Resource person for Accreditations and ranking in engineering education

1. Accreditations and Ranking in Engineering
Education
Dr.V.Ramesh Babu
Associate Professor
Dept. of Textile Technology
Kumaraguru College of Technology
Coimbarore-49

2. What is Accreditation?
• Formal Recognition
• External Body
• Quality Assessment & Assurance
• Attainments

3. Why Accreditation?
• Quality Education
• Employability
• International recognition
• International Mobility
• SWOT
• Continuous Improvement
• Stake Holders
• Funding

4. Who Accredit us?
• 1994
• UGC
• Autonomous
• Institutional
• Internal & External
National
Accreditation and
Assessment Council
(NAAC)
• 1994
• AICTE
• Autonomous
• Program
• Professional Competencies
National Board of
Accreditation (NBA)

5. NBA

6. National Board of Accreditation (NBA) - Criteria
Criteria No Criteria Tier I Tier II
Marks
Programme Level Criteria
1 Vision, Mission and Program Educational Objectives 50 60
2 Program Curriculum and Teaching – Learning Processes 100 120
3 Course Outcomes and Program Outcomes 175 120
4 Students’ Performance 100 150
5 Faculty Information and Contributions 200 200
6 Facilities and Technical Support 80 80
7 Continuous Improvement 75 50
Institute Level Criteria
8 First Year Academics 50 50
9 Student Support Systems 50 50
10 Governance, Institutional Support and Financial Resources 120 120
Total 1000 1000

7. Accreditation Models
• Input-Output Model

8. Traditional Education

10. DO IT NOW OR
OUT YOU GO!!!
TEACHER A

11. TEACHER B

12. OBE
1. A model of education whereby students
demonstrate what they know and are able
to do whatever the required outcomes
are.
2. An approach that focuses on students’
learning rather than teaching

13. WHY?
Economic
Transformation
Programme
(ETP), New
Economic Model
Programme
MUST be
outcome-
based (OBE)
Innovative
Assessment &
Evaluation
Graduates are
not completely
prepared for the
workforce.
Increase
Graduate
Employability
rate (53% to 85%)
Mismatch in
supply &
demand of
graduates
National
Transformation
Agenda
Industry
Requirements
Continuous
Quality
Improvement
(CQI)
OBE vs
Traditional
Education
(TE)
Hub for Human
Resource
Current
scenarios/
issues
IMPORTANCE OF OBE-Current Scenario

14. OBE TE
OBE vs TE
OBE
VS
TE
Active Learners
Assessment on an ongoing
basis
An Integration of
knowledge
Learner-centred
Lecturers can be
innovative and creative
Learners responsible for
their own learning
Emphasis on outcomes
Flexible time frames;
learner determines pace
Critical thinking, reasoning
and action
Passive learners
Examination driven
Content-based syllabus
Textbook and lecturer-
centred
Syllabus is rigid
Lecturers responsible for
learning
Emphasis on what lecturer
hopes to achieve
Content placed into rigid
time frames
Rote learning

15. Out Come Based Education

16. Outcome Based Education (OBE)-Model

17. Vision
• Futuristic statement
• Present Tense
• Where
• What
• When
To be a Centre of Excellence in textile
engineering education and applied research
for the fulfilment of societal needs

18. Mission
• Mission statements are essentially the means to achieve the vision.

19. PROGRAMME EDUCATIONAL OBJECTIVES (PEOs’)
Program educational objectives are
• Broad statements
• Career and professional accomplishments
• Measurable
• Appropriate
• Realistic
• Time bound
• Achievable
• Manageable
• Consistent
• Specific
• Needs
Guide Lines

20. Program Educational Objectives (PEOs) Example

21. Programme Outcomes/PSO
• What students should know and be able to do at the end of the
programme.

22. Programme Outcomes/Graduate Attributes
1. Engineering Knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering
specialization to the solution of complex engineering problems.
2. Problem Analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
3. Design/development of Solutions: Design solutions for complex engineering problems and design system
components or processes that meet th e specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
4. Conduct Investigations of Complex Problems: Use research-based knowledge and research methods including
design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.
5. Modern Tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools
including prediction and modelling to complex engineering activities with an understanding of the limitations.
6. The Engineer and Society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety,
legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice.

