Self Study Report of GMR INSTITUTE OF TECHNOLOGY

SELF STUDY REPORT

FOR

3rd CYCLE OF ACCREDITATION

GMR INSTITUTE OF TECHNOLOGY

GMR NAGAR SRIKAKULAM DISTRICT
532127
www.gmrit.org

Submitted To

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

BANGALORE

December 2020

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1. EXECUTIVE SUMMARY
1.1 INTRODUCTION

GMR Institute of Technology (GMRIT) was founded by GMR Varalakshmi Foundation (GMRVF) a Corporate
Social Responsibility (CSR) arm of the GMR Group Company in the year 1997. GMRIT is a self-financing
institute with a prime focus on providing a quality technical education and making it accessible to the
community in the region with the philosophy of giving back to society. Keeping the Vision and Mission of the
Institute as a pivotal point, GMRIT is continuously evolving new ideas, strategies, and best practices in
producing future technocrats in line with the institutional theme “Training Tomorrow’s Engineers Today”
contributing to Nation-building. GMRIT is affiliated to Jawaharlal Nehru Technological University (JNTUK)
Kakinada and approved by the AICTE. Since its inception, the journey towards excellence is being continued
by getting program-level accreditation in 2007 (NBA) and institution-level accreditation (NAAC) in 2010, and
status of autonomy in 2012. GMRIT is currently offering seven U. G. programs and six P. G. programs with all
the U. G. programs accredited by NBA under Tier-I during the third cycle and the institution being accredited
by NAAC with an ‘A’ grade (Second cycle). With the autonomous status extended up to 2028 and having a
student strength of 3608, the institution found a place in NIRF 2020 ranking in the band of 201-250.

The recommendations of the Expert Committee as listed in the report of the second cycle of NAAC are
addressed with an appropriate action plan and are being continuously monitored. And significant improvements
are being observed post accreditation (Second cycle). All the quality aspects of academics, research, and
placements are continuously being monitored by QMS initiated by IQAC in addition to ISO in maintaining the
quality of the academic eco-system. The members of the IQAC have a well-defined calendar of activities
covering all the possible aspects of having Quality and Continuous improvement as a prime focus and are being
monitored to ensure compliance. Accordingly, the Annual Quality Assurance Report (AQAR) is being
submitted every year.

Vision

“To be among the most preferred

institutions for engineering and

technological education in the country…

An institution that will bring out the best

from its students, faculty and staff – to

learn, to achieve, to compete and to

grow – among the very best…

An institution where ethics, excellence

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and excitement will be the work religion,

while research, innovation and impact,

the work culture".

Mission

To turnout disciplined and competent engineers with sound work and life ethics.
To implement outcome based education in an IT-enabled environment.
To encourage all-round rigor and instill a spirit of enquiry and critical thinking among students, faculty
and staff.
To develop teaching, research and consulting environment in collaboration with industry and other
institutions.

1.2 Strength, Weakness, Opportunity and Challenges(SWOC)

Institutional Strength

Academic flexibility as the institute being autonomous

Status of accreditation by NAAC (‘A’ grade) and NBA (TIER - I)
Feedback mechanism for curriculum revision
ICT enabled teaching-learning facilities and Faculty willingness to adopt innovative teaching-learning
technologies
Faculty with high average experience and Ph. D. qualification resulting in the pursuit of impactful
research
Financial support for professional development activities including research
Significant improvement in the number of publications in peer-reviewed journals
Residential campus enabling for utilization of resources beyond working hours
Lush green/smart campus with environmental consciousness and focus towards sustainable practices for
resource conservation
Faculty annual performance appraisals and process-driven governance
Merit scholarships for students based on the academic performance and encouragement for participation
in sports & games and other outreach programs
Involvement of students in all the governance and monitoring committees
Credited courses for Curricular, co- and extracurricular activities
Well established alumni network for holistic development
State-of-the-art sports and games facilities and on-campus hostels
Thought leadership and proactive management
Transparent administrative & HR policies and procedures
System driven with transparent HR policies and procedures

Institutional Weakness

Students demographic distribution confined to the local region

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students' competitive indices not at par with global standard

Preference to higher studies
A limited number of placement opportunities for core engineering students
The locational disadvantage in the context of the connectivity
Industrial consultancy and collaborative research is the nascent stage
Low aspiration level among students towards entrepreneurship
Product and process research towards innovation underdeveloped.

Institutional Opportunity

Online teaching learning process

Offering trans- and inter disciplinary, Certificate courses
Integration of new age skills in curriculum
Enhancing the research profile for the faculty in terms of publications and projects

Institutional Challenge

Sustainability of the tailor made UG programs

Rapid change in the industry requirement
Paucity of the passionate and qualified teaching faculty
Unbalanced demand among the various branches of the engineering
Low aspiration towards the PG programs
Policy/Regulation limitations of the affiliating university and state council
State regulated tuition fee and admissions
Low reading habits and spirit of enquiry among the students
Interest among students towards reading the printed learning resources
Capacity building of members of faculty towards new age skills
Sustainability of the tailor made UG programs

1.3 CRITERIA WISE SUMMARY

Curricular Aspects

Being an autonomous institution, the institution stays tuned at all times in involving various stakeholders across
the globe for curriculum development and revision. To reflect the voice of the stakeholders in the curriculum
design, feedback system on the curriculum from all the stakeholders is in place based on which the educational
objectives, program outcomes and course outcomes are formulated. In compliance with the feedback from the
stakeholders, the respective Boards of Studies (BoS) and Academic Council Meeting (ACM) introduced
domain specific new courses and electives, curriculum revision and courses pertaining to the employability
skills. The curriculum is being continuously enriched by leveraging the flexibility of autonomy addressing
some of the essential graduate attributes as below:

1. Knowledge
2. Competencies and
3. Character qualities or behavioral aspects

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While comparing the curriculum with those of other Universities and Institutions, some of highlights of the
curriculum development and process are given below:

1. Choice Based Credit System (CBCS)

2. Institutionalized Full Semester Internship (FSI) and Summer internship
3. Industry driven 1- and 3- credit courses to augment domain specific knowledge
4. Layer learning in the form of Sandwich courses
5. Credited courses on employability skills
6. Specific course content focusing on self-directed learning
7. Augmented experiments in the laboratory courses as Mini projects
8. Facilitating MOOCs with credits
9. Audit Courses addressing the liberal arts and gender equity
10. Sequential electives to choose the Career path (new-age skills)
11. Semester away programme
12. Abroad internship
13. Language electives

Teaching-learning and Evaluation

As discussed in earlier section, though the GMRIT is affiliated to JNTUK Kakinada and autonomous with
regard to academic flexibility, the students’ enrollment is done by AP State Council for Higher Education
through a common entrance examination viz. EAMCET (Engineering Agriculture and Medical Common
Entrance Test). At present, the institute is having an annual intake of 930 and 108 for U. G. and P.G. programs
respectively. Subsequent to the students’ enrolment process i.e. admission, Induction program, remedial and
makeup classes are also extended to sustain their academic performance as per the AICTE guidelines.

With regard to the Teaching – learning process, to break the monotony of regular lecture based teaching model,
an innovative Student centric teaching – learning (T – L) model viz. Cohesive Teaching Learning Practices
(CTLP) is introduced to align the classroom delivery in accordance with the Outcome Based Education (OBE).
Before the commencement of the class work, academic calendar is prepared well in advance and the
compliance is periodically reviewed and ensured by the members of IQAC with the help of various committees
(Academic Monitoring Committee) to ensure the systems and process are intact.

While coming to the examination reforms, some of the best practices include uniform evaluation; hybrid
grading and open book examinations are also introduced to align the evaluation process with OBE.

Some of the significant highlights of the Teaching-learning process leading to 80% placement and 12% Success
rate in competitive exams for higher education are mentioned below:

1. Aligning curriculum design, delivery and evaluation in line with OBE

2. Customized assessment pattern for every course in assessing various cognitive levels of Revised
Bloom’s Taxonomy (RBT)
3. Mapping of representative courses that contributing to PO and Periodical review of COs and POs
attainment
4. Introduction of open book examinations to assess higher-order thinking skills (HoTs)
5. An initiative towards flipped learning
6. Introduction of new age skills in curriculam

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Recourse Related

1. Average teaching experience of the faculty is around 8 years

2. e-Learning resources

Research, Innovations and Extension

To foster and nurture the research culture among the members of faculty, several measures are being
continuously evolved to inculcate the habit of research culture among fresh faculty and strengthen the same
among those who are actively involved in research, innovation and extension activities. To facilitate this
process, mentoring is being unceasingly carried out with research advisory committee to enable them to
identify the thrust research areas, writing research proposals, writing high valued technical papers and other
similar activities in a structured way. In addition, the members of faculty who are pursuing Ph. D. and post
Ph.D. research activities are continuously monitored to enhance their quality of research. Further to promote
fundamental research, seed grant policy is also introduced in the HR policy. In addition to the above, the
members of faculty who are publishing technical papers in indexed journals are incentivized to motivate them
to continue and sustain their research performance.

Significant improvements and highlights include:

1. More than 50% of the members of the faculty are with Ph.D. qualification
2. 1250+ papers were published by faculty in Scopus/SCI indexed journals having approximately 3500+
citations in addition to several papers presented in conference proceedings
3. Scopus h-index: 24
4. Financial support of Rs.8 Lakhs per year at an average is spent by the management towards the
incentives for professional development activities
5. Received approximately Rs. 5.34 Cr. towards grants from various funding agencies viz. DST, AICTE,
UGC, BRNS, ISRO and so on
6. Established AI research laboratory
7. 23 patents have been filed.
8. 03 copyright
9. 5 international MoU for collaborative research and other academic activities
10. Financial support to the faculty members to participate in the conference and Seminars by sponsoring in
terms of payment of the registration fee and travel
11. Faculty members are encouraged with financial support to attend Faculty Development Programs viz.
GIAN, STTP, FDPs and faculty internship programs
12. Extensive community engagement through various government schemes viz. Swatch Bharat Abhiyan,
Unnat Bharat Abhiyan in addition to NSS, Youth Red Cross (YRC), Community Radio and GAMYAM,
an initiative of GMRIT

Infrastructure and Learning Resources

Since its establishment, the institute is very much keen on providing the best of the infrastructure (Academic
space, IT infrastructure and General amenities) for the internal stakeholders to make the academic eco-system
more conducive for learning. Following are the infrastructure facilities, learning resources provided and the
recognitions received:

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Infrastructure facilities

Individual academic blocks for all the programs with dedicated seminar hall with Video conferencing
facility
ICT enabled classrooms and Laboratories with adequate provisions for differently-abled students
Wi-Fi connectivity across the campus with a bandwidth of 904 Mbps
Dedicated IT Helpdesk for maintaining all automated IT solutions
1MW captive Solar power plant and 1000KVA DG support
State-of-the-art facilities for sports and games
On-campus ATM, Bank, Post office, Cafeteria, Dispensary and Cooperative credit stores
200 bedded Multispecialty hospital
Staff quarters and student hostels enabling the township culture and utilization of the resources beyond
the working hours
Mechanized laundry services, on-campus sewage treatment plant and waste management system
Digital communication of internal circulars encouraging a paperless environment

Learning resources

Access to internally developed learning resources (static and video) on LAN to enable the concept of
“learn any time anywhere”
Dedicated data servers for accommodating online learning resources
Availability of course content for 200+ courses in line with CTLP in the LAN portal in addition to 50+
video courses to promote flipped learning at a phased manner
Access to knowledge resource center (Library) from 7 AM to 11:00 PM and availability of faculty in
late hours for doubt clarification during tests and examinations

Recognitions received

Ranked 1st in AICTE Clean and Smart Campus Awards in 2019 across the country where 6000+
colleges participated
Ranked 2nd in AICTE Clean Campus Awards in 2017

Student Support and Progression

From the day of admission, the students are supported by motivating and encouraging them for continuous
development and progress during their course of study.

Financial support to the tune of Rs. 4.54 Cr is extended for meritorious students during the second cycle
of accreditation apart from the Govt. scholarships worth Rs. 53 Cr
Meritorious students were provided with free laptops at entry level
For continuous motivation during the course of study, attendance toppers and the semester toppers are
announced on annual day with cash prizes
For the overall performance of the students, gold and silver medals are awarded for the best outgoing
students
Achievers day & Talent Appreciation days are organized to continuously motivate and honor the prize
winning students in various Curricular, Co-curricular and extracurricular activities with a citation.
STEPCONE, an annual signature event of the institution is organized to demonstrate the students

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competency and leadership skills among peer group across the country
Post dinner sessions i.e. SKILL GMRIT for nurturing computer coding practices and problem solving
In-house training for competitive examinations for higher education
Professional body chapters viz. ISTE, CSI, ACM, SAE, IETE, IICHE and IE
Continuous motivation to promote entrepreneurship development skills through EDC
Various hobby Clubs for all-round rigor and overall development
Various governance committees as per the guidelines of UGC, NAAC and NBA has student
representation promoting participative management at all levels
Regular counseling sessions by professional Psychologist
Group personal accident insurance policy for all students
“Swami Vivekananda Center for Inner Excellence” for work-life balance
A structured Alumni Association exists for networking and engagement for the development of the
institution in possible areas of academics, internship and placement related activities

Governance, Leadership and Management

Since its inception, GMRIT has a process driven governance in promoting participative management,
decentralization and delegation of powers at various levels and this is one of the unique practices being
adopted. Further, as per the guidelines of UGC, NAAC and NBA, all governance committees are formulated for
smooth functioning of the Institute. Here is the summary of all such committees where decentralization and
delegation of powers are being deployed.

Highlights:

Governing Body/Governing Council apex body of the institution regularly monitors the performance of
the institution by conducting the review meetings thrice in a year and provides suggestions for
continuous improvement wherever necessary. As per the UGC guidelines two senior faculty members
are taken as board members encouraging participative management
Similar to the above, the Academic Council the apex body in autonomy governance monitors and
ensures the compliance of the academic procedures as per the regulations by having review meetings
twice a year. All the senior professors are members of the council as per the UGC guidelines
strengthening the participative management
For all the programs offered the “Board of Studies” chaired by the respective HoDs continuously
monitors the course delivery and assessment once the curriculum design is freeze. As per the
composition, BoS has the members participating from industry, academia, research, alumni, and
professional body who will collectively take the decision for curriculum revisions.
Finance and library committee
System driven with transparent HR policies and procedures
Monthly HoDs meeting to review and deploy the action plan in line with the strategic objectives
Townhall meeting once in a month with all internal stakeholders to reflect the out of the box thinking
Leadership grooming sessions and training for effective administration whenever necessary
Roadshows are organized for the stakeholders whenever new strategies are being deployed to make it
transparent and dissemination
Internal Quality Assurance Committee (IQAC) to ensure the quality with periodic audits

Performance Appraisal System is in place to ensure the quality of the teaching-learning process and continuous
improvement of the quality of the faculty members

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Institutional Values and Best Practices

The institution has its own value systems & beliefs and gives utmost importance and ensures that all the actions
are in compliance with the philosophy. The core values and beliefs of GMRVF are internalized among all the
stakeholders with the true spirit of acceptance. All the staff and students of the institution exhibit their
concurrence with values in the way they execute their responsibilities. The signage(s) indicating the values and
beliefs are prominently displayed across the campus to reinforce the thought process in the minds of the
stakeholders.

As already discussed at the very beginning of this executive summary, the institution evolves and embraces the
best practices in all possible dimensions of the regular functioning of the institute. The following are the
domains where the best and distinct practices are being implemented towards realizing the Vision and Mission.

1. Academic planning, delivery and monitoring

2. Alignment of the curriculum design, delivery and assessment in accordance with OBE
3. Student support services
4. Faculty assessment and development
5. Environmental protection towards sustainability
6. Transparent HR policies and procedures
7. Process driven participative management

Having mentioned above, best practices are evolved in the above domains and the quest for excellence is being
continuously maintained to evolve new ideas and strategies in line with the Vision and Mission of the institute.
The popular inspirational quote of Swami Vivekananda is a continuous driving force behind all the
stakeholders.

“Arise! Awake! And stop not till the Goal is reached”

--Swami Vivekananda

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2. PROFILE
2.1 BASIC INFORMATION
Name and Address of the College

Name GMR INSTITUTE OF TECHNOLOGY

Address GMR NAGAR SRIKAKULAM DISTRICT

City RAJAM

State Andhra Pradesh

Pin 532127

Website www.gmrit.org

Contacts for Communication

Designation Name Telephone with Mobile Fax Email

STD Code

Principal CLVRSV 08941-251592 9441406014 08941-25159 prasad.clvrsv@gmr

Prasad 1 group.in

IQAC / CIQA Govinda Rao 08941-251593 9440541768 08941-25293 gmr-

coordinator Locharla 5 it@gmrgroup.in

Status of the Institution

Institution Status Private and Self Financing

Type of Institution

By Gender Co-education

By Shift Regular

Recognized Minority institution

If it is a recognized minroity institution No

Establishment Details

Date of Establishment, Prior to the Grant of 28-08-1997

'Autonomy'

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Date of grant of 'Autonomy' to the College by UGC 17-08-2012

University to which the college is affiliated

State University name Document

Andhra Pradesh Jawaharlal Nehru Technological View Document

University,Kakinada

Details of UGC recognition

Under Section Date View Document

2f of UGC 02-06-2011 View Document

12B of UGC 08-08-2012 View Document

Details of recognition/approval by stationary/regulatory bodies like

AICTE,NCTE,MCI,DCI,PCI,RCI etc(other than UGC)

Statutory Recognition/App Day,Month and Validity in Remarks

Regulatory roval details Inst year(dd-mm- months
Authority itution/Departme yyyy)
nt programme

AICTE View Document 30-04-2020 12 Extended

Approval

Recognitions

Is the College recognized by UGC as a College No

with Potential for Excellence(CPE)?

Is the College recognized for its performance by No

any other governmental agency?

Location and Area of Campus

Campus Type Address Location* Campus Area Built up Area in

in Acres sq.mts.

