students’ ideas, interactions and creative essence flow in
black and white.
HLIC:
The institute gives a lot of opportunity to its students to express their creativity. It has been
successfully bringing out a magazine every year, called Pratibimb. The students are very
actively involved in various aspects of the magazine from conceptualising the theme of the
year to designing it. It includes contributions from faculty members and students in terms of
creative writing, photographs, and paintings. The student editors also interview eminent
personalities who visit the campus during the year and the interviews are published in
Pratibimb. Three issues of the college magazine have been published till now. There is also a
wall magazine called Reflection prepared by a different set of students annually.
The institute has worked with past students to bring about a souvenir booklet, ‘Boomerang’,
which included contributions from students and faculty members before the two alumni meets
that were organized.
AESICS:
An e-newsletter called Imprints provides students with the opportunity to write on various
topics.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 218
CRITERION V: STUDENT SUPPORT AND PROGRESSION
5.3.5
Does the university have a Student Council or any other similar body? Give details on
its constitution, activities and funding.

AUSEC is a students’ council is of the University. AUSEAC is represented by students from all
the AU institutes. AUSEC organises various university level activities like Fresher’s welcome,
Lecture series, Foundation day, Convocation ceremony, etc.
AU institutes have student representations, which provide an opportunity for students
to represent their view points, raise relevant issues and in the process develop their
leadership skills. Some highlights include:
BKMIBA
At BKMIBA, a students’ body has been formed which provides them a representation in the
institution’s activities. Named as CREATE (The Council of Representatives for Academics,
Events and Talent Engagement), it voices the students’ opinions, promotes student welfare
and works closely with the management of the institute for fulfilling the same.
It also works to empower the students by involving them in extra-curricular and co-curricular
activities of the institute and promotes students’ participation and students’ support in various
institute activities. It also promotes an attitude of self-discipline amongst the students and
plays a key role in maintaining student behavior in line with the institute’s code of conduct. It
promotes harmony and integrity in the students’ community and helps the students to imbibe
social sensitivity by promoting various socially relevant initiatives carried out by the institute.
CREATE offers an opportunity for students to strengthen and supplement their communication
skills, management skills, team work and leadership skills by initiating, planning and executing
various social, intellectual, literary and cultural events throughout the academic year.
Composition of CREATE:
CREATE comprises of around 35-40 students, with at least one member from each section of
the BBA and i-MBA program. A General Secretary heads the CREATE Team and is selected on
the basis of academic performance. All students inducted in CREATE are known as volunteers.
HLIC:
The institute has a Students Council of the students, by the students, and for the students. It is
a combination of nominated and meritorious students. Nominated students are selected on
the basis of merit, previous performance in volunteering for various institutional initiatives,
etc. The strength of the council is about 40 students.
The council has a constitution from the time of its inception and it was revised recently with
the help of faculty members who are part of the Students Council. The council organizes
various co/extra-curricular activities throughout the year like Commencement Day, Teachers’
Day, Youth Festival, Annual Cultural Festival, Annual Day and Farewell. The council members
also support other initiatives of the institute.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 219
CRITERION V: STUDENT SUPPORT AND PROGRESSION
The college has a separate and independent budget for various events and activities through
the year. There is an annual 10% raise in the budget. There is also a fund raising committee,
which is part of the Students Council and they often bring sponsorships.
PGIM:
PGIM has an apex Student Committee along with other activity-wise committees.
The committee coordinators are required to identify the activities for the academic year and
also to prepare the activity calendar. For each activity, the committee coordinators are
responsible to form sub-committees and also select an activity coordinator.
AESICS:
The institute has a Students Council, which carries out various activities and also coordinates
with institute.
5.3.6
Give details of various academic and administrative bodies that have student
representatives on them. Also provide details of their activities.