23. Programme Outcomes/Graduate Attributes
7. Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.
9. Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at
large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.
11. Project Management and Finance: Demonstrate knowledge and understanding of the engineering and management principles
and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary
environments.
12. Life-long Learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long
learning in the broadest context of technological change.

24. Program Specific Outcomes (PSO’s)
Engineering Graduates will be able to:
• Apply the knowledge of mathematics, science, engineering
fundamentals and an engineering specialization for Process
Optimization, Value analysis, Productivity improvement, Solutions to
quality issues and Product development in textile and related fields.
• Demonstrate learned techniques, experiments, modern engineering
tools and software to estimate the optimum resources such as raw
materials, machineries and manpower to predict the properties of
fibre, yarn, fabric and garments as per the end uses.

25. Dimensions of Programme Outcomes

26. Course Outcomes
• What a student should be able to demonstrate upon completion of a
course.
State the major knowledge, skills, attitude or ability that
students will acquire.
Expressed in terms of measurable and/or observable
behaviors.
Agreed upon by the faculty in a program and should drive
program outcomes.
Begin with an action verb
Map the course outcomes to the learning domain in Blooms
Taxonomy.

27. Course Outcomes-Example Chemistry Course
• CO 1. Estimate the hardness of water
• CO 2. Identify suitable water treatment methods
• CO 3. Describe the components and working of energy
storage devices
• CO 4. Illustrate control methods for various forms of
corrosion
• CO 5. Enumerate the quality of fuels from its properties
• CO 6. Outline the important features of fuels
• CO 7. Select appropriate materials for specific
applications
On the successful
completion of the
course, students
will be able to

28. Vision, Mission and
Programme Educational
Objectives(60)
State
(10)
Disseminate (10)
Define
(25)
Consistence (15)
Programme curriculum and
Teaching-Learning Process (120)
Compliance &Gaps
(20)
Process-Quality T & L
(25)
Quality-QP,As&E
(20)
Quality-Projects
(25)
Industry Interaction
(30)
Course Outcomes & Program
Outcomes
(120)
Correlation-C- CO-PO/PSO
(20)
Attainment of CO-Process
(10)
Record of CO attainment
(40)
Attainment of PO & PSO-Process
(10)
Results of PO&PSO
(40)
Students’ Performance
(150)
Enrolment Ratio
(20)
Success Rate
(25+15=40)
Academic Performance
(30)
Placement and Higher
Studies (40)
Professional Activities
(20)
NBA Criteria

29. Faculty Information
&Contributions (200)
SFR
(20)
Faculty Cadre Ratio
(25)
Faculty Qualifications,,
Retention (50)
Innovations T&L
(20)
Faculty Information
&Contributions (200)
Faculty Development (15)
Research & Development
(30)
FPADS
(30)
Visiting/Adjunct Faculty (10)
Facilities and Technical
Support (80)
Labs & Manpower
(30)
Additional Equipment's (25)
Lab Maintenance (10)
Project Lab
(5)
Safety
(10)
Continuous
Improvement (50)
Action taken on weakness
(20)
Academic Audit and actions
(10)
Improvements in P/HS/E
(10)
Improvements in Admission
(10)
NBA Criteria

30. First Year Academics
(50)
FYSFR
(5)
Faculty Qualification
(5)
Academic Performance (10)
Attainment of CO
(10)
Attainment of PO
(20)
Students Support System (50)
Mentoring
(5)
Feedback Analysis
(15)
Self-Learning
(5)
Career guidance & Training (10)
Entrepreneurship cell
(5)
Co-curricular/Extra Curricular
(10)
GOVERNANCE, INSTITUTIONAL
SUPPORT AND FINANCIAL
RESOURCES (120)
Organization, Governance and
Transparency
(40)
Budget Allocation, Utilization, (30)
Program Budget Allocation,
Utilization (30)
Library and Internet (20)
NBA Criteria

