Institutional Development Plans for Higher Education Institutions (HEIs)

UGC Guidelines for Institutional

Development Plans for Higher Education
Institutions (HEIs)

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 Institutional Development Plans for Higher Education Institutions (HEIs)

Preface

In the tapestry of India's educational landscape, Higher Education

Institutions (HEIs) play a pivotal role, extending beyond academia to shape
the country's future through knowledge, research, and innovation. These
institutions are instrumental in building the nation, fostering socio-
economic empowerment, and ensuring global competitiveness.
The "UGC Guidelines for the Institutional Development Plan for Higher Educational Institutions
(HEIs)" serves as a guiding light for institutions striving to evolve and excel within this dynamic
educational framework. This comprehensive framework is a culmination of insights, best
practices, and collective wisdom gleaned from esteemed leaders, policymakers, and
educational visionaries across India.
Acknowledging the diverse challenges and immense opportunities within India's higher
education sector, these guidelines present a strategic roadmap tailored to empower HEIs.
Whether it's elevating academic standards, fostering research excellence, championing
inclusivity, or embracing technological advancements, this resource aims to equip institutions
with the requisite tools to navigate the evolving landscape effectively.
Emphasizing interdisciplinary collaboration, industry alliances, and community engagement,
these guidelines advocate for a holistic approach to institutional growth. They aspire to
cultivate an environment where innovation flourishes, knowledge is accessible to all, and a
pursuit of excellence becomes intrinsic to the ethos of every HEI.
Recognizing the distinctiveness of each institution, shaped by its context, strengths, and
aspirations, these guidelines are designed to be adaptable. They encourage HEIs to tailor their
development strategies while upholding fundamental principles of academic integrity, fairness,
and responsibility.
As India's higher education sector charts its course to greater prominence globally, these
guidelines aim to ignite transformative growth within institutions. May they inspire a new era
of HEIs that not only meet the evolving needs of the nation but also contribute significantly to
the global academic narrative.

Warm regards,

Prof. M Jagadesh Kumar

Chairman
University Grants Commission

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 Institutional Development Plans for Higher Education Institutions (HEIs)

Table of Contents
I. PREAMBLE: ............................................................................................................................................. 6
II. SOCIAL AND ACADEMIC MISSION ........................................................................................................... 7
III. BASIC PRINCIPLES ................................................................................................................................... 8
IV. MAIN OBJECTIVES AND GOALS TO BE ACHIEVED BY IDP: ...................................................................... 10
V. STRATEGIC GOALS AND DEVELOPMENT OBJECTIVES ............................................................................. 11
STRATEGY FORMULATION ....................................................................................................................................... 11
A. STRATEGIC GOALS........................................................................................................................................ 12
B. DEVELOPMENT OBJECTIVES ........................................................................................................................... 13
C. OPERATIONALISATION................................................................................................................................... 14
VI. INSTITUTE DEVELOPMENT PLAN (IDP) FRAMEWORK - MAJOR COMPONENTS (PARAMETERS FOR
INSTITUTIONAL EXCELLENCE) ......................................................................................................................... 16
A. GOVERNANCE ENABLERS............................................................................................................................... 16
1. Overview: .......................................................................................................................................... 16
2. How to improve Governance: ........................................................................................................... 18
B. FINANCIAL ENABLERS AND FUNDING MODELS (RESOURCE GENERATION) ............................................................... 18
1. Overview ........................................................................................................................................... 18
2. How to improve Financial Enablers: ................................................................................................. 18
C. ACADEMIC ENABLERS ................................................................................................................................... 19
1. Overview ........................................................................................................................................... 19
2. How to develop & improve Innovative Academic Enablers: ............................................................ 20
D. RESEARCH, INTELLECTUAL PROPERTY, AND SUPPORTIVE ENABLERS........................................................................ 22
1. Overview ........................................................................................................................................... 22
2. How to Develop Research, Intellectual Property & Supportive Enablers ........................................ 22
3. Research Enablers ............................................................................................................................. 23
4. Supportive and Facilitative Enablers ................................................................................................ 23
E. HUMAN RESOURCES MANAGEMENT ENABLERS................................................................................................. 24
1. Overview ........................................................................................................................................... 24
2. How to - Contextualization of key HR practices in Higher Education Institutions ........................... 25
F. ENABLERS FOR NETWORKING AND COLLABORATIONS.......................................................................................... 29
1. Overview: .......................................................................................................................................... 29
2. Developing Networking Enablers: .................................................................................................... 30
G. PHYSICAL ENABLERS ..................................................................................................................................... 31
1. Overview: .......................................................................................................................................... 31
2. How to improve the Physical Enablers: ............................................................................................ 31
3. Green Campus Strategy: ................................................................................................................... 32
H. DIGITAL ENABLERS: ...................................................................................................................................... 32
1. Overview ........................................................................................................................................... 32
2. Digital & ICT Framework for HEIs: .................................................................................................... 33
1. Implementing Digital Initiatives in HEIs: .......................................................................................... 33
VII. SUMMARY ....................................................................................................................................... 34
ANNEXURES ................................................................................................................................................... 36
A. GOVERNANCE ENABLERS............................................................................................................................... 36
B. FINANCIAL ENABLERS AND FUNDING MODELS (RESOURCE GENERATION) ............................................................... 38
C. ACADEMIC ENABLERS ................................................................................................................................... 40
D. RESEARCH, AND INTELLECTUAL PROPERTY ENABLERS .......................................................................................... 45
E. HUMAN RESOURCES AND SUPPORTIVE- FACILITATIVE ENABLERS ........................................................................... 50
F. NETWORKING AND COLLABORATIONS ENABLERS ............................................................................................... 55
G. PHYSICAL ENABLERS ..................................................................................................................................... 57
H. DIGITAL ENABLERS ....................................................................................................................................... 61

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Members of the Commitee for preparing IDP Guidelines

Sr.
Name and Designation
No.