Main campus GMR NAGAR Rural 40 57948

area SRIKAKULAM DISTRICT

2.2 ACADEMIC INFORMATION

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Details of Programmes Offered by the College (Give Data for Current Academic year)

Programme Name of Pr Duration in Entry Medium of Sanctioned No.of

Level ogramme/C Months Qualificatio Instruction Strength Students
ourse n Admitted

UG BTech,Civil 48 Intermediate English 120 106

Engineering

UG BTech,Comp 48 Intermediate English 180 180

uter Science
And
Engineering

UG BTech,Chem 48 Intermediate English 30 18

ical
Engineering

UG BTech,Infor 48 Intermediate English 120 120

mation
Technology

UG BTech,Mech 48 Intermediate English 180 166

anical
Engineering

UG BTech,Electr 48 Intermediate English 120 108

ical And
Electronics
Engineering

UG BTech,Electr 48 Intermediate English 180 180

onics And C
ommunicatio
n
Engineering

PG Mtech,Civil 24 B. Tech English 18 9

Engineering

PG Mtech,Comp 24 B. Tech English 18 0

uter Science
And
Engineering

PG Mtech,Chem 24 B. Tech English 18 1

ical
Engineering

PG Mtech,Mech 24 B. Tech English 18 5

anical
Engineering

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PG Mtech,Electr 24 B. Tech English 18 2

ical And
Electronics
Engineering

PG Mtech,Electr 24 B. Tech English 18 4

onics And C
ommunicatio
n
Engineering

Position Details of Faculty & Staff in the College

Teaching Faculty

Professor Associate Professor Assistant Professor

Male Female Others Total Male Female Others Total Male Female Others Total

Sanctioned by the 0 0 0
UGC /University
State
Government

Recruited 0 0 0 0 0 0 0 0 0 0 0 0
Yet to Recruit 0 0 0
Sanctioned by the 29 54 179
Management/Soci
ety or Other
Authorized
Bodies

Recruited 29 0 0 29 21 5 0 26 154 25 0 179

Yet to Recruit 0 28 0

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Non-Teaching Staff

Male Female Others Total

Sanctioned by the 0
UGC /University State
Government

Recruited 0 0 0 0
Yet to Recruit 0
Sanctioned by the 36
Management/Society
or Other Authorized
Bodies

Recruited 32 4 0 36
Yet to Recruit 0

Technical Staff

Male Female Others Total

Sanctioned by the 0
UGC /University State
Government

Recruited 0 0 0 0
Yet to Recruit 0
Sanctioned by the 69
Management/Society
or Other Authorized
Bodies

Recruited 66 3 0 69
Yet to Recruit 0

Qualification Details of the Teaching Staff

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Permanent Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0

Ph.D. 29 0 0 20 5 0 54 8 0 116

M.Phil. 0 0 0 0 0 0 0 0 0 0

PG 0 0 0 1 0 0 100 17 0 118

Temporary Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0

Ph.D. 0 0 0 0 0 0 0 0 0 0

M.Phil. 0 0 0 0 0 0 0 0 0 0

PG 0 0 0 0 0 0 0 0 0 0

Part Time Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0

Ph.D. 0 0 0 0 0 0 0 0 0 0

M.Phil. 0 0 0 0 0 0 0 0 0 0

PG 0 0 0 0 0 0 0 0 0 0

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Details of Visting/Guest Faculties

Number of Visiting/Guest Faculty Male Female Others Total

engaged with the college?
4 1 0 5

Provide the Following Details of Students Enrolled in the College During the Current Academic Year

Programme From the State From Other NRI Students Foreign Total
Where College States of India Students
is Located

PG Male 43 0 0 0 43
Female 10 0 0 0 10
Others 0 0 0 0 0

UG Male 2613 29 0 0 2642

Female 906 7 0 0 913
Others 0 0 0 0 0

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Provide the Following Details of Students admitted to the College During the last four Academic
Years

Programme Year 1 Year 2 Year 3 Year 4

SC Male 83 73 81 78

Female 23 29 21 31

Others 0 0 0 0

ST Male 20 19 11 22

Female 0 2 6 2

Others 0 0 0 0

OBC Male 440 377 373 360

Female 149 115 145 164

Others 0 0 0 0

General Male 147 120 165 153

Female 52 35 51 57

Others 0 0 0 0

Others Male 16 5 6 8

Female 3 1 1 1

Others 0 0 0 0

Total 933 776 860 876

2.3 EVALUATIVE REPORT OF THE DEPARTMENTS

Department Name Upload Report

Chemical Engineering View Document

Civil Engineering View Document

Computer Science And Engineering View Document

Electrical And Electronics Engineering View Document

Electronics And Communication Engineering View Document

Information Technology View Document

Mechanical Engineering View Document

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Extended Profile
1 Program
1.1

Number of programs offered year-wise for last five years

2019-20 2018-19 2017-18 2016-17 2015-16

13 14 15 15 15

File Description Document

Institutional data in prescribed format View Document

1.2

Number of departments offering academic programmes

Response: 07

2 Students
2.1

Number of students year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

3608 3475 3545 3522 3497

File Description Document

Institutional data in prescribed format View Document

2.2

Number of outgoing / final year students year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

867 831 846 819 836

File Description Document

Institutional data in prescribed format View Document

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2.3

Number of students appeared in the examination conducted by the Institution, year-wise during the last
five years

2019-20 2018-19 2017-18 2016-17 2015-16

2569 3340 3376 3351 3279

File Description Document

Institutional data in prescribed format View Document

2.4

Number of revaluation applications year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

19 91 246 197 279

3 Teachers
3.1

Number of courses in all programs year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

720 714 650 615 615

File Description Document

Institutional data in prescribed format View Document

3.2

Number of full time teachers year-wise during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

233 232 233 226 219

File Description Document

Institutional data in prescribed format View Document

3.3

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Number of sanctioned posts year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

240 234 230 228 220

File Description Document

Institutional data in prescribed format View Document

4 Institution
4.1

Number of eligible applications received for admissions to all the programs year-wise during last five
years

2019-20 2018-19 2017-18 2016-17 2015-16

1066 883 965 1012 943

File Description Document

Institutional data in prescribed format View Document

4.2

Number of seats earmarked for reserved category as per GOI/State Govt rule year-wise during last five
years

2019-20 2018-19 2017-18 2016-17 2015-16

368 356 344 356 332

File Description Document

Institutional data in prescribed format View Document

4.3

Total number of classrooms and seminar halls

Response: 75

4.4

Total number of computers in the campus for academic purpose

Response: 1361

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4.5

Total Expenditure excluding salary year-wise during last five years ( INR in Lakhs)

2019-20 2018-19 2017-18 2016-17 2015-16

963.30 246.78 1137.97 923.44 774.74

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4. Quality Indicator Framework(QIF)

Criterion 1 - Curricular Aspects

1.1 Curriculum Design and Development

1.1.1 Curricula developed and implemented have relevance to the local, national, regional and
global developmental needs which is reflected in Programme outcomes (POs), Programme Specific
Outcomes(PSOs) and Course Outcomes(COs) of the Programmes offered by the Institution.

Response:

Yes.

Keeping in mind the short and long term goals of the institution, in a very scientific way the vision and
mission statements have been evolved contributing to the local, national, regional and global
developmental needs. As per the vision statement, “To be among the most preferred institutions” for
engineering and technological institutions in the country, the institution aims at producing engineering
graduates with professional ethics, work culture integrated with research and innovation contributing to the
national and global development. For effective realization of the vision, mitigating the challenges related
to society and industry, the following mission statements have been made for the short term goals.

To turnout disciplined and competent engineers with sound work and life ethics
To implement outcome based education in an IT-enabled environment
To encourage all-round rigor and instill a spirit of enquiry and critical thinking among students,
faculty and staff
To develop teaching, research and consulting environment in collaboration with industry and other
institutions

With the above spirit, the curriculum development and revision is being done with the structured feedback
mechanism by taking necessary feedback from all the stakeholders (industry, employers, potential
employers, professional bodies, academicians and alumni) addressing to the needs of the local, national,
regional, and global developments to reflect in the Program Outcomes (POs). The feedback mechanism is
deployed twice in a year to capture the voice of the stakeholders as discussed above to deliberate in the
subsequent Boards of Studies and Academic Council. Accordingly the changes are being made in the
curriculum time to time following the norms of UGC to make the graduates industry ready and adequate
care has been taken to ensure the curriculum development and revision has been done complying with POs
defined by the national accreditation body. Further, aligning with the OBE philosophy the POs, the Course
Outcomes (COs) are written by giving due weightage to the collated feedback from the stakeholders
leading to the development of course objectives and content. The Figure 1.1 shows the OBE framework for
the curriculum development and revision. The curriculum structure for graduation requirements has been
evolved in accordance with the model curriculum suggested by AICTE, Andhra Pradesh State Council for
Higher Education (APSCHE) and the affiliating university curriculum framework focusing on experiential
learning, self-study, collaborative learning and other similar student centric learning experience.

In order to skill the students and make them globally accepted, appropriate components are included in the
curricula in line with the holistic development of the students. As per the requirement of national
accreditation body, the program specific outcomes (PSOs) are formulated in line with the

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recommendations of the respective professional lead societies viz. ASME, ASCE, IEEE, AIChE, ACM.
The curriculum developed complies with the salient features of AICTE model curriculum facilitating the
faculties and students towards community engagement addressing local/regional community issues
pertaining to the agricultural and industrial needs.

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Figure 1.1 OBE Framework for Curriculum Development and Revision

File Description Document

Any additional information View Document

1.1.2 Percentage of Programmes where syllabus revision was carried out during the last five years.

Response: 84.62

1.1.2.1 Number of all Programmes offered by the institution during the last five years.

Response: 13

1.1.2.2 How many Programmes were revised out of total number of Programmes offered during the
last five years

Response: 11

File Description Document

Minutes of relevant Academic Council/BOS View Document

meeting

Details of program syllabus revision in last 5 View Document

years(Data Template)

Any additional information View Document

1.1.3 Average percentage of courses having focus on employability/ entrepreneurship/ skill

development offered by the institution during the last five years

Response: 1.84

1.1.3.1 Number of courses having focus on employability/ entrepreneurship/ skill development year-
wise during the last five years..

2019-20 2018-19 2017-18 2016-17 2015-16

10 10 10 11 19

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File Description Document

Programme / Curriculum/ Syllabus of the courses View Document

Minutes of the Boards of Studies/ Academic View Document

Council meetings with approvals for these courses

Average percentage of courses having focus on View Document

employability/ entrepreneurship(Data Template)

Any additional information View Document

1.2 Academic Flexibility

1.2.1 Percentage of new courses introduced of the total number of courses across all programs
offered during the last five years.

Response: 6.28

1.2.1.1 How many new courses are introduced within the last five years

Response: 102

1.2.1.2 Number of courses offered by the institution across all programmes during the last five years.

Response: 1625

File Description Document

Minutes of relevant Academic Council/BOS View Document

meetings

Institutional data in prescribed format View Document

Any additional information View Document

1.2.2 Percentage of Programmes in which Choice Based Credit System (CBCS) / elective course
system has been implemented (Data for the latest completed academic year).

Response: 100

1.2.2.1 Number of Programmes in which CBCS / Elective course system implemented.

Response: 13

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File Description Document

Minutes of relevant Academic Council/BOS View Document

meetings

Institutional data in prescribed format View Document

Any additional information View Document

1.3 Curriculum Enrichment

1.3.1 Institution integrates crosscutting issues relevant to Professional Ethics ,Gender, Human
Values ,Environment and Sustainability into the Curriculum

Response:

Yes.

Aligning with the AICTE model curriculum and affiliating university curriculum framework, the
curriculum is designed and deployed integrating the crosscutting issues relevant to Professional Ethics,
Gender, Human Values and Environment & Sustainability. Accordingly the relevant courses are
introduced as audit and regular credited courses. As per the POs the graduates are expected to exhibits the
work etiquettes while working as an individual, as a team member with/without other genders safeguarding
the values and beliefs of the organization. Eventually, the curriculum prepares the graduates by providing
adequate exposure to understand the need and importance for providing sustainable engineering solutions
considering the triple bottom line of environment and sustainability i.e. environment, society and
economics. The course content developed and deployed will enable the integrity and value system to be
instilled in the minds of the graduates to sustain as a way of life.

To ensure that the students are sensitized about the importance of the various aspects of ethics, gender
diversity, human values, environment protection for sustainability, continuous activities are organized
beyond the courses offered as part of the curriculum. The courses in the curriculum include Professional
Ethics, Environmental Studies, Trans/Forming gender. Further, in the curriculum the deliverables
pertaining to program specific professional ethics related topics are included in the courses wherever
necessary. To supplement the curriculum the relevant activities organized that include motivational
lectures, gender diversity sensitization, professional integrity, awareness rallies on the environmental
impact and other similar activities.

File Description Document

Upload the list and description of the courses which View Document
address the Gender, Environment and Sustainability,
Human Values and Professional Ethics into the
Curriculum

1.3.2 Number of value-added courses for imparting transferable and life skills offered during last

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five years.

Response: 16

1.3.2.1 How many new value-added courses are added within the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

4 5 3 2 2

File Description Document

List of value added courses (Data Template) View Document

Brochure or any other document relating to value View Document

added courses

Any additional information View Document

1.3.3 Average Percentage of students enrolled in the courses under 1.3.2 above.

Response: 5.15

1.3.3.1 Number of students enrolled in subject related Certificate or Add-on programs year wise
during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

288 298 160 86 78

File Description Document

List of students enrolled View Document

Any additional information View Document

1.3.4 Percentage of students undertaking field projects/ internships / student projects (Data for the
latest completed academic year)

Response: 71.2

1.3.4.1 Number of students undertaking field projects / internships / student projects

Response: 2569

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File Description Document

List of programs and number of students View Document

undertaking field projects / internships / student
projects (Data Template)

Any additional information View Document

1.4 Feedback System

1.4.1 Structured feedback for design and review of syllabus – semester-wise / year-wise is received
from 1) Students, 2) Teachers, 3) Employers, 4) Alumni

Response: D. Any 1 of the above

File Description Document

Action taken report of the Institution on feedback View Document

report as minuted by the Governing Council,
Syndicate, Board of Management

1.4.2 The feedback system of the Institution comprises of the following :

Response: E. Feedback not obtained

File Description Document

URL for stakeholder feedback report View Document

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Criterion 2 - Teaching-learning and Evaluation

2.1 Student Enrollment and Profile

2.1.1 Average Enrolment percentage (Average of last five years)

Response: 84.07

2.1.1.1 Number of students admitted year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

933 749 860 876 828

2.1.1.2 Number of sanctioned seats year wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

1038 1026 996 1026 966

File Description Document

Institutional data in prescribed format (Data View Document

Template)

Any additional information View Document

2.1.2 Average percentage of seats filled against reserved categories (SC, ST, OBC, Divyangjan, etc.
as per applicable reservation policy ) during the last five years ( exclusive of supernumerary seats)

Response: 98.38

2.1.2.1 Number of actual students admitted from the reserved categories year wise during last five
years

2019-20 2018-19 2017-18 2016-17 2015-16

343 337 338 354 353

File Description Document

Institutional data in prescribed format View Document

Any additional information View Document

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2.2 Catering to Student Diversity

2.2.1 The institution assesses the learning levels of the students and organises
special Programmes for advanced learners and slow learners

Response:

Yes.

At all the levels of the student’s progression the students learning levels are assessed continuously to
understand the technical competency of the students based on which, different special programs are
designed and deployed for advanced learners and slow learners.

Programmes for slow learners:

Right from the beginning of the every semester students are continuously assessed for the learning levels
through the internal/mid-term examinations. Based on the score secured by the students in the sessional
examinations students securing less than 60% are identified as slow learners.

1.Make-up classes are exclusively conducted in parallel along with the regular classes for the
identified slow learners to bring them to the main track
2.Additional assignments and assignment tests are conducted for slow learners
3.After every semester-end examinations, remedial classes are conducted for all the students who
could not clear the examination to enable them to clear the course in the following supplementary
examinations
4.Track sheets are maintained for all the students who are appearing for the supplementary
examinations and the classes are conducted to ensure the students clear the course by having the
mandate of 90% attendance
5.Beyond the remedial classes, the students are also counseled by the respective mentors to
understand the personal reasons if any

Programmes for advanced learners

Based on the student’s engagement in the class work, spirit of enquiry, involvement in tutorials, problems
solving skills, active participation in the lab classes, enthusiastic participation in the various competitions,
professional body activities and other co-curricular activities advanced learners are identified

1.Students are motivated with financial assistance to take part in Technical fests conducted on and off
campus as well to enhance their technical skill set and to promote cross culture
2.Encouraged to take Massive Open Online Courses (MOOCs) offered from time to time based on
the industry requirements and student’s option
3.Institute provides the options of going for
1.Full Semester Internship (FSI) in industries
2.Research laboratories
3.Universities abroad
4.Students are encouraged to give seminars on contemporary topics internally to nurture the report
writing and presentation skills

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5.Irrespective of the branch, students are encouraged to develop computer programming skills to
meet the market demand
6.Institution facilitates the Special coaching classes for higher education and competitive
examinations

File Description Document

Any additional information View Document

2.2.2 Student - Full time teacher ratio (Data for the latest completed academic year)

Response: 15:1

File Description Document

Any additional information View Document

2.3 Teaching- Learning Process

2.3.1 Student centric methods, such as experiential learning, participative learning and problem
solving methodologies are used for enhancing learning experiences

Response:

Yes.

As already discussed in Section 1.3.1, the curriculum has been designed meticulously to provide different
types of student centric learning experience for the learners’ right from the beginning of the first semester
onwards. Different types of learning experience are introduced in such a way that the learners get
experienced based on the students’ progression. The learning experiences as furnished below in table
2.3.1.1. include experiential learning, Project based learning (PBL), Layered learning, self- learning,
Interactive & Collaborative learning, Guided & Inclusive learning, Contemporary learning and
Participative learning.

Table 2.3.1.1. The learning experiences

S.no Student centric methods List of courses

1 Self-directed learning 1. All units are built in self-
study topics and are
italized to differentiate in
the syllabus
2. Students also have the
full flexibility of opting
full courses on self-study

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mode from the list of

courses incorporated in
the curriculum as well as
MOOCs
2 Layered learning In all the semesters from 3rd to
6th an integrated course is kept as
mandate across all the
departments with a focus to make
all the courses similar in nature
possible extent in the long run
3 Experiential learning 1. Summer internship
2. Full semester internship
4 Project -based learning Augmented experiments in all
Laboratory courses
5 Interactive learning Tutorials in all courses where it is
possible
6 Collaborative learning 1. Laboratory courses
2. Augmented experiments
in all Laboratory courses
3. Mini-project and term
paper
4. Full semester internship
7 Participative learning CTLP
In addition to the above curricular components, other student-centric learning activities are augmented for
a better learning experience in the teaching-learning process.

1.Field visits and Industrial tours

2.Subject Matter Expert’s (SME) Talk – Seminars and workshops in recent technologies
3.Innovative Project exhibitions
4.Technical fests
5.Professional body activities

The percentage distribution of prominent learning strategies adopted across the curriculum is depicted in
the info graph Fig. 2.3.1.1

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Fig. 2.3.1.1: Learning strategies

File Description Document

Any additional information View Document

2.3.2 Teachers use ICT enabled tools including online resources for effective teaching and learning
process.

Response:

Yes.

In accordance with one of the mission statements of the institution “To implement outcome based
education in an IT-enabled environment”, the class room ambience and the teaching leaning process are
technologically enabled with the use of ICT tools and services for effective teaching and learning process.
Following are the ICT recourses and services that are being deployed.