Students are represented in a wide number of bodies at AU. These are highlighted below:
AUSEC is the Students Council of the University with student representatives from all
institutions of the university. It organises various university level activities like Fresher’s
welcome, Lecture series, Foundation day, Convocation ceremony, etc.
BKMIBA:
The Council of Representatives for Academics, Events and Talent Engagement – CREATE, is the
students’ body at BKMIBA which functions as an administrative body for various events and
activities at the institute. The editorial team of BKMIBA’s Wall Magazine ‘Drishti – The Vision
Redefined’ has about 10 to 12 members from across FY, SY and TY, who work under close
guidance of two faculty members. The editorial team has been bringing out 8-10 wall issues
and one annual magazine issue every year for the last 10 years. The magazine is a medium
through which students’ ideas, interactions and creative essence flow in black and white.
At BKMIBA, the talent of the students is honed through the array of clubs such as Going Ga-Ga
Club (Music Club), Nautanki Club (Theatre Club), Clapboard (Film Appreciation Club), Mighty
Minds (GK Club), GD Club, Business & Finance Club, Economics Club and Book Club. All these
clubs follow ‘of the students, by the students and for the students’ as their motto. There are
students representatives, who work for organizing academic and administrative activities that
are run under all these clubs.
HLIC:
HLIC students are on HLIC Students council as well as AUSEC at AU level.
PGIM
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 220
CRITERION V: STUDENT SUPPORT AND PROGRESSION
PGIM students are part of Apex Student Committee, Placement cell, Cultural activities
Committee, Ragging Prevention Committee, Women Development Cell, E-cell, Sports
Committee and Other (Ad-Hoc) committees are formed as and when required.
These bodies design, deliver and support the related activities.
AESICS:
The institute has a Students Council and various clubs where students and faculty both work
together for the betterment of the institute, students and community. The clubs include:
Reader’s Club, Music Club, Computer Club, Cultural Club and Hope-Arise Social Club.
Any other information regarding Student Support and Progression which the
university would like to include.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 221
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Annexure 5.1.14: List of Employers
The following pages contain List of employers for each Institute
BKMIBA:
Company Name
No of students
employed
4th Wheel
8
Aava Natural Mineral Water
2
ACE Consultants
14
Adani Power Ltd.
1
Adarsh Co-op. Bank. Ltd.
1
Amazing Solutions Private Ltd.
3
Anurag Impex
2
Arjun Electronics
1
Arvihem Infotech
1
Arvind Mills
2
Avon Refractors
1
AXIS Mutual Fund
4
B.K. Associates
1
Bajaj Capital
3
Bajaj Finance
7
Bank of Maharashtra
1
Bhuj Comm Co-op Bank
1
Comffort Stock
1
Compindia Technologies Pvt. Ltd.
1
Crystal
1
Deloitte
3
Dhampur Sugar Mills
1
DSP Black Rock
5
DSP BlackRock
2
Edelweiss Capital
9
Edge
2
Emkay Packaging
1
Eskay Intyernational
1
Ethos HR Management & Project Ltd
1
Farmson Analgesics
1
Finair Air Conditioning Pvt. Ltd.
1
Flamingo Tours & Travels
1
Galaxy Trading Co.
1
Ganesha Speaks
2
Godrej & Boyce Mfg. Co. Ltd.
2
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 222
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Greyline Infotech
3
Gruh Finance Ltd.
1
GTML
1
Guganram Textiles Ltd
1
Hari Om Enterprises
1
HCL
1
HDFC
1
HDFC Standard Life
6
Horizon Inc
1
Hyper City Retail India
1
ICICI Prudential
1
IDBI Bank
1
Impact Collection Services
1
Indian Rayon
1
Info Analytica
6
L&T
1
Loxim Industries Ltd.
1
Madhya Gujarat Vij Co. Ltd.
1
Meena Agency
1
Mudra Communications
1
Naredi Investments Pvt. Ltd.
1
Noble Electrodes Pvt. Ltd.
2
Nucleus Healthcare Advertising &
Conferences
1
Nutrilite Foods
1
Omega
1
Orbit Engineers
1
Pandit Vora Associates
1
Percept Picture Company
1
Photokina Chemincals Pvt. Ltd.
1
Radhika Enterprise
1
Ramana Group Consulting Pvt. Ltd.
4
Ratnesh Metal Industries Pvt. Ltd.
1
Reliance Life Insurance Co. Ltd.
3
Reliance Retail
1
Samay Impex
1
Sanghi Cement
1
Satvi Collections
1
Saumya International
1
Shoppers Stop
1
SLK TechLabs
1
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 223
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Steel Makers Ltd.
1
Swastika Investmart
4
Tata Capital
9
TCS KPO
8
Tiktok Industrial Consultants Pvt. Ltd.
1
Ultra Rich Weddings Pvt. Ltd.
20
Universal Hunt
26
VB Invest & Shreem Associates
1
Vision Events Biz
1
Volkswagen Automark Pvt. Ltd.
1
Voyage Vision
1
Wates & Sanitation Mgt. Organization
1
Wealth First Portfolios Managers Pvt.
Ltd.
1
Western India Marketing Co.
1
Zen Exim Pvt. Ltd.
1
Zenon Health Care Ltd.
1
Zeppelin
1
HLIC:
Approximately 40 students of the institute have been selected during different campus
placement programs.
HLIC has signed an MOU with HEADS-HDFC Education and Development Services, a subsidiary
of the financial giant HDFC Ltd. It conducted a Graduate Employability Programme (GEP) for its
students and enrolled about 30 students over two batches. It placed these students in HDFC
Bank, Axis Bank, Kotak Bank, HDFC Ltd., and Catholic Syrian Bank. Companies like Bluedart,
KPMG, etc. have also approached the institute.
PGIM
2009-11 Batch
Name of the company
Axis Bank
Gateway technolabs
Naman integrated
Reliance Industries
Ltd.
TCS
Torrent Pharma
No. of students
placed
3
1
1
7
1
3
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 224
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Divya Bhaskar
ICICI Securities
Prakash Chemicals
Quintiles
Addmarc
India Infoline
Jaro education
KGMS Broking
SBI Life
Unnati
varun radiators
Verve Systems
2
5
3
2
5
10
1
1
10
2
1
1
2010-12 Batch
Name of the company
99acres (Naukri.com venture)
Aegon Religare
Ahmedabad University
Canara Bank
Crayo Banks Int P Ltd
Croma store
Dexter Consultancy Ltd
Divya Bhaskar
Doshion Veolia Water Solutions
DRC Systems
Elitecore Technologies
Endeavor Careers P Ltd
GC asia India P Ltd.
GSK
Himalaya Herbal Products
ICICI Securities
India Bulls Securities Ltd
India Infoline Ltd
Jaro Education
Kotak Bank
Kotak Mahindra Bank
Krishak Bharti Cooperative Ltd
(KRIBHCO)
L&T Finance
Maruti Suzuki
Move-it Technology
Naukri.com
No. of students
placed
1
1
2
1
1
1
1
3
1
1
1
1
1
1
1
6
4
3
2
1
2
1
3
1
1
3
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 225
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Nissan Automobile
Openxcell Technolabs P Ltd
Paperchaze accountancy Ltd
Prakash Chemicals
Regenerative Medical P Ltd
Reliance Industries Ltd
Renaissance
Satguru Travels
SBI Life insurance
Shyamal Bhumika
SPIPA
Tata AIG General Insurance Co.
TCS – Baroda
Tiny ERP P Ltd
Torrent
Trade India
Universal Hunt
XL Dynamics India P Ltd
1
1
1
1
1
4
1
3
6
1
2
1
5
1
3
2
1
1
2011-13 Batch
Name of the company
4CPL Ahmedabad
99acres.com (a subsidiary of
Naukri.Com)
Abellon Energy
Ahmedabad University
Alembic Pharmaceuticals Ltd.
Berger Paints India Ltd
Coca Cola
CPS Connect Technologies Ltd
Dena Bank
Doshion Veolia Water Solutions
eInfochips
ETS
Futura Group
Gateway Technolabs P Ltd.
Gloscom Global
HDFC Sales
ICICI Securities
India Infoline
IndusInd Bank
IQR Analytics Pvt. Ltd.
No. of students
placed
2
4
1
4
1
1
1
1
2
1
2
2
3
5
1
2
6
1
3
1
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 226
CRITERION V: STUDENT SUPPORT AND PROGRESSION
I-Vision Care
Juvalia (Imitation Jewellery)
Kamaz Motors
Kotak Mahindra Bank
L&T Finance
Loomia & Co.
Loreal India P Ltd
MoneySukh Securities P Ltd.
Quintiles
Radeecal Communications
Sai Infosystems
SBI Life Insurance Co. Ltd.
SPIPA
Stallium Laboratory
Stantech
TAG India P Ltd
Thomas Assessments
Time Education
2012-14 Batch
Name of the company
Action Edge
AppitSimple
AppitSimple
Berger Paints Ltd
Bharti Airtel
CIMS Hospital
Colgate Palmolive
E2M Solutions
Endeavor
E-Procurement
Gridbot-Start up
GupSup technology India Pvt Ltd
HR Softwares
India Mart
Indusa
Indusind Bank
IQR Analytics
Jagdish Hirani & Associates
Janalakshmi Financial Services
KCG
L&T Finance
Matrix Meditec India
1
1
2
1
1
1
2
1
1
1
1
4
5
1
1
1
1
1
No. of students placed
4
1
1
1
3
1
1
1
3
4
1
1
1
4
1
3
3
1
5
2
4
1
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 227
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Nconcept
Prakash Chemicals
Renaissance
SNL Financial
Task Solutions
Thomas Assessment
Tipson Financial Services Ltd
Travel Designer
Triton Communications
XL dynamics Pvt. Ltd
1
4
3
4
2
1
2
1
1
2
AESICS:
Academic Year 2014-15:
Number of students selected during campus interview – 123
Off Campus – 21
Number of Employers visited campus – 57
List of Employers visited campus for MCA 2012-15 Batch for Project Cum Placement
List of Employers who visited the campus During Last 5 Years is given below.
Sr. No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Company Details
Aark Infosoft Pvt. Ltd.
Acespritech Solutions
Addon Web Solutions Pvt. Ltd.
Adit Microsys Pvt. Ltd
Aequitas Information Technology Pvt. Ltd.
Apcons Services Pvt. Ltd.
Aprica Pharma Pvt. Ltd.
Axler Pvt. Ltd.
Azilen Technologies Pvt. Ltd.
Bhramakar Solutions Pvt. Ltd.
Biztech IT Consultancy Pvt. Ltd.
Braintec Labs Pvt. Ltd.
CIGNEX Technologies Pvt. Ltd
CMC Pvt. Ltd.
Cogent Soft Solutions
Conversant Infotech
CR2 Technologies Pvt. Ltd.
Cross Shore Solutions
Cybercom Creations
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 228
CRITERION V: STUDENT SUPPORT AND PROGRESSION
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
Dexter Consultancy Pvt. Ltd
E- Procurement Technologies Ltd.
E Tech Mavens Pvt. Ltd.
Eclinical Works Pvt. Ltd.
Ehealthcare Framework Pvt, Ltd.
Einfochip Pvt. Ltd.
Elitecore Technologies Pvt. Ltd.
Elsner Technologies Pvt. Ltd.
Epoch Professional Training and Education Centre Pvt. Ltd.
Esoft circle Pvt. Ltd.
ETech Mavens
Freeway Entertainment
Gateway Technolabs Pvt. Ltd.
Gridle Technologies.
Hems and Hub Design World Pvt. Ltd.
Horizoncore Infosoft Pvt. Ltd.
I soft solutions
Ilink Infosoft Pvt. Ltd.
India NIC Infosoft
Indies Services
Indusa Infotech Services Pvt. Ltd.
Infinity Infoway Pvt. Ltd.
Infostretch Solutions Pvt. Ltd.
Inheritx solutions
Intech Systems Pvt Ltd.
Intellial Solutions Pvt. Ltd.
Khel online Gaming
Logical Software Solutions Pvt. Ltd.
Macbears Solutions Pvt. Ltd.
Maven Infosoft Pvt. Ltd.
Multivision Infosystem Pvt. Ltd.
Nichetech Computer Solutions
Nsimpl infolabs LLP.
P Cube Softech Solutions.
Ragini Software
Revive Software Pvt. Ltd.
RightClick Solutions
S P Technolab
Sapphire Software Solutions.
Savitriya Technologies Pvt. Ltd.
Serpent Consulting Services
Silverwing Technologies Pvt. Ltd.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 229
CRITERION V: STUDENT SUPPORT AND PROGRESSION
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
Skygrowth Innovative Management Pvt. Ltd.
Spec India Pvt. Ltd.
STREEBO
Sufalam Technologies Pvt. Ltd.
Super Info Heights Pvt. Ltd.
Synoverge Technologies Pvt. Ltd.
Tatva soft
TechnoLabs Pvt. Ltd.
The Beast Apps. Pvt. Ltd.
The Infowarehouse Pvt. Ltd.
Third Generation Resources Pvt. Ltd.
TinyERP Pvt. Ltd.
Twilight Infosoft Pvt. Ltd.
Unihaihatsu Software P Ltd.
Vadilal Industries Ltd.
Value Chain Solutions Pvt. Ltd.
Vipsha Pvt. Ltd
Vision 21 Pvt. Ltd.
Volga Infotech
VSD Technologies Pvt. Ltd.
Walter Technologies Pvt. Ltd.
Walter Technologies Pvt. Ltd.
Webline India Pvt. Ltd.
WebTech Solutions
Zeitech Solutions Pvt. Ltd.
Zeus Technologies Pvt. Ltd.
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 230
CRITERION V: STUDENT SUPPORT AND PROGRESSION
Annexure 5.3.1: Sport and Extracurricular activities at Institutes
HLIC:
The following table gives the range of sports activities at the institute level and proposed
sports calendar for the year 2014-15:
HLIC Sports Calendar 2014-15
Name of
the Sport
Last Date of
Registration
Teams
Venue
Table Tennis 07-09-2014
29-08-2014
Boys and Girls
(Single & Doubles)
H. L. Gymkhana
Basketball
11-09-2014
04-09-2014
Boys and Girls
H. L. Ground
Volleyball
20-10-2014
13-10-2014
Boys and Girls
AES Sports Complex
Cricket
15-12-2014
08-12-2014
Boys
H. L. Ground
H. L. Gymkhana
Date
Chess
17-12-2014
11-12-2014
One Team of Two
Players
(Mix of Boys & Girls)
Badminton
22-12-2014
13-12-2014
Boys and Girls
(Single & Doubles)
Gujarat University
Gymkhana
Khokho
23-12-2014
13-12-2014
Boys and Girls
H. L. Ground
Kabaddi
29-12-2014
22-12-2014
Boys and Girls
H. L. Ground
Lawn Tennis
08-01-2015
01-01-2015
Boys and Girls
(Single & Doubles)
To be Decided
Athletics
28-01-2015
21-01-2015
Boys and Girls
Gujarat University
Cinder Track
Football
03-03-2015
25-02-2015
Boys
L. D. Ground
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 231
CRITERION V: STUDENT SUPPORT AND PROGRESSION
The following is the calendar for co-curricular and extra-curricular activities done at HLIC
DATE
DAY
1
SUN
2
JUNE
DAY
TUE
MON
Acad.
Year
begins
JULY
Crystal
Jubilee
Celebrations
WED
DAY
AUG
DAY
SEP
DAY
OCT
DAY
FRI
MON
WED
SAT
SAT
TUE
THU
SUN
NOV
2nd Sem
Begins
DAY
DEC
DAY
JAN
DAY
MON
THU
SUN
TUE
FRI
MON
FEB
HLIC
Lecture
DAY
MARCH
DAY
SUN
WED
MON
THU
3
TUE
THU
SUN
WED
FRI
MON
WED
SAT
TUE
TUE
FRI
4
WED
FRI
MON
THU
SAT
TUE
THU
SUN
WED
WED
SAT
5
THU
SAT
TUE
FRI
SUN
WED
FRI
MON
THU
THU
SUN
6
FRI
SUN
WED
SAT
MON
THU
SAT
TUE
FRI
FRI
7
SAT
MON
THU
SUN
TUE
FRI
SUN
WED
SAT
SAT
WED
SAT
MON
THU
SUN
SUN
WED
THU
SUN
TUE
FRI
Spell Bug
MON
MON
THU
SUN
WED
FRI
MON
WED
SAT
Inellectus
TUE
TUE
FRI
MON
THU
SAT
TUE
THU
SUN
WED
WED
SAT
TUE
FRI
SUN
WED
FRI
MON
THU
THU
SUN
WED
SAT
MON
THU
SAT
TUE
FRI
FRI
FRI
9
MON
WED
SAT
10
TUE
THU
11
WED
FRI
12
THU
SAT
13
FRI
SUN
SAT
MON
SUN
TUE
16
MON
17
18
Mangal
Pravachan
TUE
TUE
TUE
15
MON
IMG
MON
SUN
14
Culfest
Pratibimb
Release
8
Seekho
Week
Project
Week
Midsem
Test
THU
FRI
SUN
TUE
FRI
MON
WED
SAT
EndSem
Exams
Culfest
MON
Annual
Day
SUN
WED
SAT
SAT
MON
THU
SUN
SUN
WED
SUN
TUE
FRI
MON
MON
THU
Infinity
Week
TUE
WED
SAT
TUE
THU
TUE
THU
SUN
WED
FRI
MON
WED
SAT
TUE
TUE
FRI
WED
FRI
MON
THU
SAT
TUE
THU
SUN
WED
WED
SAT
19
THU
SAT
TUE
FRI
SUN
WED
FRI
MON
THU
THU
SUN
20
FRI
SUN
WED
SAT
MON
THU
SAT
TUE
FRI
FRI
MON
21
SAT
MON
THU
SUN
TUE
FRI
SUN
WED
SAT
SAT
TUE
22
SUN
TUE
FRI
MON
WED
SAT
MON
THU
SUN
SUN
WED
23
MON
WED
SAT
TUE
THU
SUN
TUE
FRI
MON
MON
THU
24
TUE
THU
SUN
WED
FRI
MON
WED
SAT
25
WED
FRI
MON
THU
SAT
TUE
THU
26
THU
SAT
TUE
FRI
SUN
WED
FRI
Diwali
Break
Industrial
Visit
Christmas
Break
Mid-sem
Test
TUE
Project
Week
AU Film
Festival
TUE
SUN
WED
WED
MON
THU
THU
Endsem
Test
_____________________________________________________________________________
Ahmedabad University
NAAC SSR
Part II: Pg. 232
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
ILS:
The institute has a wide range of extra-curricular activities for its students. They not only
participate in various sports activities like athletics, badminton, etc., but also in cultural
activities like folk and classical dance, singing and rangoli as well as debating competitions
like extempore, group discussions, etc.
PGIM:
PGIM has facilities for Sports- Table-Tennis, Basketball, Volleyball, Cricket and Carom
Cultural events like Spandan (Annual Cultural Festival and Inter-Collegiate Competition),
Navratri celebrations provide students with rick cultural experience.
The following table details some of the activities of HLIC:
Name of Activity
Date of Activity
Blood Donation Camp
5th September, 2014
AU Youth Festival
19-20th September, 2014
Navratri Festival
30th September, 2014
Self Defence Workshop
9th December, 2014
Festivals Celebration
As Applicable
Selection round of sports for AU sports
competition
One month prior to respective sports
competition
SPANDAN
14th March, 2015
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
Annexure 5.3.2: Details of Co-curricular, Extra-curricular and Cultural
Activities
BKMIBA:
Students Activities and Achievements during Academic Years 2010-11 to 2014-15
Participation and Achievements at Major platforms/Events
2010-11
Two students presented a paper on Micro Insurance along with Prof. Nimit
Thaker at the International Conference on Micro Finance organized by
Department of Management, Pondicherry University
2011-12
Six students from the Institute were sent to Pembroke, King’s College, Cambridge
University Judge for undertaking a 6 week module in Business Management.
2012-13
BKMIBA Student Aashna Shah from SY has won two medals at th 15th Asian
Roller Skating Championship held at Hefei, China in October, 2012. The two
medals include one Silver Medal in Artistic and figure (combined) skating and one
bronze in figure skating
Three students presented a paper on Shit Dalit, Lit Elite: A study of Atrocity Cases
in district of Kheda with Prof. Chirag Trivedi at International Conference on
English Studies: Society, Culture and Language organized by Assam University
A group of students carried out a Research on “A study on the effectiveness and
attitude for smart class” and the same was published in the Research Expo
International Multidisciplinary Research Journal in April 2014.
2013-14
A group of students carried out a Research on “A study of Ayurvedic dispensaries
under Centrally sponsored scheme of AYUSH Department in Gujarat” and the
same was published in the Indian Journal of Research, in January 2014.
2014-15
Four Selected students studied for one semester at ESC- Rennes under a student
exchange programme.
Participation or Representation at National Platforms/Events
2010-11
Two students presented a paper Need for Renewable Energy at the National
Paper Presentation Competition organized by Pacific University Udaipur.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
Two students from BKMIBA won the Business Plan and Business Bazigar
competitions organized by Sardar Vallabhbhai National Institute of Technology,
Surat
2011-12
Students from BKMIBA were the Runners’ Up at the National Level Finance
Meet “Moneta” organized by R. A. Poddar College, Mumbai
A group of Students carried out a research on “Is sustainable development
being achieved through Carbon Credits? Analysis of solar clean Development
mechanism Projects in Gujarat and presented a paper on the same at the
Conference organized by School of Science Gujarat University
2012-13
BKMIBA Student Siddhi Patel represented the State of Gujarat at 2nd National
Senior women’s hockey as part of the Hockey Team
BKMIBA Students Aishani Sheth and Devashree Shah represented the State of
Gujarat at National Badminton Championship and Athletics meet respectively
and were also awarded a citation and Cash Prize by the Government of Gujarat.
Two Groups taking part in Ratnamani Research, One that was working on the
Problems faced by commuters of BRTS in Ahmedabad and the other working on
Financial Awareness amongst Women Professionals in Ahmedabad converted
their research into a paper and Presented at the AMSOM Conference in
Management and Research (ACMR) and both papers have been nominated for
the best paper award.
2013-14
The Group which was working on Employability of Physically Disabled People
converted the project into a paper and the same was presented at National
Conference organized by Ministry of Human Resource Development,
Government of India.
Two Students from TY BBA presented a paper on Life History of Women in
Microfinance at the Sitaram Rao Livelihoods India Case Study Competition 2013
organised by Oxfam India & Livelihoods India (Access Development Services)
BKMIBA Student Sharik Laliwala has won the Online Debate Competition “Type
and Tease” organised by Economics, Political and Social Sciences- Interest Group
of IIM Kozhikode during February 2014. The topic of Debate was “The
Governance of Aam Admi”. Sharik Laliwala also won the Online Debate
Competition Type and Tease-6 organised by the same group organised by in July
2013. The topic of Debate was “Is patriotism a roadblock to Globalisation?”
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
A Group of Students won the Business Plan Competition called “Synapse”
organized by Dhirubhai Ambani Institute of Information and Communication
Technology.
A Group of Students from BKMIBA won National Level Management meet
“Concourse” organized by BKMIBA.
TY BBA Student Ms. Ashna Shah won 2 Silver and 1 Bronze Medal in the National
Roller Skating Championship organised by Roller Skating Federation of India.
BKMIBA Student Siddhi Patel captained the State of Gujarat at 3rd National Senior
women’s hockey as part of the Hockey Team
Participation or Representation at State Level Platforms/Events
A Group of BKMIBA Students won the case Analysis competition “Vishleshan”
organized by N. R. Institute of Business Administration.
2010-11
A Group of BKMIBA Students won the State Level Management Meet “Image”
organized by GLS Institute of Business Administration.
A Group of Students from BKMIBA won State Level Management meet
“Concourse” organized by BKMIBA.
A Group of BKMIBA Students won the case Analysis competition “Vishleshan”
organized by N. R. Institute of Business Administration.
2011-12
A Group of BKMIBA Students won the State Level Management Meet “Image”
organized by GLS Institute of Business Administration.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
BKMIBA Students won the singing competition at “Raga and Rock” organized by
H. L. College of Administration
A Group of Students from BKMIBA won State Level Management meet
“Concourse” organized by BKMIBA.
BKMIBA student Siddhi Patel captained Vadodara District Hockey Team that won
the silver medal at the Khel Mahakhumbh organized by Government of Gujarat.
BKMIBA Student Ashna Shah was awarded a cash prize of Rs. 5.00 Lakhs from the
Chief Minister’s Kanya Kelavani Fund of Government of Gujarat for all round
performance and brining laurels to the country.
A Group of BKMIBA Students won the State Level Management Meet “Image”
organized by GLS Institute of Business Administration.
BKMIBA Student Azeem Topiwala won “Spellbug” organized by H. L. Institute of
Commerce
BKMIBA Student Nidhi Shah won the Essay Competition organized by SCRM
BKMIBA student Siddhi Patel captained Vadodara District Hockey Team that won
the silver medal at the Khel Mahakhumbh organized by Government of Gujarat.
BKMIBA Students won Xavier’s Economic Festival organized by St. Xavier’s Arts
and Science College Ahmedabad.
BKMIBA Students Rajvi Soni and Tanya Sachdev won the Tennis Tournament
organized by Ganpat University at Forum of Private Universities Sports Meet
A Group of Students from BKMIBA won State Level Management meet
“Concourse” organized by BKMIBA.
2013-14
A Group of BKMIBA Students won the State Level Management Meet “Image”
organized by GLS Institute of Business Administration.
A Group of BKMIBA Students won the State Level Management Meet “Vividha”
organized by Christ College Rajkot.
A Group of students of BKMIBA won the Business Plan Competitions organized by
Pandit Deendayal Petroleum university and Gandhinagar Institute of Technology
A Group of students of BKMIBA won the Business Plan and Case Analysis
Competitions organized by N. R. Institute of Business Administration.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
BKMIBA Student Aditya Iyer won the 2nd Best Delegate Award at the Mock United
Nations organized by H. L. College of Commerce
BKMIBA Student Akansha Shah won the All Gujarat Roller Skating Championship
organized by Baroda District Roller Skating Association
BKMIBA students were members of the Volleyball, Basketball, Football and
Cricket Teams of Ahmedabad University that participated at the Forum of Private
Universities Sports Meet organized at Ganpat University.
BKMIBA Students won the State Level Management Meet “Image” organized by
GLS Institute of Business Administration.
BKMIBA Students won the Mahatma Gandhi Debate Competition organized by H.
L. College of Commerce
BKMIBA Students won Xavier’s Economic Festival organized by St. Xavier’s college
of Arts and Science
BKMIBA Students won the Quiz Competition organized by Chimanbhai Patel
Institute of Business Administration
BKMIBA Students were the overall winners at the “Raga and Rock”, a singing and
dance competition organized by H. L. College of Commerce
2014-15
A Group of Students from BKMIBA won State Level Management meet
“Concourse” organized by BKMIBA.
BKMIBA Student Aditya Iyer won the 2nd Best Delegate Award at the Mock United
Nations organized by H. L. College of Commerce
BKMIBA Girls Basketball Team won the Basketball Tournament at “Equippo”, a
sports meet organized by Entrepreneurship Development Institute.
BKMIBA Girls Basketball Team were the Runner’s Up at the Xaviers Basketball
Tournament organized by St. Xavier’s college of Arts and Science.
Two students from BKMIBA, Harshil Pabari and Nikunj Bhayani represented
Ahmedabad and Kheda District respectively at the State Level Basketball
Tournament organized by Government of Gujarat.
Events Won by BKMIBA Students at AU Youth Festival and AU Sports Meet
Ahmedabad University Youth Festival
Ahmedabad University Sports Meet
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
2010-11
2011-12
2012-13
Best performing college at AU Youth
Festival – Overall Winner
Skit Competition (Group Event)
Group Dance (Group Event)
Extempore
Debate (Team Event)
Creative Writing
Poetry Recitation
Solo Singing (Filmi Songs)
Western Singing (Group)
Mono Acting
Rangoli Competition
Poster Making
Athletics Meet (Boys and Girls)
Ahmedabad University Youth Festival
Ahmedabad University Sports Meet
Best performing college at AU Sports
Meet – Overall Winner
Athletics Meet (Girls)
Basketball (Girls)
Basketball (Boys)
Volleyball (Girls)
Football (Boys)
Badminton (Boys and Girls)
Table Tennis (Boys)
Skit (Group Event)
Group Dance (Group Event)
Fusion Dance (Solo)
Debate (Team Event)
Extempore
Quiz (Team Event)
Poetry Recitation
Creative Writing
Wall Painting (Team Event)
Hindi Solo Singing (Filmi Songs)
Mono Acting
Group Dance (Group Event)
Fusion Dance (Solo)
Debate (Team Event)
Extempore
Stand Up Comedy (Team Event)
Western Singing (Group)
Hindi Solo Singing (Filmi Songs)
Mono Acting
Wall Painting
Quiz (Team Event)
Basketball (Girls)
Basketball (Boys)
Volleyball (Girls)
Football (Boys)
BKMIBA Students Representation at
Gujarat University (Zonal Level)
Saumya shah (Tennis- Singles )
Shaili Trivedi (Tennis- Singles)
Arti Iyer (Badminton- Singles)
Athletics Meet (Girls)
Basketball (Girls)
Basketball (Boys)
Volleyball (Girls)
Football (Boys)
Badminton (Boys and Girls)
Table Tennis (Boys)
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
2013-14
Skit (Group Event)
Group Dance (Group Event)
Fusion Dance (Solo Event)
Western Singing (Group)
Elocution
Debate (Team Event)
Collage Making
Mono Acting
Stand Up Comedy (Team Event)
Hindi Solo Singing (Filmi Songs)
2014-15
Best performing college at AU Youth
Festival – Overall Winner
Best performing College- Music Events
Best performing College-Fine Arts
Best performing College-Dance Events
Skit (Group Event)
Mime (Solo)
Group Dance (Group Event)
Fusion Dance (Solo Event)
Western Singing (Group)
Hindi Solo Singing (Filmi Songs)
Hindi Solo Singing (Non-Filmi Songs)
Instrumental Solo (Percussions)
Rangoli
Poster Making
Collage Making
Creative Writing
Book Review
Athletics Meet (Girls)
Basketball (Girls)
Volleyball (Girls)
Badminton (Boys and Girls)
Table Tennis (Girls)
Athletics Meet (Girls)
Basketball (Girls)
Volleyball (Boys and Girls)
Badminton (Girls)
Table Tennis (Girls)
Kho- kho (Girls)
Kabbadi (Boys and Girls)
Tennis (Girls)
HLIC:
The following is the list of achievements of students in various activities during the academic year
2014-15:
STUDENTS’ RESEARCH ACTIVITIES
Jinit Dharia (T.Y.) presented a paper, Social Networking: A Productive Outreach Tool, at the National
Convention of CA Students, Ahmedabad organized by the Institute of Chartered Accountants of
India on 22nd and 23rd November, 2014.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
Jinit Dharia (T.Y.) presented a paper in the Lecture Series: Basic and Recent Developments in the
field of Transfer Pricing organized by the Ellisbridge Study Circle of Indian Institute of Chartered
Accountants of India. He was also awarded a prize for Best Delivery.
Kushagra Barodia (T.Y.) presented a research paper on Corporate Social Responsibility at the JG
College of Commerce, Ahmedabad in February, 2015. He won the first prize for the same. He also
presented two research papers at Christ University, Bengaluru in December, 2014 – Role of PublicPrivate Partnerships in Nation Building and Consolidation of E-Commerce Industry in India. The
latter was published in the Journal – Science and Technology Management (STM).
Rohan Anand (T.Y.) presented a research paper on the Criminal Justice System in India at the
International Conference on Human Rights & Challenges in the Era of Globalization held at the L.A.
Shah Law College (GLS) in August, 2014. He also presented a research paper Corporate Social
Responsibility and Companies Act, 2013 at the National Conference on Corporate Social
Responsibility and New Companies Act 2013 held at the S.M. Patel Institute of Commerce in
September, 2014.
Stavan Vora (T.Y.) presented a research paper on Analytical Ratios in Audit of Manufacturing
Industry organized by the Board of Studies ICAI along with the Pune Branch of ICAI in Pune on 31st
Jan and 1st Feb 2015 and was awarded as the Best Paper Presenter for the technical session on the
same.
ACHIEVEMENTS IN SPORTS
Amber Jain (T.Y.) was the winner at the Inter College Table Tennis (Singles) competition, while a
team comprising of Amber Jain (T.Y.)and Karan Shah (F.Y.) won the Inter College Table Tennis
(Doubles)competition.
Amber Jain (T.Y.) was the Runners-up in the Table-Tennis Tournament at the ICAI Sports Festival
organized by the Institute of Chartered Accountants of India.
A Table Tennis team comprising of Amber Jain (TY), Akash Goda (TY), and Karan Shah (FY) of H .IC
won the 'Championship Trophy' at "Concourse' 14" hosted by the Dhirubhai Ambani Institute of
Information & Communication Technology from 5th to 9th October, 2014.
Amber Jain (T.Y.) was crowned as the 'Champion' in Table Tennis (singles) Competition at
"Concourse' 14" hosted by Dhirubhai Ambani Institute of Information & Communication Technology
from 5th to 9th October, 2014.
Jaysheel Pandey (F.Y.) was the winner at the Inter-College Lawn Tennis (Singles) Competition, while
a team comprising of Yash Pillai (S.Y.) and Venkatesh Iyer (T.Y.) won the Inter-College Lawn Tennis
(Doubles) Competition.
Hardik Khatri (S.Y.) was the winner and Nischay Mehta (T.Y.) was the Runner-up in the Inter- College
Chess Competition.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
Naman Siroya (T.Y.) secured the first position in the 500-meter run, second prize in the 300-meter
run and road race events and third position in the 1000-meter run at the Khel Mahakumbh
organized by the Sports Authority of Gujarat.
The HLIC Football Team was the winner at the Inter-College Football Tournament.
The HLIC Boys Team was the winner at the Inter-College Basketball Tournament.
The HLIC Girls Team was the runner-up at the Inter-College Basketball Tournament.
The HLIC Boys Team was the runner-up at the Inter-College Volleyball Tournament.
The HLIC Girls Team was the runner-up at the Inter-College Volleyball Tournament.
The HLIC Cricket Team was the winner of the Inter-College Cricket Tournament.
Prashant Trivedi of HLIC won the first prize in the Inter-College Badminton (Singles) Competition.
The HLIC Boys Team was the winner at the Inter-College Badminton (Doubles) Competition.
The HLIC Girls Team was the runner-up at the Inter-College Kabaddi Tournament.
The HLIC Boys Team was the winner at the Inter-College Kho-Kho Tournament
The HLIC Girls Team was the runner-up at the Inter-College Kho-Kho Tournament.
The HLIC Boys were the winners at the Inter-College Athletics Competitions.
The HLIC Girls were the runners-up at the Inter-College Kho-Kho Competitions.
HLIC therefore, was declared as the ‘The Best Performing Institute of the University’ and awarded
the AU Sports Overall Trophy.
CULTURAL EVENTS
Tejal Mehta (F.Y.) secured the first position in Sur Sangeet Spardha, organised by M.P. Arts College
and M.H. Commerce College for Women. She also bagged the third position in the Divya Geet
Contest, hosted by the Institute of Chartered Accountants of India(Ahmedabad Wing).
Janmejay Kothekar (T.Y.) won the first prize in Street Dance, at Chaos, organised by IIM Ahmedabad.
Minal G Chopra (F.Y.), bagged the second position at the Kankaria Carnival, hosted by R.H.H.S,
Kankaria Carnival and Elementary by Gujarat government.
Vanashree Kansara (T.Y.) won the Best Actress Award in a State Level Inter-College Theatre
Competition organized by the Indian National Theatre.
Deep Patel (T.Y.) won the third Best Actor Award in a State Level Inter-College Theatre Competition
organized by the Indian National Theatre.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
Unbroken Wings”, a play by the students of HLIC won the second prize at the State Level InterCollege Competition organized by the Indian National Theatre.
The play 'Unbroken Wings' won the Best Music Award and the Best Direction Award at the State
Level Inter-College Competition organized by the Indian National Theatre. The team members
comprised of Utsav Shah (T.Y.), Aangi Sanghvi (T.Y.), Bhavyen Shah (F.Y.), Deep Patel (T.Y.),
Devarshi Patel (T.Y.), Harshita Nigam (F.Y.), Parth Sanghvi (S.Y.), Savan Dodhia (S.Y.), Shivani Bhagat
(S.Y.), Utsavi Shah (S.Y.), Vandan Patel (T.Y.), Yash Shah (T.Y.), Shreya Agarwal (F.Y.), Moksha Raval
(T.Y.) and Vanashree Kansara (T.Y.)The Unbroken Wings play by HLIC students was also performed
at ‘Natarani’.
YOUTH FESTIVAL ACHIEVEMENTS
HLIC won the award for the Best Performing College at the Youth Festival of Ahmedabad University.
HLIC won 4 prizes in theatre, 4 prizes in music, 3 prizes in fine arts and 7 prizes in intellectual
activities
INTELLECTUAL ACHIEVEMENTS
Mamta Keswani (S.Y.) won the second prize in the Inter College English Poetry Recitation
Competition organized by J. G. College of Commerce on 26th August, 2014.
Sukriti Verma (F.Y.) won the first prize in the Inter College Elocution Competition organized by the
Association of British Scholars.
Jinit Dharia (T.Y.) won the Best Speaker award at the Mahatma Gandhi Elocution Trophy
Competition organized by H. L. College of Commerce on 23rd January, 2015.
Jinit Dharia (T.Y.) cleared the branch and regional level Elocution Competition and won the third
prize at the 20th All India Elocution Competition organized by the Institute of Chartered Accountants
of India on 20th January, 2015.
Jinit Dharia (T.Y.) won the award of Debate Trend-Setter at the National Convention of CA Students,
Mumbai organized by the Institute of Chartered Accountants of India.
Manish Chhatlani (S.Y.) won the second prize in Quiz, Stock Market & Future Economist in Prayag
(Eco Fest) organized by St. Xavier’s College, Ahmedabad on 31st January, 2015.
Tirth Shah (T.Y.), Shubhi Gandhi (T.Y.) & Aalisha Thakrar (T.Y.) were members of the Winning Party
at I`M Government, a national level mock parliamentary debate organized by the institute on 8th&
9th February, 2015.
Shashank Rakesh (T.Y.) and Kushagra Barodia (T.Y.) were the winners of the Quiz event held at the
Rotary Club.
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
Shashank Rakesh (T.Y.) and Aatman Shah (T.Y.) were the winners of the Business Quiz Event in
Concourse organized by BKMIBA.
Koshani Shah (T.Y.), Shashank Rakesh (T.Y.), Rutul Shah (S.Y.), Harsh Shah (S.Y.) and Parita Shah (F.Y.)
were the members of the team that stood second in the Branding and Advertising Event in
Concourse organized by BKMIBA.
PGIM
The following students of the institute won the Best Performer prizes in the following events across
various categories in the AU Youth festival:
Event Name
Event Description
Month/Year
Name/s of the
Student/s
Award/Prize
won
361 Summer
Project
Competition
Inter-Collegiate
Summer Project
Competition
January, 2015
Hima Modi
1st
SRCM Essay
Competition
National Essay writing
competition
December, 2014
Siddhida Modi
1st prize
Indus College
of Engineering
State Level Painting
Competition
Maitree Patel
Advent 2014, K
S School of
Business
Management
Management Funda
January/February, Garima Garg
2014
Maitree Patel
Poojan Bhandari
2nd prize
Krupa Raval
2nd Runners
Up
Krupa Raval
Heli Shah
Avatar (Role play)
Competition
October, 2013
Maitree Patel
1st
Krupa Raval
Bauddhika,
Shanti Business Quick Take (Case study October, 2013
School
analysis)
September, 2013
Maitree Patel
Krupa Raval
2nd
Sandeep Jayswal
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CRITERION V: STUDENT SUPPORT AND PROGRESSION
AU Youth
Festival
General Knowledge
Quiz
Best
performer
Mitesh Vaishnav
AU Youth
Festival
Photography
AU Youth
Festival
Solo singing (Indian
Filmy)
AU Youth
Festival
September, 2013
Ankit Dwivedi
Best
performer
September, 2013
Utsavi Bhavsar
Best
performer
Nikita Nainani
Best
performer
Extempore
September, 2013
Prashant
Padmanabhan
AU Sports
Meet
Chess
August, 2014
Nilesh Patwari
Darshan Boriya
2nd
AU Sports
Meet
Table tennis (Doubles)
September, 2014
Himani Doshi
Priyanka Pandya
1st
AU Sports
Meet
Table tennis (Singles)
September, 2014
Himani Doshi
2nd
AU Sports
Meet
Athletics- 400mt race
January,2015
Viraj Shah
1st
Sports Athletics- 800mt race
January,2015
Viraj Shah
2nd
AU
Meet
AESICS:
The institute won 16 prizes in 29 events thereby grabbing the rotating trophy for The Best
Performing College at the Ahmedabad University Youth Festival 2011 which was organized on 10th
and 11th October, 2011.
The institute won trophies for Best Performing Institute in Dance and Best Performing Institute in
Theatre Event for 2013-2014.
The State Level Youth and Techno Festival for private universities was held at Uka Tarsadia
University, Bardoli on 1st and 2nd February 2013. 51 AESICS students participated in various events
and won 11 prizes in different events.
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CRITERION VI: GOVERNANCE, LEADERSHIP AND
MANAGEMENT
CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT
6 CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT
6.1 Institutional Vision and Leadership
6.1.1
State the vision and the mission of the university.
The Ahmedabad University vision and mission statements are stated below:
Vision:
To be a temple of higher learning engaged in gathering, generating, storing and disseminating
knowledge relevant to the societal needs, offering multi-disciplinary programs to students
emphasizing their all-round development.
Mission:
Ahmedabad University aims to develop competent, sensitive individuals grounded in sound
ethical values. It seeks to:
 Help students realize their full potential in a field of their choice
 Launch students on a journey of self-learning and development
 Prepare value-driven leaders
 Encourage research and the open exploration of intellectual enterprise
 Foster an environment that encourages critical thinking and an inclusive community
 Stimulate discussion and debate
 Create an awareness and encourage development of a personalized programme of physical
fitness
 Make students socially responsible
 Contribute to the development of society in all its facets – political, economic, social,
cultural and ethical
6.1.2
Does the mission statement define the institution’s distinctive characteristics in terms of
addressing the needs of the society, the students it seeks to serve, the institution’s
tradition and value orientations, its vision for the future, etc.?
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CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT
In accordance with the university’s vision and mission, AU and AU institutes drive the
following:

Transparent Merit based, needs blind admission process

Quality education with academic discipline and rigour, with emphasis on research to
promote Academic excellence and knowledge creation.

Balance between theoretical knowledge with practical exposure through multiple
modes of experiential learning, to ensure comprehensive learning experience

Co-curricular and extra-curricular activities to ensure holistic personality
development and civic and social sensitivity.

Instill a strong sense of ethics, healthy competition, self-discipline and rationality
among students and to enable them to shoulder the responsibility of creating a more
egalitarian, democratic and civil society through their heightened cultural and human
sensitivities.

Offer a range of courses targeted at students wishing to pursue further studies or
other professional or career goals

Conserve cultural and ethnic diversity while embracing a modern, scientific and liberal
approach to life study and work.

Promotion of centres like VentureStudio (Venture Design and Incubation) and Centre
for Heritage Management to fulfill important society needs

Promotion of Inter-disciplinary courses and research
AI and its Institutes stress on adhering to its following Core Values:

Meritocracy

Equity

Empathy

Dignity

Pursuit of Excellence

Transparency

Student Centric Culture
6.1.3
*
How is the leadership involved
in ensuring the organization’s management system development, implementation and
continuous improvement?
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*
in interacting with its stakeholders?
*
in reinforcing a culture of excellence?
*
in identifying organizational needs and striving to fulfil them?
The AU senior leadership is deeply and continuously involved in all of the above facets. Some
of the highlights are discussed below:
a) Management system development, implementation and continuous improvement
The University is in growth phase. So it has continuously sought to enhance its leadership
through the following means:

Attract good faculty and staff through continuous efforts to recruit and sound HR policies

Empowering Institute management and faculty to take up more University level responsibilities,
individually or in groups or in committees

Inducting prominent experts from the industry, leading global education institutions and other
organizations to strengthen the Board, Advisory Councils, as is evident from the University
Governing Body, Board of Management, International Advisory Board and Advisory councils of
various Institutes.
For example, Our International Advisory Board includes:
1. Prof Larry Leifer, Dept of Mech Engg, Stanford University and Founder Director of Center
for Design Research, Stanford University
2. Dr. Mohan Kaul, Member, AU Governing Board, Former CEO and Director General of
Commonwealth Business School, Former Prof and Dean, IIMA
3. Shri Vyomesh Joshi, Former EVP and Head of Worldwide Printing and Imaging Products
Group, Hewlett Packard
4. Prof John G. Camillus, Professor, Katz Business School, University of Pittsburg

Continuously enhance systems e.g. initiatives like ERP, Online admissions and fee payment, IT
systems and connectivity upgrades, overall infrastructure and talent development

Providing the best infrastructure to create a pleasant and stimulating learning ambience by
developing a long term master plan and engaging the best architects to design the educational
and administrative spaces

Supporting continuous student engagement and support through SSETU (Student Support
Engagement and Tutelage unit). Each institute is represented by one / two faculty members.
This committee also handles the scholarship program to support the students facing financial
hardships. Apart from regular medical checkups and wellness guidance SSETU also provides
emergency care, psychological counseling, add-on soft skill courses and help to find
accommodation and other related student issues.