1. Dr. N. S. Kalsi IAS Retd. Chairman

Chairman, NCVET, New Delhi

2. Prof. Govindan Rangarajan Member

Director IISC, Bangalore

3. Prof. S. Karmalkar Member

Director IIT Bhubaneswar

4. Prof. Shalini Bharat Member

Director, Tata Institute of Social

Sciences, Mumbai

5. Prof. Rupesh Chaturvedi Member

School of Biotechnology, Jawaharlal

Nehru University

6. Sh. Satish Pradhan Member

Former Advisor Tata Group and CHRO

Tata Sons, Mumbai

7. Sh. Jayant Krishna Member

Former CEO, National Skill

Development Council

8. Dr. Archana Thakur Meeting Co-ordinator

Joint Secretary, UGC

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PREAMBLE:
World over there is an increasing interest in the quality and standards of educa�on and higher
educa�on, reflec�ng both its rapid growth and cost to the public and the private finances. Our
impera�ve of na�on building, an equitable and just society, and doing jus�ce to the current
and future genera�ons of Indians is predicated on achieving our aspira�on to be the leading
knowledge-based economy in the world. Indian higher educa�on will need to demonstrate
that it takes quality to a significantly more advanced level and puts into place the means of
ataining, demonstra�ng and assuring that sustainable quality.
The Hon’ble Prime Minister has observed that the large number of upcoming universi�es,
colleges, IITs, IIMs and AIIMS are the strong building blocks of new India. India’s rich educa�on
system is the carrier of India's prosperity. So� power of India is becoming a success story of
the Indian youth. Our new genera�on should be future-ready, with the temperament to
accept and face challenges, this is possible only through the vision and mission of high-quality
educa�onal ins�tu�ons.
The challenges and demands, which are emerging both inside and outside India in the face of
this context and the interna�onaliza�on of higher educa�on, demand a powerful and
concerted response. The commitment of all those involved in the crea�on, discovery,
dissemina�on, connec�ng and applica�on of knowledge, augurs well for the fulfilment of a
truly Indian approach to the quality and quality assurance of our higher educa�on ecosystems.
Enabling the Higher Educa�onal Ins�tu�ons (HEI) to undertake the Academic and Professional
Excellence journey is at the heart of these guidelines. The vision of, the Na�onal Educa�on
Policy (NEP) 2020, Sustainable Development Goals (SDGs), Na�onal Credit Framework (NCrF),
and Integra�on with the Academic Bank of Credits (ABC) among other anchors, lie at the core
in the pursuit of higher level goals. The Na�onal Educa�on Policy (NEP) 2020, seeks to
transform higher educa�on by focusing on skill-based educa�on to meet the needs of the
industry and the economy.
The Na�onal Educa�on Policy 2020 enunciates that Quality Higher Educa�on needs to aim to
develop good, though�ul, well-rounded, and crea�ve individuals. HEIs need to enable an
individual to study one or more specialized areas of interest at a deep level and also develop
character, ethical and cons�tu�onal values, intellectual curiosity, scien�fic temper, crea�vity,
spirit of service, and 21st-century capabili�es across a range of disciplines including sciences,
social sciences, arts, humani�es, languages, as well as professional, technical, and voca�onal
subjects.
The UGC has sought to provide guidelines for individual HEIs to develop their own Ins�tu�onal
Development Plans to further these aims set out in the NEP 2020.

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Social and Academic Mission

The social mission is the main purpose of being for an HEI or a program in terms of doing
social good. In the context of the IDP, this will enable the HEIs to not only become self-reliant
centres of excellence for their academic and professional growth and research and
developmental outcomes but also contribute to the overall social good by a mul�tude of other
aspects such as:
i. Equitable access to high quality affordable higher educa�on for all including to Persons
with Disability (PwD).
ii. Knowledge crea�on for societal growth and well-being through cu�ng-edge research,
technical and non-technical solu�ons to societal problems conceptualised by HEIs.
iii. Integra�on & embedding of voca�onal educa�on, training & skilling into higher
educa�on; Credi�sa�on of all learning and integra�ng credits from academic, vet &
skilling and experien�al learning
iv. Crea�on of industry fit and entrepreneurial human resources for improving quality of
life, the standard of living, all-round development, wellbeing and social good.
v. Reducing inequali�es and enhancing gender parity, ensuring diversity and inclusivity
and environmental awareness towards Sustainable Development Goals (SDGs), and
other such overall goals.
vi. Interna�onaliza�on of higher educa�on, skilling and mobility of students, learners and
workforce at all levels etc.
The academic mission in the context of IDP needs to be the por�olio of robust aims of the
ins�tu�on which seek to help students develop an understanding and apprecia�on for the
complex cultural and physical worlds in which they live and to realize their highest poten�al
of intellectual, physical and human development. The Mission can further be summarised as
below:
i. Promo�ng and strengthening holis�c educa�on, mul�-disciplinarity, cross-
disciplinarity and interdisciplinarity in the mutually suppor�ng interdependent
learning driven world.
ii. The facilita�on and enablement of achieving key learning outcomes from the core
learning of a discipline and its prescribed curriculum.
iii. Development of character, ethical and Cons�tu�onal values, intellectual curiosity,
scien�fic temper, crea�vity, spirit of service, and contemporary capabili�es across a
range of disciplines including sciences, social sciences, arts, humani�es, languages, as
well as professional, technical, and voca�onal subjects.
iv. Learning to think, understand and do through skills and competencies such as cri�cal
thinking and problem solving, crea�ve thinking and innova�on, analy�cal thinking,
adap�ve thinking, design thinking & crea�vity, computa�onal thinking, social
intelligence, cross cultural competency, new media literacy, virtual collabora�on,

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decision making, conflict resolu�on and nego�a�ons among many others. Thus
building the founda�ons of a proclivity for con�nuous and lifelong learning.

Basic Principles
Emergent India with its mul�ple states is characterised by its diversity of socio-cultural
tradi�ons, languages, and nuanced in aspira�ons and expecta�ons. This is currently
accompanied by a range of ins�tu�ons including - Universi�es, Deemed-to-be Universi�es,
Colleges, Professional, Specialised, and Voca�onal/ Skilling etc. While the NEP 2020 and its
forward-looking concomitants like Na�onal Credit Framework (NCrF) provide an overarching
policy framework, this makes a single monolithic approach to quality, standards and quality
assurance in higher educa�on inappropriate.
In the light of India’s diversity and variety, generally acknowledged as a strength, the
Guidelines avoid a narrow, prescrip�ve and a rigidly formulated approach. There is a
preference to generic principles, while being mindful of the specific requirements. One
consequence of the generic principle is that the Guidelines focus on a balance of what should
be the vision and ac�on plan and how this can be best achieved and realised.
In sum, it is important to emphasize that these Guidelines are intended to enable various
stages of this journey towards excellence in Higher Educa�on with a concomitant ethos of
con�nuous improvement, refinement, feedback and review based on our collec�ve
experience of their pursuit in the years to come.
It is equally important to emphasise that these Guidelines are framed to enable HEIs within
the statutory, regulatory and mandated requirements of acts, rules, regula�ons, codes and
guidelines as promulgated and applicable by the University Grants Commission (UGC) and
other appropriate regulatory authori�es like All India Council for Technical Educa�on (AICTE),
Na�onal Council for Voca�onal Educa�on and Training (NCVET), Na�onal Council for Teachers’
Educa�on (NCTE), from �me to �me.
These Guidelines for HEIs are founded on key principles and approaches that emphasize:
i. Suppor�ng HEIs in academic, research, and teaching excellence.
ii. Promo�ng learner-centric teaching, knowledge crea�on, innova�on, and
knowledge applica�on.
iii. Advoca�ng a mul�-disciplinary integra�on including science, arts, humani�es,
voca�onal, sports, and more.
iv. Enabling integra�on and embedding of voca�onal educa�on, training & skilling
and the general educa�on holis�c learning as per Na�onal Educa�on Policy 2020
and Na�onal Credit Framework (NCrF).
v. Enabling HEIs to balance comprehensive academic, administra�ve and financial
autonomy with accountability, alongside with responsibility and IDP framework
flexibility.
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vi. Emphasizing par�cipa�on, inclusivity, and responsive adaptability which is

fostered by encouraging openness, collabora�on, research, innova�on, and
community �es.
vii. Priori�zing good governance in HEIs and smooth IDP execu�on.
viii. Bridging the trust gaps among stakeholders while addressing the genuine interests
of all stakeholders in higher educa�on.
ix. Enabling a conducive framework for HEI-led research innova�on and start-up
ecosystem.
x. Enabling the provision of mechanisms for HEIs to shape the IDP.
xi. Enabling HEIs to be future-ready with a 15-year vision and span.
xii. Enabling the inter rela�onship between external quality assurance and
accredita�on processes for op�mal benefit of stakeholders and the ins�tu�ons.