1.In-house customized digital learning platform with static learning resources, and video courses to
supplement the classroom delivery
2.NPTEL courses and access to Swayam portal with an intention of providing flipped classroom
environment
3.Online classes, guest lectures and expert talks through various video conferencing applications
4.Online classroom assessment tools for formative assessment
5.Virtual laboratory class using cloud services viz. AWS, Lab VIEW, MS Azure

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6.Usage of online coding platform for computer programming laboratories

7.Digital Library for 24x7 access to online books, journals, magazines and other learning resources
through DELNET
8.Wi-Fi enabled campus with 1GB bandwidth
9.Roof mounted LCD projectors, Smart boards, interactive projectors and interactive class rooms

In addition to the above, other technology interventions are also deployed to create a digital academic
resource planning system which includes the following:

1.Campus management system with Dynamic web reporting (Admissions, Classwork, Assessment)
2.Examination management system
3.Aadhar based biometric attendance system
4.Dedicated IT support systems for the maintenance of the teaching-learning resources
5.Hostel management system with gate pass issue with SMS tracking facility
6.SAP for Accounts, Finance, HR and Purchase departments

File Description Document

Any additional information View Document

Link for Additional Information View Document

Provide link for webpage describing ICT enabled View Document

tools including online resources for effective
teaching and learning process

2.3.3 Ratio of students to mentor for academic and other related issues (Data for the latest completed
academic year )

Response: 20:1

2.3.3.1 Number of mentors

Response: 182

File Description Document

Upload year wise, number of students enrolled and View Document

full time teachers on roll

Circulars pertaining to assigning mentors to mentees View Document

Link for additional information View Document

2.3.4 Preparation and adherence of Academic Calendar and Teaching plans by the institution

Response:

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Preparation of Academic Calendar:

The academic calendar is planned to ensure compliance with UGC regulations by having a minimum of 90
working days in each semester. However, in line with the affiliating university JNTUK Kakinada
guidelines, a minimum of 20 weeks of course delivery is planned in a semester following the L-T-P
structure. The academic calendar is maintained uniform for all the years of study other than the first year
and compliance is ensured by the IQAC. Also, the calendar captures schedules of all the co- and
extracurricular events and academic audits as per the requirements of IQAC.

Course Plan, Delivery, and Monitoring:

Based on the academic calendar the HoDs allocate the courses for the members of the faculty well before
the commencement of the semester to enable the faculty members to plan and prepare their curriculum
delivery. The institute has a standard operating procedure for allotting the courses to the members of
faculty based on the subject proficiency, specialization, and previous track record of that particular faculty.
Subsequent to the allotment of the course and preparation of the course plan, the same will be vetted by the
senior members of the faculty who have already handled that particular course.

Further, the timetable coordinator prepares the timetable for the forthcoming semester as per the L-T-P
pattern as prescribed in the curriculum. In line with the timetable, the concerned members of faculty
prepare/update the lecture plan for their respective courses indicating the details of the mode of delivery.
As per the OBE philosophy, faculty members follow a standard template for all the lecture plans and will
be uploaded in the LAN portal well before the commencement of the classwork. For effective course
delivery and continuous improvement Program Coordinator/HoDs also will share the feedback received
from the course instructor of the previous batch of students.

In multi-section courses, the course coordinator will ensure the quality and uniformity in delivery on a
weekly basis. To ensure the effectiveness of the curriculum implementation, the department conducts the
Academic monitoring committee meetings comprising of all the course instructors, HoD and student
representatives. The AMC addresses the issues like the syllabus coverage, the technician support during
Lab/project, Special care of faculty towards slow learners, difficulty in leaning with any of the courses, the
mentoring process, over or under emphasize on, ICT tools, clarification of the students’ doubts, the
courses opted over and above the graduation requirements, etc., Based on the minutes of the AMC,
corrective measures are initiated, documented and ensured by the IQAC. Apart from AMC, twice in
semester feedback is collected for all the teachers. Any observation made out of the feedback is
communicated to the respective faculty members by the HoDs for corrective measures and compliance. To
strengthen the curriculum delivery and to give practical insights of the courses taught, the guest lecturers
from industry experts and academicians are organized. The entire process is shown in flow chart as apper
in the Figure 2.3.4.1.

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Figure: 2.3.4.1 course plan and delivery

File Description Document

Upload Academic Calendar and Teaching plans for View Document

five years

Any additional information View Document

2.4 Teacher Profile and Quality

2.4.1 Average percentage of full time teachers against sanctioned posts during the last five years

Response: 89.15

File Description Document

Year wise full time teachers and sanctioned posts View Document
for 5 years(Data Template)

List of the faculty members authenticated by the View Document

Head of HEI

2.4.2 Average percentage of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Superspeciality /
D.Sc. / D.Litt. during the last five years (consider only highest degree for count)

Response: 31.22

2.4.2.1 Number of full time teachers with Ph.D./D.M/M.Ch./D.N.B Superspeciality/D.Sc./D’Lit. year

wise during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

116 79 67 51 48

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File Description Document

Institutional data in prescribed format (Data View Document

Template)

Link for Additional Information View Document

2.4.3 Average teaching experience of full time teachers in the same institution (Data for the latest
completed academic year in number of years)

Response: 7.4

2.4.3.1 Total experience of full-time teachers

Response: 1725

File Description Document

Institutional data in prescribed format View Document

2.5 Evaluation Process and Reforms

2.5.1 Average number of days from the date of last semester-end/ year- end examination till the
declaration of results year-wise during the last five years

Response: 11

2.5.1.1 Number of days from the date of last semester-end/ year- end examination till the declaration
of results year wise during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

7 13 12 9 14

File Description Document

Institutional data in prescribed format (Data View Document

Template)

Link for Additional Information View Document

2.5.2 Average percentage of student complaints/grievances about evaluation against total number
appeared in the examinations during the last five years

Response: 3.58

2.5.2.1 Number of complaints/grievances about evaluation year wise during the last five years

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2019-20 2018-19 2017-18 2016-17 2015-16

19 91 249 197 38

File Description Document

Number of complaints and total number of students View Document

appeared year wise

Link for Additional Information View Document

2.5.3 IT integration and reforms in the examination procedures and processes including Continuous
Internal Assessment (CIA) have brought in considerable improvement in Examination Management
System (EMS) of the Institution

Response:

All the pre and post semester end examination process viz. registration of the students and courses,
generation of hall tickets and OMR sheets, scanning of marks, grading and grade memo generation are
implemented through automated software. The performance of the students in continuous assessment and
students’ attendance is continuously monitored and updated to the parents periodically through the
dynamic web reporting system.

Examination procedures:

Reforms during pre- examination processes:

Standardized and foolproof question paper template is being used while inviting the question papers
from the external/internal subject experts. The template ensures that all the learning levels as per
the Bloom’s taxonomy are assessed inline with the OBE philosophy.
Multiple sets of question papers are invited well before the commencement of examinations and the
question paper moderation committee randomly picks one question paper in the presence of the
CoE ensuring the compliance.
Question paper moderation committee comprising of the course coordinator and senior faculty
members shall scrutinize the question paper to ensure the concurrence of the questions inline with
the syllabus.

Reforms during the examination:

To avoid proxy during examination and coding & decoding, barcode for the registration number is
introduced in addition to the printed photograph of the student in the OMR sheet.

Reforms during post-examination:

Question wise assessment is done to ensure the uniform and consistent evaluation of all the scripts.

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Subject chief evaluator shall pick-up randomly five scripts for second valuation to ensure the
consistency of the assessment process.

Processes integrating IT

Inclusion of seminar project, assignment, seminar presentation etc. as components of evaluation.

Hybrid grading system is followed by having both earned grades (A+ and F) and awarded grades
(A to E). Awarded grades are allocated based on the histogram and course average.
For the easy access to the students and parents, all the semester end results are posted on the
institute website within 10 days.

Continuous internal assessment system

Continuous internal assessment is done through conducting various tests from time to time.
Two descriptive mid semester exams , one assignment tests and a mid-practical exam are conducted
for each paper of the subject in each semester
In between, Review on the project and term paper is also conducted.
The physical copies of the mid semester answer scripts along with the marks are given students in
educate them in their presentation skills.
The performance of the student in MID exams and final exam is analyzed and appropriate follow-
up action is through makeup classes and remedial classes respectively.
To assess the higher order thinking levels as well as the depth of understanding of a particular
course in the continuous assessment process, open book examination is introduced.

File Description Document

Any additional information View Document

2.6 Student Performance and Learning Outcomes

2.6.1 Programme and course outcomes for all Programmes offered by the institution are stated and
displayed on website and communicated to teachers and students.

Response:

Yes.

The program outcomes (POs) and the course outcomes (COs) of the representative courses which
contribute to the attainment of the POs are formulated. Based on the formulation of the COs, the course
contents are developed. All the stated POs and COs are disseminated to the stake holders in the following
ways:

Academic regulations
College website
Displayed prominently at the different locations of the departments
LAN portal

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All the feedback forms viz., Course end, Alumni, Employee, Course exit
At the time of AMC and faculty meeting POs and COs are reviewed among the students and staff
members.

Apart from this, Program outcomes are made reachable to all the stakeholders of the program through
sensitization, faculty workshops, student workshops, and induction programs.

File Description Document

Upload COs for all courses (exemplars from View Document

Glossary)

Any additional information View Document

2.6.2 Attainment of programme outcomes and course outcomes are evaluated by the institution.

Response:

Yes.

The attainment of POs and COs is evaluated by deploying direct and indirect assessment tools. Following
are the indicative tools used for calculating the attainment.

Direct Assessment Tools and Methods for CO attainment:

1.Question papers for theory and Laboratory course examinations

2.Rubrics for all the viva-voce examinations
3.Rubrics for summer and Full semester Internship

Indirect Assessment Tools and Methods:

1.Program exit survey for POs

Attainment of COs based on target performance level (TPL) of the courses

As discussed in earlier section the attainment of POs is normally measured with the help of CO attainment
of the representative courses. Further, based on the level of contribution of each representative course for
the PO attainment, the weightage is given judiciously at three levels i.e. from 3 to 1 (Strong to week).
Accordingly, the TPL for each PO is arrived based on the last three to four years performance.

CO attainment:

Above referred assessment tools are deployed to calculate COs. For the attainment of COs related to theory
and lab courses the direct assessment tool based on the marks secured in the continuous and semester end
assessment are considered. Further, for all the assessments done wherein viva-voice is a part of process, the
CO attainment is done through rubrics. For the all the courses, at the end of the semester, course end

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survey is

done for all the students’ in-line with the COs. By giving appropriate weightage for the COs attainment
from direct and indirect tools, overall CO attainment is calculated.

Appropriate rubrics are developed and are in place to measure the outcomes of all the viva-voce
examinations viz, Laboratory courses, Term paper, Mini project, Main project and internships.

PO attainment:

The PO attainment is measured by the direct and indirect assessment tools with a weightage of 90% and
10% respectively. For the PO attainment, based on the level of contribution of the each course, a mapping
matrix is developed. Based on the CO-PO mapping and weighted average contribution of each CO, overall
PO attainment is calculated. As discussed earlier the indirect assessment tool is deployed through the
program exit survey for 10%.

File Description Document

Any additional information View Document

2.6.3 Pass Percentage of students(Data for the latest completed academic year)

Response: 98.08

2.6.3.1 Total number of final year students who passed the examination conducted by Institution.

Response: 818

2.6.3.2 Total number of final year students who appeared for the examination conducted by the
Institution.

Response: 834

File Description Document

Upload List of Programmes and number of students View Document

passed and appeared in the final year
examination(Data Template)

Link for the annual report View Document

Link for additional information View Document

2.7 Student Satisfaction Survey

2.7.1 Online student satisfaction survey regarding teaching learning process

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Response: 3.27

File Description Document

Upload database of all currently enrolled students View Document

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Criterion 3 - Research, Innovations and Extension

3.1 Promotion of Research and Facilities

3.1.1 The institution Research facilities are frequently updated and there is well defined policy for
promotion of research which is uploaded on the institutional website and implemented

Response:

Yes.

Institution research facilities are updated frequently on ongoing basis and well defined policy is in place to
promote research among the faculty members.

Research Facilities:

More than 50% of the faculty members across all the departments are Ph.D. qualified actively pursuing the
research and enhancing their research profile in terms of publications and research projects.

The Institution ensures that research and academia go hand-in-hand for the holistic development of the
students and research capacity building of the faculty members by updating the research facilities need
based. Promoting the interdisciplinary research across all the programs, with combination of faculty
members with diversified research expertise, six research groups have been formed to take-up the research
initiatives.

Institution has modern and state-of-the-art research equipment enabling and promoting research among the
students and faculty members. However, based on the norms defined by the JNTUK Kakinada, the
affiliating university, four departments viz. ME, EEE, ECE and CSE are recognized as research centers. To
enable faculty members and UG/PG students to take up research projects beyond the curriculum all the
laboratories are appended with the research equipment on regular basis. The details of research equipment
worth Rs. 3 Crores (approx.) procured in the last five years and grants received for the research projects
from various funding agencies are provided in the additional information.

Research promotion:

Research mentorship through senior scientist and academicians

Well defined HR policy in place to promote research and motivate the faculty members in taking
up the research assignments
Research incentive schemes and monitory benefits are provided in the name of Faculty
development and assessment scheme (FADS) promoting faculty members towards research
publications and funded research projects.
To create the research eco-system the institution is providing the seed grant for the minor research
projects for the needy faculty.
Faculty members are motivated to pursue PhD under QIP scheme with full salary.
Faculty members publishes around 300 research publications every year in UGC recognized
journals wherein 75% of the articles are Scopus and SCI indexed.
For the last five years since 2015, 1284 No.of papers got published in UGC recognized journals
wherein 744 No.of papers are Scopus indexed and 97 of papers are SCI indexed.

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Faculty members are encouraged with the matching international travel grant of maximum Rs. 50K
apart from the sponsoring of the full registration fees and also financial support is provided to
participate in the national, International conferences.
Additional financial benefit for the faculty if they acquire PhD qualification

National and International collaborations:

To promote international collaborations, the institution has signed MoUs with the following reputed
universities and Industries across the globe.

Asia University, Taiwan

Aachen University, Germany
Juniper Networks (US), Inc.
Luca Industries International, GmbH, Berlin, Germany
National Formosa University, Taiwan
University of Technology, Petronas, Malaysia

File Description Document

Minutes of the Governing Council/ Syndicate/Board View Document

of Management related to research promotion policy
adoption

Any additional information View Document

URL of Policy document on promotion of View Document

research uploaded on website

3.1.2 The institution provides seed money to its teachers for research (average per year, INR in
Lakhs)

Response: 1.03

3.1.2.1 The amount of seed money provided by institution to its faculty year-wise during the last five
years (INR in lakhs).

2019-20 2018-19 2017-18 2016-17 2015-16

0.582 0.53 2.99 0.547 0.522

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File Description Document

Minutes of the relevant bodies of the Institution View Document

List of teachers receiving grant and details of grant View Document

received

Budget and expenditure statements signed by the View Document

Finance Officer indicating seed money provided and
utilized

Any additional information View Document

3.1.3 Percentage of teachers awarded national / international fellowship for advanced

studies/research during the last five years

Response: 0

3.1.3.1 The number of teachers awarded national / international fellowship for advanced studies /
research year wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

File Description Document

List of teachers and their international fellowship View Document

details

e-copies of the award letters of the teachers View Document

3.2 Resource Mobilization for Research

3.2.1 Grants received from Government and non-governmental agencies for research projects,
endowments, Chairs in the institution during the last five years (INR in Lakhs)

Response: 195.53

3.2.1.1 Total Grants from Government and non-governmental agencies for research projects ,
endowments, Chairs in the institution during the last five years (INR in Lakhs)

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 156.48 39.05 0

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File Description Document

List of project and grant details View Document

e-copies of the grant award letters for research View Document

projects sponsored by government and non-
government

3.2.2 Percentage of teachers having research projects during the last five years

Response: 3.06

3.2.2.1 Number of teachers having research projects during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

4 4 16 11 0

File Description Document

Names of teachers having research projects View Document

Any additional information View Document

Link for additional information View Document

3.2.3 Percentage of teachers recognised as research guides

Response: 2.15

3.2.3.1 Number of teachers recognized as research guides

Response: 5

File Description Document

Upload copies of the letter of the university View Document

recognizing faculty as research guides

Any additional information View Document

3.2.4 Average percentage of departments having Research projects funded by government and non-
government agencies during the last five years

Response: 80

3.2.4.1 Number of departments having Research projects funded by government and non-

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government agencies during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

6 6 6 6 4

3.2.4.2 Number of departments offering academic programes

2019-20 2018-19 2017-18 2016-17 2015-16

7 7 7 7 7

File Description Document

Supporting document from Funding Agency View Document

List of research projects and funding details View Document

Paste link to funding agency website View Document

3.3 Innovation Ecosystem

3.3.1 Institution has created an eco system for innovations, creation and transfer of knowledge
supported by dedicated centers for research, entrepreneurship, community orientation, Incubation
etc.

Response:

Yes.

The institution has the system in place enabling to create a justified eco-system for innovation and transfer
of knowledge through the respective Research centers, Entrepreneurship and incubation center,
Community oriented initiatives.

Research centers:

All the departments have in place dedicated research facilities enabling both faculty and students to initiate
and take up research projects related to Fundamental & Conceptual research, Process research, Material
research and Product research. Based on the research profile of the faculty members, different research
groups are formed to promote inter disciplinary research in the areas of IoT, Robotics & Mechatronics,
Adaptive control systems and Additive manufacturing. Further eco-system infrastructure is strengthened
by enabling UG and PG students to participate in various competitions to hone their Research & Analytical
skills. To inculcate the culture of publishing technical articles, both UG & PG students are encouraged to
publish their final year project work.

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Entrepreneurship development cell (EDC) and Incubation:

The institute has EDC sponsored by AICTE since 2006 with an objective of promoting entrepreneurship
skills among the students by organizing guest lectures. Every year the institution felicitates the successful
alumni entrepreneurs on the world entrepreneurship day to inspire the budding engineers. Further to
promote entrepreneurship, successful entrepreneurs,financing agencies and the department of industries are
invited from National productivity Council (NPC) and MSME.

MSME, Ministry of industries identified the institution is as Business Incubation Center (BIC) in the year
2011 to motivate, support and mentor students for identification,development and commercialization of
their innovative ideas.Later during the year 2019, MSME with a modified/revised regulations, identified
the institution as Host Institute (HI) under the scheme “Support for Entrepreneur and Managerial
Development of MSMEs through Incubators”.Under this scheme the institution has recommended and
forwarded the projects to MSME for further scrutiny.

To nurture and foster the integration of academics with industry and promotion of Entrepreneurship
competencies among the students,institution is enabled to new startup companies by providing services
like training,executive support for firm registration,Technology and infrastructural support. Along with
final year students, BIC encourage also the start-ups coming from the Students/Staff/Alumni/ of GMRIT
and from the community in and around GMRIT addressing the local and regional needs.

Community oriented initiatives:

To instill the value system of giving back to the society among the students, several initiatives have been
taken up by involving the students to promote the social entrepreneurship. Apart from the formal bodies
like NSS and UBA, the institution also promotes the engagement of the students in the community
development through activities like Gamyam and Community Radio. Institute has taken the initiative for
building awareness among the population within 15 km diameter on variety of issues ranging from child
health care, to employment viz. personal hygiene, disadvantages of open defecation, Girl child education,
implications of malnutrition and higher education & Employment opportunities of the youth through
GMRIT Community radio broadcasting at 90.4MHz.

File Description Document

Upload any additional information View Document

3.3.2 Number of workshops/seminars conducted on Research methodology, Intellectual Property

Rights (IPR),entrepreneurship, skill development during the last five years.

Response: 100

3.3.2.1 Total number of workshops/seminars conducted on Research methodology, Intellectual

Property Rights (IPR),entrepreneurship, skill development year-wise during the last five years.