Empowering faculty members and students to organize various student events, such as the
youth festival, convocation, etc. There is also a committee of faculty members at the university
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level to organize various sports events at the university level.

b)
At the Institute level, leadership includes monitoring institute improvement plans, managing
human and financial resources to accomplish achievement goals, communicating with staff,
parents and professionals to promote student learning, to implement standards based
assessment, to plan for improving student’s achievement and placement.
Interacting with its stakeholders
The university heads (the chairman, Board of Management and the provost) organize meetings
with the faculty members of the institutes to take their suggestions on improving the
functioning of the university and the Institute.
The university also organises “Chairman’s Dialogue” twice a year wherein the Chairman Board
of Management meets all the academic staff members along with directors and deans to convey
the vision and new developments in the University.
The Provost organizes faculty meetings at regular intervals where academic developments and
new initiatives are presented and discussed.
The university officials also interact with the student community from the Institute on a regular
basis to share the ideas, about the progress and career aspirations of the students, difficulties
faced by them. The top management also invites suggestions from the student community for
various activities and improvement of the teaching-learning process at the university.
At the institute level, this translates into an open door policy, where the director regularly
interacts with faculty members and administrative staff as well as students, parents industry
and practitioners. This enables all stakeholders to interact with the director actively and on a
regular basis. The Student Council members can communicate specific issues to the faculty
members and/or the director.
c)
Reinforcing a culture of excellence
Academic excellence is achieved by the AU leadership through the following:
 Faculty development and empowerment, on curriculum, pedagogy and student engagement.
Faculty members are encouraged to continue their research, to upgrade their knowledge and
also to become better academics. For this AU has framed suitable supportive policies also. a
detailed Performance Enhancement session with each faculty member once every year. This
includes teaching, research, self-development, practice interface and case writing
 Curriculum development through vetting of syllabus and teaching/learning methods by subject
experts and competent representatives from the industry and electives as per the need of the
industry and professional aspirations of the students to ensure excellence in curriculum at the
institute.
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 New initiatives by the AU leadership at the university level as well, like its venture design and
incubation centre: VentureStudio, Centre for Heritage Management, Department of Liberal
Studies. Such initiatives provide a range of learning options and much richer learning
environment for students.
 Development activities at AU and Institutes for faculty members and staff by seminars,
webinars, experts talks, workshops, Faculty Development Programs, attending national and
international conferences, Short Term Training Programs at reputed national and international
institutions and supportive policies for research activities.
d)
In identifying organizational needs and striving to fulfil them
The university interacts with the directors and provides an opportunity to them to voice their
organizational needs, seek desired support from the university and discuss the academic and
other requirements. The institute directors, in turn, interact regularly with their faculty
members, administrative staff and students to identify their needs and to devise mechanisms
to fulfill these requirements. This also takes care of faculty and human resource requirements.
The university interacts with faculty members through dialogue and forum to take suggestions
for improving various facilities at the institute, including infrastructure, library, etc.
The Institute director in consultation with the faculty members carves out the infrastructure
policy to meet the infrastructure requirements.
6.1.4
Were any of the top leadership positions of the university vacant for more than a year? If
so, state the reasons.
No. The University has successfully maintained continuity in leadership by ensuring that the top
leadership roles have capable and eminent persons in them.
6.1.5
Does the university ensure that all positions in its various statutory bodies are filled and
meetings conducted regularly?
The University considers regular meetings of its statutory bodies very important for continued
progress of the university. So it has ensured timely appointment to statutory bodies, empowered
them sufficiently and ensured their regular meetings to fulfil their decision making and leadership
role. AU maintains the record of minutes of meetings.
6.1.6
Does the university promote a culture of participative management? If yes, indicate the
levels of participative management.
Participative management is at the core of AU leadership style and it also runs across its institutes.
AU promotes participation by faculty in its various decision making bodies.
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The Academic Council, the Research Committee and the Ph.D. Committee have strong
representation and active participation from institutes.
The university leadership interacts with the director, faculty members and the students through
various formal/informal meetings.
The university delegates the authority to design/reframe the course curriculum as per the changing
industrial, social and global scenario to the faculty members of the program. The director of the
Institute bears the responsibility to come up with appropriate program design and syllabus. This in
turn gets approved by the Academic Council where each Institute is represented.
The faculty members also get the opportunity to interact with the top management of the university
on various accounts, such as when faculty members are nominated in inter-institutional committees
for student events, curriculum design, etc.
For several decisions and programs at university level, the university constitutes committees headed
and manned by faculty/staff from across the institutes, thus encouraging and empowering them to
participate, take decisions and execute them. The Academic Council has representation from each
Institute. The Research Committee and the PhD Committee also have experienced directors of
Institutes as members along with others.
This philosophy is also followed at Institute level. The respective director interacts with faculty, staff,
students and the Student Council to discuss issues and also involve them in decision making and
execution responsibilities through empowered committees for various planning and operational
aspects.
6.1.7
Give details of the academic and administrative leadership provided by the university to
its affiliated colleges and the support and encouragement given to them to become
autonomous.
AU, a state private university has a non-affiliating structure. The university has various institutions
in different branches as its constituents. The institutes, through delegated as well as participative
leadership, enjoy a high degree of freedom to carry out the following critical functions:

Design course curriculum

Conduct examinations and continuous evaluation of students performance

Organize and attend Seminar, Workshops, Conference or similar technical events

Invite visiting guests for expert sessions

Conduct industrial visit

Participation in co-curricular activity

Maintain Academic Calendar
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The University bodies like the Academic Council, Board of Management, Research
Committee, Ph.D. Committee and other committees have an oversight of such activities. In
all such bodies, the Institutes have representation.
6.1.8
Have any provisions been incorporated / introduced in the University Act and Statutes to
provide for conferment of degrees by autonomous colleges?
The Gujarat Private Universities Act, under which AU is established, does not allow any affiliated
colleges and so no autonomous colleges can be under AU.
6.1.9
How does the university groom leadership at various levels? Give details.
AU promotes leadership at various levels through
 Delegation of substantial decision making authority to Institute Heads their faculty members for
the Institute matters
 Participation of Heads and Faculty members in various University management and activities
 Leadership role for students in organizing activities
The University bodies like the Academic Council, Board of Management and other committees
formed for specific purposes have an oversight of such activities. In all such bodies, the Institutes
also have representation.
The university has formed AUSEAC and SSETU at the university level that look after various activities,
programs and events organized by the university. These committees comprise of faculty members
from various institutes. They bear the responsibility of conceptualizing and organizing various
events and activities for students.
For Curriculum development, each subject department is entrusted full authority to analyze the
need for a specific course, arranging for the brainstorming sessions with subject experts, vetting
exercise, planning the evaluation framework for the students, etc. The Institute faculty is then asked
to present and justify it to the Academic Council. These measures inculcate a sense of responsible
leadership among the faculty members as well as administrative staff.
To groom academic leadership among the faculty and administrative staff, various FDPs, seminars,
conferences, training sessions, etc. are organized by the university. The employees are also
encouraged to attend such programs organized by other universities / institutions.
Similarly, committees comprising of faculty members conceptualize and organize various events and
activities at the institute level. The respective Institute Director entrusts full authority to the faculty
in-charge of the committee and the members for the tasks assigned to the committee.
Even students are trained to be responsible leaders, as they are allowed to conceptualize and
organize various events or work as volunteers for various activities at the institute and the university
levels.
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As most of the academic and non-academic activities at the Institutes are student centric, the
students also learn the lessons of leadership in the process of organizing and participating in various
activities of the institutes.
6.1.10 Has the university evolved a knowledge management strategy? If yes, give details.
AU is very conscious of knowledge management strategy for all its stakeholders.
Each AU Institute has its own library through budgetary support from AU. AU is in process of creating
its Central Library as well. This is slated to grow, as per the AU Master Plan, into a comprehensive
Knowledge Centre, by 2018. Our AU-wide IT and network infrastructure will enable seamless and
fast and easy access to well organized body of knowledge resources to students across AU. AU also
enjoys inter-institutional library facilities under suitable arrangements with institution s around it
like IIMA, ATIRA, NID etc. AU has licensed the use of INFLIBNET, Jstor, etc., to provide access to
professional and academic journals.
The institute is progressing towards increasing the adoption of Learning Management System Moodle, a university requirement to make the education an interactive and technologically
supported domain. Adopting LMS will provide a backbone for creating a versatile and growing
knowledge-base of resources for learners in various courses and domains. The resources may be
internal or external.
The university also embraces the software/human-ware element in knowledge management. It
focuses on knowledge enhancement and development for the faculty members across the institutes
by organizing various conference, seminars, workshop, FDPs and interactive talks with experts from
the industry and academics.
6.1.11 How are the following values reflected the functioning of the university?
∗
∗
∗
*
Contributing to national development
Fostering global competencies among students
Inculcating a sound value system among students
Promoting use of technology
∗
Quest for excellence
The founding fathers of the parent body of AU, AES, included stalwarts like Shri Kasturbhai Lalbhai,
Shri Ganesh Mavalankar and Shri Amrutlal Hargovandas. AU considers it very important to keep up
this legacy by fostering competencies and value systems in students which enable them to
contribute to the society and the country.
a) Contributing to national development
The academics, research and co-curricular activities help disseminate knowledge among faculty
members, students, industry and public. The project based learning activities and the social service
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forums at AU and its Institutes help students and faculty work on industry, social and national issues.
The University and the institute organizes various lectures under the lecture series on various social
and political issues.
The university has setup centres like (i) VentureStudio to help young entrepreneurs to start
innovation driven scalable ventures, (ii) Centre for Heritage Management to promote increased
awareness and protection of our heritage and also prepare professionals in this field, and (iii) Liberal
Arts department to promote greater sensitivity among all students and research in social issues.
The university has formed SSETU to take care of the well being of students and staff.
b) Fostering global competencies among students
The curriculum is revised every three years through a very comprehensive review and redesign
process. In addition, the faculty is encouraged to continuously bring enhancement to the curriculum
and pedagogy based on their learning, including though participation in conferences in India and
outside. The university and its Institutes also encourage experiential learning mechanisms like
Project Based Learning (PBL) and research orientation among students.
Individual institutes also take specific steps to further enhance the value of leaning for students, e.g.
(i) HLIC follows a curriculum considering the global needs. The institute has signed an MOU with
ACCA Global, which provides HLIC students an exemption in six out of 14 papers.
(2) PGIM has an arrangement with Judge Business School at Cambridge University, under which
students of the EMBA program spend one month in UK under the immersion program, giving them
invaluable exposure to global business conditions.
(3) The Venture Design and Incubation centre – VentureStudio, has an active collaboration with
Stanford University’s Centre for Design Research, which enables AU to tap into the experience,
knowledge and processes involved in creation of the powerful Silicon Valley venture ecosystem
around Stanford, to try to create a similar ecosystem in Ahmedabad.
c) Inculcating a sound value system among students
This is done by promoting the healthy ideas of teamwork, cooperation and attitude of sharing by
developing leadership qualities and various social service oriented activities and events. AU and
Institutes lead by example by stressing on transparent and open policies and practices.
d) Promoting use of technology
The university has implemented ERP and the Moodle Learning Management System (LMS). LMS
enables faculty members to use IT in teaching. Students are given institutional email ids and are
allowed to use the Wi-Fi facility on campus, completely free, which becomes a medium for day-today communication between the institute and the students. All the classrooms are equipped with
multimedia projectors and audio system. AU institutes have very good computer laboratories.
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All this helps in terms of faculty-student interaction platform. Faculty members can put their session
plans, classroom presentation, course materials, web-links, ebooks, cases, quizzes, activities etc. on
Moodle which are then readily available to students for reference.
The students’ portal gives access to all types of information related to attendance and fees.
The examination result is uploaded on the website.
e) Quest for excellence
The university has made efforts to expand the horizons of knowledge through Project Based
Learning. Collaborations with well-known institutions like Stanford University – Center for Design
Research, Judge Business School, University of Cambridge and University of Valladolid (Spain),
facilitates student exchange and also provide invaluable opportunity to faculty of international
exposure. The University encourages faculty for research and provides funding support for the
same.
The university encourages best practices through steps like new initiatives for courses and
pedagogy, collaboration across institutes and rewards for institutes and faculty members.
6.2
6.2.1
Strategy Development and Deployment
Does the university have a perspective plan for development? If yes, what aspects are
considered in the development of policies and strategies?
∗ Vision and mission,
∗ Teaching and learning,
∗ Research and development
∗ Community engagement,
∗ Human resource planning and development
∗ Industry interaction,
∗ Internationalisation
* Campus Master Plan
AU has a long term master plan for development.
The perspective plan, which is already being implemented, includes developing the academic
institutions as per AU’s vision and mission. This includes the following:
 Developing high quality teaching/learning, research at our Institutes through world class faculty
and infrastructure.
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 Research through empowering faculty, providing research infrastructure, research funding.
 Talent acquisition, retention and development through proactive people oriented policies,
attraction of talent on continuous basis and empowering faculty members and staff through
delegation and participation.
 Strong Industry connects to enable linkages for academic enhancements, internships, projects,
placements, sponsorship of labs and advice of curriculum.
 Building strong links with international institutions to enable faculty and student exchanges,
faculty development, joint research and eminent visiting faculty.
 Develop a sound funding plan for development of the campus as well as above activities.
AU has prepared a master plan for development for next 10 years, to develop infrastructure to
meet its development goals, and also planned for funding for the same.
Ahmedabad University (AU) has put in place a Planning & Budgeting exercise for all its institutes.
Each institute prepares its own Activity Plan with respect to new programs, new courses, new
pedagogy and academic planning. The institute presents the Activity Plan in detail for the next year
and an indicative plan for further three years.
The Head of the Institution along with 2 senior faculty members present and discuss the plan with
the Chairman, Board of Management, Provost, Dean, Planning & Development. . This meeting
also serves as a forum in which the management encourages and guides the institutions to take
initiatives for new programs/ courses which help in realizing the mission and vision of the
University. For new programs, the review is on the basis of its need, relevance for the institute, its
positioning vis-à-vis other program, viability and whether it is in sync with the mission and vision
of the university. Finally, the plan is then presented to the Board of Management for its final
approval.
The final Activity Plan also forms the basis for the budgeting exercise. Once approved, the institute
starts implementation steps like faculty and staff recruitment, program/ course design,
admission/enrolment criteria, infrastructure requirements etc.
6.2.2
Describe the university’s internal organizational structure and decision making processes
and their effectiveness.
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The AU Organization Structure is provided below.
Clearly laid down and practices roles and responsibilities of major bodies and officials, enable
smooth operations and decision making. The roles and responsibilities are listed below briefly:
•
•
•
Board of Governors
–
Frame and approve policies
–
Infrastructure and long term development
–
Final approval for major new programs
–
External Relations with Government and statutory bodies
–
Resource management and allocation
–
Financial performance review
Board of Management
–
Academic planning and review
–
Academic policies
Chairman – Board of Management, Provost and Registrar/CFO
–
Development of University
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–
•
•
Academic Administration:
•
formulate policy and implement for academic excellence
•
review and approve annual academic plans
–
Review functioning and performance of Institutes
–
Financial control and general administration
–
Regulatory compliance
Academic Council
–
Program approvals – Planning and Review
–
Operating policies
–
Robust processes
University
a. Department of Liberal Studies
i. Liberal studies course offerings across all AU Institutes
b. SSETU
i. Student Support, Engagement and Tutelage Unit for all AU students
c. Staff functions
i. Finance
ii. IT
iii. HR
iv. Administration
v. Projects & Infrastructure