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Main Objec�ves and Goals to be Achieved by IDP:

The IDP needs to reflect an integrated, comprehensive and holis�c approach that is mindful
of every ins�tu�on’s unique vision/mission, context, life cycle stage, loca�on, character,
resources, environment, target group of students/ learners, other stakeholders and overall
aspira�ons. The overarching purpose and aims of each unique ins�tu�on are the key
determinants of the mix of choices that will create excellence for that par�cular ins�tu�on.
The main objec�ves of the IDP are :-
i. To ar�culate a clear vision and mission of the ins�tu�on and align these with
Na�onal Educa�on Policy 2020, NCrF, SDG and ins�tute’s educa�onal and research
ac�vi�es and social objec�ves.
ii. To assess ins�tu�onal developmental needs through wide consulta�ve processes.
iii. To iden�fy capacity (human, material and financial) and organiza�onal gaps, based
on the goals and priori�es.
iv. To develop Annual Ac�vity/ Capacity Building Plans to build capacity and remove
gaps.
v. To establish a transparent system for holis�c, inclusive growth and development of
the HEI through the applica�on of all relevant tools, technologies and
opportuni�es (esp Digital Technologies) for ensuring op�mal u�liza�on for overall
balanced growth.
vi. To establish ethos of wholis�c lifelong learning and an opera�ve framework to
promote the beter employability and entrepreneurship,, by integra�on of skilling
into Higher Educa�on.
vii. Develop an opera�ve framework to promote the Interna�onaliza�on of educa�on,
interna�onal equivalence and exchange of faculty and students.
viii. To ensure meaningful engagement of all stakeholders in the development and
implementa�on of its IDP.
ix. To quan�fy the ins�tu�on’s goals using Indicators and Time-Bound Targets, and
Implementa�on Plans.
x. To undertake Periodic Reviews and appropriate measures for con�nuous course
correc�ons and further improvements.

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Strategic Goals and Development Objec�ves

Strategy Formula�on
Strategic Formula�on needs ins�tu�onal leadership with a coherence of direc�on and
sustained efforts over �me. Hence tenure, quality of leadership and direc�on are key factors
at the very heart of a good strategy. Equally important is the flow from strategic goals (as
direc�onal) into tangible (measurable milestone) objec�ves. The strategic (direc�onal) goals
are indica�ve of the compass to guide the journey and Ins�tu�onal Development goals are
sought to be indicated as the chosen pathways of ins�tu�onal pursuit of those direc�onal
aspira�ons.
The following are Indica�ve basic steps for all HEIs in this journey: –
i. Iden�fy Strategic Goals: Define the purpose, vision, and goals of the academic
ins�tu�on, including what the ins�tu�on wants to achieve and why through the use
of tools and techniques for strategy formula�on like -
a. Conduct a SWOC Analysis: Assess the Strengths, Weaknesses, Opportuni�es,
and Challenges (SWOC) of the ins�tu�on to determine opportuni�es and
choices that need to be leveraged and areas that need improvement.
b. U�lize appropriate models like the “S-Curve Analysis”, “Por�olio Analysis” etc:
Plot the ins�tu�on's progress using S-Curve Analysis to visualize its growth
trajectory and iden�fy poten�al botlenecks. This will determine if the “Path is
clear for scale and impact” especially for younger ins�tu�ons. Determine a
Por�olio Mix for the ins�tu�on of choices of “streams of capability”,
programmes, products and offerings.
c. Determine the sustainability and viability proposi�on for all stakeholders over
�me as an anchor / beacon. Undertake Stakeholder analysis to underpin the
ra�onale for the Choice of Strategic goals.
d. Analyze and align Interlinkages: Examine the interlinkages between different
areas of the ins�tu�on, such as “streams of capability”, academic programs,
pedagogy, research ini�a�ves, field/ community/ industry engagement, and
student and faculty support services, to ensure alignment with overall goals.
ii. Define Objec�ves: Break down the goals into specific, measurable, atainable,
relevant, and �me-bound objec�ves.
iii. Iden�fy Tac�cs: Determine the most effec�ve choice of ways to achieve the objec�ves,
including the alloca�on of resources, partnerships, thrust areas, ini�a�ves and
sequencing. The enabling processes and incen�visa�on ( material and intangible
modes) of garnering funding, support and energy for success.
iv. Priori�ze Ini�a�ves: Determine which ini�a�ves are most important, their sequencing
and allocate resources accordingly. Iden�fy and garner / mobilise resources.

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v. Develop the Plan: Outline a detailed plan of ac�on, including �melines, milestones,
and responsible par�es for each ini�a�ve.
vi. Implement the Plan: Execute the plan and monitor progress, making adjustments as
needed.
vii. Review, Evaluate and Report: Regularly review and evaluate the plan, including
measuring progress against objec�ves, using the S-Curve and analysing interlinkages,
and making changes as needed to ensure con�nued success.

A. Strategic Goals
These are indica�ve only. Ins�tu�ons need to set their strategic goals in their own
words. These goals serve as a guide. Ins�tu�ons can customize them based on their
specific context.
i. Ensure accessible, affordable, and transparent student admissions, emphasizing
equality.
ii. Streamline recruitment, training, mo�va�on, and reten�on of skilled faculty.
iii. Priori�ze a student-focused approach, enhancing faculty skills for beter
educa�onal outcomes.
iv. Foster entrepreneurship and experien�al learning among both students and
faculty.
v. Champion holis�c development focusing on academic, research excellence, and its
reinforcement.
vi. Adopt a comprehensive perspec�ve, nurturing every aspect of individual growth.
vii. Cul�vate a sense of community, cultural apprecia�on, nature connec�on, and
student advocacy.
viii. Equip students to become global ci�zens by interna�onalizing educa�on.
ix. Support both students and faculty in achieving their professional and personal
aspira�ons.
x. Boost student enrolment, reten�on, and gradua�on metrics.
xi. Intensify support for under-represented student groups, ensuring their success.
xii. Offer avenues for gaining knowledge in emerging domains of global significance.
xiii. Implement inclusive hiring prac�ces, emphasizing con�nuous faculty
development.
xiv. Encourage digital modes of learning and teaching.
xv. Iden�fy innova�ve revenue streams to bolster financial sustainability.
xvi. Enhance the ins�tu�on's global and regional stature and rankings.
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xvii. Seamlessly integrate quality skill educa�on within higher educa�on.

xviii. Enhance student employability on both na�onal and interna�onal fronts.
xix. Develop a sustainable research and innova�on environment.
xx. Foster rela�onships with alumni, communi�es, industries, and other stakeholders
for ins�tu�onal growth.
xxi. Strengthen Academia-Industry and Academia-Community partnerships via diverse
ini�a�ves.
xxii. Adopt the Na�onal Credit Framework (NCrF) and Academic Bank of Credits (ABC)
for a fluid student mobility and flexible learning. Establish a rigorous accredita�on
system emphasizing transparency, autonomy, and quality outcomes.
B. Development Objec�ves
These are indica�ve only. These objec�ves may be categorised as illustrated below and
conceived of as discrete but integrated dimensions of the ins�tu�ons development.
i. Academic and Fiduciary Governance: This category includes objec�ves related to
the management of the ins�tu�on, and oversight of the ins�tu�on's academic
programs and processes.
ii. Curriculum and Pedagogy: This category includes objec�ves related to the design
and delivery of academic programs, such as curriculum excellence and pedagogical
excellence.
iii. Integra�on of Skills into Academics at all levels: This category includes objec�ves
related to integra�on of voca�onal educa�on/ skills into general educa�on as
required under holis�c educa�on as envisaged by NEP 2020/ Na�onal Credit
Framework (NCrF) through Na�onal Higher Educa�on Qualifica�on Framework
(NHEQF) aligned courses or Na�onal Skill Qualifica�on Framework (NSQF) aligned
courses and Qualifica�ons.
iv. Faculty and Staff: This category includes objec�ves related to the recruitment,
development, reten�on, and promo�on of faculty and staff. Human Resource
Management (HRM) is pivotal for Higher Educa�on Ins�tu�ons (HEIs). Given the
unique blend of academia, research, and administra�on within HEIs, effec�ve HRM
ensures that the right talent is atracted, nurtured, and retained. By fostering a
conducive environment for academic and research excellence, HRM shapes the
ins�tu�on's ethos, culture, drives innova�on, and influences educa�onal
outcomes. Furthermore, through strategic planning, training, and development,
HRM plays an indispensable role in ensuring HEIs stay at the forefront of global
educa�on trends and standards.
v. Governance and Compliance: This category includes objec�ves related to the
ins�tu�on's administra�ve, and financial governance, as well as its compliance
with legal and regulatory requirements