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2019-20 2018-19 2017-18 2016-17 2015-16

19 32 23 10 16

File Description Document

Report of the event View Document

List of workshops/seminars during last 5 years View Document

3.4 Research Publications and Awards

3.4.1 The Institution ensures implementation of its stated Code of Ethics for research through the
following: 1. Inclusion of research ethics in the research methodology course work 2. Presence of
Ethics committee 3. Plagiarism check through software 4. Research Advisory Committee

Response: C. 2 of the above

File Description Document

Any additional information View Document

3.4.2 Number of Ph.D’s registered per teacher (as per the data given w.r.t recognized Ph.D guides/
supervisors provided at 3.2.3 metric) during the last five years

Response: 2.4

3.4.2.1 How many Ph.Ds are registered within last 5 years

Response: 12

3.4.2.2 Number of teachers recognized as guides during the last five years

Response: 5

File Description Document

List of PhD scholars and their details like name of View Document
the guide , title of thesis, year of award etc

URL to the research page on HEI web site View Document

3.4.3 Number of research papers per teachers in the Journals notified on UGC website during the
last five years

Response: 3.75

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3.4.3.1 Number of research papers in the Journals notified on UGC website during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

327 170 125 113 122

File Description Document

List of research papers by title, author, department, View Document

name and year of publication

3.4.4 Number of books and chapters in edited volumes / books published per teacher during the last
five years

Response: 1.08

3.4.4.1 Total number of books and chapters in edited volumes/books published and papers in
national/ international conference proceedings year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

56 45 54 43 48

File Description Document

List books and chapters in edited volumes / books View Document

published

Any additional information View Document

3.4.5 Bibliometrics of the publications during the last five years based on average citation index in
Scopus/ Web of Science or PubMed

Response: 3.41

File Description Document

Bibliometrics of the publications during the last five View Document

years

3.4.6 Bibliometrics of the publications during the last five years based on Scopus/ Web of Science - h-
index of the Institution

Response: 19

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File Description Document

Bibiliometrics of publications based on Scopus/ View Document

Web of Science - h-index of the Institution

3.5 Consultancy
3.5.1 Revenue generated from consultancy and corporate training during the last five years (INR in
Lakhs).

Response: 0

3.5.1.1 Total amount generated from consultancy and corporate training year-wise during the last
five years (INR in lakhs).

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

File Description Document

List of consultants and revenue generated by them View Document

Audited statements of accounts indicating the View Document

revenue generated through consultancy and
corporate training

Any additional information View Document

3.5.2 Total amount spent on developing facilities, training teachers and staff for undertaking
consultancy during the last five years (INR in Lakhs).

Response: 0

3.5.2.1 Total amount spent on developing facilities, training teachers and staff for undertaking
consultancy during the last five years (INR in Lakhs)

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

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File Description Document

List of training programmes, teachers and staff View Document

trained for undertaking consultancy

List of facilities and staff available for undertaking View Document

consultancy

Audited statements of accounts indicating the View Document

expenditure incurred on developing facilities and
training teachers and staff for undertaking
consultancy

Any additional information View Document

3.6 Extension Activities

3.6.1 Extension activities are carried out in the neighbourhood community, sensitising students to
social issues, for their holistic development, and impact thereof during the last five years

Response:

Yes.

The institute encourages and promotes the students’ participation in the neighborhood community for the
holistic development through NSS, Swatch Bharath Abhiyan (SBA), Unnat Bharath Abhiyan (UBA),
Community Radio, Social Volunteering Projects (SVP) and GAMYAM.

Institution promotes and motivates the students to participate actively in all the community related
activities with a philosophy of giving back to the society. The NSS unit of GMRIT registered with JNTUK,
Kakinada conducts various extension activities complying with the objectives of NSS by working with the
neighborhood community. As per the schedule given by the university institution organizes special
camping programs in the villages in and around by motivating the public addressing the problems related
to self-hygiene, cleanliness, public health and communicable diseases etc. To sensitize the public living in
those villages NSS volunteers conducts rallies, demonstrations and awareness programs on the issues of
the local interest.

Apart from regular NSS activities, institution promotes and encourages the students and staff to participate
in the support and relief activities in the case of natural disasters like cyclones and floods. Further, NSS
wing the institution has another wing by name “GAMYAM-Engage for change” wherein students works
with the community with six different themes viz. Avagahana, Lakshya, Suchana, Shiksha, Vikasa and
Vitharana.

All the Government of India initiatives under Swatchata Mission and Unnat Bharat Abhiyan are initiated
by NSS. Under Swatchatha Mission, 100 hrs programs of Swatch Bharat Abhayan with the themes “Clean
Rajam-Green Rajam” and “Plastic free Rajam” are initiated and conducted successfully. Twice in an year
in collaboration with Indian Red Cross Society, blood donation camps have been organized and received
several medals and appreciation from the State Governor and district authorities for collecting around 1000

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units of blood every year.

Under Unnat Bharat Abhiyan scheme institution has adopted five villages in the region and has initiated
technology intervention for effective utilization of the fund available for the creating basic infrastructure in
village. Apart from the community engagement the students also involve in the green echo club activities
sensitizing the community about the environment protection.

The institution also runs community radio 90.4FM by broadcasting the programs having community
relevance in the fields of Health, Agriculture, Education, Cultural arts and entertainment. Through
community radio institution has executed a DST funded project for the project “A programme to create
awareness on Health & Nutrition for woman &child amongst weaker sections in rural area”. All the
programmes and activities (making to broadcasting) at the radio station working for six hours a day are
managed by the students. The list of all the community engagement activities is attached.

File Description Document

Upload Any additional information View Document

3.6.2 Number of awards and recognition received by the Institution, its teachers and students for
extension activities from Government / Government recognised bodies during last five years

Response: 0

3.6.2.1 Total number of awards and recognition received for extension activities from Government/
Government recognised bodies year-wise during the last five years.

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

File Description Document

Number of awards for extension activities in last 5 View Document

year

e-copy of the award letters View Document

3.6.3 Number of extension and outreach programs conducted by the institution through
NSS/NCC/Red cross/YRC etc., during the last five years ( including Government initiated programs
such as Swachh Bharat, Aids Awareness, Gender Issue, etc. and those organised in collaboration
with industry, community and NGOs)

Response: 139

3.6.3.1 Number of extension and outreach Programs conducted in collaboration with industry,

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community and Non- Government Organizations through NSS/ NCC/ Red Cross/ YRC etc., year-
wise during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

16 21 36 37 29

File Description Document

Reports of the event organized View Document

Number of extension and outreach Programmes View Document

conducted with industry, community etc for the last
five years

3.6.4 Average percentage of students participating in extension activities listed at 3.6.3 above during
the last five years

Response: 21.07

3.6.4.1 Total number of students participating in extension activities listed at 3.6.3 above year-wise
during the last five years.

2019-20 2018-19 2017-18 2016-17 2015-16

870 945 820 434 650

File Description Document

Reports of the event View Document

Average percentage of students participating in View Document

extension activities with Govt or NGO etc

3.7 Collaboration
3.7.1 Number of Collaborative activities per year for research/ faculty exchange/ student exchange/
internship/ on –the-job training/ project work

Response: 0

3.7.1.1 Total number of Collaborative activities per year for research/ faculty exchange/ student
exchange/ internship/ on –the-job training/ project work

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2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

File Description Document

Number of Collaborative activities for research, View Document

faculty etc

Copies of collaboration View Document

3.7.2 Number of functional MoUs with institutions of national, international importance, other
institutions, industries, corporate houses etc. during the last five years (only functional MoUs with
ongoing activities to be considered)

Response: 13

3.7.2.1 Number of functional MoUs with institutions of national, international importance, other
Institutions, industries, corporate houses etc. year wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

2 4 1 4 2

File Description Document

e-copies of the MoUs with institution/ industry/ View Document

corporate house

Details of functional MoUs with institutions of View Document

national, international importance, other Institutions
etc during the last five years

Any additional information View Document

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Criterion 4 - Infrastructure and Learning Resources

4.1 Physical Facilities

4.1.1 The Institution has adequate infrastructure and physical facilities for teaching- learning. viz.,
classrooms, laboratories, computing equipment etc.

Response:

Yes.

The Institution has adequate infrastructure and physical facilities such as classrooms, laboratories,
computing equipment, etc. in sufficient number in compliance with the AICTE norms facilitating teaching
and learning process as narrated below.

The institution is located in a lush green campus spread over 150 acres catering to the needs of both
academic and residential requirements.
All the academic facilities for all the UG & PG programs are accommodated in six standalone
academic blocks with a staggered layout.
All the classrooms across the campus have standard dimensions to accommodate 75 students and
are provided with audio visual and projection facilities.
All the faculty members are provided with desktops/ Laptops and other ICT facilities supporting
the teaching learning process.

Following are the details of the infrastructure:

Particul CE EEE MEC ECE CSE CHE IT BS&H Total

ars
UG Class 7 6 8 11 9 3 3 15 62
rooms
PG Class 1 1 1 1 1 1 0 0 6
rooms
Drawing 1 0 0 0 0 0 0 2 3
Halls
Seminar 1 1 1 1 1 0 0 0 5
Halls
Multipur 0 0 0 0 0 0 1 1 2
pose
smart cla
ssrooms
Auditoriu 0 0 0 0 0 0 0 0 1
m
Boys 0 0 0 0 0 0 0 0 2
Common
Halls
Girls 0 0 0 0 0 0 0 0 2
Common

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Halls
Faculty 2 3 3 5 2 1 1 4 21
Rooms
Faculty 21 28 28 47 36 11 7 36 214
cubicles
Laborato 6 6 11 8 6 6 3 3 51
ries
Worksho 0 0 1 0 0 0 0 0 1
ps
Languag 0 0 0 0 0 0 0 2 2
e Lab
Library 0 0 0 0 0 0 0 0 1
Reading 0 0 0 0 0 0 0 0 2
Rooms
The Knowledge Resource Centre (KRC-Central Library) caters to the all the programs maintaining more
than 20,211 titles and 68,586 volumes. KRC operations are supported by Library Management Systems
(Libsys) and a digital library with 60 systems enabling the access to online content and journals. In
addition to KRC, all the departments have dedicated library facilities in the respective locations catering to
the basic and immediate requirements.

Computer equipment:

All the computer laboratories across the campus are equipped with adequate number of computers as better
than the norms (1:3 ratio) with licensed software. Further to the existing computer labs, an advanced
laboratory with laptop workstations is provided to train the students on latest application software.

All the systems across the campus are on LAN with domain servers. With an OFC backbone between the
buildings, entire campus is Wi-Fi enabled catering to the needs of the students and faculty. The institution
has 1GB bandwidth connectivity catering to both the academics, hostels and admin requirements. The
computers are well maintained by a dedicated team of IT professionals periodically ensuring the security as
required.To supplement the classroom teaching-learning process, digital learning platform is provided
with video and text material with a dedicated server.

File Description Document

Paste link for additional information View Document

4.1.2 The institution has adequate facilities for cultural activities, yoga, games (indoor, outdoor) and
sports. (gymnasium, yoga centre, auditorium, etc.)

Response:

Yes.

Apart from academics, the institution is also very much keen in building physical and mental health of the

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students for holistic development. The physical fitness and health of the students is ensured through regular
sports and games while the mental health is sustained by Cultural, Yoga and Meditation sessions. Regular
Yoga and Meditation sessions are conducted for the interested students through trained internal faculty
members and Guest speakers in collaboration with Swami Vivekananda Center for Human Excellence and
Heart fullness meditation center.

To encourage and promote the students possessing the cultural skills, the institution provides a platform
through various clubs viz. Music, Dance, Fine Arts and other similar clubs for a holistic development. The
student clubs regularly organizes various activities for their diversified attributes. And the students were
given opportunity to enhance their skills and are exhibited during various cultural shows organized in and
out of the campus. The indoor and outdoor sports facilities include air-conditioned Aerobics Centre, courts
for Shuttle Badminton, Basketball, Ball Badminton, Throw ball and Volleyball, grounds for Football,
Kho–Kho, Cricket (2 with cricket nets), cricket ground and Bowling Machines with auto feeder (two), 6
Lane 400mts synthetic running track and a Long Jump pit. The following are infrastructure facilities
available in the institution to promote various activates as follows.

S. No. Facilities Area (Sq.M)

1 Auditorium 152.11
2 Yoga & Meditation Cente 98
3 Student Activity Center (SAC) 220
4 Gymnasium 428
5 Indoor Sports 1040
6 Outdoor Sports 56273
Further, all the above said facilities are effectively used to cater the needs of various internal stake holders
in a structured way and were ensured by the department of physical education. Accordingly, financial
assistance wherever needed and incentives are also provided to the students who are participating in the
inter university and intra campus competitions.

File Description Document

Paste link for additional information View Document

4.1.3 Percentage of classrooms and seminar halls with ICT- enabled facilities such as smart class,
LMS, etc. (Data for the latest completed academic year)

Response: 100

4.1.3.1 Number of classrooms and seminar halls with ICT facilities

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Response: 75

File Description Document

Institutional data in prescribed format View Document

Paste link for additional information View Document

4.1.4 Average percentage of expenditure for infrastructure augmentation excluding salary during
the last five years (INR in Lakhs)

Response: 23.14

4.1.4.1 Expenditure for infrastructure augmentation, excluding salary year-wise during last five
years (INR in lakhs)

2019-20 2018-19 2017-18 2016-17 2015-16

113.14 81.39 148.21 461.07 62.07

File Description Document

Upload Details of Expenditure , excluding salary View Document

during the last five years

Upload audited utilization statements View Document

Link for any additional information View Document

4.2 Library as a Learning Resource

4.2.1 Library is automated using Integrated Library Management System (ILMS)

Response:

Yes.

GMRIT has spacious Knowledge Resource Centre (Central Library) located at block-4, spread over three
floors with seating capacity of 500 users. It is automated with Libsys-4 library management system since
the academic year 2005. The Integrated Library Management System (ILMS) supports in house operations
of Acquisition, Cataloguing, Circulation, Serials and OPAC through a dedicated server. The library has a
rich collection of 68,586 volumes with 20,211 titles.

ILMS is upgraded to Libsys-7 version in the year 2016 to cater the Web centric LIBSYS & LMS on Linux
(RHEL) platform for 60,000 unique titles, 5 Housekeeping Clients and 25 user licenses for Web OPAC.
AMC is there in place to maintain the software periodically. It has the modules viz. Cataloguing, Web-
OPAC, Circulation, Journals/Periodicals, Biometric, etc. facilitating Barcoded circulation, reservation of

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documents, notifications of the transactions.

Name of the ILMS software: LIBSYS

Nature of automation (fully or partially): Full
Version:7
Year of automation:2005 with LIBSYS-4 and updated in 2016 with LIBSYS-7

File Description Document

Paste Link for additional information View Document

4.2.2 Institution has access to the following: 1. e-journals 2. e-ShodhSindhu 3. Shodhganga

Membership 4. e-books 5. Databases 6. Remote access to e-resources

Response: B. Any 3 of the above

File Description Document

Upload any additional information View Document

Institutional data in prescribed format View Document

Details of subscriptions like e-journals, e-books , e- View Document

ShodhSindhu, Shodhganga Membership etc

4.2.3 Average annual expenditure for purchase of books/ e-books and subscription to journals/e-
journals during the last five years (INR in Lakhs)

Response: 6.74

4.2.3.1 Annual expenditure of purchase of books/e-books and subscription to journals/e- journals

year wise during last five years (INR in Lakhs)

2019-20 2018-19 2017-18 2016-17 2015-16

5.77 7.12 5.29 8.96 6.54

File Description Document

Details of annual expenditure for purchase of and View Document

subscription to journals/e-journals during the last
five years

Audited statements of accounts View Document

Any additional information View Document

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4.2.4 Percentage per day usage of library by teachers and students ( foot falls and login data for
online access) during the last completed academic year

Response: 5.36

4.2.4.1 Number of teachers and students using library per day over last one year

Response: 206

File Description Document

Details of library usage by teachers and students View Document

Any additional information View Document

4.3 IT Infrastructure
4.3.1 Institution has an IT policy covering wi-fi, cyber security, etc., and allocated budget for updating
its IT facilities

Response:

Yes.

The institute has a well-defined IT policy for providing the services to students and faculty members. A
dedicated IT support team with the support from all the departments will plan, execute, maintain and
monitor all the facilities pertaining to campus networking and IT infrastructure. As discussed in the earlier
section, the institute has a structured campus network on LAN with OFC backbone supplemented by Wi-Fi
environment across the campus and hostels.

To cater to the needs of the students and faculty 1GB internet bandwidth is provided 24x7 from three
service providers with proper network and Information security deployed through hardware-based
firewalls, manageable switches and domain login authentication.

Also, antivirus endpoint protection is installed in all computers to handle malware risks in addition to
internet authentication by Content Keeper. The various IT services and application portals supported by the
IT help desk are

Support in Planning, Procurement and Installation of the IT infrastructure in the respective

departments
Network maintenance
Troubleshooting Test and repair
24x7 monitoring of login authentications
Maintenance of all the servers hosting the Campus Management System (CMS), Library
management system, Online gate pass system, Campus & Class room surveillance system
Manages Digital signage, Touch screen kiosks, Video conferencing and all the official websites.

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For general IT infrastructure maintenance and specific preventive maintenance inventory is maintained in
house to reduce the breakdown period of the IT support. Every year, the IT support team will have an
annual operating plan and accordingly budget allocations are being done.

File Description Document

Paste link for additional information View Document

4.3.2 Student - Computer ratio (Data for the latest completed academic year)

Response: 3:1

File Description Document

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4.3.3 Bandwidth of internet connection in the Institution.

Response: ?50 MBPS

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connection in the Institution

4.3.4 Institution has the following Facilities for e-content development

1.Media centre
2.Audio visual centre
3.Lecture Capturing System(LCS)
4.Mixing equipments and softwares for editing

Response: C. 2 of the above

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Institutional data in prescribed format View Document

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4.4 Maintenance of Campus Infrastructure

4.4.1 Average percentage expenditure incurred on maintenance of physical facilities and academic

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support facilities excluding salary component during the last five years

Response: 23.66

4.4.1.1 Expenditure incurred on maintenance of physical facilities and academic support facilities
excluding salary component year wise during the last five years (INR in lakhs)

2019-20 2018-19 2017-18 2016-17 2015-16

128.26 155.54 205.29 114.85 89.01

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physical facilities and academic facilities

Audited statements of accounts View Document

4.4.2 There are established systems and procedures for maintaining and utilizing physical, academic
and support facilities - laboratory, library, sports complex, computers, classrooms etc.

Response:

Yes.

Well written systems and procedures are in place for maintaining and utilizing physical, academic and
support facilities – laboratory, library, sports complex, computers, classrooms etc. for the maximum benefit
of the students and faculty.

Maintenance of Physical facilities:

A well-organized team is in place at Estate office to maintain all physical facilities. The Estate department
having the expertise in all the trades shall carryout periodic and preventive maintenance of the respective
infrastructural facilities across the campus. During the summer and semester break, all the major
maintenance works that are notified by the respective departments will be taken up and executed by the
estate department to ensure seamless academic operations.

All the department HoDs in line with the projected/anticipated maintenance works budget allocation is
being done in their annual operating plan. The Estate office maintains an e-portal to report all the
maintenance works indented by the departments as per the SOP.