Schools
a. Dean for School

i.
Overall development of vision for the programs and research in the broad
domain.
ii.
Leadership for the domain, including interdisciplinary approach
Institutes & Centres
a. Director/Head
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i. Direct all policies and practices at the Institute
ii. Provide leadership to faculty members and empower them for academics,
research, other extension activities
iii. Ensure student motivation and learning
b. Advisory /Management Board
i. Review Institute and its programs
ii. Provide suggestions for enhancement of curriculum, development of
faculty and other activities to promote excellence
Schools which cover broad domains of learning. The Schools allow interdisciplinary and synergistic
approach to faculty development and research across the Institutes under them. Currently there
are 3 Schools: i) School of Science and Technology, (ii) Amrut Modi School of Business Management
and (iii) School of Computer Studies.
Institutes under the Schools, with more specific areas. Under School of Science and Technology, we
have Institute of Life Sciences (ILS) and Institute of Engineering Technology (IET). Under the Amrut
Modi School of Management, we have Post Graduate Institute of Management (PGIM), B. K.
Majumdar Institute of Business Administration (BKMIBA) and H.L. Commerce Institute (HLIC). Under
the School of Computer Studies, we have AES Institute of Computer Studies (AESICS).
Each institute manages program development for its programs, student teaching/learning
experience, evaluation etc. in the individual domain area.
Centres are specialised centres for specific purposes. Currently there are 2 centres: (i)
VentureStudio: and (ii) Centre for Heritage Management.
Decision making processes
AU follows a practice of empowering decision making at the right level and at the same time ensure
adequate oversight through the University bodies and committees, e.g. (1) The institutes play the
main role in revising curriculum using an elaborate process which includes extensive debate within
faculty and external inputs from industry and academia. The recommendations come to the
Academic Council to be formally adapted, e.g. (2) The institute faculty members play a key role in
organizing university events like the Convocation Ceremony and Foundation Week. This allows them
to develop a close rapport with faculty members across all Institutes.
In addition, AU prepares its faculty members for role in university bodies and committees, which
have representation from Institutes. So the faculty members gets a chance to continuously play a
role in such functions and activities and thus gain valuable experience.
This keeps the decisions making in various academic and administrative areas more dynamic, closer
to the ground situation and at the same time ensure sufficient oversight to ensure alignment with
the overall university vision and value systems.
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6.2.3
Does the university encourage its academic departments to function independently and
autonomously and how does it ensure accountability?
AU gives substantial independence to its Institutes, in almost all areas, including curriculum design,
pedagogy, evaluation methods, student activities, faculty development and research. At the same
time, AU has central bodies which lay down policies, empowers the Institutes, raises resources and
ensures resource accountability through planning and budgetary processes and general oversight
on the activities to promote inter-institutional collaborations and alignment with the University’s
vision, mission and core values. AU bodies like Academic council include representatives from
Institutes, and this greatly strengthens greater autonomy and accountability.
The institutes have the autonomy to design their own programs, courses, pedagogy,
evaluation criteria and any other aspects of academic matters. They also have the
autonomy to frame policies regarding student activities. Broad guidelines are issued by the
university authorities wherever required, e.g., grading pattern to be followed by the
institute.
Accountability is ensured in several ways, such as:
 Admission audit mechanism
 Academic and examination audit mechanism
 Financial audit
6.2.4
During the last four years, have there been any instances of court cases filed by and
against the institute? What were the critical issues and verdicts of the courts on these
issues?
No court cases have been filed by AU or against AU in last 4 years.
6.2.5
How does the university ensure that grievances / complaints are promptly attended to
and resolved effectively? Is there a mechanism to analyse the nature of grievances for
promoting better stakeholder-relationship?
For both faculty and staff members, AU has a documented grievance redressal mechanism. The
details have been made available on the AU web-site.
For student grievances, the institutes have their respective grievance redressal cell. The
institute ensures that all grievance regarding admissions, examination, evaluation, student
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welfare and other areas are resolved through various committees formed at the institute.
Appropriate processes are laid out for specific queries regarding examination and
evaluation as per the university guidelines, while sensitive issues relating to student welfare
are handled with high level of sensitivity and secrecy is ensured at all levels.
AU and its institutes encourage open and transparent interactions at several forums, promoting
better interaction amongst the stakeholders.
6.2.6
Does the university have a mechanism for analysing student feedback on institutional
performance? If yes, what was the institutional response?
Each institute of AU has a defined mechanism for seeking student feedback, analysing it and then
using the same to enhance our governance as well as teaching/learning processes. This is taken for
each semester.
The Institutes takes formal feedback from the students about teaching/learning processes, course
curriculum, relevance to industry and also institutional facilities. All students participate in this
process. In addition to this, the directors at institutes and faculty members interact with different
groups of students on a regular basis to obtain informal feedback from them regarding various
events and the institution activities. This mechanism has always been seen as a constructive way to
improve institute’s performance in the long run. This process has also helped passing out students
to continue to maintain their connection and feel empowered to provide feedback as alumni.
6.2.7
Does the university conduct performance audit of the various departments?
AU carries out financial and operational audit of all Institutes. This audit includes:
-
Administrative process
-
Procurement processes
-
Information Systems security
-
Asset Management
-
Examination system
The audit is used to improve performance in each of the operational areas.
6.2.8
What mechanisms have been evolved by the university to identify the developmental
needs of its affiliated institutions?
AU is a non-affiliating university and so does not have any affiliated colleges. The university identifies
the developmental needs of its institutes through the annual activity report, action plan for the
future, budget exercise, regular meetings with the director and faculty members, etc. Other
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structured or informal processes which also throw up specific needs are:

curriculum revision every three years

Interaction with eminent visitors who provide insights into desirable goals for university, a
specific institute or a specific program

Regular visits by the university leadership to the foremost foreign universities which
provide insights into best practices and innovations in those institutions.
6.2.9
Does the university have a vibrant College Development Council (CDC) / Board of College
and University Development (BCUD)? If yes, detail its structure, functions and
achievements.
The university provides broad guidelines and frames policies for the overall development of
all its constituent institutes, which include continuation of the existing programs, new program
initiatives, admissions, research emphasis, examination and evaluation, etc. At the same time, each
institute is given substantial autonomy in its policy decisions and development planning.
The institute follows the policies and guidelines provided by the university as the basis for all its
planning purposes. The institutes have a fairly decentralized functioning mechanism. Various
committees comprising of the faculty members are formed to frame and implement specific policies
related to the functioning of the institutes. The major institutional plans, visualization of the future
program initiatives and their implementation, student level policies, etc. are prepared by the “Core
Committee” comprising of senior faculty members and the director.
Policies related to student activities are formed by the Students’ Council Committee. Institute
specific examinations and evaluation policies are framed by the examination committee.
The university bodies including the Board of Management and the Academic Council have an
oversight of the above. For specific development areas, empowered committees are formed which
report with recommendations to these statutory bodies, which then take formal decisions.
6.3 Faculty Empowerment Strategies
6.3.1
What efforts have been made to enhance the professional development of teaching and
non-teaching staff?
At AU there is a well-defined strategy for professional development of teaching and non-teaching
staff.
All teaching staff members are encouraged to do research and publish papers at various national
and international journals. Senior faculty members in institutes with PhD degrees are encouraged
to guide students for Ph.D., thus enhancing their capabilities. The university also provides RAs and
TAs to enable the faculty members to more productive in both teaching and research.
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The project based learning approach also enables the faculty members to interact with multiple
group of stakeholders in real world, thus enabling updates in the faculty members’ knowledge as
well as capabilities.
The university organizes various seminars and invites academicians and professionals to deliver
lectures and seminars for the faculty members, providing further opportunities to the faculty
members to enhance their capabilities.
All teaching staff members are sponsored to one national/international conference annually within
India and one international conference once in two years abroad for professional development and
upgradation. They are also encouraged to attend more conferences, particularly the local ones.
All teaching staff members are also nominated to Faculty Development Programmes within India
and abroad.
Non-teaching staff members are also nominated to workshops for skill developments, such as those
for communication skills, IT skills and capacity building, organised by various management
organisations like Ahmedabad Management Association.
6.3.2
What is the outcome of the review of various appraisal methods used by the university?
List the important decisions.
Under our performance management system, appraisal of faculty members takes place every year.
The basis of evaluation is the teaching, administrative and research activities done by the faculty
member during the preceding year. This provides every faculty member an opportunity to reflect
back on the activities done by them during the entire year and evaluate their own accomplishments.
After a prescribed format of self-assessment is filled by every faculty member, a team comprising of
the Program Director, Dean of the School and Provost meets each faculty member individually to
discuss their experiences, progress and plans for the future. This has been used to inculcate greater
focus on research, special training or further studies / research projects to individual faculty
members if desirable.
For the institute Heads, the Activity Plan discussions also become an important basis of their
evaluation. As explained earlier, the institute head drives the Activity Plan, the institute Activity Plan
with respect to new programs, new courses, new pedagogy and academic planning. The institute
presents the Activity Plan in detail for the next year and an indicative plan for further three years.
The Head of the Institution along with 2 senior faculty members present and discuss the plan with
the Chairman, Board of Management, Provost, Dean, Planning & Development. This meeting also
serves as a forum in which the management encourages and guides the institutions to take
initiatives for new programs/ courses which help in realizing the mission and vision of the University.
Some of the important decisions of the appraisals have been:
 Steps to encourage research work by:
o Sending one faculty member for research activity at Cambridge University
o Time off from teaching for research work
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 Encourage special contribution with:
o Active participation in professional bodies like holding conferences
o Editing journals
6.3.3
What are the welfare schemes available for teaching and non-teaching staff? What
percentage of staff have benefitted from these schemes in the last four years? Give details.
Several welfare schemes have been introduced by the university for all its employees. These
include,

Group Life insurance for all employees

Group Medical insurance for all employees and their families

A General Physician and a Gynaecologist are available at prescribed timings at SSETU for
free consultation. Many Staff members used these services.

General health check-ups and Yoga camps have been held for staff and faculty, in addition
to students.

Tie-ups with laboratories for medical check up

Scholarships for the faculty members and their family members to pursue further studies at
the university

Additional help in medical emergencies through AU, AES and staff/faculty/student
contributions.
6.3.4
What are the measures taken by the University for attracting and retaining eminent
faculty?
The leadership team at AU and its Institutes continuously look out for talented faculty to meet its
growing needs. This is done through steps including recruitment advertisements in national as well
as international media, visits to important university campuses by Chairman-BoM, Provost and
other senior members, direct contacts during conferences, mobilizing the personal network of
Board Members and senior university officials.
AU strives to attract the best faculty and providing ample opportunities for their professional
development. AU has a work culture in which the faculty members have considerable freedom to
pursue the activities that they are passionate about. They are provided with the facilities for
research, individual personal space for the academic satisfaction and support for research projects.
The AU appraisal system coupled with merit and achievement based promotion also acts as a
motivator.
AU has a flexible compensation structure, which goes beyond UGC norms for talented candidates.
In deserving cases, in addition to compensation, AU provides relocation support, accommodation
for upto 1 year and interest subsidy in housing.
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For research, AU provides up to Rs. 15 lakhs to individual faculty member to setup labs for their
specific research projects. This is in addition to labs setup by institutes for common research and
education use.
AU facilitates collaboration with other universities for joint research. Through such partnerships,
faculty members on either side can visit the other institution for short term (up to 1 semester) for
research as well as teaching a course or a module.
Prominent faculty members in other institutions are given adjunct appointment to come and teach
part of a course or the entire course.
AU’s open and transparent culture empowers the faculty to not only achieve their own personal
development – in research, teaching and consulting, but also through:

Participation in the development of Institutes

Interaction with other Institutes through collaborative interdisciplinary courses, research and
projects

Participation in university level committees with adequate empowerment, including induction
to BoM, AC etc.
Various dialog mechanism allow the faculty members to provide their inputs to the senior leadership
at AU and its institutes.
6.3.5
Has the university conducted a gender audit during the last four years? If yes, mention a
few salient findings.
AU Institutes have a very healthy ratio of female students in all its Institutes. In many cases, it is
more than 50%. AU institutes continuously work to enhance the opportunities and conditions for
female students.
AU also has a very good ratio of female faculty and staff.
6.3.6
Does the university conduct any gender sensitization programmes for its faculty?
The university believes in equal opportunity to women employees. The CWDC of the Institutes
organize seminars, workshops and panel discussions on various issues that women face at
workplace, or relating to lifestyle and health.
SSETU (Student Support, Engagement and Tutelage cell) conducts gender sensitization workshops
among its many activities. These workshops enable the stakeholders to understand gender issues
and help create a gender sensitive environment.
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As mentioned in previous item, AU Institutes have high ratio of women in faculty, staff and students.
6.3.7
What is the impact of the University’s Academic Staff College Programmes in enhancing
the competencies of the university faculty?
AU does not have its own Academic Staff College. AU sends its faculty regularly to Faculty
Development programs at other reputed institutions. E.g. PGIM has sent faculty to FDP program at
IIMA.
AU also invites eminent academicians for visits and lectures, providing Au faculty members, an
opportunity to learn from such eminent persons.
6.4
6.4.1
Financial Management and Resource Mobilization
What is the institutional mechanism available to monitor the effective and efficient use of
financial resources?
The institutes prepare annual budget as well as three year budget estimates every year. Major
capital and revenue expenses are budgeted and approved by the Academic Council, Board of
Management and Board of Governors of the university. The institute directors have the authority
to sanction incidental sundry expenses.
The Institutes receives substantial funds from various sources that requires effective monitoring to
make proper use of available financial resources. The management helps in ensuring sound financial
governance through proper scrutiny by appointed auditors. There are two types of audits- internal
audits and statutory audits, that take place at the institute. The internal auditor minutely audits the
income and expenditure. The statutory auditor is responsible for the statement of expenditure and
the utilization certificates.
The purchase of new instruments, consumables and other items is as per the norms of the
University. Three quotations are solicited from the standard firms and then communicated to the
management for the final approval. The order is placed to the lowest bidder keeping in mind the
quality and post-supply services.
AU undergoes Internal and Statutory Audit. AU also carries out functional audit for all institutes.
Regular MIS on fund flow is prepared and reported to the management – at monthly intervals as
well as more at quarterly intervals in a more detailed manner.
6.4.2
Does the university have a mechanism for internal and external audit? Give details.
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The university has internal as well as the statutory audit. The annual reports which include audit
comments are published regularly. The audit reports are attached as per Annexure AU-V (at the
end of the report)
6.4.3
Are the institution’s accounts audited regularly? Have there been any major audit
objections, if so, how were they addressed
AU Accounts are audited regularly, through both internal audit as well statutory audit. As the audit
reports attached in the Annexure AU-V clearly show, the reports are clear with no major objections.
6.4.4
Provide the audited income and expenditure statement of academic and administrative
activities of the last four years.
Annexure 6.4.2 contains the audited income and expenditure statement of academic and
administrative activities of the last four years.
6.4.5
Narrate the efforts taken by the university for resource mobilization.
AES, the sponsoring body of AU, has a created a clear funding plan for AU. A major part of this will
come from selling small parcels of non-contiguous land, which is part of the large AES land bank of
about 250 acres. AES has embarked on the process of creating a corpus of 700 crores from sale of
such small parcels of land for AU’s development.
Sr
Description
Amount in Rs. Cr
1
Total outlay planned over 10 years
1,000
2
Corpus created so far by monetizing the surplus assets of the
Society
237
3
Corpus to be created by monetizing the surplus assets of the
Society
563
4
Donations received / committed so far
103
5
Donations and Endowments expected
100
6
Grants from State / Central Government / Agencies
50
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From this corpus, interest income of Rs. 70 crores per year is expected. This is being augmented
by donations, which are expected to bring about Rs. 200 crores and out of which Rs. 103 crores
are already committed. Grants from State and Central agencies of about 50 crores are expected
for relevant programs as per related government policies.
In all, an approximate outlay of Rs. 1000 crores is planned over next 10 years, as under:
Segment
Rs. Cr
Time line
Creating College Campuses (Rs. 70 Cr each
year)
700
2025
Center for Performing Arts
25
2017
Knowledge Center (Library)
50
2018
Sports Complex
35
2018
Hostels and Residential Units
100
2020
Centres of Excellence
100
2020
Total
1,010
2025
The operational expenses are envisaged to be met, in the long run, from:

Tuition Fees

Research Grants

Projects, consultancy and IPR

Alumni and well-wisher support
6.4.6
Is there any provision for the university to create a corpus fund?
If yes, give details.
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As mentioned in 6.4.5 above, the sponsoring body of AU, AES has already embarked on a process of
creating a healthy corpus of Rs. 700 crores, out of which a corpus of about Rs. 237 crores have
already been created.
6.5 Internal Quality Assurance System
6.5.1
Does the university conduct an academic audit of its departments? If yes, give details.
This function is broadly carried out in the following manner:
1. Academic Audit is usually carried out at Institute level for 4 courses each year.
2. Annual review and feedback mechanism is implemented to provide feedback on each
course.
3. Complete program curriculum review is conducted out for each program every 3 years.
Some other steps include review of examination papers by external academic experts.
This has helped AU institutes to update their programs, courses and pedagogy regularly and also
provide faculty members with valuable feedback.
6.5.2
Based on the recommendations of the academic audit, what specific measures have been
taken by the university to improve teaching, learning and evaluation?
Several steps have been taken as a result of audits and reviews listed in 6.5.1.
Course curriculum enhancements, new courses, pedagogical changes and faculty development
guidance are some of them.
6.5.3
Is there a central body within the university to continuously review the teaching learning
process? Give details of its structure, methodologies of operations and outcome?
The Academic Council review teaching learning process on an on-going basis through the various
review processes.
AU has also recently constituted an Internal Quality Assurance Committee (IQAC), as recommended
by NAAC, whose task is to evaluate teaching/learning process, in addition to the other roles as
prescribed by NAAC. Each Institute is represented on the IQAC.
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6.5.4
How has IQAC contributed to institutionalizing quality assurance strategies and
processes?
AU has recently formed IQAC.
The IQAC has taken up following activities so far.