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vi. Research and Development. This category includes objec�ves related to the
ins�tu�on's overall research and innova�on goals. For effec�ve Research and
Development, ins�tu�ons need to establish a clear strategy encompassing:
defining research goals, and a research por�olio, aligned with ins�tu�onal aims,
securing external funding, provisioning essen�al research infrastructure, recrui�ng
and mentoring top-�er research faculty, and fostering collabora�ons and
partnerships. Addi�onally, they should uphold research integrity through
established ethical prac�ces, amplify research findings across academic and public
pla�orms, enable implementa�on of ac�onable points, and where possible
mone�za�on of research (including start-up support and intellectual property
management), conduct thorough research assessments, and instate efficient
research management systems.

C. Opera�onalisa�on
Recognising that Ins�tu�onal Development is being undertaken by the HEIs, it is
impera�ve that the autonomy of the ins�tutes is maintained while developing and
opera�onalising the Plan for such an endeavour. Therefore, the IDP guidelines are self-
regula�ng in nature. The HEIs may choose to provide ins�tu�onal support and infuse
collabora�on and coherence across various units, departments and ac�vi�es in
opera�onalisa�on with appropriate mechanisms to effec�vely implement the IDP.
The key enablers to this are:
i. Clear Objec�ves: Begin with well-defined, measurable objec�ves that align with
the ins�tu�on's mission.
ii. Task Breakdown: Decompose each strategic goal into specific, ac�onable tasks or
ini�a�ves.
iii. Overall Stewardship & Responsibility Alloca�on: Provision for governance
oversight and assign specific tasks to a par�cular department, team, or individual,
ensuring collabora�on & interlinkage with clarity in roles and expecta�ons.
iv. Collabora�ve Environment: Promote a culture of collabora�on and knowledge
sharing, allowing for synergies between departments and teams
v. Metrics & KPIs: Establish clear metrics and Key Performance Indicators to evaluate
progress and effec�veness of individual tasks and interlinked outcomes.
vi. Technological Tools: Implement management and monitoring so�ware to
automate tracking, repor�ng, and communica�on.
vii. Communica�on Channels: Maintain transparent and open lines of
communica�on among all stakeholders to ensure alignment and foster a sense of
ownership.

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viii. Training & Development: Offer con�nuous training and professional development
to equip staff with the necessary skills and knowledge.
ix. Resource Alloca�on: Ensure sufficient resources (financial, technological, human)
are dedicated to each strategic ini�a�ve.
x. Feedback Mechanisms: Implement regular reviews, surveys, and feedback loops
to gauge progress and make necessary adjustments..
xi. Agility: Develop an adap�ve mindset, �mely decision making allowing for
flexibility in the face of changing external factors or unforeseen challenges.
xii. Stakeholder Engagement: Involve all relevant stakeholders, from faculty and staff
to students and external partners, ensuring a holis�c approach.
xiii. Con�nuous Review: Periodically revisit the strategy to ensure its relevance and
make adjustments based on evolving ins�tu�onal needs and external shi�s.

By priori�zing and integra�ng these enablers, HEIs can effec�vely opera�onalize their
strategic goals and drive towards successful implementa�on.

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Ins�tute Development Plan (IDP) FRAMEWORK - Major

Components (Parameters for Ins�tu�onal Excellence)

As stated above, The IDP needs to reflect an integrated approach that is mindful of the
ins�tu�on’s context, life cycle stage, loca�on, character, and aspira�ons. While each
parameter represents a vertical and has depth, the need to integrate these into an optimal
whole cannot be overemphasised. The overarching purpose along with the aims of each
unique ins�tu�on are the key determinants of the mix of choices that will create excellence
for the ins�tu�on. The 9 Enabler Parameters are enumerated here (and elaborated in the
Annexure sec�on). While significantly interconnected and interdependent, they are
ar�culated in a logical flow emerging from the Strategic choices of the HEI and their
manifesta�on into the parameters of Enablers of Governance, Financial, to Academic,
Research & Intellectual Property, Networking & Collabora�on, Human Resources, Suppor�ve
& Facilita�ve, Physical and Digital. The sequence of approaching these has benefits to the
planning process and subsequent itera�ons. It is impera�ve for the Ins�tu�ons to configure
the Physical, Digital enablers as foundational, albeit “purpose driven” elements of the IDP.
While each of these are substan�ve and have “stand alone” depth, they provide the web of
parameters for thinking through the plan, warran�ng an itera�ve, con�nuous and concurrent
approach to the journey towards Excellence.

A. Governance Enablers
1. Overview:
In the context of HEIs, governance refers to the systema�c approach by which
educa�onal ins�tu�ons are directed, controlled, and held accountable. It
encompasses the methods and frameworks u�lized for decision-making, risk
monitoring, and performance enhancement.
a) While it is process-oriented, good governance is integral to establishing an
ins�tu�on's core values and culture. Governance needs to balance and integrate
the “belief systems” and the “control systems”.
b) Governance within HEIs not only revolves around ins�tu�onal structures and
policy development but also entails a comprehensive mesh of legisla�ve &
regulatory frameworks, financial accountabili�es, as well as informal structures
that guide ins�tu�onal behaviour.
c) Good governance in HEIs seeks to strike a balance between ins�tu�onal autonomy
and accountability. It can be a self-driven ini�a�ve by HEIs to demonstrate
responsible autonomy, an alignment with modern public management strategies,
or a protec�ve measure against poten�al mismanagement.

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The Importance of Effec�ve Governance in HEIs

a) Ins�tu�onal Structures: Establishing ac�ve leadership bodies like the Board of
Governors (BOG), Senate, or Syndicate, Academic Councils, Finance
Commitees, and other prescribed and required bodies that ensure decision-
making coherence and clarity.
b) Balanced Autonomy: Offering autonomy to HEIs should be complemented by
transparent accountability mechanisms, promo�ng responsible self-
management.
c) Quality Assurance: Robust processes and quality control mechanisms are vital
to maintain and elevate academic standards.
d) Stakeholder Inclusion: Encouraging comprehensive stakeholder involvement,
especially from alumni, enriches decision-making by integra�ng diverse
perspec�ves.
e) Financial Independence: Se�ng levels of financial autonomy aids in steering
the ins�tu�on towards self-sustainability.
f) Alignment with Society: Effec�ve governance aligns academic values with
societal expecta�ons, ensuring ins�tu�ons remain relevant and responsive.
g) Leadership and Strategy: Emphasizing leadership skills, combined with a clear
strategic vision, equip ins�tu�ons to tackle present challenges and future
uncertain�es.
Core Objec�ves of Adop�ng Good Governance in HEIs:
a) Bolstering stakeholder trust and confidence.
b) Laying a solid founda�on for enduring ins�tu�onal success.
c) Posi�oning the ins�tu�on to adeptly navigate evolving external dynamics.
d) Facilita�ng the smooth execu�on of ins�tu�onal development plans.
e) Nurturing employability and fostering a vibrant start-up ecosystem.
f) Driving ins�tu�onal brilliance by balancing autonomy with accountability.
g) Embracing innova�ve educa�onal mediums, including e-learning and distance
educa�on.
h) Serving the diverse needs of all students, emphasizing inclusivity like
promo�ng female par�cipa�on, inclusion of SEDGs and PwD.
i) Adap�ng to the rising global dimension of higher educa�on and leveraging
insights from research and innova�on.
j) Ensuring consistent quality assurance through structured governance.