The maintenance of all the general amenities like drinking water, uninterrupted power supply, Roads &
Street lights, Washrooms, Food courts & Canteen is undertaken by the Estate office from time to time. The
campus has power backup supported by 1MW solar power plant and 1000KVA DG sets with a changeover
less than a minute. All the crucial equipment across the campus after completing the warranty period as an

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initiative of the preventive maintenance are put under annual maintenance contract (AMC). Further,
calibration of the equipment used for the consultancy works in the respective departments is done
periodically to ensure the compliance with certification.

To ensure the protection for all the computing systems across the campus, all the laboratories are supported
with uninterrupted power supplies with the capacity of 250KW spread out across all the laboratories.
Maintenance of the housekeeping and horticulture across the campus is taken up through an outsourcing
agency.

The day to day library operations are automated using Library Management System (Libsys). Yearly
maintenance of the books is ensured by proper pest control operations done periodically. Library has a
policy to issue and returns of the books for students and faculty. The sports complex, Gym, and all other
play grounds are seasonally maintained facilitating uninterrupted facilities for the conduct of sports and
games. IT- Help Desk & Support team takes care of service and maintenance of all the computers,
LAN/Wi-Fi connectivity, Wi-Fi modules, Servers etc. on the campus. The firmware upgradation for
network equipment like access points, switches are done on need basis.

Utilization of Physical facilities:

All the academic facilities across the departments are made available for the effective utilization of
students and staff. The campus being residential, laboratory and theory class schedules are done in an
optimistic way to ensure the resources are used effectively 24x7. The different laboratory courses are
provided to the students in a staggered manner for maximum utilization of the laboratory hours.

In all the laboratories to ensure safe utilization of the equipment, signages are placed prominently. For the
utilization of the laboratories beyond working hours an SOP is available to ensure safety and security for
both students and faculty. The common computing facilities in the departments are provided with a
schedule for occupancy ensuring effective utilization by the students from all the years. For usage and
blocking the time slots of general amenities such as seminar halls, gallery halls, conference halls, meeting
rooms, auditorium etc. an SOP is available for better utilization.

Library operations are extended beyond the working hours i.e, from 7AM to 9AM and 5PM to11PM for
effective utilization and facilitating the students operating as day scholars. A separate logbook is
maintained in each laboratory for ensuring the above systems. On holidays, the computer laboratory
support is provided for the community training purpose as a part of the outreach program. For effective
utilization of the Gym and sports facilities, different time slots are allocated for both boys and girls starting
from 5AM to 8AM and 3PM to 8PM.

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Criterion 5 - Student Support and Progression

5.1 Student Support

5.1.1 Average percentage of students benefited by scholarships and freeships provided by the
Government during last five years

Response: 51.43

5.1.1.1 Number of students benefited by scholarships and freeships provided by the Government
year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

1836 1881 1845 1772 1741

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sanctioned scholarships

Institutional data in prescribed format View Document

Average percentage of students benefited by View Document

scholarships and freeships provided by the
Government during the last five years

5.1.2 Average percentage of students benefited by scholarships, freeships, etc. provided by the
institution and non-government agencies during the last five years

Response: 11.66

5.1.2.1 Total number of students benefited by scholarships, freeships, etc provided by the institution /
non- government agencies year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

396 452 447 337 424

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File Description Document

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Number of students benefited by scholarships and View Document

freeships besides government schemes in last 5
years

Institutional data in prescribed format View Document

5.1.3 Following Capacity development and skills enhancement activities are organised for improving
students capability 1. Soft skills 2. Language and communication skills 3. Life skills (Yoga, physical
fitness, health and hygiene) 4. Awareness of trends in technology

Response: C. 2 of the above

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schemes

Any additional information View Document

5.1.4 Average percentage of students benefited by career counseling and guidance for competitive
examinations offered by the Institution during the last five years.

Response: 0.71

5.1.4.1 Number of students benefitted by guidance for competitive examinations and career
counselling offered by the institution year wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 50 75

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Number of students benefited by guidance for View Document

competitive examinations and career counselling
during the last five years

Any additional information View Document

5.1.5 The institution adopts the following for redressal of student grievances including sexual
harassment and ragging cases 1. Implementation of guidelines of statutory/regulatory bodies
2. Organisation wide awareness and undertakings on policies with zero tolerance
3. Mechanisms for submission of online/offline students’ grievances

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4. Timely redressal of the grievances through appropriate committees

Response: C. 2 of the above

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committee, prevention of sexual harassment
committee and Anti Ragging committee

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harassment and ragging cases

5.2 Student Progression

5.2.1 Average percentage of placement of outgoing students during the last five years

Response: 40.45

5.2.1.1 Number of outgoing students placed year - wise during the last five years.

2019-20 2018-19 2017-18 2016-17 2015-16

367 423 324 298 287

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years

5.2.2 Percentage of student progression to higher education (previous graduating batch).

Response: 3.53

5.2.2.1 Number of outgoing student progressing to higher education.

Response: 31

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5.2.3 Average percentage of students qualifying in state/national/ international level examinations

during the last five years (eg: IIT-JAM/CLAT/ NET/SLET/GATE/ GMAT/CAT/GRE/ TOEFL/
Civil Services/State government examinations, etc.)

Response: 12.39

5.2.3.1 Number of students qualifying in state/ national/ international level examinations (eg:
IIT/JAM/ NET/ SLET/ GATE/ GMAT/CAT/GRE/ TOEFL/ Civil Services/ State government
examinations, etc.)) year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

25 40 17 24 32

5.2.3.2 Number of students appearing in state/ national/ international level examinations (eg:
IIT/JAM/ NET / SLET/ GATE/ GMAT/CAT,GRE/ TOEFL/ Civil Services/ State government
examinations) year-wise during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

160 250 265 200 269

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international level examinations during the last five
years

5.3 Student Participation and Activities

5.3.1 Number of awards/medals won by students for outstanding performance in sports/cultural
activities at inter-university/state/national / international level (award for a team event should be
counted as one) during the last five years.

Response: 56

5.3.1.1 Number of awards/medals won by students for outstanding performance in sports / cultural
activities at inter-university / state / national / international events (award for a team event should be
counted as one) year - wise during the last five years.

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2019-20 2018-19 2017-18 2016-17 2015-16

19 8 22 7 0

File Description Document

Number of awards/medals for outstanding View Document

performance in sports/ cultural activities at inter-
university / state / national / international level
during the last five years

e-copies of award letters and certificates View Document

5.3.2 Presence of an active Student Council & representation of students on academic &
administrative bodies/committees of the institution

Response:

Yes.

The institute has well defined mechanism in-place to formulate student’s group/council and to make them
involve in various academic and administrative activities. The following committee are in place and it
represents students across all years of study for the above said purpose:

Academic Monitoring Committee (AMC)

Placement Committee
Professional Bodies (Students Chapters)
Entrepreneur Development Cell (EDC)
Anti-Ragging Committee
Women Empowerment Cell
Food Committee for Hostels

Academic Monitoring Committee (AMC)

The class committee meeting is organized at the department level with the head of the department seeking
suggestions to improve the overall academic performance in the department. The suggestion includes the
effectiveness of classroom delivery, effectiveness of the teaching methodology, availability of adequate
learning resources and so on.

Placement Committee

Career Development Center (CDC) takes care of organizing Internships, Guest lectures, Placement
training, and Campus recruitments. In all these activities, students are involved and actively participate in
organizing successfully. This exposure to the students of 3rd and 4th year will enrich their professional
skills.

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Professional Bodies (Students Chapters)

GMRIT has institutional membership with various professional bodies like IE, IETE, CSI, ISTE etc. Apart
from this all the respective departments have the students’ chapters affiliated with the professional bodies’
viz. ACM, IICHE, IGBC, and SAE to conduct various technical events and to bring exposure to the
students the professional practices. All the departments have an annual calendar of the professional body
events that are being organized regularly.

Entrepreneur Development Cell (EDC)

EDC is in operation conducting various activities since 2006 funded by AICTE. EDC regularly conducts
activities related to entrepreneurship training and motivational classes by inviting the various successful
entrepreneurs and GMRIT alumni. Further EDE celebrates world Entrepreneurs’ Day and felicitate alumni
and successful entrepreneurs.

Anti-Ragging Committee

To ensure any sort of unpleasant activity, anti-ragging committee is formulated as per the guidelines of
UGC and AICTE. The composition includes student members across all the years in the campus in
addition to the other members to monitor and maintain discipline among the students. Further, based on the
need the review meetings are convened to discuss and resolve the issues if any. The committee ensures the
display all the related signages across all the prominent locations on the campus

Women Empowerment Cell (WEC)

By the admission regulations, 30% of the students on campus are girl students. To promote and nurture the
leadership qualities and to enable their growth as individuals and to exercise their rights the institution is
having a well-established Women Empowerment Cell. The women empowerment cell conducts several
motivational and inspirational talks by inviting the successful women in the society.

Food Committee for Hostels

The institution runs a well-maintained hostel for both girls and boys with a capacity of 1600. To encourage
participative management and to ensure the supply of hygienic food as per the decided menu catering to
the needs of the students, from various regions, students are involved in the food committees apart from the
other members of the hostel administration.

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5.3.3 Average number of sports and cultural events / competitions organised by the institution per
year

Response: 27

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5.3.3.1 Number of sports and cultural events / competitions organised by the institution year - wise
during the last five years.

2019-20 2018-19 2017-18 2016-17 2015-16

40 30 26 21 18

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Number of sports and cultural events / competitions View Document

organised per year

5.4 Alumni Engagement

5.4.1 The Alumni Association / Chapters (registered and functional) contributes significantly to the
development of the institution through financial and other support services.

Response:

Yes.

GMRIT has a well-established alumni association and network (Beacon-Reach out, reconnect and Revive)
with an objective of creating a strong alumni interaction for the development of the institution. An
exclusive alumni portal linked through GMRIT website takes care about all the operations of the alumni
association

To enable the Alumni Association of GMRIT work effectively across the country alumni chapters are
formed in different locations viz. Visakhapatnam, Hyderabad, Bengaluru and New Delhi. Every year
alumni meetings are conducted regularly at least once at every location creating an opportunity for the re-
union of the alumni. The CDC department with regular coordination with alumni association enhances the
industry connect thereby increasing the footprints of the recruiters. In all the departments at least twice in a
semesters senior alumnus are invited to the campus for addressing the students. Since inception, the
institute has an overall alumni strength of 9000 +. Each Board of studies (BoS) has a nominee from the
respective alumni.

The alumni of GMRIT are actively engaged in the following activities:

Curriculum development and revision

Enabling the institute to connect to the concerned SMEs for getting summer and full semester
internship program for the students.
Deliver guest lectures on the recent advancements in the industries and career guidance to the
students
Support startups for the student projects
Supporting for the placements

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Alumni Portal Link: http://61.246.187.116/alumni/index.aspx

File Description Document

Any additional information View Document

5.4.2 Alumni financial contribution during the last five years (in INR).

Response: E. <2 Lakhs

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Criterion 6 - Governance, Leadership and Management

6.1 Institutional Vision and Leadership

6.1.1 The governance of the institution is reflective of an effective leadership in tune with the vision
and mission of the Institution

Response:

Nature of Governance

To realize the vision and mission, the institution adopts a system-driven and participatory mode of
governance with all stakeholders participating actively in its administration at different levels with
accountability. The apex body “Governing Body” ensures effectiveness of the administrative leaders viz.
Principal, Vice-Principal and HoDs.

Policy and Strategic Plan

The Local Management Committee periodically interacts with the stakeholders (Students, Faculty, Alumni,
Parents and Recruiters) and revisits the policies and strategies in a short and long term perspective based
on the performance of the institution in the previous years for continuous improvement. Based on the gap
analysis, policies are revised and strategic plans are formulated in line with the institute mission. The
changes in policies or introduction of new policies, if any, are disseminated to concerned stakeholders by
appropriate authorities.

Change Management

To Promote out of the box thinking and to nurture the middle order leadership among all the competitive
faculty members administrative positions are taken on rotation basis. This gives an opportunity for all the
career minded faculty members to become the prospective academic administrators. To bring in best
practices in academics and research, the faculty members are encouraged to participate in continuous
leadership training and other networking programs.

Culture of Continuous Improvement

The institute believes that, excellence is a journey not a destiny which can be achieved with continuous
improvement. All policies are made open for changes leading to the excellence. All policies are regularly
visited and revised ensuring the continuous improvement in the performance of the institution leading to
excellence. Regular town hall meetings are conducted among the internal stakeholders once a month,
collecting the opinion and feedback regarding various SOPs. Similarly meetings are conducted with
external stakeholders collecting the feedback on both curriculum and operations related parameters.
Considering the suggestions from the stakeholders and in line with the modified process for the execution
of academic, research and administrative operations, a specific action plan with proper timelines and
accountability are being rolled out without compromising on the quality and in compliance with the
mission of the institution.

Participative Governance

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To inculcate the culture of participative governance, majority of the internal stakeholders are being
involved as various governance committee members related to staff and student development activities for
holistic growth of the institution. Table 6.1 illustrates mode of involvement promoting participative
governance with various stakeholders.

Table 6.1 Participative Governance

No. Stake Holders Mode of Involvement

1 Students Academic monitoring committee
Placement committee
Feedback on teaching – learning process
Governance of Clubs and Societies
Food Committee
Anti-Ragging Committee
2 Parents Anti-Ragging Committee
Parents – Mentor – Mentee (Student Counseling)
Parents – teachers meeting
Parent’s Feedback system
3 Industry Board of Studies
Academic Council
Governing Council
Expert talk
Curriculum delivery with Industry experts
Internship (Summer and Full semester)
Feedback on Curriculum
Faculty internship
4 Teachers IQAC
BoS
Academic council
Governing council
Finance committee
Library committee
Town hall forum
HoDs Meeting
Research Board
Department Governance Committee
Mentor – Mentee (Counseling)
Academic monitoring committee
SWOC analysis and strategic planning

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6.1.2 The effective leadership is reflected in various institutional practices such as decentralization
and participative management.

Response:

Yes.

The effective leadership at the institution level is reflected by the combination of both the strategies i.e.,
top to bottom approach and bottom to top approach. There are good number of best practices at the
institutional level which are implemented with true spirit and effective leadership. Decentralization and
participative management are among the best practices which are implemented effectively as narrated
below.

The decentralization enables and empowers the faculty members towards participative management. In
order to promote decentralization and participative management at the institution level, the institution has
an active delegating authority mechanism, which provides operational autonomy at various levels for
effective functionality of the institution confining to the annual operating plan (AOP). The proceedings of
the various committee meetings are periodically reviewed by the heads of the institution as well as
department to ensure the compliance.

All the key governance issues at the institution level are classified and segregated as independent
departments and in-charges are nominated to work independently avoiding the conflict of interest
(protecting the quality norms of the respective departments). The various departments identified at the
institution level to work independently are Academic administration, Examination center, Research and
consultancy, Career Development Center, Faculty Development & Human Resource, Governance of
hostels and Student development center. All the departments operate independently aligning with the
strategic direction of the management and work for the realization of the institutional vision with the unity
of purpose and concurrence.

It is strongly believed that Research and Academics has to go hand-in-hand for the development of the
students and the institution. In a way to realize the vision apart from maintaining the academic quality and
standards, faculty research capacity development is given utmost priority and is overseen by the Dean
R&D/Research Coordinator. Leveraging the autonomy and freedom, the Research Coordinator periodically
conducts reviews and training programs to establish research eco-system. In realizing the vision, the
research coordinator ensures a self-set mandate for building the research profile in terms of paper
publications, formulating & submitting research proposals and completion of Ph. D in a stipulated time.
This entire procedure of ensuring the research activity is an autonomous process as cited above. Apart
from academic accomplishments of the students, research mandates are also given equal importance in
annual performance appraisal. This gives a clear scenario of academic governance and R&D department
working parallel with decentralization in line with the institutional interest.

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File Description Document

Link for additional information View Document

Link for strategic plan and deployment documents View Document

on the website

6.2 Strategy Development and Deployment

6.2.1 The institutional Strategic / Perspective plan is effectively deployed

Response:

Yes.

The institution has a well-defined process to arrive at a strategic plan which is reviewedto enhance the key
performance indicators of the institution in compliance with mission of the institute. Based on the strategic
plans, action plans are formulated in the form of goal sheet of the key working personnel which
predominantly focus on

1.Quality of students at entry level

2.Academic performance and success rate
3.Placements and higher studies
4.Research outcome
5.Industry-Institute-Institute interaction (MoUs)
6.Rankings

The entire flow of formulating the strategic plan is shown in Figure 6.1.

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Example: Strategic Plan for enhancing the Quality of Admission at Entry Level

A. Locational challenges of the Institution in getting quality intake

The institution being located in Srikaukalm district, poorest of the poor districts in the country and
reasonably away from the cities and with limited public transport facility is unable to attract the
students across all the districts of the state.
Students with cosmopolitan culture may not prefer to come to a college located in the remote
location.
Attitude of the parents and students who are residents of the surrounding villages to get into city
based colleges by not preferring GMRIT in spite of being the best
New private universities coming up in the state of Andhra Prades

B. Strategic initiatives for mitigation

Table 6.2 provides various strategic initiatives and respective objectives. Table 6.3 gives the outcomes with
respect to quality improvement of intake (provided in additional information).

Table 6.2 Strategic Initiatives & Objectives

No. Starategic Initiatives Objective(s)

1 Merit Scholarships based on AP-EAMCET Rank To retain the meritorious students in the

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& Intermediate score at the time of admissions and region and to continue their higher
annual academic performance education
To motivate and sustain their academic
performance throughout the course of study
2 Supporting meritorious students by providing To enable and enhance IT enabled learning
Laptops at free of cost environment
3 Global immersion program (International Provide international exposure and
awareness program on higher education) awareness and to establish network with
international students
4 Conducting coaching classes for competitive To provide training facility to the students
examinations at par with the students of city-based
colleges
5 Motivational and inspirational talks by the industry To influence the students having
experts entrepreneurial mindsets and fulfill their
aspirations
6 Digital campaign through social media channels To establish visibility and disseminate the
7 Publicity through print and electronic media credentials of the Institute at National level
and to make them to understand the quality
8 Organizing and sponsoring of crowd pulling events
of education at par with and better than the
like mini-marathons and flash mob etc.
city based colleges

C. Outcomes

The above narrated strategic initiatives were deployed during the last five years and the quality of the
students at the entry level is found to be retained.

Table 6.3 Outcomes

Academic Year Less than 25K rank

2015-2016 398
2016-2017 322
2017-2018 352
2018-2019 299
2019-2020 296

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File Description Document

Any additional information View Document

Link for Strategic Plan and deployment View Document

documents on the website

6.2.2 The functioning of the institutional bodies is effective and efficient as visible from policies,
administrative setup, appointment and service rules, procedures, etc.

Response:

Yes.

The functioning of the institutional bodies is effective and efficient as visible from policies, administrative
setup appointment and service rules,procedures.The institute has a very well-defined organization structure
in place. In line with the approved strategic plan, the institute administration including academic heads has
full autonomy in executing the duties as per the SOPs. Further, various administrative positions are
appointed without gap to function effectively at various levels and the visionary leadership teams viz.
CEO, Principal and Vice Principal are continuously involved in promoting best practices for continuous
improvement in accordance with the vision and mission of the institute. HR policies are meticulously
formulated involving various internal stakeholders that facilitates the members of faculty to voluntarily
involve them in all aspects of professional development activities and ultimately leading to institutional
development.