31. Award of Accreditation-Tier-II (UG)
1. Full Accreditation of the program
• Scoring a minimum of 750 points in aggregate out of 1000 points
• Minimum score of 60% in mandatory fields (criteria 4 to 6)
• At least 30 % of the required Faculty shall be Ph.D.
2. Provisional Accreditation
• Score of greater than or equal to 600 points
• 40% marks in Faculty Information and Contributions (Criterion V)
• At least one (1) Professor or one (1) Associate Professor

32. NAAC

33. NAAC Criteria & Weightage
Criteria Marks
Curricular Aspects 150 (U) 150 (Au) 100 (Aff)
Teaching-learning and Evaluation 200 (U) 300 (Au) 350 (Aff)
Research, Innovations and Extension 250 (U) 150 (Au) 120 (Aff)
Infrastructure and Learning Resources 100 (U) 100 (Au) 100 (Aff)
Student Support and Progression 100 (U) 100 (Au) 130 (Aff)
Governance, Leadership and Management 100 (U) 100 (Au) 100 (Aff)
Institutional Values and Best Practices 100 (U) 100 (Au) 100 (Aff)

34. Grading of NAAC
Range of Institutional
Cumulative Grade Point
Average (CGPA)
Letter Grade Status
3.51-4.00 A++ Accredited
3.26-3.50 A+ Accredited
3.01-3.25 A Accredited
2.76-3.00 B++ Accredited
2.51-2.75 B+ Accredited
2.01-2.50 B Accredited
1.51-2.00 C Accredited
<1.50 D Not Accredited

35. 1. Curricular Aspects
Key Indicators (KIs)
Sub Indicators
1.1. *(A) Curricular Planning
and
Implementation
ECD C/D-Program External Members
1.2 Academic Flexibility NC CBCS/E SEn (ADD)
1.3 Curriculum Enrichment MC VAC FT/I
1.4 Feedback System FB-Re FB-P/Ac
Total 100

36. 2. Teaching- Learning and Evaluation
Key Indicators (KIs)
Sub Indicators
2.1 Student Enrolment and Profile %S(Oth) %-SE %E-Res
2.2 Catering to Student Diversity S-Sp STR %S-Db
2.3 Teaching-Learning Process SCT %ICT M:M IMT
2.4 Teacher Profile and Quality %FT %PhD ExT T-A/R T-(O)
2.5 Evaluation Process and Reforms CIE M-CIA M-Gr A cl
2.6 Student Performance and Learning
Outcomes
D-
PO/PSO/
CO
A-
PO/PSO/
CO
% P
2.7 Student satisfaction Survey On-SSS
Total 350

37. 3. Research, Innovations and Extension
Key Indicators (KIs)
Sub Indicators
3.1 Resource Mobilization for
Research
R-gr(T) % Sup
R-
Pr(N)
3.2 Innovation Ecosystem
In-C
W/S-IPR-
IAI
3.3 Research Publications and Awards
R-Policy R-Inc
PhD-
(Aw)
Pub-J Pub-B/C
3.4 Extension Activities Impact Awards No.Ex %S-P
3.5 Collaboration LINK MoU
Total 120

38. 4. Infrastructure and Learning Resources
Key Indicators (KIs)
Sub Indicators
4.1 Physical Facilities T/L-F Extra.
C-F
% - ICT Budget-
Infra
4.2 Library as a Learning
Resource
ILMS No.Spl
(B/M/R)
E-jr/B Expdn
-Lib
E-Res % Usage
4.3 IT Infrastructure IT-F SCR Band
(Internet)
E-Content
LCS-F
4.4 Maintenance of Campus
Infrastructure
Expenditure M-Policy
Total 100