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2. How to improve Governance:

Ensuring fully func�onal BOG/ Senate/ Syndicate/ Academic Council
a) Providing autonomy with full accountability wrt all aspects of governance in
HEI
b) Pu�ng in place processes and quality assurance mechanisms
c) Involving all stakeholder including alumni in the processes leading to
appointments/nomina�ons/selec�ons in the BoG/Senate/Syndicate/
Academic Council
d) Various levels of financial autonomy to be defined including striving for self-
sustainability
e) Focusing on good governance which strives to preserve the integrity of the
academic value system while at the same �me adequacy of control systems.

B. Financial Enablers and Funding Models (Resource Genera�on)

1. Overview
Financial Enablers are the heart of the financial system and a prerequisite for its
opera�on. Financial Enablers comprise the technical systems that deal with payments
and financial instruments. A robust financial Enablers system would help the
ins�tu�ons to make and receive payments safely and efficiently along with crea�ng
routes for sustained research funding op�ons.
A crucial enabler for HEIs would also be the inculca�on of a professional and
contemporary Financial Management approach within the compliance, regulatory and
statutory boundaries. While Compliant Accoun�ng is a non-nego�able requirement,
Management accoun�ng and data-based decision support can hugely strengthen the
HEIs ability to navigate issues and op�ons for financial structuring and resource
mobilisa�on.
2. How to improve Financial Enablers:
a) Funding Sources: Iden�fy and priori�ze the exis�ng & addi�onal sources of
funding for the development of financial enablers such as government grants,
project overheads, research consultancies, patents, alumni dona�ons, private
sector partnerships, and fundraising campaigns.
b) The public funded as well as other HEIs must strive to work on a sustainable
revenue model where the revenues are derived from the following main sources
such as:
i. tui�on fee from the students
ii. government grants and subsidies

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iii. overheads earned on the sponsored research and development projects

from the Government and private/ corporate sector
iv. endowments, philanthropic contribu�ons and other income like CSR,
royal�es on intellectual property (IP)/ patents etc.
c) In a fully developed HEI, each of these sources need to contribute a balanced
percentage to the total revenue, depending on the strategy & size of the HEIs.
Therefore, HEIs must also focus on expanding their revenue sources in a “fit for
strategy” model.
i. Budget Alloca�on: Determine how the budget will be allocated among
different areas of the ins�tu�on, such as Enablers of development, faculty
and staff salaries, student services, and research ini�a�ves.
ii. Transparency: Ensure that all financial transac�ons are transparent,
accountable and auditable to maintain trust and credibility with
stakeholders.
iii. Financial Sustainability: Develop a long-term financial plan that includes
measures to ensure financial sustainability, such as diversifying income
streams, controlling costs and increasing efficiency.
iv. Investment Strategy: Develop an investment strategy that maximizes
returns while minimizing risk, to ensure that the funds generated from
investments are used effec�vely to support the development of financial
Enablers. The garnering of resources and their deployment including
construc�ve policy recommenda�ons for Funding Regula�on and
management can also be significantly aided.
v. Collabora�on: Foster collabora�on and partnerships with government
agencies, private sector en��es, and bi-and mul�-lateral agencies, other
ins�tu�ons to leverage resources and exper�se to support the
development of financial Enablers.
vi. Stakeholder Engagement: Engage with key stakeholders, such as students,
faculty, staff, alumni, governments, local industry, and local communi�es,
civil society and interna�onal bodies, to understand their needs and
priori�es for the development of financial Enablers.
vii. Addi�onal Outreach Models for Fund Genera�on

C. Academic Enablers
1. Overview
The Academic Enablers are a set of reference points which give ins�tu�ons a shared
star�ng point for se�ng, describing and assuring the quality and standards of their
higher educa�on courses & offerings. A desirable set of academic Enablers ensures a
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healthy and progressive learning environment resul�ng in energy and interest which
ul�mately promotes beter learning performance.
It is the responsibility of an ins�tu�on to create an environment that not only assures
learning, but also pays special aten�on to the mental and physical well-being of the
students. HEIs need to provide a learning atmosphere to every student where they
acquire knowledge and skills to grow as a responsible individual.
2. How to develop & improve Innova�ve Academic Enablers:
a) Development:
Innova�ve academic Enablers can be developed by means of various ac�vi�es for
crea�ng innovators by means of Planning, Implementa�on, Evalua�on, Feedback, and
self-study report. The following steps may be helpful for developing innova�ve
academic Enablers:
i. Conceiving and developing a robust ins�tu�onal strategy based on
adequate and appropriate analysis, choice making in line with the vision of
the ins�tu�on.
ii. Crea�ng & retaining a strong faculty base through faculty recruitment,
performance analysis and regular development programmes.
iii. Designing flexible curriculum and introducing mul�disciplinarity in HEIs
including appropriate integra�on of Voca�onal Educa�on, Training and
Skilling into the curriculum.
iv. Using appropriate industry experts in curriculum design & implementa�on.
v. Appropriate Mechanism & Enablers for the Upgrada�on of Curriculum.
vi. Developing leaders as role models through commitment & mul�-tasking
analysis.
vii. Developing students by offering a confidence-building educa�on model
through student integrated development model.
viii. Adhering to a specified/defined/regulated Student-Teacher Ra�o for
various forms of learning & assessment.
ix. Growth & expansion of the university through environmental analysis.
x. Introducing technology in the form blended mode of learning, Crea�on and
delivery of digital content etc..
b) Improvement:
i. Learning and Teaching excellence, coopera�ve educa�on, and research.
ii. Impar�ng high-quality professional and applica�on-based educa�on in a
wide range of interdisciplinary areas.