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6.2.3 Implementation of e-governance in areas of operation

1.Administration
2.Finance and Accounts
3.Student Admission and Support
4.Examination

Response: A. All of the above

File Description Document

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Institutional data in prescribed format View Document

ERP (Enterprise Resource Planning) Document View Document

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6.3 Faculty Empowerment Strategies

6.3.1 The institution has effective welfare measures for teaching and non-teaching staff and avenues
for career development/ progression

Response:

Yes, the Institute has well defined welfare measures and wide spectrum of avenues for their career
development and progression.

Welfare Measures

The institution has several welfare measures for teaching and non-teaching staff that are incorporated in the
HR-policy document. The details of all the schemes furnished below as shown in Figure 6.2 , are also
available in the website. Table 6.4 gives the total number of beneficiaries under various welfare schemes.

Figure 6.2 Welfare Measures

Table 6.4 Welfare Schemes

No. Welfare Measures No. of Benificieries

2019-20 2018-19 2017-18 2016-17 2015-16
1 Group Medical Insurance 340 365 351 345 340
(Annual entitlement of Group Medical
Insurance is Rs.1,50,000/- (Rupees One
Lakh Fifty Thousand only)
2 Group Personal Accident 340 365 351 345 340
(The insurance provides relief for
Disablements of Temporary Total,
Permanent Partial, Permanent Total and
Death Benefits due to any accident
anywhere in India)

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3 Group Term Insurance 340 365 351 345 340

(To extend employee welfare through
financial aid to the surviving family in
case of natural death of an employee
through Insurance Cover, ranges from 5
Lakhs to 50 Lakhs based on category)
4 Statutory Welfare Schemes 340 365 351 345 340
(As per the Acts)
5 Children Education Fee Concession 71 59 60 73 72
(Schools, Inter and Degree College:
50% to 100%
Engineering: 25% to 35%)
6 Concessions for Medical Treatments 340 365 351 345 340
(20% concession at GMRV CARE
Hospital )
7 Campus Housing 111 108 113 104 90
(The management provides the semi
furnished staff quarters on the campus)
8 Cooperative Credit Society 340 365 351 345 340

The institution provides adequate scope for the members of staff for quality improvement and career
development. Accordingly HR policies were formulated for the members facilitating them to enhance their
academic qualification (Ph.D.), professional development and career progression. The members were
encouraged to enrol for full time Ph.D. under QIP program by paying full salary. The staff members are
sponsored for participation in all the external professional activities with financial support for knowledge
up-gradation and networking. Further, as the part of career progression internal promotions are regularly
facilitated to elevate them to higher cadre with well-defined promotional policies. For the non-teaching
staff, regular internal training programs are organized for professional development. With this initiative,
significant improvements have been observed in terms of faculty retention, enhanced average experience,
timely completion of Ph. D. qualification and active engagement in professional development activities.
The management is significantly great to extend financial support for all the above activities.

The following are the details of the beneficiaries with the above initiatives related to Career Development
and Progression:

Table 6.5 Number of Benificieries

SL. No. Scheme 2019-20 2018-19 2017-18 2016-17 2015-16

1 Quality Nil 01 01 01 Nil
Improvement
Program
2 Ph. D. 20 16 14 11 09
Completion
3 Professional 151 48 44 60 33

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Development
Activities

(Workshops+
Seminars+Co
nferences+

FDPs+STTP+
Internships+
GIAN)
4 Promotions Nil 19 17 17 Nil
(Teaching)

File Description Document

Any additional information View Document

6.3.2 Average percentage of teachers provided with financial support to attend conferences /
workshops and towards membership fee of professional bodies during the last five years.

Response: 4

6.3.2.1 Number of teachers provided with financial support to attend conferences/workshops and
towards membership fee of professional bodies year wise during the last five years

2019-20 2018-19 2017-18 2016-17 2015-16

12 6 14 9 5

File Description Document

Institutional data in prescribed format View Document

Any additional information View Document

6.3.3 Average number of professional development / administrative training Programmes organized

by the institution for teaching and non-teaching staff during the last five years.

Response: 11.2

6.3.3.1 Total number of professional development /administrative training Programmes organized

by the institution for teaching and non teaching staff year-wise during the last five years

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2019-20 2018-19 2017-18 2016-17 2015-16

27 6 12 8 3

File Description Document

Institutional data in prescribed format View Document

Any additional information View Document

6.3.4 Average percentage of teachers undergoing online/ face-to-face Faculty Development

Programmes (FDP)during the last five years (Professional Development Programmes, Orientation /
Induction Programmes, Refresher Course, Short Term Course ).

Response: 14.25

6.3.4.1 Total number of teachers attending professional development Programmes, viz., Orientation
Programme, Refresher Course, Short Term Course, Faculty Development Programmes year wise
during last five years

2019-20 2018-19 2017-18 2016-17 2015-16

65 27 25 35 12

File Description Document

IQAC report summary View Document

Institutional data in prescribed format View Document

Any additional information View Document

6.4 Financial Management and Resource Mobilization

6.4.1 Institution conducts internal and external financial audits regularly

Response:

Yes.

The Institution has internal financial and governance audit in the name of Management Assurance and
Governance (MAG) audit every quarter. As a part of the MAG audit, all the finance related transaction and
governance SOPs are audited by an independent audit team.

1.Circular to all departments for raising AOP

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2.AOP requirements sent by all departments to Accounts section including Lab renovation, furniture,
Lab consumables, any other expenses
3.Accounts department, considering actuals of current Financial year up to December, last quarter’s
estimation and next year AOP projections – statement will be prepared
4.Meeting with Principal, Vice-Principal, CFO – finalization of AOP at internal level
5.Group Chairman Review
6.GMRVF Board of directors review – Final Approval
7.Material Receipt Note (MRN) raised by departments and sent to Accounts
8.Entry at Stores in SAP software
9.Purchase process

File Description Document

Link for additional information View Document

6.4.2 Funds / Grants received from non-government bodies, individuals, philanthropists during the
last five years (not covered in Criterion III and V) (INR in Lakhs)

Response: 0

6.4.2.1 Total Grants received from non-government bodies, individuals, Philanthropers year-wise
during the last five years (INR in Lakhs)

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

File Description Document

Institutional data in prescribed format View Document

6.4.3 Institutional strategies for mobilisation of funds and the optimal utilisation of resources

Response:

The institution being a self-financing private institute, sustaining on the revenue obtained from the tuition
fee only. The institution runs depending on the annual operating plan (AOP) made based on the tuition fee
revenue. The tuition fee is fixed by the government of AP for every three years based on the expenditure
statement submitted by the institution. The management supports both the revenue and capital expenditure
with the additional funds in case of any deficiency. GMR Varalakshmi Foundation (GMRVF) being a

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corporate social responsibility arm of the GMR Group, receives financial grants from its various business
verticals. Most of the times the institution surplus fund available after the revenue expenditure will be
utilized for the capital expenditure.

File Description Document

Link for additional information View Document

6.5 Internal Quality Assurance System

6.5.1 Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the
quality assurance strategies and processes visible in terms of – Incremental improvements made for
the preceding five years with regard to quality (in case of first cycle) Incremental improvements
made for the preceding five years with regard to quality and post accreditation quality initiatives
(second and subsequent cycles)

Response:

Yes.

The Institution has a structured composition for the IQAC with the following objectives.

Objectives

1.To develop a quality system for conscious, consistent and catalytic programmed action to improve
the academic and administrative performance of the College
2.To promote measures for institutional functioning towards quality enhancement through
internationalization of quality culture and institutionalization of best practices

The institution was accredited by NAAC with A grade for the second cycle for the duration 2015-2020.
Following are the post accreditation strategies initiated for the quality assurance.

Alignment of curriculum with industry requirements

Faculty Development and Assessment Schemes (FADS) for Professional Development
Organizing Capacity Building Programme

Institutionalized Best Practice#1: Alignment of curriculum with industry requirements

(Please refer Additional Information document for details)

Institutionalized Practice#2: Faculty Development and Assessment for capacity building

(Please refer Additional Information document for details)

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File Description Document

Any additional information View Document

6.5.2 The institution reviews its teaching learning process, structures & methodologies of operations
and learning outcomes at periodic intervals through IQAC set up as per norms and recorded the
incremental improvement in various activities ( For first cycle - Incremental improvements made
for the preceding five years with regard to quality For second and subsequent cycles - Incremental
improvements made for the preceding five years with regard to quality and post accreditation
quality initiatives )

Response:

Yes.

IQAC has a structured review mechanism in place for periodic reviewing of Teaching - Learning Process,
structures and methodologies of operations and learning outcomes through three major audit provision
apart from ISO viz. Academic Monitoring Committee, Internal Audit Committee and External Audit
Committee. IQAC trains the list of members identified for auditing as and

when required enabling them for an effective auditing. IQAC through various sub-committees conducts
regular audits with the help of both internal and external members from other national reputed institutions
to make sure that teaching learning process has continuous improvements leading to the attainment of
learning outcomes. The audits are carried out in a structured way with an opening and closing meeting with
auditors briefing the SOP.

Table 6.7 AMC, Internal and External audit committee composition and functions etc.

Name of the Composition of the Functions and frequency Improvements, changes, best
Committee committee practices observed during
2015-20

Academic 1. HoD Shall review the ATR Enhanced student

Monitoring 2. AMC (action taken report) of academic performance
Committee Member the earlier meeting Compliance with the
Secretary Shall ensure the academic calendar,
3. Observer conduct of classes as course delivery and
from IQAC per the schedule and outcomes
4. Students compliance with the Enhanced students
course plan and it is involvement and active
audited twice in a participation in the
semester by Academic class
Monitoring Committee Reduction in the
(AMC). students grievances
Shall analyze the Strengthened faculty-
student feedback student relationships
collected with regard to Enhanced attainment of

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the class room the COs

delivery.
Shall ensure conduct of
the remedial and make
up classes
Shall ensure the
availability of the
learning resources as
per the syllabus in the
library
Shall ensure that there
is a continuous
improvement in the
course outcomes (COs)
Shall interact with the
students based on the
feedback from the
respective course
instructors
Shall advise HoDs to
counsel the concerned
faculty members in
case of any
discrepancy found in
the course planning
and delivery and
ensure the corrective
actions are initiated
Shall ensure the timely
counseling of the
students by the
respective mentors
(mentor-mentee)
Shall document the
entire proceedings of
the meeting

Internal and Shall convene a

external Audit opening and closing
Committee 1. HoD meeting with all
2. Two internal auditors for
(IQAC) members every audit to brief the
from IQAC agenda, conducted
3. Two senior once in a semester
faculty Shall organize an
members external audit once in a
from year

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respective Shall review the ATR

department of earlier audit
Shall ensure the
External: proceedings of the
AMC are recorded and
1. Internal & actions are taken and
External initiated appropriately.
Members Shall ensure the
document verification
as per the SOP
Shall suggest a fresh
date for re-audit in case
of non-compliance

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6.5.3 Quality assurance initiatives of the institution include:

1.Regular meeting of Internal Quality Assurance Cell (IQAC); Feedback collected, analysed
and used for improvements
2.Collaborative quality initiatives with other institution(s)
3.Participation in NIRF
4.Any other quality audit recognized by state, national or international agencies (ISO
Certification)

Response: 3 of the above

File Description Document

Upload e-copies of the accreditations and View Document

certifications

Institutional data in prescribed format View Document

Any additional information View Document

Paste web link of Annual reports of Institution View Document

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Criterion 7 - Institutional Values and Best Practices

7.1 Institutional Values and Social Responsibilities

7.1.1 Measures initiated by the Institution for the promotion of gender equity during the last five
years.

Response:

To promote the gender equity by virtue of the admission regulations stipulated by AP state government,
33.33% of the seats across all the programs are exclusively earmarked for the girl students. However, girl
students will also have opportunity to compete in the open competition and the total percentage of the girl
students across the campus is more than 25.5%. Further, the management promotes gender equity in giving
equal opportunities for the recruitment of teaching and non-teaching staff at all levels. As on date 15% of
the employees of the institution are women and contribute for the institution development. To promote the
gender equity with a challenge of the institution being located in the remote area, preferences are given for
wife and husband in a family to work with the institution subject to the fulfillment of the recruitment
norms. As on date, nine number of couples are working with the institution. The institution ensures that
several measures are taken to promote the gender equity by providing the following services and facilities
on the campus apart from the audit courses introduced in the curriculum.

Safety and Security:

Women empowerment cell is established to sensitize all the women faculty and girls students about
various safety and security issue and address the grievances through grievance redressal cell
HR policy document of the institution has well defined sexual harassment policy safeguarding the
women at the workplace
Institution organizes sensitization programs regularly to reinforce gender equity among all the
stakeholders
To avoid undue attention and protect the dignity of the women and girl students, formal dress code
is place
The entire campus including classrooms is on surveillance to reinforce the confidence levels in the
minds of the girl students and women with regard to safety and security
Not taking any chance all the girl students residing in the hostels have limited movement hours for
the sake of security

Counselling and Mentoring:

To resolve both academic and personal issues, an exclusive committee takes care of the girl
students and women staff
One to one personnel counselingsessions are facilitated by a practicing psychologist
Regular motivational sessions are conducted for both women faculty and girl students by inviting
the successful and popular women in the society.

Common Rooms and Sports facilities:

To create adequate privacy separate common rooms are provided for the girl students in the
academic blocks and library

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To promote and encourage the girl students in sports and games, a women physical director is
provided to train them
Separate timings for women and girl students are provided in the gym and sports arena to give
equal opportunity

Support for working women and empowerment:

To support working women, the institution provides day care center (Crutch) taking care of the
women employee kids for women working faculty children
Leadership capacity building programs are regularly conducted to norther the leadership qualities
among the women
International Women’s Day celebrated on March 8th in every year

Additional Information:

https://tinyurl.com/y6hjk2j5

7.1.2 The Institution has facilities for alternate sources of energy and energy conservation
measures

1.Solar energy
2.Biogas plant
3.Wheeling to the Grid
4.Sensor-based energy conservation
5.Use of LED bulbs/ power efficient equipment

Response: A. 4 or All of the above

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7.1.3 Describe the facilities in the Institution for the management of the following types of
degradable and non-degradable waste (within 500 words)

Solid waste management

Liquid waste management
Biomedical waste management
E-waste management
Waste recycling system
Hazardous chemicals and radioactive waste management

Response:

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Sustainability is the biggest challenge of the 21st century and every human being, organization, and all
efforts should be focused on protecting, sustaining, and promoting our environment and ecology to reverse
the tide of destruction, checkmate the menacing lethal elements, and substitute the depletion of natural
resources with more creation in a focused manner, involving all human beings as the stakeholders on the
Earth.

With this dynamic vision in mind, GMRIT started its tryst with sustainability drive ever since its inception,
in 1997. Today, with a numerouno green campus in the region, this sustainable institute has provided green
leadership in a mission mode, and has made rapid strides in the direction of achieving global sustainability
goals by involving all. A team of students, faculty, experts from the community, Industries in the region
and NGOs with the support of National Service Scheme (NSS), GMRIT– GAMYAM and GMRIT
Community Radio are continuously putting on the efforts to

Minimize and conserve the usage ofwater, power and other natural resources
As a way forward towards sustainable development, GMRIT started new initiatives to bring a
change in the attitude of internal stakeholders as well as the residents of GMRIT campus. The first
initiative was to bring awareness among the students and staff for maintaining a “Zero Waste
Campus”. Further, proper care was taken from segregation of waste to the disposal.
GMRIT established a sewage treatment plant (STP) for the reuse of wastewater for gardening
purposes and sewage sludge as fertilizer. A “Biogas Plant” was put to use the food and kitchen
waste from hostels to produce gas, which in turn is used for cooking in the hostel. “Sanitary
Napkin Incinerators” in ladies hostel were setup for proper disposal. The most appreciated best
practice is the “Pollution Free Thursdays” where no vehicle is allowed to move in the campus.
The housewives and maids in quarters are given necessary education in maintaining a plastic free
residential area. Another form of dynamic interaction to accelerate campus sustainability involves
the external stakeholders. This has resulted in a co-creative approach in various forms of
stakeholder engagement. At the end, the existing Green office and residential practices with waste
minimization dimensions such as Save Environment and adopt sustainability techniques, Use Less
Paper and Practice Recycling, Plastic free campus represent the multiple pronged approaches in
promoting and strengthening the campus sustainability initiatives on waste minimization and
management. Further, “Fume Chambers” also installed to manage chemicals and acids in the
laboratories. In addition to the above, GMRIT is also focused towards conserving surface rainwater
through “Rainwater Harvesting Pits” and maintaining watershed.
To encourage the usage of pre-regulated water taps, faucets and auto flushing systems in the
bathrooms, to conserve the water usage
Encourage the usage of recycled water for all the toilet flushing and horticulture purpose
Generation of biogas and organic fertilizers from kitchen waste & horticulture waste
To sensitize the community by involving the students and faculty in “Green Campus Initiatives”
through SWACHH BHARAT initiative
To monitor and minimize carbon emission in the campus

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7.1.4 Water conservation facilities available in the Institution:

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1.Rain water harvesting

2.Borewell /Open well recharge
3.Construction of tanks and bunds
4.Waste water recycling
5.Maintenance of water bodies and distribution system in the campus

Response: A. Any 4 or all of the above

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Any other relevant information View Document

7.1.5 Green campus initiatives include:

1.Restricted entry of automobiles

2.Use of Bicycles/ Battery powered vehicles
3.Pedestrian Friendly pathways
4.Ban on use of Plastic
5.landscaping with trees and plants

Response: Any 4 or All of the above

File Description Document

Various policy documents / decisions circulated for View Document

implementation

Geotagged photos / videos of the facilities View Document

Any other relevant documents View Document

7.1.6 Quality audits on environment and energy regularly undertaken by the Institution and any
awards received for such green campus initiatives:

1.Green audit
2.Energy audit
3.Environment audit
4.Clean and green campus recognitions / awards
5.Beyond the campus environmental promotion activities

Response: B. 3 of the above

File Description Document

Reports on environment and energy audits View Document

submitted by the auditing agency

Certificates of the awards received View Document

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7.1.7 The Institution has disabled-friendly, barrier free environment

1.Built environment with ramps/lifts for easy access to classrooms.

2.Disabled-friendly washrooms
3.Signage including tactile path, lights, display boards and signposts
4.Assistive technology and facilities for persons with disabilities ( Divyangjan) accessible
website, screen-reading software, mechanized equipment
5.Provision for enquiry and information : Human assistance, reader, scribe, soft copies of
reading material, screen reading

Response: A. Any 4 or all of the above

File Description Document

Policy documents and information brochures on the View Document

support to be provided

Geotagged photographs / videos of the facilities View Document

7.1.8 Describe the Institutional efforts/initiatives in providing an inclusive environment i.e., tolerance
and harmony towards cultural, regional, linguistic, communal socioeconomic and other diversities
(within 500 words).

Response:

The institution being a private self-financing affiliated autonomous college has limited scope for having
the students PAN India. However, to promote diversity among the students and faculty, the institution
provides an eco-system and enabling environment for the co-existence of the people coming from different
culture, region, linguistic and other socio economic diversities.