Coordinating study of NAAC requirements and preparation of NAAC SSR.

Holding a Best Practice meet where senior faculty from all Institutes, senior staff members of
all support departments and University leadership participated.
The IQAC plans regular conferences for best practices, teaching /learning processes.
6.5.5
How many decisions of the IQAC have been placed before the statutory authorities of the
university for implementation?
The IQAC has been formed recently. Decisions related to the best practice conference and NAAC
SSR have been placed before the Academic Council.
6.5.6
Does the IQAC have external members on its committees? If so, mention any significant
contribution made by such members.
The IQAC has external members. However, it is still new. We expect the external members of IQAC
to play significant role in future, in bringing their deeper knowledge about implementing quality
processes and practices from their respective organizations. External members in other bodies in
AU, like Governing Body and institute level Advisory Committees, have played significant role over
the years.
6.5.7
Has the IQAC conducted any study on the incremental academic growth of students from
disadvantaged sections of society?
The IQAC is new and so has not carried out such a study so far.
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6.5.8
What policies are in place for the periodic review of administrative and academic
departments, subject areas, research centres, etc.?
As per the university guidelines, the Institutes undertake a review of each program and its syllabus
every three years. This process includes restructuring of the program, credit allocation across the
major (core) subject area, minor (non-core) subjects and general courses including humanities,
social sciences, languages other than English and life skills, syllabus review and vetting, and
evaluation pattern for each course.
Any other information regarding Governance, Leadership and Management which the university
would like to include.
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PRACTICES
CRITERION – VII: INNOVATIONS AND BEST PRACTICES
7 CRITERION – VII: INNOVATIONS AND BEST PRACTICES
7.1 Environment Consciousness
7.1.1
Does the university conduct a Green Audit of its campus?
AU has not carried out a formal green audit of its campus, but has taken several environment
friendly initiatives. AU campuses are located in the centre of Ahmedabad city with plenty of open
spaces, playing fields and lawns. The AU management conducts its own environmental audit and
ensures the following:
1. No trees are allowed to be cut. Trimming is only allowed if the growth causes serious obstruction
in the functioning of the university. Tree plantation is done every year with the help of the Forest
Department.
2. Citizens are allowed the use of AU's green campus for walking or jogging by issuing them with
free passes.
3. Leaves and foliage fallen off from the trees are collected and disposed at manure pits for
decomposition into manure for use in potted plants.
7.1.2
What are the initiatives taken by the university to make the campus eco-friendly?
AU stresses a great deal on the environment and environmental consciousness. This is reflected in
its rich biodiversity. Its sprawling campus has some very old and rare plant species, and medicinal
and ornamental trees making it one of the greenest areas in Ahmedabad. The campus has a high
number of peacocks and many other species of birds including some rare ones; it is declared as a
safe zone for these endangered species. AU's environs are eco-friendly with an excellent green
cover which makes it a sought after place for morning walkers. Ground areas that are not meant for
sports have been transformed to appear like mini-forests with plants from different parts of Gujarat.
Energy Conservation
The administrative offices are fully computerized and almost all the correspondence is made
through e-mail which minimizes the use of paper. Study material is usually sent by email to the
students rather than through printed copies. Majority of communication such as various notices is
also in the form of e-mail and SMS alerts.
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Environment-friendly disposable materials are given preference at almost all functions and activities
of the institutes.
All buildings are designed in a manner that allows unobstructed access to fresh air and light which
saves electricity to a large extent. All lights/gadgets are switched off when not in use. All future
constructions will cater to the roof top solar power system.
AU's commitment to saving energy has two further expressions. Our classrooms are provided with
glass windows to make it convenient to switch off lights not in use at during day time when
sunlight/daylight is available. The classrooms and labs are generally painted using a lighter shade so
as to increase illumination.
Currently AU has a coordinated CNG gas distribution system by ADANI energy.
Water Harvesting
All buildings are located on large size plots. The rain water in the area automatically gets percolated
to the ground which charges the bore wells nearby. So, virtually no rain water goes waste.
The newly constructed building of IET has an arrangement to collect 100% rain water and store it in
an underground concrete storage with a filtering device to be used as drinking water for the whole
year.
The major part of the communication with faculty and students is done through Electronic Display
system and e-mails to save paper.
Water wastage due to overflowing of water tanks is completely stopped by the use of electronic
overflow stoppers.
To minimize the use of water in urinals, a new technology (Zerodor) developed by IIT Delhi has been
put in use on an experimental basis at six urinals at AESICS. The requirement of water is reduced to
a bare minimum.
Hazardous Waste Management
An effective housekeeping system is practiced for managing hazardous waste. Chemical waste is
destroyed by appropriate treatment. Paper waste is sent for recycling to WOW (Wealth out of
Waste). AU has made special efforts for safe waste disposal mechanisms. All laboratories have been
instructed to separate waste into degradable and non- bio-degradable form for disposal. The aim is
to channelize and ensure safe disposal of biological materials. The use of plastics in college premises
has been minimized by sensitizing all the students, and faculty and staff non-teaching and teaching
staff about hazards of plastics.
E-waste management
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Strict procedures are followed for the e-waste management by the institutes and housekeeping
teams.
AU institutes are also encouraged to take further initiatives, which can subsequently become the
best practice for the whole university.
Innovations
7.2
7.2.1
Give details of innovations introduced during the last four years which have created a
positive impact on the functioning of the university.
AU institutes continue to innovate as they grow. The university puts great emphasis on continuous
improvement. Some of these include:

The admission application process is online with a single application form for applicants to
B.Com. (offered by HLIC) and BBA (offered by BKMIBA).

Campus activities are monitored through CCTV cameras which help to maintain discipline and
security.

ERP has been introduced to automate many functions.

Online attendance system is put into practice in some institutes.
The highlights of major steps taken by the institutes are:
BKMIBA
Continuous innovation in pedagogy has led to the introduction of Project Based Learning (PBL) as a
comprehensive approach to instructions at the institute. The PBL initiative offers a unique hands-on
learning opportunity to students on a voluntary basis. As part of the initiative, a group of students
undertook a joint project work with students from Olin and Babson colleges, USA. Their project work
focused on improving drivability of cycle rickshaws to increase the productivity of the puller and
thus improve the livelihood of the people at the bottom of pyramid. The parallel objectives of this
project were to develop leadership, team-spirit and problem-solving abilities of the students’ along
with providing them exposure to an international cross-disciplinary, multi-cultural team comprising
students from different nationalities.
Students from across the first, second and third Year voluntarily undertake a collaborative research
on topics which are either connected to some aspect of business or topics of societal concern. This
is done with a view to inculcate and sharpen their research and analytical skills right from the first
year.
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The institute offers BBA with dual specialization. In the third year, students select any two streams
of specialization out of the options given.
The fast track BBA Honours students earn 36 more credits by taking extra courses across three years
and get the degree of BBA Honours at the end of three years.
HLIC
A unique three-track B.Com program, with an opportunity to specialize in (i) Taxation, (ii) Law or (iii)
Banking & Financial Services is offered.
Also, an opportunity to study more courses of relevant subjects is available. Thus, a student who
wishes to pursue a career in Management can opt for more courses in the Management subject
area or a student who wishes to pursue a career in Finance can opt for additional courses in Statistics
and Economics.
Courses like Business Ethics, Corporate Governance and Social Responsibility, and Mathematical
Economics & Econometrics have been introduced for undergraduate commerce students.
Several HASS courses have been introduced for more complete development of the potential of
students. Some national level events like Intellectus, IMG and Spell-Bug are organized and hosted
by HLIC to give a broader competitive platform to the student community in the categories that
enhance their intellectual faculties.
Students are empowered to conceptualize various activities and execute them, so that they can
learn interpersonal skills, develop their leadership skills and learn management principles by doing
things first hand.
The college annual magazine ‘Pratibimb’ provides the students with an opportunity to freely express
their creative expressions while also giving a chance to them to develop and polish their editing and
designing skills.
ILS
The institute introduced a ‘compliance’ system as an academic reform. As per the policy of the
University system of education, every student must have 75% physical presence in all classes in
order to appear for the semester-end and year-end examination. ILS insists on 90% attendance. In
order to ensure that learning has taken place, students have to meet the faculty for the classes they
may have missed, and take up an assignment/viva. This has created greater understanding between
students and faculty and improved relationships.
Library upgradation with increase in number of subjective reference books, e-books, research
journals, periodicals, and newsletters in different subjects is regularly taken care of.
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The institute organizes an Open House with parents and students of various programs of the
institute. In this event, the students and parents can interact with the institute’s Director, faculty
and other staff members.
PGIM
PGIM has introduced many innovations in its programs as follows:
MBA Program

Dual Major Option, provision for auditing of courses, quarter courses provision within semesters

Mapping of (i) Common Threads across the courses, (ii) KSAs across the courses and (iii) Active
Learning Components

Innovative courses like Social Transformation of India and NGO Management to nurture right
values among students

Novel functional electives like Retail Management, Bank Management, Tourism Management,
Selected Topics in Operations Research and Their Applications, Marketing Engineering, and
Management Lessons from Indian Wisdom.

Novel Life Skills based courses like Leadership, Achievement, Motivation & Assertiveness
Training, Transaction Management, and Personal Effectiveness to take the students beyond the
milieu of knowledge into horizons of becoming a better person with integrity, aptitude & skills.

ISRI (Individual Social Responsibility Initiative) to foster empathy and right value orientation
among students. ISRI runs throughout the two year period of MBA.
EMBA Program

Inclusion of Know Your Business and Grow Your Business modules in the course curriculum.

Translation of KYB & GYB module learning into real business learning through hands-on and well
integrated projects.

Provision of Faculty, Family and Industry Mentors for holistic learning.

Provision of Personal Growth Sessions throughout the course to inculcate and foster the values
of self-leadership, self-awareness, and self-efficacy among the students.
Ph. D. Program
Innovative courses like Integrated Management Theories and Application, History of Management
Research, Comprehending and Understanding Research
AESICS
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The Institute has implemented the innovative concept of Bring Your Own Devices (BYOD), Cloud
Campus and seamless Wi-Fi access for effective teaching, learning and research.
Learning Management System Moodle is used extensively for learning and practice by students on
a 24*7 basis.
Students are encouraged to enrol in Massive Online Open Courses (MOOC) to learn emerging
concepts in the field of IT. NPTEL is also used for e-learning through online web and video courses.
Spoken Tutorial: Audio/video tutorials that can guide students to learn free and open source
software in interesting and easy ways are used. Students and faculty members follow spoken
tutorials for better understanding of subjects.
Webinars, webcasts, audio/video of technical talks/tutorials/seminars from industry experts are
used to learn concepts.
Student Mentorship concept is implemented where students can get advice and guidance on
academics, co-curricular activities, and any personal problems.
Bridge courses for non-IT background students and remedial courses for slow learners and Hass
courses are periodically organized to help students improve their knowledge and to keep them
motivated in studies.
7.3
7.3.1
Best Practices
Give details of any two best practices which have contributed to better academic and
administrative functioning of the university.
AU institutes have implemented several best practices to enhance the teaching-learning and
research. 2 practices from each institute are highlighted below:
BKMIBA - BEST PRACTICE – I:
1. Title: Innovative Courses and Pedagogy
2. Objectives of the Practice:
Keeping in sync with BKMIBA’s spirit of innovation and commitment to students, the institute
explores new forms of teaching and learning by offering a variety of innovative courses. Key
objectives behind introducing Innovative Courses and Pedagogy are to- (i) relate theory with
practice, (ii) ensure the congruence of the courses with the market trends and developments taking
place in the field of management, (iii) compete with various best practices of globally renowned
management institutes to increase the employability quotient of the students and to cater to the
needs of the society at large.
3. The Context:
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Some of the challenges that the institute encountered in introducing innovative courses were:

To make the courses relevant for industry and integrate them with the other courses offered
at the institute to develop a well-designed program structure.

Also, keeping in sync with the institute’s vision of providing holistic education, a balanced
blend of management courses along with HASS and STEM courses needed to be developed.

In context of delivery of innovative courses such as Management in Practice, Discovering
India, Design Thinking, Gender Sensitization, there was a need for an equally innovative
pedagogy such as Project based learning, simulation exercises etc.