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iii. Approach by academia by ensuring 360° access to teaching & learning, skill
& capacity building resources, research and Intellectual Property (IP)
crea�on, protec�on & deployment.
iv. Embedding appropriate skills and employability skills, including so� skills,
life skills and founda�onal technology skills into learning.
v. Curriculum to be a suitable blend of theory and prac�ce and also available
digitally that fosters poten�al minds to be ac�ve contributors in the process
of social transforma�on of the habitat.
vi. Intensive and balanced use of the latest technology, i.e. AR, VR, ML/AI
vii. Prac�ce-oriented and industry required research and pedagogy to make
teaching and research unique, such as including Industry 4.0/5.0
viii. Implementa�on of blended mode of learning including digital and online
learning
ix. Academic excellence and Professional Educa�on delivery – student centric
teaching and learning process, top quality professional educa�on to
students
x. Faculty: a high propor�on of full-�me faculty (75-80%) with Ph.D. or
required industry exper�se and quality research publica�ons, IP Crea�on,
Protec�on & Deployment. Incen�vising industry and socially linked
collabora�ve teaching and development of pedagogic material is a
powerful enabler.
xi. Regular and con�nuous capacity building of faculty through refresher
programs and training of trainers (in case of VE) especially in the following
areas:
a) Implementa�on and opera�onalisa�on of Na�onal Credit
Framework (NCrF)
b) Implementa�on and opera�onalisa�on of Academic Bank of
Credits (ABC)
c)Implementa�on and opera�onalisa�on of Na�onal Higher
Educa�on Qualifica�on Framework (NHEQF) with level descriptors
d) Integra�ng Voca�onal Educa�on, Training & Skilling into HEIs
e) Implementa�on and opera�onalisa�on of Na�onal Skills
Qualifica�on Framework (NSQF) with level descriptors
f) Implementa�on and opera�onalisa�on of Indian Knowledge
System (IKS) and Future Skills

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xii. Curriculum for sensi�za�on in terms of providing educa�onal program for

inculca�ng empathy, environmental understanding, PwDs and other
special sec�ons of the society.
xiii. Excellent physical and so� Enablers, modern Labs, with ubiquitous
technology and learning pla�orms embedded
xiv. Create world class Open Online/ Digital/ Blended learning Resources for a
Global student/ Audience (OCW, MOOCs)
xv. Provide Educa�onal Leadership to other Ins�tu�ons, Na�onally and
Globally
xvi. Inspiring and mo�va�ng learning environment - student or learner-
centered; knowledge- centered; innova�on-centered; and community-
centered
xvii. Promote commercial business ideas while mentoring the student and
becoming part of their Start-up ecosystem.

D. Research, Intellectual Property, and Suppor�ve Enablers

1. Overview
Intellectual enablers, such as basic research, ideas, general-purpose technologies, and
languages, serve as the founda�on for a wide range of downstream produc�ve
ac�vi�es. These enablers facilitate informa�on produc�on, innova�on, educa�on, and
various socially valuable ac�vi�es. Intellectual enablers are the "building blocks" of
cumula�ve, dynamic systems. Addi�onally, intellectual property rights play a crucial
role in protec�ng and commercializing research outcomes.
2. How to Develop Research, Intellectual Property & Suppor�ve Enablers
To enhance new knowledge crea�on and intellectual property enablers, academic
ins�tu�ons can implement various strategies, including:
a) Involving all stakeholders in research, innova�on, and scholarly publica�on.
b) Cul�va�ng a culture of innova�ve thinking.
c) Promo�ng systema�c ins�tu�onal research.
d) Collabora�ng with universi�es, research centres, industry, and the community.
e) Focusing on quality research programs and intellectual property development.
f) Encouraging faculty par�cipa�on in research projects.
g) Se�ng aspira�onal goals and crea�ng resource op�miza�on mechanisms.
h) Mone�zing research outcomes through IP protec�on and commercializa�on
efforts.

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i) Iden�fying commercially valuable research outcomes and engaging with industry

and fostering collabora�ons with industry stakeholders.
j) Providing training programs for researchers on research mone�za�on and IP
protec�on.
k) Defining clear licensing and technology transfer processes.
l) Offering mentorship and support to startups.
m) Exploring funding mechanisms and cul�va�ng an entrepreneurial culture.
n) Con�nuously monitoring and evalua�ng research mone�za�on efforts.
3. Research Enablers
a) Recognising and engaging with Government, Industry, Academia, and Society as
key stakeholders in research and development ac�vi�es, with evolving roles in a
knowledge-based society and economy.
b) Choosing to play an appropriate role in advancing knowledge and crea�ng a robust
research ecosystem relevant to the Ins�tu�on’s aims.
c) Pursuing appropriate opportuni�es for the ins�tu�on would include establishing a
powerful research vision and por�olio. Improving resource availability, and
enhancing research ecosystem support is a powerful driver.
d) Enabling interven�ons in the ins�tu�on may involve crea�ng research
management structures, industry liaison offices, and fundraising offices to
strengthen governance and collabora�on.

4. Suppor�ve and Facilita�ve Enablers

Suppor�ve and facilita�ve enablers encompass intellectual and emo�onal aspects that
foster a sense of belonging, pride, and ownership among HEI stakeholders.
a) To develop emo�onal surplus as enablers, universi�es need to provide an
appropriate working environment, transparency in administra�on, and a culture of
trust and respect.
b) Strategies for developing emo�onal surplus include learner-centric prac�ces,
visionary leadership, mutual trust, core values, accountability, and social
responsibility.
c) Inclusion and diversity ini�a�ves involve suppor�ng underrepresented learners
through mentorship and buddy ini�taives, promo�ng diversity, mi�ga�ng costs,
providing financial assistance, and crea�ng an inclusive curriculum and facili�es.

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E. Human Resources Management Enablers

1. Overview
Balancing the need for autonomy and flexibility within a Higher Educa�on Ins�tu�on
(HEI) while adhering to regulatory and HR prac�ces can be challenging but essen�al
for fostering innova�on and academic excellence. The emphasis here is the careful
balance and interlinkage between principles and precepts. Here are some strategies to
strike that balance:
a) Ins�tu�onal Autonomy and Policy Development:
HEIs need to establish their own policies and guidelines within the broader
framework of regulatory requirements. This needs flexibility in tailoring HR
prac�ces to suit the ins�tu�on's unique requirements and culture, while opera�ng
within the regulatory compliances.
b) Engage Faculty and Stakeholders:
Involve faculty members, administrators, and other stakeholders in the
development of ins�tu�onal policies and prac�ces. Their input can help create a
sense of ownership and ensure that policies align with the ins�tu�on's values and
goals.
c) Clear Communica�on:
Clearly communicate the ra�onale behind HR prac�ces and the importance of
compliance with regulatory bodies. This helps build understanding and support for
these prac�ces among faculty and staff.
d) Customize Where Appropriate:
Iden�fy areas within HR prac�ces where customiza�on is possible without
compromising compliance. For example, while adhering to the minimum
qualifica�ons required by regulatory bodies, HEIs can consider addi�onal
qualifica�ons and exper�se that align with their specific programs and research
focus.
e) Flexibility in Implementa�on:
Provide flexibility in how HR prac�ces are implemented. Allow departments or
academic units some autonomy in adap�ng certain policies to beter suit their
specific needs and academic disciplines.
f) Regular Review and Feedback:
Establish a system for regular review of HR prac�ces. Solicit feedback from faculty
and staff to iden�fy areas where flexibility can be introduced or where exis�ng
policies may need adjustment to beter align with the ins�tu�on's goals.
g) Compliance Teams and Commitees:

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Create dedicated compliance teams or commitees responsible for ensuring that