The institution has made efforts to provide an inclusive atmosphere that encourages peace, tolerance and
harmony among students and faculty. By virtue of the admission process, students across the all districts of
the state and cross sections take admissions based on the merit as per the state council guidelines apart
from few from other states. Once a student gets admitted he/she will be provided equally with all the
resources for bringing harmony and nurture for the holistic development.

To promote cultural and regional heritage with diversity, different festivals and cultural events are
organized on the campus to reflect the integrity and unity. To create awareness among the students about
the various cultural and regional importance local tours are arranged giving cross culture interactions.
Some of the popular regional festivals are celebrated which are identified based on the demographic
distribution of the students and faculties. In the similar fashion, various competitions are also conducted on
the campus enabling the students to understand the traditional cultural arts of the region.

Institute encourages the community outreach of the faculty and students by involving them in various
community related activities carried out with financial support. The institute also conducts outbound get
together programs giving opportunity for the faculty members promoting the cross cultural interactions.

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Similarly, to promote cross cultural interactions, national level programs are organized for both students
and staff enabling the peer learning. In the similar lines, national level sports competitions are hosted by
the institution giving opportunities to learn the best practices that exists across. In order to ensure holistic
development of students and staff, the institution encourages them to involve in community service to
develop good citizenship. The institution is increasingly involved in conducting the outreach programs for
the welfare of the society and to create awareness among students towards social issues. The proof for
various events conducted is given in the below link.

https://tinyurl.com/y2un87jv

File Description Document

Supporting documents on the information provided View Document

(as reflected in the administrative and academic
activities of the Institution)

7.1.9 Sensitization of students and employees of the Institution to the constitutional obligations:
values, rights, duties and responsibilities of citizens (within 500 words).

Response:

GMR Institute of Technology, is the flagship institute of GMR Varalakshmi Foundation. In addition to the
motto of creating the best technocrats, the institute is also committed in creating the best citizens for the
country. The Institution firmly preaches and practices its Values and beliefs. The Values are also
inculcated amongst the Student and Staff community to ensure that they come up as role models for the
society.

The Institution has the following Values and Beliefs

1.Humility
2.Entrepreneurship
3.Teamwork and Relationship
4.Deliver the Promise
5.Learning and Inner Excellence
6.Social Responsibility
7.Respect for Individual

The Institution has organized many sensitization and awareness programs for both Students and Staff to
inculcate the Organization Values which are in line with our Constitutional Obligations, Rights, Duties and
responsibilities as citizens.

The Institution in the last one year has organized around 10 training programs on Values and Beliefs with
500 staff as participants. These programs are both in classroom and online mode. Similar department level
programs have been conducted for all the students.

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Students are being actively engaged in various outdoor Social Activities through NSS as well as an
Institutional initiative called GAMYAM. Under GMYAM, the young students are engaged with many
outdoor social activities which are based on Lakshya – Career Guidance, Motivation, Goal Setting,
Scholarship, Vikasa – Personality Development, Soft Skill Development and Sharing Inspirational Stories,
Suchana – Awareness about RTI, Govt. Schemes, Awareness on Government Identification cards and their
benefits, Awareness on various Govt. Organizations and their works, Avagahana- Health and Hygiene,
Campaigns, Street Plays on Moral and Social Values, Field Visits, Camps, Siksha- Support in preparing for
Competitive Examinations, Tutorial and Talent test.

The College also has an NSS branch which organizes many activities through our students on various
social concerns. Awareness rallies, camps and drives have been drawn on various important concepts like
World AIDs Day, Swatch Bharath, International Women’s Day, etc. The College has conducted more than
100 hours of Swatch Bharath Campaign in the nearby areas with its Students and Staff. Plastic Free drive
was also carried out intensively in the local area series of awareness programs for all the shops and also
cloth bags were distributed by replacing their plastic bags.

The Institution with its continuous Student and Staff engagement in the above-mentioned Training
programs, Awareness Sessions and Outdoor engagement activities ensure that they are molded an ideal
citizen.

File Description Document

• Details of activities that inculcate values; View Document

necessary to render students in to responsible
citizens

7.1.10 The Institution has a prescribed code of conduct for students, teachers, administrators and
other staff and conducts periodic programmes in this regard.

1.The Code of Conduct is displayed on the website

2.There is a committee to monitor adherence to the Code of Conduct
3.Institution organizes professional ethics programmes for students, teachers, administrators
and other staff
4.Annual awareness programmes on Code of Conduct are organized

Response: B. 3 of the above

File Description Document

Details of the monitoring committee composition View Document

and minutes of the committee meeting, number of
programmes organized, reports on the various
programs etc., in support of the claims

Code of ethics policy document View Document

Any other relevant information View Document

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7.1.11 Institution celebrates / organizes national and international commemorative days, events and
festivals (within 500 words).

Response:

Our college is dedicated to cultivate ethic and values among students and faculty. To promote the same, the
college organizes national festivals as well as anniversaries for the great Indian personalities. Our students
are on a mission to a better India by breaching the barriers of faith and caste. Thoughts of great Indian
personalities have sown in young minds through the exhibitions and programmers of these days

The institute celebrates Days of national festivals, commemorative days various events and festivals.

24th Jan National Girl child day (India)

25th Jan Voter Day
26th Jan Republic Day (India)
3rd Feb World Cancer Awareness Day
4th Feb World Cancer Day
23th Feb World Peace and Understanding Day
28th Feb National Science Day
8th March International Women’s Day
22 March World Water Day
7th April World Health Day
22nd April Earth Day
8th May World Red Cross
11th May National Technology Day
21st August World Entrepreneurship Day
5th June World Environment Day
14th June World Blood Donor Day
2st JuneInternational Yoga Day
15th Aug India’s Independence Day
5th Sep Teachers Day
15th Sep Engineers Day

File Description Document

Geotagged photographs of some of the events View Document

Annual report of the celebrations and View Document

commemorative events for the last five years

7.2 Best Practices

7.2.1 Describe two best practices successfully implemented by the Institution as per NAAC format
provided in the Manual.

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Response:

In line with the Mission and Vision of the Institute, several initiatives are continuously being evolved to
move towards excellence and establish milestones year on year related to quality of students at entry level,
adopting innovative student centric teaching-learning pedagogies, industry 4.0 focused employment
generating innovative curriculum design, capacity building of faculty and so on. However few of the
practices are prioritized based on the need through various brainstorming exercises over a period of time to
make it best and distinct. Here are the two best practices, which continuously refined over a period of time
since introduction by practicing reaching to near distinct practices.

Practice 1
1. Title of the Practice

Institutionalized Full Semester Internship

2. Objectives of the Practice

Develop network with various industries to strengthen the existing industry-academia engagement
Provide a platform to the students to demonstrate or articulate their learning outcomes to solve a
real world problem through experiential learning
Develop the culture of teamwork in a multidisciplinary settings in a workplace environment
Make students more employable and readiness for industries

3. The Context

While the college has a clearly laid down vision and mission, a specific focus is utmost needed to navigate
the strategic plan to become one of the most preferred institution in the country and also to develop
teaching, research and consulting environment in collaboration with industry and other institutions. In this
context, to develop a strong network with industries and to make students more employable, this
institutionalized full semester internship is introduced in the curriculum during the academic year 2014 –
2015

4. The Practice

As discussed in earlier section, the full semester internship was introduced in the curriculum during the
academic year 2014 – 2015 under academic regulation 2012. The uniqueness of this initiative is that the
entire process is institutionalized unlike other institutions. During the budding stage of this initiative, a
separate internship cell is established with a dedicated team of faculty assigning specific roles and
responsibilities by facilitating decentralization and delegation of powers. Few of the roles and
responsibilities include

Develop Standard Operating Procedure (SOP)

Visit and identify companies to create a diversified network
Background verification of the companies
Allotment of students based on their request as per SOP and intimation to students/companies
Enabling interns boarding exercise with the companies
Periodical review

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Industry based assessment (i.e. a separate rubrics is developed for assessment for industry expert
focusing on Motivation, Reading/Writing/Computation Skills, Creative Thinking and Problem
Solving Skills, Listening and Oral Communication Skills, Interpersonal and Teamwork Skills and
Basic Work Etiquettes
Involvement of industries in the final assessment too

5. Evidence of Success

A. Quantitative outcomes

Table 7.2.1 Quantitative outcomes

No. Key 2016 – 17 2017– 2018 2018 – 2019 2019 – 20

Performance
1 Networking 43 31 35 42
with Companies
2 No. of interns 285 213 245 250
3 No. of interns 34 51 64 65
with stipend (%)
4 No. of Pre- 13 35 36 14
placement offer
(%)
B. Positive Feedback from Internal and External Stakeholders

C. Companies are volunteering to take interns with pre-placement offers

6. Problems Encountered and Resources Required

A. In initial stage, networking with companies posed serious challenges as the Institute is located in a very
remote place from the city

B. Initial travel was too hectic to establish the industry connect

C. Paradigm change in the mindset of stakeholders posed serious challenges to adopt to this new initiative
at the very beginning

D. Identifying the companies who are seriously looking for industry-academia relationship through
internship programme on free of charge had several challenges. Note: With meticulous planning and
implementation all the above challenges are overcome and manageable with voice calls now for all the
activities as cited above. However, networking with MNCs is still a challenge

The entire process is shown in Figure 7.2.1.

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Figure 7.2.1 Process of full semester internship

Practice 2
1. Title of the Practice

Industry driven electives for enhancing the employability

2. Objectives of the Practice

A. Develop a holistic curriculum aligning design, delivery and assessment in accordance with outcome
based education and changing needs of the industries

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B. Create a learner centric academic eco-system to break the monotony of regular lecture

C. To provide student centric learning experience with different learning strategies to cater the needs of
21st century skills

D. Adopt innovative teaching – learning pedagogies using ICT tools

E. Creating e-learning environment and ease access to in-house learning resources in line with the class
delivery, anywhere any time

2. The Context

While the college has a clearly laid down vision and mission, a specific focus is utmost needed to navigate
the strategic plan to implement outcome based education (OBE)in an IT enabled environment as well as to
encourage all-round rigor and instill a spirit of enquiry and critical thinking among the students, faculty
and staff. In this context, an attempt is made to develop a sound and loud curriculum in line with objectives
as cited above. Accordingly an innovative teaching – learning pedagogy is developed, tested and being
implemented in a phased manner with the use of appropriate ICT tools. To support this initiative, an e-
learning portal is also developed to enable the students to have an easy access to all learning resources,
which are being developed in-house continuously.

4. The Practice

Curricular Aspects

The curriculum design is always an art and it’s a never-ending challenge to develop a holistic curriculum
that caters the needs of the changing needs of the industries as well as to make the students more
competent. As the needs of industries are changing very rapidly and also GMRIT being an autonomous
institution since 2012, continuous efforts are put on year on year to enrich the curriculum design,
development and revision. The curriculum design is formulated on a well-established educational
objectives and outcomes and in this continuous journey, all the stakeholders viz. Management, Employers,
Potential Employers, Representatives from Professional Bodies, Alumni, Teachers, Parents and Students
are actively involved to develop and revise the same by constituting Board of Studies and Academic
Council in accordance with the requirement of UGC. Further, the following best practices are in-place for
continuous improvement in the curriculum

A. Feedback mechanism on Curriculum is also in place in addition to the above mandatory requirement to
capture the voice of different stakeholders on a regular basis

B. Different learning strategies viz. Layer Learning, Experiential Learning, Participative Learning,
Collaborative Learning, Interactive Learning and Project Based Learning

C. Adequate scope is also provided in the curriculum to enable the learners to initiate self-directed learning

D. Industry driven 3- and 1- credit courses

E. Very recently, a new concept, Career Path is introduced to address contemporary technologies in
association with one industry partner for all courses

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The comaprison of various learning strategies is shown in Figure 7.2.2.

Figure 7.2.2 Composition of various learning strategies

Teaching – Learning Process

In addition to the curriculum design in the context of outcome based education, an effort has been made
align the teaching-learning process in line with the philosophy of OBE by deploying innovative teaching
learning pedagogy namely, “Cohesive Teaching Learning Practices (CTLP)” which includes the following
class room delivery elements, as shown in Figure 7.2.3.

Figure 7.2.3 Revised CTLP Process

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5. Evidence of Success

A. Continuous improvement in the curriculum as it is being observed in the feedback on curriculum from
all stakeholders

B. Improvement in teaching – learning process and shift from teacher centric to learner centric
environment is being observed in the classroom environment

C. Prepares the course instructor for effective classroom delivery with a focused intended learning
outcomes

D. Students started using the internal learning portal beyond working hours and showing interest in
collaborative learning outside classrooms

E. Availability of e-courseware in both static and video format

F. Improved academic performance

G. Think-Pair-Share model of CTLP helps a lot for peer-to-peer learning

H. More industry exposure

I. Students and teachers used to online test practices

J. Incremental holistic growth is being observed

6. Problems Encountered and Resources Required

A. To formulate a complete design pattern of curriculum which is completely in tune with OBE, it was a
great challenge to arrive the proportion of courses addressing different learning strategies

B. Paradigm change in the mindset of internal stakeholders posed serious challenges to adapt to this new
teaching-learning pedagogy. As this was initiated by the members of IQAC, several programmes in this
line was organized to train the members of faculty after necessary vetting of the proposed pedagogy by a
team from IIT Mumbai and thus the challenge was slowly turned to a success story

C. In initial stage, members were very much hesitated to volunteer for developing e-content in the video
format. Subsequently, in one of initiatives of IQAC, i.e. FADS, it was incentivized and being regularly
monitored and now, the members are volunteering seeing this impact of this video courses among the
students during the COVID-19 season where the education system realized the importance of digital
learning

D. In the very beginning, there was a serous resistance from few members of faculty to prepare the lecture
plan as per the format of CTLP as this takes much time in the first attempt. After having several training
and sensitizing programmes, now all the courses are developed in the CTLP format

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File Description Document

Best practices in the Institutional web site View Document

7.3 Institutional Distinctiveness

7.3.1 Portray the performance of the Institution in one area distinctive to its priority and thrust
within 1000 words

Response:

The Institute strongly believes that the “Quality of Education can never be Better than the Quality of
Teachers” in an academic eco-system. With this spirit of ensuring the quality of the faculty, the institution
has a robust selection process for identifying the best of the teaching faculty with real passion towards
teaching. This creates and enables the system to realize the vision of the institution i.e., to be among the
most preferred institutions offering quality technical education. In line with this the mission statements are
conceived keeping in complete concurrence with the core values of NAAC upon which the entire
accreditation process is built-in for quality assurance.

Table 7.3.1 NAAC core values vs Mission statements

NAAC Core Values Mission Statements

Contributing to National Development To turnout disciplined and competent engineers
Inculcating Value System among Students with sound work and life ethics.
Fostering Global Competencies among Students To develop teaching, research and consulting
environment in collaboration with industry and
other institutions
Promoting use of Technology To implement outcome based education in an IT-
enabled environment
Quest for Excellence To encourage all-round rigor and instill a spirit of
enquiry and critical thinking among students,
faculty and staff

To keep up in pace with the technology development and various innovative teaching and learning
pedagogies, continuous faculty capacity building programs play a vital role to maintain the reputation of
the institution. Having said that the Institute has started introducing several best practices to enhance the
quality of education offered and creating an enabling environment for both teachers and students for their
holistic growth. Having all these challenges in mind in the last decade, several initiatives were introduced
to motivate faculty members and promote philosophy of continuous professional development. A policy
document with the well-defined SOP has been brought into existence enabling all the faculty members to
get aligned with the system. This process driven approach for ensuring the quality of the faculty and
faculty continuous development has shown the impact in terms of

Attracting senior faculty members PAN India with good academic credentials, research and
professional competencies leading to a heterogeneous group

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Increased motivational levels of existing faculty for continuous development of professional

competencies through participation in conferences, seminars and workshops
Building and enhancing the research profile leading to success in getting research grants from
various funding agencies, quality publications in Scopus and SCI indexed journals and acquiring
Ph.D. qualification for career enhancement

Over the last few years, the system which was in place got modified year on year and finally in line with
the Academic Performance Indicator (API) evolved into a very comprehensive policy by name “Faculty
Assessment and Development Scheme(FADS)” during year 2017-18.

FADS came out as very high enabling policy covering all the aspects of the development of the faculty
with a proper balance between academics, research, and professional development.

Apart from the above, the policy also has scope to incentivize the faculty members with monitory benefits
based on the score that the faculty acquired under various attributes of the policy which has flexibility to
tradeoff. Compared among the equals, this initiative has turned into a distinct practice contributing to the
realization of the vision of the institution.

The following statistics illustrates the evidence of success since 2015 – 2016 (Post Accreditation of Second
Cycle)

Table 7.3.2 Success Evidence

No. Success 2019-20 2018-19 2017-18 2016-17 2015-16

Evidence
1 Total strength 234 223 234 228 222
of faculty
2 No. of 116 79 67 51 48
members of
faculty with
Ph.D.
qualification
3 No. of faculty 23 14 11 08 01
from outside
AP
4 No. of 403 357 314 167 141
professional
development
activities
5 Total no. of 268 251 222 238 153
publications
in peer
reviewed
journals
6 Total no. of 234 166 121 89 48
publications
in

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Scopus/SCI
indexed
journals
7 Total no. of 46 57 79 98 98
papers
presented in
conferences

File Description Document

Appropriate web in the Institutional website View Document

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5. CONCLUSION
Additional Information :
Post second cycle NAAC accreditation based on the expert committee report and suggestions for further
improvement, the institution has initiated and brought in various best practices into force giving value addition
to all the seven key performance indicators over the last five years. During the coming third cycle, the
following future plans are envisaged:

Future Plans

To Implement the National Education Policy (NEP) 2020 by 2024 to acquire degree-awarding
autonomy
To offer collaborative and integrated programs on twinning mode with universities abroad
To establish a research facility to promote process and product research apart from the fundamental
research
To establish the Business Incubation Center to promote start-ups
To strengthen industry-institute engagement at national and international level
To become a multi-disciplinary private university

Concluding Remarks :
Being entering into Cycle III of NAAC, GMRIT is very much keen and focused to strengthen inherently the
academic eco-system by adopting 21st-century learning objectives and outcomes. To realize the following core
values of NAAC, a meticulous SWOC analysis was carried out as furnished in the executive summary for the
proposed future plans as presented in the conclusion.

1. Contributing to National Development

2. Fostering Global Competencies among Students
3. Inculcating the Value System among Students
4. Promoting the use of Technology
5. Quest for Excellence

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6.ANNEXURE
1.Metrics Level Deviations
Metric ID Sub Questions and Answers before and after DVV Verification
1.1.3 Average percentage of courses having focus on employability/ entrepreneurship/ skill
development offered by the institution during the last five years

1.1.3.1. Number of courses having focus on employability/ entrepreneurship/ skill

development year-wise during the last five years..
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

74 78 62 55 59

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

10 10 10 11 19

Remark : DVV has excluded basic course from this metric.