39. 5. Student Support and Progression
Key Indicators
(KIs)
Sub Indicators
5.1 Student
Support
%
Scholarship
(G)
% Scholarship
(Non G)
CEDS % CEDS % VET M-ST
grv
5.2 Student
Progression
%
Placement
% HS % Q-CE
5.3 Student
Participation and
Activities
No.
Aw
S.
Representation
No.
Ex.Cur
5.4 Alumni
Engagement
Assoc-
Contribution
Alumni-
Contribution
No.
Meetings

40. 6. Governance, Leadership and Management
Key Indicators (KIs) Sub Indicators
6.1 Institutional Vision and
Leadership
Governance Decentralizatio
n/Participative
6.2 Strategy Development
and Deployment
Strategy
PLAN
Organogram e-governance MOM
6.3 Faculty Empowerment
Strategies
Welfare % financial
Support
No.
PDP(O)
% PDF
(A)
IPAS
6.4 Financial Management
and Resource
Mobilization
Audits Funds/Grants
(non-G)
Mobilisation-
Policy
6.5 Internal Quality
Assurance System
IQAC-
Contribution
T/L-Reviews No.
QIP
QAI QEI
Total 100

41. 7.Institutional Values and Best Practices
Key Indicators
(KIs)
Sub Indicators
7.1 Institutional
Values and Social
Responsibilities
No.
GEPP
GEI AEI % LED WM RWH GP % Exp
Resources Locational Community Code
Core
Values
National
Identity
Values,Transp
erency,
7.2 Best Practices BP-
Implemente
d
7.3 Institutional
Distinctiveness
Vision/
Thrust
Total 100

42. NIRF

43. National Institutional Ranking Framework
•MHRD
•2015
•Ranking
NIRF

44. Ranking Parameters & Weightage
S.No Parameter Marks Weightage
1 Teaching, Learning & Resources 100 0.30
2 Research and Professional
Practice
100 0.30
3 Graduation Outcomes 100 0.20
4 Outreach and Inclusivity 100 0.10
5 Perception 100 0.10

45. 1. Teaching, Learning & Resources (TLR): 100
marks
• TLR = SS (20) + FSR (30) + FQE (20) + FRU (30)
• A. Student Strength including Doctoral Students(SS): 20 marks
• B. Faculty-student ratio with emphasis on permanent faculty (FSR): 30
marks
• C. Combined metric for Faculty with PhD (or equivalent) and
Experience (FQE): 20 marks
• D. Financial Resources and their Utilisation (FRU): 30 marks

46. 2.Research and Professional Practice (RP): 100
marks
• RP = PU(35) + QP(40) + IPR(15) + FPPP(10)
• A. Combined metric for Publications (PU): 35 marks
• B. Combined metric for Quality of Publications (QP): 40 marks
• C. IPR and Patents: Published and Granted (IPR): 15 marks
• D. Footprint of Projects and Professional Practice (FPPP): 10 marks

47. 3. Graduation Outcome (GO):100 marks
• GO = GPH(40) + GUE(15) + GMS(25) + GPHD(20)
• A. Combined metric for Placement and Higher Studies: GPH
• B. Metric for University Examinations: GUE
• C. Median Salary: GMS
• D. Metric for Number of Ph.D. Students Graduated: GPH

48. 4. Outreach and Inclusivity (OI): 100 marks
• Overall Assessment Metric: OI = RD(30) + WD(30) +ESCS(20) + PCS(20)
• A. Percentage of Students from other States/ Countries (Region
Diversity): RD
• B. Percentage of Women (Women Diversity): WD
• C. Economically and Socially Challenged Students: ESCS
• D. Facilities for Physically Challenged Students: PCS

49. 5. Perception (PR) – 100 marks
• Overall Assessment Metric: PR = 100
• A. Peer Perception: Employers & Academic Peers (PR): 100 marks

50. Thank You
Contact @
Email: rameshbabu.v.txt@kct.ac.in
salemramesh@yahoo.com
Ph: 9944000055