HR prac�ces align with both regulatory requirements and ins�tu�onal autonomy.
These teams can serve as an agile bridge between regulatory compliance and
ins�tu�onal goals in a changing world.
h) Training and Awareness:
Provide training and awareness programs to faculty and staff regarding the
importance of regulatory compliance and how it can coexist with ins�tu�onal
autonomy. Ensure that they understand the benefits of both.
i) Seek Regulatory Clarifica�ons:
In cases where there is ambiguity in regulatory requirements, engage with
regulatory bodies to seek clarifica�ons or exemp�ons that align with the
ins�tu�on's goals and autonomy.
j) Con�nuous Improvement:
Encourage a culture of con�nuous improvement where HR prac�ces are
periodically assessed and refined to beter meet the evolving needs of the
ins�tu�on. Flexibility should extend to adap�ng prac�ces based on lessons
learned.
k) Transparency in Decision-Making:
Ensure transparency in decision-making processes related to HR prac�ces. Faculty
and staff should understand how decisions are made and how they contribute to
the ins�tu�on's mission.
l) Celebrate Autonomy Success Stories:
Showcase examples of how ins�tu�onal autonomy has led to posi�ve outcomes,
such as innova�ve teaching methods or research breakthroughs. Highligh�ng
these successes can inspire further autonomy while maintaining compliance.
2. How to - Contextualiza�on of key HR prac�ces in Higher Educa�on Ins�tu�ons
Balancing autonomy and flexibility with regulatory and HR prac�ces in HEIs also
requires a though�ul and collabora�ve approach. It's crucial to recognize that
compliance and autonomy are not mutually exclusive but can complement each other
when managed effec�vely. By involving stakeholders, fostering open communica�on,
and con�nuously adap�ng policies, HEIs can achieve this balance while thriving in a
dynamic academic environment.
(HEIs) need to include regulatory and statutory requirements, an illustra�ve
enumera�on is provided below:-
a) Recruitment and Selec�on (Faculty Hiring):
i. HEIs, as per Regulatory guidelines, must adhere to specific academic and
research requirements for faculty posi�ons.

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ii. Recruitment processes in HEIs should align with academic standards set by
regulatory bodies and the ins�tu�on's mission.
iii. Compliance involves ensuring that faculty hires meet educa�onal
qualifica�ons, research experience, and other criteria mandated by UGC,
AICTE, and ins�tu�onal policies.
b) Onboarding and Orienta�on (Faculty Orienta�on):
i. Regulatory guidelines recommend that faculty members receive
comprehensive orienta�on regarding the ins�tu�on's culture, academic
programs, and policies.
ii. Orienta�on includes familiarizing new faculty with departmental
expecta�ons and research opportuni�es, and ensuring compliance with
regulatory and ins�tu�onal guidelines.
iii. Compliance may include providing informa�on on ethical research conduct
and academic integrity, as s�pulated by these regulatory bodies.
c) Training and Development (Faculty Development):
i. HEIs, in accordance with regula�ons, invest in faculty development to
enhance teaching and research skills.
ii. Training may include workshops on pedagogy, research methodologies,
and academic technology, aligning with the guidance provided by these
regulatory bodies.
iii. Compliance involves ensuring that faculty engage in ongoing professional
development as mandated by regulatory guidelines, and accredita�on
requirements.
d) Performance Management (Faculty Evalua�on):
i. Regulatory guidelines emphasize the importance of regular faculty
evalua�ons based on teaching, research, and service.
ii. Faculty performance reviews are cri�cal for promo�on and tenure
decisions, with criteria and processes aligned with the recommenda�ons
of these regulatory bodies.
iii. Compliance entails adhering to established evalua�on criteria and
processes set by UGC, AICTE, and accredi�ng agencies.
e) Compensa�on and Benefits (Faculty Compensa�on):
i. Faculty compensa�on, as per Regulatory norms, includes salaries, research
grants, and benefits packages that meet regulatory requirements.
ii. HEIs need to offer compe��ve compensa�on to atract and retain top
academic talent, ensuring compliance with labour laws and guidelines
provided by these regulatory bodies.
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f) Employee Rela�ons (Faculty Rela�ons):

i. Building posi�ve faculty rela�onships, as suggested by Regula�ons, is
essen�al for academic collabora�on and ins�tu�onal harmony.
ii. Employee rela�ons may include addressing faculty concerns and conflicts,
and following ins�tu�onal policies and guidelines in line with regulatory
requirements.
iii. Compliance includes handling grievances in accordance with the processes
prescribed by regulatory bodies, and labour laws.
g) Workforce Planning (Faculty Workforce Planning):
i. HEIs plan for faculty needs based on academic program growth and
re�rements, taking into considera�on Regulatory recommenda�ons.
ii. Succession planning, aligned with these regulatory bodies' guidelines,
ensures a steady pipeline of qualified faculty.
iii. Compliance involves aligning workforce planning with accredita�on
requirements, regula�ons, and academic goals.
h) Diversity and Inclusion (Faculty Diversity):
i. HEIs, guided by Regulatory guidelines, aim to create diverse faculty teams
to enrich the learning environment.
ii. Inclusion ini�a�ves, in accordance with Regulatory guidelines, promote
equity and equal opportuni�es for faculty from diverse backgrounds.
iii. Compliance includes tracking and repor�ng on diversity metrics and
implemen�ng inclusive hiring prac�ces as recommended by these
regulatory bodies.
i) Legal Compliance (Faculty Contracts and Labor Laws):
i. HEIs must adhere to employment contracts, tenure policies, and labour
laws, in compliance with regulatory, and statutory requirements.
ii. Compliance ensures that faculty members' contractual rights are
protected, and faculty contracts may include terms related to teaching
loads, research expecta�ons, and tenure criteria in line with regulatory
guidelines.
j) Talent Acquisi�on and Succession Planning (Faculty Recruitment Strategy):
i. HEIs, in alignment with regulatory, and statutory requirements,
strategically recruit faculty to fill academic gaps and align with research
priori�es.
ii. Succession planning involves iden�fying poten�al future academic leaders
as per the recommenda�ons of these regulatory bodies.

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iii. Compliance includes adhering to fair and transparent faculty recruitment

processes as outlined by regulatory guidelines, and ins�tu�onal policies.
These HR prac�ces, when contextualized with references to regulatory, and statutory
requirements, ensure that HEIs ethos and purpose, not only meet regulatory standards
but also uphold academic excellence, compliance with accredita�on standards, and a
posi�ve working environment for faculty members and students.
For Students and Learners:
a) Career Development Services: Provide robust career counselling and placement
services, including internships, industry projects, and job placement assistance.
b) Skill Development Workshops: Organize regular workshops on so� skills,
leadership, and industry-specific skills to prepare students for the workforce.
c) Scholarships and Financial Aid: Offer a variety of scholarships, grants, and financial
aid op�ons to support students from diverse backgrounds.
d) Mentoring Programs: Establish mentoring programs pairing students with faculty,
alumni, or professionals for guidance and support.
e) Student Exchange Programs: Facilitate interna�onal exchange programs to
provide global exposure and learning opportuni�es.
f) Safeguarding and well-being: Ensuring the protec�on and well-being of students
within these approaches is an important part of the ethos and the commitment of
the HEIs.
For Staff:
a) Professional Development: Invest in con�nuous educa�on and training programs
to enhance the skill set of administra�ve staff.
b) Well-being Programs: Implement ini�a�ves that support the mental and physical
well-being of staff, such as health benefits, gym memberships, and counselling
services.
c) Performance Management Systems: Develop clear performance appraisal
systems that reward excellence and provide construc�ve feedback.
d) Flexibility and Work-Life Balance: Create policies that offer flexible working hours
and telecommu�ng op�ons to support a healthy work-life balance.
For Faculty and Researchers:
a) Research Grants and Funding: Provide accessible informa�on and support for
faculty to apply for research grants and funding opportuni�es.
b) Sabba�cal Leave: Offer sabba�cal leave for faculty to pursue research interests,
further study, or community engagement projects.