1.3.2 Number of value-added courses for imparting transferable and life skills offered during last
five years.

1.3.2.1. How many new value-added courses are added within the last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

10 15 7 5 5

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

4 5 3 2 2

Remark : DVV has not considered short term program - 3D Experience Product Life Cycle
Assessment (PLA) Advanced Robotic Control 2.0 Solid Edge Fusion 360 CNC Production Lathe
Machine PRIMAVERA P6 PRO/ENGINEER , Introduction to programming in C, introduction to
internet of things etc on this metric.

1.3.3 Average Percentage of students enrolled in the courses under 1.3.2 above.

1.3.3.1. Number of students enrolled in subject related Certificate or Add-on programs year
wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

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717 604 235 219 218

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

288 298 160 86 78

Remark : DVV has not considered short term program - 3D Experience Product Life Cycle
Assessment (PLA) Advanced Robotic Control 2.0 Solid Edge Fusion 360 CNC Production Lathe
Machine PRIMAVERA P6 PRO/ENGINEER , Introduction to programming in C, introduction to
internet of things etc on this metric.

1.3.4 Percentage of students undertaking field projects/ internships / student projects (Data for the
latest completed academic year)

1.3.4.1. Number of students undertaking field projects / internships / student projects

Answer before DVV Verification : 2382
Answer after DVV Verification: 2569

Remark : DVV has made the changes as per final year student’s strength.

1.4.1 Structured feedback for design and review of syllabus – semester-wise / year-wise is received
from

1) Students, 2) Teachers, 3) Employers,

4) Alumni

Answer before DVV Verification : A. All 4 of the above

Answer After DVV Verification: D. Any 1 of the above
Remark : DVV has select D. Any 1 of the above as per alumni feedback by HEI.

1.4.2 The feedback system of the Institution comprises of the following :

Answer before DVV Verification : B. Feedback collected, analysed and action taken
Answer After DVV Verification: E. Feedback not obtained
Remark : Feedback form not shared in 1.4.1 and 1.4.2 by HEI.

2.1.1 Average Enrolment percentage (Average of last five years)

2.1.1.1. Number of students admitted year-wise during last five years

Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

933 776 860 876 828

Answer After DVV Verification :

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2019-20 2018-19 2017-18 2016-17 2015-16

933 749 860 876 828

2.1.1.2. Number of sanctioned seats year wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

2.1.2 Average percentage of seats filled against reserved categories (SC, ST, OBC, Divyangjan, etc.
as per applicable reservation policy ) during the last five years ( exclusive of supernumerary
seats)

2.1.2.1. Number of actual students admitted from the reserved categories year wise during
last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

368 356 344 356 332

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

343 337 338 354 353

Remark : DVV has made the changes as per shared data template by HEI.

2.4.3 Average teaching experience of full time teachers in the same institution (Data for the latest
completed academic year in number of years)

2.4.3.1. Total experience of full-time teachers

Answer before DVV Verification : 1806
Answer after DVV Verification: 1725

Remark : DVV has made the changes as per experience of full time permanent teacher by HEI.

2.5.2 Average percentage of student complaints/grievances about evaluation against total number
appeared in the examinations during the last five years

2.5.2.1. Number of complaints/grievances about evaluation year wise during the last five
years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

19 78 129 47 32

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

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19 91 249 197 38

3.1.3 Percentage of teachers awarded national / international fellowship for advanced

studies/research during the last five years

3.1.3.1. The number of teachers awarded national / international fellowship for advanced
studies / research year wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

0 1 1 0 0

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

3.2.1 Grants received from Government and non-governmental agencies for research projects,
endowments, Chairs in the institution during the last five years (INR in Lakhs)

3.2.1.1. Total Grants from Government and non-governmental agencies for research
projects , endowments, Chairs in the institution during the last five years (INR in Lakhs)
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

174.54 13.4 156.48 39.04 15.88

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 156.48 39.05 0

Remark : DVV has excluded grant amount received from DST for improving the quality of life of
ST and AICTED MODROBS projects.

3.2.2 Percentage of teachers having research projects during the last five years

3.2.2.1. Number of teachers having research projects during the last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

15 17 18 12 8

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

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4 4 16 11 0

Remark : DVV has excluded teachers as per metric 3.2.1

3.2.3 Percentage of teachers recognised as research guides

3.2.3.1. Number of teachers recognized as research guides

Answer before DVV Verification : 33
Answer after DVV Verification: 5

Remark : Letters not provide List attached for the year 2020-21 has not considered. DVV has
made the changes as per letter of research guide in 3.4.4

3.3.2 Number of workshops/seminars conducted on Research methodology, Intellectual Property

Rights (IPR),entrepreneurship, skill development during the last five years.

3.3.2.1. Total number of workshops/seminars conducted on Research methodology,

Intellectual Property Rights (IPR),entrepreneurship, skill development year-wise during the
last five years.
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

33 45 25 12 18

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

19 32 23 10 16

3.4.1 The Institution ensures implementation of its stated Code of Ethics for research through the
following:

1. Inclusion of research ethics in the research methodology course work

2. Presence of Ethics committee

3. Plagiarism check through software

4. Research Advisory Committee

Answer before DVV Verification : B. 3 of the above

Answer After DVV Verification: C. 2 of the above
Remark : DVV has select any two of the above as per supporting documents for Si. no. 1 and 4 by
HEI.

3.4.2 Number of Ph.D’s registered per teacher (as per the data given w.r.t recognized Ph.D guides/
supervisors provided at 3.2.3 metric) during the last five years

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3.4.2.1. How many Ph.Ds are registered within last 5 years

Answer before DVV Verification : 72
Answer after DVV Verification: 12
3.4.2.2. Number of teachers recognized as guides during the last five years
Answer before DVV Verification : 33
Answer after DVV Verification: 5

Remark : DVV has made the changes as per ph. d scholar certificate who have completed the
Ph.D.

3.4.3 Number of research papers per teachers in the Journals notified on UGC website during the
last five years

3.4.3.1. Number of research papers in the Journals notified on UGC website during the last five
years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

268 251 222 238 153

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

327 170 125 113 122

3.4.4 Number of books and chapters in edited volumes / books published per teacher during the last
five years

3.4.4.1. Total number of books and chapters in edited volumes/books published and papers
in national/ international conference proceedings year-wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

64 58 63 63 65

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

56 45 54 43 48

Remark : DVV has counted one book once for a year. DVV has not considered those page which
has not reflect ISBN number. DVV has excluded ISSN number.

3.5.1 Revenue generated from consultancy and corporate training during the last five years (INR in
Lakhs).

3.5.1.1. Total amount generated from consultancy and corporate training year-wise during

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the last five years (INR in lakhs).

Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

5.71 10.47 12.4 33.83 6.54

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

Remark : The income generated through consultancy and corporate training not reflected in
Audited Income and Expenditure statement. Hence claims cannot be considered.

3.5.2 Total amount spent on developing facilities, training teachers and staff for undertaking
consultancy during the last five years (INR in Lakhs).

3.5.2.1. Total amount spent on developing facilities, training teachers and staff for
undertaking consultancy during the last five years (INR in Lakhs)
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

107.08 20 10.86 5.87 8.25

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

Remark : The amount spent on developing facilities, training teachers and staff for undertaking
consultancy not reflected in Audited Income and Expenditure statement. Hence claims cannot be
considered.

3.6.2 Number of awards and recognition received by the Institution, its teachers and students for
extension activities from Government / Government recognised bodies during last five years

3.6.2.1. Total number of awards and recognition received for extension activities from
Government/ Government recognised bodies year-wise during the last five years.
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

9 17 2 2 3

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

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0 0 0 0 0

3.6.3 Number of extension and outreach programs conducted by the institution through
NSS/NCC/Red cross/YRC etc., during the last five years ( including Government initiated
programs such as Swachh Bharat, Aids Awareness, Gender Issue, etc. and those organised in
collaboration with industry, community and NGOs)

3.6.3.1. Number of extension and outreach Programs conducted in collaboration with

industry, community and Non- Government Organizations through NSS/ NCC/ Red Cross/
YRC etc., year-wise during the last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

55 46 48 46 56

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

16 21 36 37 29

3.6.4 Average percentage of students participating in extension activities listed at 3.6.3 above during
the last five years

3.6.4.1. Total number of students participating in extension activities listed at 3.6.3 above
year-wise during the last five years.
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

1107 1086 1172 934 1298

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

870 945 820 434 650

Remark : DVV has update the input as per report shared in 3.6.3 by HEI.

3.7.1 Number of Collaborative activities per year for research/ faculty exchange/ student exchange/
internship/ on –the-job training/ project work

3.7.1.1. Total number of Collaborative activities per year for research/ faculty exchange/
student exchange/ internship/ on –the-job training/ project work
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

441 285 208 238 69

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Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 0 0

Remark : Supporting documents for collaborations, just joint publications internship training
certificate etc., cannot be treated as collaboration document.

3.7.2 Number of functional MoUs with institutions of national, international importance, other
institutions, industries, corporate houses etc. during the last five years (only functional MoUs
with ongoing activities to be considered)

3.7.2.1. Number of functional MoUs with institutions of national, international importance,

other Institutions, industries, corporate houses etc. year wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

4 6 1 6 3

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

2 4 1 4 2

Remark : DVV has excluded MOUs only for placement training. Duration of MOU with M/s
Infolabs (for 2016-17) and Amazon web services (for 2019-20) are not mentioned.

4.1.4 Average percentage of expenditure for infrastructure augmentation excluding salary during
the last five years (INR in Lakhs)

4.1.4.1. Expenditure for infrastructure augmentation, excluding salary year-wise during last
five years (INR in lakhs)
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

393.96 81.94 163.71 466.43 62.07

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

113.14 81.39 148.21 461.07 62.07

Remark : DVV has made the changes as per Lab Equipment, Computer Equipment, Electrical
Equipment, Furniture and Fixtures, Building on Freehold, Building on Lease hold in schedule of
fixed assets duly signed by CA.

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4.2.3 Average annual expenditure for purchase of books/ e-books and subscription to journals/e-
journals during the last five years (INR in Lakhs)

4.2.3.1. Annual expenditure of purchase of books/e-books and subscription to journals/e-

journals year wise during last five years (INR in Lakhs)
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

31.2778 31.7177 28.01679 27.04727 27.11334

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

5.77 7.12 5.29 8.96 6.54

Remark : DVV has made the changes as per addition of library books in schedule of fixed assets
duly signed by CA.

4.2.4 Percentage per day usage of library by teachers and students ( foot falls and login data for
online access) during the last completed academic year

4.2.4.1. Number of teachers and students using library per day over last one year
Answer before DVV Verification : 236
Answer after DVV Verification: 206

Remark : DVV has made the changes as per average of logbooks and online access provided by
HEI.

4.3.4 Institution has the following Facilities for e-content development

1. Media centre
2. Audio visual centre
3. Lecture Capturing System(LCS)
4. Mixing equipments and softwares for editing

Answer before DVV Verification : A. All of the above

Answer After DVV Verification: C. 2 of the above
Remark : DVV has select 2 of the above as per shared document of SI. No. 1 and 2 by HEI.

4.4.1 Average percentage expenditure incurred on maintenance of physical facilities and academic
support facilities excluding salary component during the last five years

4.4.1.1. Expenditure incurred on maintenance of physical facilities and academic support

facilities excluding salary component year wise during the last five years (INR in lakhs)
Answer before DVV Verification:

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2019-20 2018-19 2017-18 2016-17 2015-16

200.28 209.21 253.43 163.69 134.97

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

128.26 155.54 205.29 114.85 89.01

5.1.3 Following Capacity development and skills enhancement activities are organised for improving
students capability

1. Soft skills

2. Language and communication skills

3. Life skills (Yoga, physical fitness, health and hygiene)

4. Awareness of trends in technology

Answer before DVV Verification : A. All of the above

Answer After DVV Verification: C. 2 of the above
Remark : DVV has select C. 2 of the above as per shared report of Sl. No. 3 and 4 by HEI.
Provided time table has not reflect anything.

5.1.4 Average percentage of students benefited by career counseling and guidance for competitive
examinations offered by the Institution during the last five years.

5.1.4.1. Number of students benefitted by guidance for competitive examinations and career
counselling offered by the institution year wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

1823 3475 3545 1912 1568

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

0 0 0 50 75

Remark : DVV has made the changes as per excluding activities such as Program on Superb +
37.5%, Program on Self-Discipline, Manufacturing of Urea –Challenges and technical aspects, Fuel
Cell Technology etc., Majority of the activities conducted do not come under carrier guidance.

5.1.5 The institution adopts the following for redressal of student grievances including sexual
harassment and ragging cases

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1. Implementation of guidelines of statutory/regulatory bodies

2. Organisation wide awareness and undertakings on policies with zero tolerance
3. Mechanisms for submission of online/offline students’ grievances
4. Timely redressal of the grievances through appropriate committees

Answer before DVV Verification : A. All of the above

Answer After DVV Verification: C. 2 of the above
Remark : DVV has select C. 2 of the above as per shared documents for 3 and 4 by HEI.

5.2.1 Average percentage of placement of outgoing students during the last five years

5.2.1.1. Number of outgoing students placed year - wise during the last five years.
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

709 646 481 413 398

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

367 423 324 298 287

Remark : Some offer letters has not provided. Dvv has made the changes as per provided offer
letter of students by HEI. DVV has excluded offer letters which has unsigned.

5.2.3 Average percentage of students qualifying in state/national/ international level examinations

during the last five years (eg: IIT-JAM/CLAT/ NET/SLET/GATE/ GMAT/CAT/GRE/
TOEFL/ Civil Services/State government examinations, etc.)

5.2.3.1. Number of students qualifying in state/ national/ international level examinations

(eg: IIT/JAM/ NET/ SLET/ GATE/ GMAT/CAT/GRE/ TOEFL/ Civil Services/ State
government examinations, etc.)) year-wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

26 40 18 24 32

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

25 40 17 24 32
5.2.3.2. Number of students appearing in state/ national/ international level examinations
(eg: IIT/JAM/ NET / SLET/ GATE/ GMAT/CAT,GRE/ TOEFL/ Civil Services/ State
government examinations) year-wise during last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

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160 250 265 200 269

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

160 250 265 200 269

Remark : Qualifying certificate of Y.Hemantha Swamy and BAGADI BHARAT KUMAR for the
year 2017-18 and 2019-20 not provide by HEI.

5.3.1 Number of awards/medals won by students for outstanding performance in sports/cultural

activities at inter-university/state/national / international level (award for a team event should
be counted as one) during the last five years.

5.3.1.1. Number of awards/medals won by students for outstanding performance in sports /

cultural activities at inter-university / state / national / international events (award for a team
event should be counted as one) year - wise during the last five years.
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

31 19 31 12 12

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

19 8 22 7 0

5.3.3 Average number of sports and cultural events / competitions organised by the institution per
year

5.3.3.1. Number of sports and cultural events / competitions organised by the institution year
- wise during the last five years.
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

51 43 37 26 28

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

40 30 26 21 18

5.4.2 Alumni financial contribution during the last five years (in INR).

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Answer before DVV Verification : D. 2 Lakhs - 5 Lakhs

Answer After DVV Verification: E. <2 Lakhs
Remark : Supporting document not provide by HEI.

6.3.2 Average percentage of teachers provided with financial support to attend conferences /
workshops and towards membership fee of professional bodies during the last five years.

6.3.2.1. Number of teachers provided with financial support to attend

conferences/workshops and towards membership fee of professional bodies year wise during
the last five years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

22 39 70 84 57

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

12 6 14 9 5

Remark : DVV has considered only those statement details which given for attending
conferences/workshops . Overtime amount not considered.

6.3.3 Average number of professional development / administrative training Programmes organized

by the institution for teaching and non-teaching staff during the last five years.

6.3.3.1. Total number of professional development /administrative training Programmes

organized by the institution for teaching and non teaching staff year-wise during the last five
years
Answer before DVV Verification:
2019-20 2018-19 2017-18 2016-17 2015-16

34 16 25 12 18

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

27 6 12 8 3

6.3.4 Average percentage of teachers undergoing online/ face-to-face Faculty Development

Programmes (FDP)during the last five years (Professional Development Programmes,
Orientation / Induction Programmes, Refresher Course, Short Term Course ).

6.3.4.1. Total number of teachers attending professional development Programmes, viz.,

Orientation Programme, Refresher Course, Short Term Course, Faculty Development
Programmes year wise during last five years
Answer before DVV Verification:

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2019-20 2018-19 2017-18 2016-17 2015-16

151 48 44 60 33

Answer After DVV Verification :

2019-20 2018-19 2017-18 2016-17 2015-16

65 27 25 35 12

Remark : FDP less than one week not to be considered. DVV has excluded duplicates teachers.

6.5.3 Quality assurance initiatives of the institution include:

1. Regular meeting of Internal Quality Assurance Cell (IQAC); Feedback collected,

analysed and used for improvements
2. Collaborative quality initiatives with other institution(s)
3. Participation in NIRF
4. Any other quality audit recognized by state, national or international agencies (ISO
Certification)

Answer before DVV Verification : All of the above

Answer After DVV Verification: 3 of the above
Remark : DVV has select 3 of the above as per supporting documents of SI. No. 1,3 and 4 shared
by HEI.

7.1.6 Quality audits on environment and energy regularly undertaken by the Institution and any
awards received for such green campus initiatives:

1. Green audit
2. Energy audit
3. Environment audit
4. Clean and green campus recognitions / awards
5. Beyond the campus environmental promotion activities

Answer before DVV Verification : A. Any 4 or all of the above

Answer After DVV Verification: B. 3 of the above
Remark : Provided unsigned report has not considered.

7.1.10 The Institution has a prescribed code of conduct for students, teachers, administrators and
other staff and conducts periodic programmes in this regard.

1. The Code of Conduct is displayed on the website

2. There is a committee to monitor adherence to the Code of Conduct
3. Institution organizes professional ethics programmes for students, teachers,
administrators and other staff

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4. Annual awareness programmes on Code of Conduct are organized

Answer before DVV Verification : A. All of the above

Answer After DVV Verification: B. 3 of the above
Remark : Circulars for professional ethics programmed not provide by HEI.

2.Extended Profile Deviations

ID Extended Questions
1.2 Number of outgoing / final year students year-wise during last five years

Answer before DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
878 834 850 821 837

Answer After DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
867 831 846 819 836

1.3 Number of students appeared in the examination conducted by the Institution, year-wise
during the last five years

Answer before DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
3511 3348 3403 3367 3308

Answer After DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
2569 3340 3376 3351 3279

1.4 Number of revaluation applications year-wise during last five years

Answer before DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
19 78 129 47 32

Answer After DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
19 91 246 197 279

2.1 Number of courses in all programs year-wise during last five years

Answer before DVV Verification:

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2019-20 2018-19 2017-18 2016-17 2015-16

343 345 331 289 317

Answer After DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
720 714 650 615 615

2.2 Number of full time teachers year-wise during the last five years

Answer before DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
234 234 233 228 222

Answer After DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
233 232 233 226 219

2.3 Number of sanctioned posts year-wise during last five years

Answer before DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
262 262 261 256 250

Answer After DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
240 234 230 228 220

3.5 Total Expenditure excluding salary year-wise during last five years ( INR in Lakhs)

Answer before DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
1440.90 1294.28 1342.57 1145.69 1028.95

Answer After DVV Verification:

2019-20 2018-19 2017-18 2016-17 2015-16
963.30 246.78 1137.97 923.44 774.74

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