This in turn required special infrastructural support. For example the Design Thinking course
offered at the institute required the class to be designed in a different way, i.e. with multiple
soft boards, audio visual facilities, chairs in multiple colours and flexible furniture.
4. The Practice:
The basket of innovative courses offered at the institute are unique in the context of undergraduate
education in India. With inputs from industry practitioners and academic experts, the courses are
designed in response to the need of the industry and society at large.
On one hand, innovative courses such as Contemporary Issues in Business and Management in
Practice are designed to keep students abreast with the industry trends and on the other, courses
such as Understanding Culture, Gender Sensitization, and Management Lessons through Literature
are designed to sensitize students towards understanding people and societies better.
Keeping in view the challenge of creating a connection between courses, courses at the institute are
designed to facilitate cross learning. For example, in the subject Communication for Management,
articles relating to management concepts and practices are used for comprehension exercises.
Quantitative techniques and tools that students learn in the subject of Statistics are used in subjects
like Financial and Marketing Management.
The need of the industry is personnel with good communication and presentation skills in addition
to life skills. In response to this need of the industry, the institute lays special emphasis on soft skills
development by designing courses and workshops on communication, people skills, team building
and personality development. The institute also organizes career enhancing workshops like resume
building, group discussion, etc.
The institute uses a blend of traditional teaching methods along with newer pedagogy. For example,
(i) ‘Maker Culture’ in the Leadership Lab course where students created a bridge as a teamwork
exercise, (ii) Event-based learning in courses such as Festivalisation of Films and Developing
Leadership Skills where students design and organize an event. The time-bound nature of an event
encourages people to learn together, its local setting supports face-to-face interaction between
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amateurs and experts, and the scale of an event can provide access to resources that would
otherwise prove inaccessible.
5. Evidence of Success
The feedback received through these formal and informal mechanisms suggest that developing
innovative courses delivered through cutting edge pedagogy has resulted in the outstanding
performance of AU students in the global as well as local markets. The current status in terms of
the designations, companies and business ventures of the Alumni members of the institute vouches
for its success. Moreover, exposure to pedagogy such as Project based learning and learning through
research projects develops critical thinking and emotional intelligence of students and makes them
better team players - a must in today’s professional world.
The awards and accolades won by students in intercollegiate and inter-university competitions is a
feedback on the knowledge and training imparted to them at the Institute.
In addition to this, there has been an increase in the number of leading companies visiting the
campus for placements. These companies have time and again informally shared their satisfaction
and appreciation for the domain knowledge provided to the students at the institute in the form of
theoretical inputs in addition to the practical exposure through visits and tours and skill based
learning in the form of courses such as Computer Skills, Developing leadership skills, etc.
6. Problems Encountered and Resources Required
The variety of pedagogy required for innovative courses designed by the institute require a plethora
of resources for successful implementation. For instance, the Design Thinking course required the
infrastructure to be of a certain kind- chairs painted in various colours, several soft boards, flexible
furniture, etc. The Discovering India course requires students to travel to locations across the
country. The course Management in Practice requires inviting stalwarts from the academia as well
as the industry. Such courses call for an additional effort and expense, along with resource allocation
such as special classrooms, availability of faculty members (for travel), timetable adjustments, etc.
The institute has been successful in meeting the challenges of time in terms of scheduling
faculty/expert availability for vetting courses as well as delivering them. The institute lays special
emphasis on travel arrangements of faculty and students and special infrastructure that is required
to ensure smooth delivery of such courses.
BKMIBA - BEST PRACTICE – II:
Title: Sponsored Research Project
2. Objectives of the Practice
Keeping in sync with the University’s motto – ‘Pariprashnen Samruddhi’ i.e. kindling the spirit of
inquiry, the institute promotes research by students in various ways such as by making a provision
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in the budget to support students presenting papers in conferences and making journals and
research databases available to promote reading habits in students.
Another interesting mechanism adopted by the institute is introducing a research project for
students from the first to third year, led by third year Honours students. A sponsored research
project is undertaken every year by students to sharpen their research and analytical skills, widen
their awareness in diverse subjects, help them get acquainted with new trends, possibilities and
problems in business and/or the society at large, relate theory with practice and help them learn
and practice interpersonal communication skills.
3. The Context
Management students are often not exposed to research at an undergraduate level. This tradition
itself was a challenge when the institute thought of introducing a research project for Management
Undergraduates. Moreover, the project is expected to go beyond armchair research. It requires
students to undertake more comprehensive research projects on topics that are either connected
to some aspect of business or may also be a topic of societal concern.
4. The Practice
This project work is undertaken every year to encourage students to sharpen their research and
analytical skills and also widen their awareness in diverse subjects. The best research work is
recognized in the form of an award given to the winning group of students on the Annual Day of the
College.
The project is compulsory for the third Year BBA Honours program but students from the first and
second year also participate in this project. They work in groups on the projects for 6 to 8 months
and then submit a final report to the institute. The final report is evaluated through a Viva voice
exam by the institute. For this purpose, the students make a 20 minute presentation of the report
prepared by them, which is followed by a Question-Answer session from the evaluating members.
For example, during the last Academic Year 2013-14, 8 Groups took part in the Ratnamani Research
Project comprising around 80 students. The topics for the research were generated by the faculty
members within the institute. Some of the notable topics were (i) Reshape: Society and Rape, (ii)
Financial awareness amongst Women Professionals in Ahmedabad and (iii) Acceptance of
recruitment via social media in Ahmedabad City.
5. Evidence of Success
The research project achieved its first success by way of getting a corpus from Ratnamani Metals
and Tubes. The Project was also well received by the student community which admitted to
benefitting in terms of knowledge and research level from this project.
Moreover, some of the projects have been well received by academic circles, the Industry and
society at large. For instance, a group working on Employability of Physically Disabled People
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converted the project into a research paper and the same was presented at a conference organized
by the Ministry of Human Resource Development, Government of India. The recommendations
made by the group have been found useful for a similar project being done at Girl’s Polytechnic,
Ahmedabad and the group has been appreciated for their work.
Two Groups taking part in Ratnamani Research, the first one, working on the problems faced by
commuters of BRTS in Ahmedabad, and the second working on Financial Awareness amongst
Women Professionals in Ahmedabad, presented their research paper at the AMSoM Conference in
Management and Research (ACMR). Both papers were nominated for the best paper award. The
first group finally won the best paper award in the ACMR conference under the student research
criteria.
The research work carried out by a group titled 'A study on the effectiveness and attitude for Smart
Class' was published in the April 2014 issue of the Research Expo International Multidisciplinary
Research Journal, an international journal published on a quarterly basis.
6. Problems Encountered and Resources Required
One of the challenges that the institute faced in launching this project was changing the mindset of
students who were used to receiving knowledge in a traditional system. Convincing students to
venture out in the field to solicit information on issues that had not been explored or trends that
had gone untapped was a challenge at the outset. Today, the project sees its success through
participation from students of the first and the second year; they work on the project without the
incentive of earning marks or grades for the same.
Eventually another challenge of quality output emerged over the course of time.
At times, soliciting data from companies and other organizations (governmental and nongovernmental) becomes a challenge for the students. For instance, in the case of a study on rape
survivors, the group was discouraged from proceeding with their research as it included
investigating into factors that instigate a rape situation and the role of various agencies involved
such as the Police, the media, the judiciary, hospitals and NGOs.
Problems such as these are addressed with rigorous mentoring from faculty guides, sensitization in
data collecting methods, and an exposure to some of the best databases like EBSCO and Emerald
for secondary research. Another challenge that the faculty team and the student community face is
accommodating the research work in the time beyond faculty-student contact hours. This is handled
with efficient scheduling by the institute and time management skills demonstrated by the faculty
team and student community.
HLIC: Best Practice 1:
1. Title: Extension/ Outreach Programmes
2. Objectives of the Practice:
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The objectives of this best practice are in tandem with the larger vision and mission of the institute
which include helping students reach their full potential through an environment of holistic learning.
A number of outreach programs, academic and social in nature, are aimed to: (i) Connect classrooms
to a world beyond, (ii) Create a culture of academic excellence through collaboration and exposure,
(iii) Expand the horizon of knowledge among students and faculty, and (iv) Balance skills and
sensitivity.
3. Context
As an institute within an emerging private university, the need to distinguish itself from the rest of
the commerce colleges in the city has been felt continuously. The rapidly globalizing Indian society
demands an education that empowers its citizens in terms of being theoretically sound as well as
professionally contemporary. The institute has made sustained efforts to meet this challenge. This
also benefits its faculty members in their academic and research endeavours.
4. Practice:
The extension and outreach activities are carried out by both the students and the faculty members.
Students undertake the following activities:

Visits to various industrial units: It is ensured that every student visits at least one industrial
/ business unit during his/her tenure of three years at the institute. These visits are typically
half day long. Other visits are also planned and carried out to take selected students on a
longer tour spanning over 4 to 5 days to farther distances. Units covered include
manufacturing and services; small, medium and large enterprises; and within the city, across
the state or outside the state. A comprehensive analysis of the sector precedes the visit.
After the visit, students prepare a visit report which includes various topics covered in their
syllabus.

Continuous learning: Each course comprises of a project/assignment/activity and a
comprehensive project under the theme 'Project Based Learning' to ensure consolidation of
theoretical learning in terms of practical application.

Collaborations: The institute has entered into collaborations through appropriate MoU’s
wherever required for student exchange, training sessions and inter-collegiate activities
with organizations and institutions like the Cambridge university, ACCA, CII, ITBA, GCCI and
University of Valladolid. This provides an exposure to the real world and an opportunity to
students for academic and cultural exchange.

Other outreach activities for students: These include visits to old age homes, blind people’s
associations, municipal schools, slum dwellers, etc.; blood donation camps; thalassemia
testing of students; traffic awareness campaigns, etc. to sensitize students about social,
cultural and political issues prevailing in contemporary society. These events and activities
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are carried out by the students under the guidance of the faculty members involved in
Infinity, CWDC, SSETU, etc.
The institute strongly believes that empowering its faculty members is the key to the long term
success of the institute. The following outreach/extension activities are undertaken by the institute
for its faculty members:

AU ties up with top ranked universities such as Cambridge University. This provides an
excellent opportunity for academic exposure to the selected faculty members every year.
This has enabled the faculty members to explore the trends in academic systems, pedagogy,
frontiers of research, and an opportunity to collaborate with the renowned faculty
members at Cambridge.

Sponsorships are provided for participation and presentation of research work at various
conferences. Every faculty member is entitled to funds to present their research work at
regional and national level conferences, seminars, etc. on an annual basis. Faculty
members have also been sponsored to participate in and present their research work at
international conferences. Each faculty member can avail this benefit once every two years
as per the university policy.
5. Evidence of Success:
The above mentioned practice has shown clearly visible positive results as discussed below:
(i) Students’ progress:
Students develop a better understanding of interrelations among various concepts and their actual
applications.
They learn to appreciate the impact of various allied subjects in the field of commerce
Students undertake research, in terms of conference papers and journal publications – more than
10 research papers have been published/presented in conferences in the last 3 years
(ii) Faculty development:
Four faculty members visited Judge Business School at Cambridge University as Academic Visitors
and participants in the FDP between 2010 and 2015.
There is a self-realization that research is an inherent component of academic life. The first step
towards building an active research profile has already been taken by a majority of the faculty
members as they have been working on obtaining their PhD degrees.
Almost every faculty member presents research papers at national and international conferences.
They have also been publishing their research papers in national and international peer-reviewed
journals.
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6. Problems Encountered and Resources Required:
Managing Collaborations: Collaborations with various organizations/institutions involve careful
planning, syllabus matching and upgradation of the courses where required.
Resource allocation: Student activities and faculty sponsorships require large funds which need to
be budgeted carefully every year.
Challenges: Managing large number of students and to provide them similar opportunities in terms
of industrial visits, projects, etc. year after year is a challenging task.
HLIC: Best Practice 2:
1. Title: Collaborative Contribution
2. Objectives of the Practice:
The objective of this practice is to allow new connections between faculty and students to be forged
with a view to provide newer opportunities for learning. Organization of all programs/activities are
collaborative in nature with a view to:
-
encourage active personal involvement of faculty and students in driving various academic and
co-curricular activities on campus from inception to completion;
-
kindle a feeling of close affinity with the past, present, and future of the institution among all
the members.
3. Context:
An institution that believes in outreach programs that unite its campus to the world outside cannot
have members of the institution working in isolated cubicles. A culture of collaboration is the
cornerstone of the institution’s working practice to ensure meticulous planning and efficient
dissemination of events and activities. All the events, academic or otherwise, are conceptualized,
organized and documented by a committee of faculty members and students working in close
contact with each other.
4. Practice:
A typical event takes shape in following manner: A faculty member comes up with an activity of
their interest that intersects with students’ development and introduces the concept to the
colleagues inviting suggestions and support. The event is presented to a team of student
coordinators and volunteers, and gets carried forward through the successive stages as if on its own.
Occasionally, the director of the institute, in consultation with the core committee, identifies a few
faculty members who will take on a task/activity. The faculty in-charge along with two/three faculty
colleagues then selects a team of students to work together. Students are either selected based on
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their past contribution to institutional development or through a selection process that follows
announcements inviting student volunteers for specific activities.
This team of faculty and student organizers is given full freedom and flexibility in accomplishing the
task successfully. Of course, there are checks and balances to ensure that the integrity and
transparency are not compromised in any way. This is the moral responsibility of the faculty
members looking after the activity and they are fully supported by the other faculty members as
well as the director.
5. Evidence of Success:
An impressive array of events like I AM Government (IMG), Dimensions, Intellectus, Spellbug, and
Pratibimb, is an evidence of this collaborative effort which alone makes such mega events possible.
Events like IMG, Intellectus and Spellbug are national level events involving the student community
across India.
IMG, for example, was an initiative from the students that was nurtured by the faculty mentors in
2013-14. The event was taken to newer heights in 2014-15 with more than 100% increase in
participation; the event becoming truly national in character. A team of about 25 volunteers worked
to make the event a success from inception, to design, to elimination rounds, to the grand finale of
the competition. The most significant achievement of this endeavor is that while it contributes to
the growth of the entire team, it has created a unique space on the campus where HLIC students
have managed to collaborate, interact, learn, and conduct a meaningful dialogue with
undergraduate students from other institutes.
6. Problems Encountered and Resources Required:
Incorporating different, sometimes opposing, perspectives within a single space/event/activity is a
significant challenge. It is a challenge to decide how to weigh, measure, drop, and incorporate ideas
and opinions in the larger interests of the institute. The end result, the challenge notwithstanding,
is always very rich and an educative experience for all involved.
The institution is lucky to have plenty of interested students who are ready to take an initiative as
well as to volunteer for various events under the guidance of enthusiastic faculty mentors. An
institute that organizes various big events across the year has to invariably face the challenge of
financial resources. It often happens that a team of students have to work to generate additional
resources through sponsorships in times when the allocated resources from the institute are not
enough.
ILS: Best Practice 1:
1. Title: Research based teaching and project based learning
The Institute of Life Sciences commenced in 2012 with a focus on research based teaching and
project based learning. The MSc programme was launched in 2012 with a focus on multi-disciplinary
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research based teaching with emphasis on individual projects and experiments in state-of-the-art
laboratories.
2. Objective of the Practice
The objective of research based teaching and project based learning is to demonstrate the real
applications of the fundamental concepts and develop their interest in learning. Involvement of
students in classroom projects serves two different but important purposes – a) the student is able
to appreciate the fundamental principles of science as they can relate it to real world applications,
and b) that it develops the habit of self-learning by reading through books, notes, journals and
assimilation of information as well its applications when applied to complete project work. The goal
is to eventually develop critical thinking skills of the students. The objective of research based
teaching is to broaden the horizon of the students and expose them to the real world scientific
discoveries, global challenges and their mitigation efforts.
3. The Context
Focussing on the pedagogy of research based teaching and project based learning, the institute
introduced PhD and MSc programs in in Life Sciences in 2012. The institute has established a world
class infrastructure with the magnanimous support of AU as well as pioneering industries in the area
of scientific technology through the various Centres of Excellence such as Flow Cytometry, Insilico
Technologies, Nanotechnology Research & Applications, Cell Culture and Imaging. The institute in
its road map for the next five years, plans to upgrade and add new centres such as high performance
computing.
4. The Practice
The project based learning involves lab work using conventional to high-end state-of-the-art
equipment and interaction with PhD scholars and faculty members. The students are allowed to
work with all the sophisticated equipment and thus at the very beginning learn to work in a high
quality research environment including the equipment and techniques used in academia and
industry. It is extremely rare in the country for students to be allowed to work on such high-end
equipment.
5. Evidence of Success
The pedagogy used helps to generate human resources at the masters’ degree level for R&D in the
country.
Based on the overwhelming response received for the PhD and MSc programs, the institute
launched a Five Year Integrated MSc Life Sciences program in 2014. Also as a part of student
research activities the students received training at various national research institutes, universities
and industries. Students were selected for a one year full time research project at IISER-Pune, IITM, NCBS and ILS. Also, students presented their research work and published extended abstracts in
international conferences. As an outcome of this pedagogy, one MSc student published a full
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research article in an international peer reviewed journal (IF- 2.5). Also many students have been
inspired to go for higher studies and research after completing their M.Sc.
6. Problems Encountered and Resources Required
The major problem faced in this practice is the cost of consumables and maintenance of equipment.
Also, the improvement in the technologies results in the development of newer and more sensitive
equipment or totally different technology. Inspite of the academic and research excellence of the
faculty and their ability to garner national and international research projects, it is a challenge to
keep obtaining funding for such expensive high-end equipment on continuous basis. It is also felt
that time management, imperative for academic excellence for the research oriented faculty, needs
to be addressed to balance teaching and research.
It is evident that mechanisms need to be evolved for frequent financial support for high end or stateof-the-art infrastructure in private and government university systems.
ILS: Best Practice 2:
1. Title: Online merit based and means blind admission process
2. Objective of the Practice:
The admissions are done through an online process to ensure transparency and fairness, speed up
the admissions process and minimize the paperwork. Admissions are based on merit and the
process is designed so as to also include the economically weaker sections of society, through strong
financial support. This is in line with Ahmedabad University’s motto of ‘Global Education at Local
Context and Ethos’.
3. The Context:
Today, society demands a transparent and merit based admissions process from reputed
educational institutions. Society also expects that talented students should not be denied admission
for lack of financial resources.
4. The Practice:
The institute follows online admission process. The admission process and time table is announced
on the institute’s website. The student fills in a single application specifying the programs he/she is
interested in as per his/her eligibility, in order of preference. At this stage no documents are called
for and there is no need for students to visit the college. Maximum details regarding the program/s
offered, the processes to be followed for admission etc. are shared on the institute’s website. The
undergraduate admissions conform to policies laid down by the Government of Gujarat in terms of
percentage of students to be taken from the state and outside the state.
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For postgraduate admissions, appropriate modes are used to determine admissions for different
programs. These include personal interviews, research/industry/academic background etc. of the
applicant.
The university arranges an independent audit of the admission process of the institute every year
where the auditors look at evidence about fairness of the admission process, it's consistent
application, compliance with regulatory requirements and appropriate internal controls for the
process within the university.
5. Evidence of Success:
This practice was very well received by new applicants of the institute’s programs and also was very
helpful to the institute’s administration in applicant data collection and processing. The institute
has students from other states and different cities of Gujarat due to these processes.
6. Problems Encountered and Resources Required:
The problem encountered is with students and parents from smaller cities; they are not as computer
savvy and it is difficult for them to go online to get information and apply.
PGIM: Best Practice I:
1. Title of the Practice: Student Capacity Building
PGIM has the following four approaches to capacity building for students:
 Rubaru
 Pre-Placement Preparation Program
 Skill Building Courses
 Co-Curricular and Extra-Curricular Activities
2. Objectives of the Practice
The demographic and psychographic profiles of the students make it imperative to take up strong
capacity building initiatives to build the right set of KSAs among them. The desirable outcomes of
these initiatives are to nurture right attitudes, values and employability among the students and
make them empathetic and humane with the ability to face the complexities of professional and
personal challenges in the modern world.
3. The Context
The demands and vagaries of the MBA program along with the diversity of the students pose serious
challenges for them - often the students are not able to o cope and become stressed, frustrated and
even demotivated. Few are able to overcome these challenges while others just succumb to the
pressure and either become mediocre students or quit the program. Students who come from
different backgrounds viz. geographic, demographic or academic, face different teething issues at
the beginning of the course. It is pivotal to develop the right set of KSAs in the students so as to
match the expectations of the corporate world and society at large.
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To develop an ‘industry-ready’ repertoire, the students require orientation, guidance and training
with special grooming of skills like communication, etiquettes and behaviour.
Finally, PGIM offers a specialized initiative called Rubaru to nurture the spirit of camaraderie,
brotherhood and empathy among the students.
4. The Practice
Some of the important aspects of the student capacity building initiatives are:
Rubaru:
Rubaru, as a proper guidance, mentoring and counselling platform intends to help students to
address their coping and developmental issues; it fosters a sense of relief and comfort among them.
It also aims to build the right set of attitudes and value orientation among the students and the
required repertoire by intervening at individual, group and inter-group levels.
Rubaru helps to foster faculty-student relations as well as peer-to-peer interactions for greater
insights, value building and capacity enhancement through guided discovery.
Rubaru has the following focus areas:
1.
2.
3.
4.
5.
6.
Capability Building
Enhancing Motivation
Empathy Development
Developing Self Awareness
Fostering Self discipline
Value Orientation
Pre-Placement Preparation Program:
This endeavour helps prepare the students with requisite wherewithal to become more
employable and face the placement scenario with more élan, confidence and skills.
Skill Building Courses:
The institute offers skill building courses like Personal Effectiveness, Leadership, Achievement
Motivation & Assertiveness Training, Transaction Management, and Management Lessons from
Indian Wisdom to provide them with requisite KSAs to become better individuals and effective
professionals.
Besides these, there are periodic and signature extra-curricular and co-curricular activities like
Management Conclaves, National Conference, Youth Festival, Spandan - Cultural Event, 361 degree
(Inter-Institute Summer Project Competition), Panoply of Lecture Series viz. CEO Lecture Series,
AMSoM Lecture Series, Entrepreneurial Lecture Series, International Lecture Series, and
Entrepreneurial Roundtable and Innovation Workshops organized to provide a wholesome
experience and holistic development to the students.
Structure:
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All students are divided into groups of 15 and with a faculty mentor assigned to each student. The
groups are equally distributed keeping in mind the demographic profiles; they have to interact with
each other as well as their assigned faculty member periodically to discuss issues related to
professional and personal matters. Each faculty member has a budget to meet expenses incurred
during these interactions.
Rubaru has two unique facets to meet the objectives of building students’ repertoire and nurturing
right values in them. These are:
a) Personal Effectiveness (PE) Course
b) ISRI (Individual Social Responsibility Initiative)
The PE course is a compulsory skill building course which aims to foster marketable skills, values and
attitude among the students. Some of the agenda covered in the PE course includes the following:











Self-Awareness
Developing Self Efficacy
Goal Setting
Building the Attitude of Gratitude
Nurturing Relationships
Eliminating Negativity
Time Management
Value Orientation
Personal Grooming
Enhancing Motivation
Overcoming Fear
ISRI aspires to sensitize the students towards various issues that have engulfed our society. ISRI is
a two year group activity compulsory for all the MBA participants. Here, students work in groups
of 5 to 6 in a developmental organization, NGO or marginalized urban communities for the a period
of two years. Some of the areas in which the students have got engaged through ISRI work are:








Primary Education
Support to differently-abled people
Environmental Awareness
Micro Finance
Natural Resource Management
Support to children with special needs
Support to senior citizens and the elderly
Health and Nutrition
The institution has also made efforts to club senior and junior students to work in the same
organization to provide continuity as well as long term involvement and sustainability of the efforts
with the host organizations.
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A Pre-Placement Preparation Program is steered by the Placement Committee consisting of a
faculty placement coordinator and students. The students are divided into groups on the basis of
exhibited skills and are groomed as per their needs through internal and external experts in the
areas of placement related skills.
5. Evidence of Success
The Student Capacity Building initiatives have facilitated guided discovery, created Humanagers
(humane managers), and inculcated right values and built the right KSA among the students.
The performance of students in the Personal Effectiveness course and ISRI is evaluated through
formal presentations for which the students are given a satisfactory or unsatisfactory grade.
PGIM students have become more empathetic and sensitive to the needs of self and surroundings;
this is witnessed through their demeanour, conduct, participation in various institute and interinstitute activities and also through the Final ISRI presentations where they share their major
learning and experiences of two years of this journey.
In every activity of the Pre-Placement Preparation Program, the experts formally evaluate the
students and provide constructive feedback. PGIM also takes feedback from its recruiters as well as
students on their performance in the interviews, an important indicator of success.
Also, exposure to these initiatives makes them more confident and able to take up tasks of varying
challenges and complexities.
6. Problems Encountered and Resources Required
The ISRI initiative at times meets some apprehension among students about the idea of getting
associated with some NGO and working for the deprived sections of the society. But with the
guidance from the faculty mentors and also through first hand learning these creases are ironed
out.
To facilitate this transition, the institute during its orientation week, provides a snapshot of urban
or rural life to its students through a field visit; they are made aware of an alternative life that they
were not exposed to before. This experience indeed builds a platform to nurture them towards the
work of ISRI.
The varying interests and competencies of students at times pose a challenge to effectively design
and deliver the Pre-Placement Preparation Programme. This is tackled by appropriate grouping of
students as well as peer-to-peer support.
External subject matter experts and resource persons are invited to train the students. Also, all
faculty members participate wholeheartedly in this initiative.
Most of the other initiatives are received well by the students and faculty members and they are
run with stewardship, zeal and ownership.
PGIM: Best Practice 2
1. Title of the Practice: Curriculum Review & Implementation Process
2. Objective of the Practice
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The main objectives of this initiative are to:






Review the program with reference to the courses, curriculum, and teaching and learning
mechanisms.
Remain updated and relevant in course offerings and curriculum.
Design curriculum keeping in mind the needs of the stakeholders which include students,
industry and society.
Develop a curriculum that provides a wholesome learning experience and holistic
development.
Ensure that every course is aligned to common threads, KSA and active learning components.
Ensure the robustness of the system by adhering to the concept of choice based credit
system, student counselling, faculty autonomy, continuous evaluation and transparency.
The desired outcome is a well thought, articulate and up-to-date curriculum.
3. The Context
The curriculum review process is taken up periodically, once in three years. The last review process
was undertaken two years back. This is to maintain rigour, relevance and rejuvenation in the course
offerings and curriculum.
The curriculum review is done keeping in mind the changing needs of the employment markets as
well as the need for students to adjust to changing dimensions of or society.
4. The Practice
The curriculum review and update process begins with the primary discussions in all-faculty
meetings which are then reflected upon by respective areas and are brought back for larger group
discussions. Once the business end is handled and managed internally, each area then solicits inputs
from external experts to comment upon the new courses proposed and the revisions brought in the
curriculum as well as teaching-learning processes thereupon.
The steps followed in the process are:
•
•
•
•
•
•
•
•
•
•
•
Brainstorming with questions like, “Where do we want to see our students in the management
hierarchy after five years from the date of graduation?”
Deliberations on various attributes needed to reach and succeed at the next aspiring level in the
first five years of entry.
KSA’s required to reach there successfully
Conducting of Management Conclaves to learn from corporate leaders and academicians
Alumni meet to get their reflections
Vetting by external academic and industry experts
Identification and mapping of common threads
Identification and mapping of Active Learning components
Mapping of KSAs in every course
Approval of Academic Committee of AMSoM
Approval of Academic Council of AU
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Curriculum Implementation Process:
Some of key features of the curriculum implementation process are:
 The students of MBA are counselled about the process of choosing specializations and electives
in the first year itself, through a series of area-wise orientation sessions and guidance by
individual faculty members.
 The students make their choice of specialization as well subsequent choice of electives by two
rounds of online selections much in advance before the commencement of the second year.
 The students are allowed a one-week window to attend sessions of all courses across all areas.
They have an option to change their specialization and add or drop a course or courses within
this one-week window. This provides them the flexibility of trying out courses before choosing
to study them.
 Each area plans the faculty availability and faculty workload well in advance to ensure that
eminent faculty is always available for all courses. For courses where an internal faculty
member is not available, the area identifies a suitable visiting faculty to teach the course.
 All session plans are submitted to the concerned area in advance by the internal as well as
visiting faculty members. These session plans are vetted by the area and if need be necessary
modifications are suggested to the concerned faculty members.
 In the event of a visiting faculty taking a course, an internal faculty member or the area
coordinator acts as an internal anchor faculty for smooth functioning of the course.
5. Evidence of success
The present batch is the first batch which has gone through the full cycle of the revised curriculum.
The tangible yields and benefits of this exercise are still to be measured empirically. However, the
students have appreciated the new courses and the curriculum features. The faculty have also found
a novel challenge in designing and delivering these courses.
The institute has also received a positive response from its summer and final recruiters.
6. Problems Encountered and Resources Required
There are no serious problems encountered in going through this entire exercise. It requires a lot of
time from the faculty as one large group and also as area members to deliberate, reflect and work
upon this herculean task of creating a modern, relevant and updated curriculum.
AESICS: Best Practice I:
1. Title: Project Based Learning (PBL)
2. Objectives of the practice
Objective of the practice is to encourage students to apply the concepts and knowledge learned in
a course for developing new ideas and innovative applications/systems to solve societal and
industrial problems. It also aims at promoting analytical thinking, problem solving approach and
provides real life exposure there by connecting classroom learning with real life practice.
3. The Context
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Students need to be motivated to shift from the traditional rote memorizing approach to the project
based approach to enable them to be better prepared for their jobs and meet industry needs. They
also need to be competitive in view of the large number of IT programs and graduating students
across the country.
4. The Practice
The Project based learning model is implemented through subject wise project allocation, Summer
Internships, Minor projects and Industry Internships. The following chart depicts the year wise
percentage of marks allocated to the projects:
Year
2014-2015
2013-2014
2012-2013
Percentage
35
34
33
5. Evidence of Success
It is observed that through the PBL model, students develop their own understanding and
knowledge of the world through experiencing things and reflecting on those experiences. As
students work on the real life problems, they are more interactive in the class and explore and assess
the knowledge acquired in the classroom.
The placement scenario has improved after following the PBL model as students can contribute
more in solving the problems faced by industry.
Apart from the good performance in the examinations and placements, students have excelled in
their creative thinking, analytics, designing and implementation skills and this is evident in the form
of various innovative and challenging projects developed by them.
6. Problems Encountered and Resources Required
Transition from teacher-directed to student-directed approach is difficult.
Finding appropriate projects and ideas which fulfil the requirement of subjects is a time consuming
process.
Teachers tend to drift towards passive instructional methods due to the pressure to cover increased
amount of content thereby minimizing the students’ opportunities to think critically.
Some students spend more time on preparing for traditional exams and standard entrance tests and
hence spend less time on projects thereby sometimes failing to meet targeted requirements and
standards.
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AESICS: Best Practice II
1. Title: Learning Management System-Moodle
2. Objectives of the practice

The main objective of using Learning Management System is to make teaching and learning
effective for both faculty members and students.

Help faculty and students exchange data such as Assignments, Lecture Notes, Presentations,
Assignment Submissions, discussions on question/answer forums, online quizzes, etc.

Communicate with students easily and more effectively by sending bulk e-mail, and using
forums and blogs.

Make teaching and learning documents available anytime and anywhere.
3. The Context
Today’s students need to learn many diverse subjects. Technology can be used effectively by
teachers to adopt a student-centric approach and prepare the students better to face the job
market.
Moodle is an open-source software which can be freely downloaded and configured. It is very
popular across the world.
As the IT Institute at AU, AESICS is expected to provide leadership in such applications.
4. The Practice
Moodle provides a platform for easy teaching and learning on a 24 by 7 basis. The administrator can
create semester-wise different courses and assign teachers to the courses. Also, student
participants could be assigned in each semester. The administrator has the right to change course
details. He/she creates user names for all the participants. Broadly, there are three types of
participants in Moodle: Administrator, Faculty members and Students.
AESICS created Moodle based learning content for several courses. Concepts like flipped classroom
were experimented for some courses.
Usage Statistics are available.
5. Evidence of Success
Students and faculty members are using Moodle extensively because they find it very useful to
manage notes, submissions, events, online examinations, etc. at any time, in any form, and
anywhere.
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Please refer Annexure-7.3.1 for details of extensive Usage of Moodle.
6. Problems Encountered and Resources Required
A separate server is required to store and share data across the university which must be configured
as per the specific requirements. Reliable Internet/Intranet connection with optimum bandwidth is
needed to access Moodle.
Students take some time to get acquainted as they are shifting from the traditional way of learning
to IT enabled learning.
The faculty needs to be motivated to shift to LMS as they have to spend more time on generating
course material, updating the contents regularly on LMS and also maintaining active forums and
quizzes.
As Moodle is an open-source software, less support was available for trouble shooting during server
configuration.
IET: Best Practice I
1. Title: Empowerment of teachers in delivery of subject content and evaluation
2. Goals:

Intrinsic motivation for teachers

Enables creative experimentation in pedagogic methods
3. Context
The modern context is to develop a student oriented teaching–learning process and it requires
innovative approaches by each teacher.
4. The Practice :
Students are exposed to a variety of pedagogic methods. Some of these are:
Flipped classroom
Example: Int semester III, the course Linear Algebra was taught in this way. The students listened to
Prof. Gilbert Strang’s video lectures (MIT OCW) at home and various activities like Problem solving,
Programming, and presentations by students were done in the class hours

Supplementary learning through video lectures
Example: 24 video lectures were produced in-house on Signals and Systems and were used as
supplementary material.
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Learning through team projects
Example: The first semester students did projects in various subjects. Some examples include:
Project in electric wiring and battery charging, Light seeking Robot, Geometric modelling of
Lagrange’s multiplier, Numerical solution of forced oscillations, and Conducting and recording an
interview of successful persons to find the role of communication skill in their success. The third
semester students did projects in various subjects like: Automatic composition of a music through
Scilab programming, Implementation of Linear block codes in Octave, LDPC codes using FPGA,
Implementation of search algorithm for film data base, Graph traversal algorithm for shortest path
(Airline routes), etc. The fifth semester students did projects in various subjects like: Prototyping of
CNC cutting machine, Wireless air mouse, GPS based truck container lock, Study of research papers
in the subject of Algorithms, etc.
5. Evidence of success:
The feedback from students indicates that they are motivated strongly because of the various
pedagogic practices and enjoy the project work experience.
6. Problems encountered
Some teachers who were not exposed to this empowerment before took some time to adjust and
needed counselling.
Budget is another constraint for doing ambitious projects.
Guiding project work in every subject takes up lot of time of the faculty which leaves them with less
time for other activities.
IET: Best Practice II:
1. Title: Empowering the students for student events
2. Goals
Intrinsic motivation for the students
Give students experience in (a) Team work (b) Management of events (c) Co-curricular and extracurricular activities for all round development
3. Context
Today’s competitive world requires students to be not only good in their domain but also develop
good life skills.
4. The Practice
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Students practice a very dignified electoral process in which class representatives for sports, cultural
festivals and academic activities are elected by each class in a systematic fashion. The cultural and
sports committees are then formed from the elected representatives. All the events with these
activities are organized by students entirely within the budget provided by the institute. Minimal
faculty time is required because of the empowerment to students and the students gain a rich
experience. This year it has been decided to add a Placement Committee.
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DECLARATION ANNEXURES Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 301 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 302 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 303 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 304 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 305 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 306 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 307 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 308 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 309 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 310 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 311 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 312 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 313 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 314 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 315 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 316 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 317 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 318 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 319 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 320 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 321 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 322 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 323 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 324 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 325 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 326 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 327 Annexure AU.I: Gujarat Government Gazette dated July 7, 2009 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 328 Annexure AU.II: UGC Letter to AU under section 22 of UGC act ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 329 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 330 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 331 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 332 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 333 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 334 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 335 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 336 Annexure AU.III: Reference for Prior Approval for programs for University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 337 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 339 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 340 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 341 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 342 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 343 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 344 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 345 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 346 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 347 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 348 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 349 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 350 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 351 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 352 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 353 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 354 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 355 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 356 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 357 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 358 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 359 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 360 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 361 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 362 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 363 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 364 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 365 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 366 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 367 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 368 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 369 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 370 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 371 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 372 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 373 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 374 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 375 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 376 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 377 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 378 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 379 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 380 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 381 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 382 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 383 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 384 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 385 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 386 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 387 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 388 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 389 Annexure AU.IV: Financial / Audit Report for 4 years: 10‐11, 11‐12, 12‐13, 13‐14 ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 390 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 391 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 392 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 393 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 394 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 395 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 396 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. A‐ 397 Annexure AU.V: IT Policy – Ahmedabad University ____________________________________________________________________________________ Ahmedabad University NAAC SSR Pg. 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