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c) Teaching Excellence Resources: Provide resources and support for pedagogical

innova�on and teaching excellence, such as access to the latest educa�onal
technology.
d) Collabora�on Opportuni�es: Foster opportuni�es for collabora�on with industry,
other ins�tu�ons, and within the university to encourage cross-disciplinary
research and teaching.

Cross-Sectional Enablers:
a) Technology and Infrastructure: Ensure state-of-the-art technological
infrastructure is available to support the educa�onal and research ac�vi�es of
students, faculty, and staff.
b) Diversity and Inclusion Programs: Develop programs that promote diversity,
equity, and inclusion across all levels of the ins�tu�on.
c) Recogni�on and Awards: Ins�tute recogni�on programs to celebrate the
achievements and contribu�ons of students, staff, faculty, and researchers.
d) Communica�on Pla�orms: Establish effec�ve communica�on channels that
facilitate open dialogue and informa�on sharing within the HEI community.
e) By implemen�ng these human resource enablers, HEIs can create a nurturing and
produc�ve environment for all members of their community, fostering thriving,
personal and professional growth.

F. Enablers for Networking and Collabora�ons

1. Overview:
Networking plays a pivotal role in the growth and development of Higher Educa�on
Ins�tu�ons (HEIs). These ins�tu�ons serve as crucibles of knowledge and innova�on,
not only for students but also for the broader society. Recognizing the significance of
networking, HEIs aim to establish robust connec�ons with various stakeholders to
enhance their impact and relevance.
a. Networking and Its Societal Impact: i. Beyond academic endeavours, HEIs can
contribute to civil society and the development sector through high-quality
educa�on, impac�ul research, on-ground ini�a�ves, and advocacy. HEIs are
shi�ing their focus from merely monitoring inputs to incen�vizing outcomes
and societal impacts. Establishing partnerships with Centres of Excellence and
ins�tu�ons across borders is essen�al for achieving excellence in research and
teaching. HEIs need to engage deeply with a diverse range of stakeholders,
including other academic/research ins�tu�ons, industry, and civil society.

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b. ALUMNI networks: HEIs, as hubs of learning and research, play a crucial role
in shaping the future of students who remain associated with them for various
periods, ranging from 2 years in post-graduate programs to 5 years in
integrated Masters/PhD programs. Moreover, the HEI's influence con�nues
throughout their careers, which may span up to 60 years. This enduring
connec�on underscores the importance of alumni as valuable stakeholders
who contribute significantly to the governance, management, and growth of
HEIs. To enable effec�ve networking and connec�vity, including support for
endowments, new projects, funding, knowledge sharing, and mentorship,
HEIs need to establish trust and facilitate lifelong engagement.
2. Developing Networking Enablers:
a. Effec�ve networking, encompassing connec�ons within and beyond the
academic realm, is a cornerstone of HEIs' ability to excel as global leaders in
educa�on.
b. A collabora�ve network model needs to be though�ully structured, involving
industry in various aspects of HEI ac�vi�es, notably the teaching-learning
process. This encompasses collabora�ve course planning, curriculum
development, training, evalua�on, employment opportuni�es, con�nuous
learning, and research and development. Industry-ins�tute interac�on, when
nurtured effec�vely, can yield substan�al benefits for both par�es.
c. Addi�onally, HEIs need to ac�vely engage with industry, alumni, other higher
educa�on and research ins�tu�ons, as well as the wider community, fostering
synergies that drive collec�ve development.
d. Steps to Develop Networking Enablers for HEIs:
i. HEIs, being ins�tu�ons that exist "by the society and for the society," nee
to embrace partnerships and collabora�on to fulfil their objec�ves and
make substan�al societal contribu�ons.
ii. Alumni engagement, needs to be leveraged across mul�ple processes,
industries, student feeder ins�tu�ons, other HEIs, and na�onal and
interna�onal universi�es. This represents a significant opportunity for
mutual benefit and societal impact.
iii. Well-structured collabora�ons, when executed effec�vely, lead to a
posi�ve-sum game. HEIs that priori�ze effec�ve networking can seize more
opportuni�es for self-improvement and mutual development while
enhancing their brand image.
Collabora�on and partnership-building with local, na�onal, and global agencies can
further support a range of enablers, including innova�ve academic ini�a�ves,
intellectual property development, and emo�onal support programs.

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G. Physical Enablers
1. Overview:
A physical Enablers consists of the basic physical structures needed for an economy to
func�on, such as transporta�on networks, electricity grids, sewage systems, and waste
disposal facili�es. Crea�ng an atrac�ve and func�onal physical infrastructure is as
important as crea�ng an infrastructure compliant to statutes, regula�ons, codes and
all relevant regulatory frameworks and operated within them as well. Physical
Enablers can support brand building. Physical Enablers needs to support both
academic and research ac�vi�es of various schools and departments of universi�es. In
public universi�es, the physical Enablers investment is done by the government
through various independent authori�es whereas, in private universi�es, the decision
is taken by a sponsoring organiza�on.
2. How to improve the Physical Enablers:
Physical Enablers are o�en imagined as requiring significant financing to the HEIs and
therefore alterna�ve & innova�ve measures to fund the Enablers may need to be
explored.
Campus Planning and Environmental Principles:
a. Integrated Ac�vity: Design the campus layout so academic, research, cultural,
and opera�onal facets harmoniously interact.
b. Preserva�on of Essence: Uphold the campus as a vital component of the
university's living and learning mission, maintaining its aesthe�c appeal.
c. Environmental Responsibility: Champion environmental stewardship by
enhancing energy efficiency, minimizing waste, and reducing environmental
impacts.
d. Facility Integra�on: Ensure facili�es and equipment are integrated, especially
for Voca�onal Educa�on, Training, and Skilling.
e. Inclusivity and Safety: Ensure accessibility for Persons with Disability (PwD),
promote gender inclusivity, and ensure a zero-tolerance approach towards
discrimina�on, ragging, bullying, including cyberbullying.
f. Safety and Risk Management: Priori�ze the safety of the campus community
and establish protocols for risk management in design and opera�on.
g. Holis�c Development: Provide facili�es for ar�s�c expression, sports, fitness,
and health, including mental health services like counselling and wellbeing
centres.
h. Resource Management: Emphasize knowledge management as a principle for
resource genera�on and management.

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3. Green Campus Strategy:

a. Ecological Preserva�on: Protect the natural topography, minimize carbon
footprint, and conserve water and natural resources.
b. Environmental Awareness: Foster sensi�vity towards the environment and
promote awareness campaigns.
c. Sustainable Infrastructure: Priori�ze the use of recycled materials and
consider heat island effects in construc�on designs.
d. Sustainable Mobility: Reduce fossil fuel consump�on with efficient transport
strategies.
e. Technology and Energy: Embrace alterna�ve energy sources and adapt to eco-
friendly technologies.

H. Digital Enablers:
1. Overview
Digitaliza�on has taken the world by storm due to its capacity to cause substan�al
transforma�ons in how ins�tutes func�on by improving their internal processes.
Informa�on and Communica�on Technologies (ICT) and its Enablers support have
become an integral part of existence and learning experiences in all aspects of life. ICT
has fundamentally changed the systems and processes of nearly all forms of ins�tutes
within their learning ac�vi�es and governance. The presence of ICT in the educa�on
and research domains/sectors has made a substan�al impact in the last few years.
There are various advantages to digitaliza�on including increased efficiency, increased
produc�vity, lower opera�onal costs, improved learner experience, higher agility,
enhanced morale, improved communica�on, increased transparency, improved
compe��ve advantage, and faster decision-making.
With the world moving rapidly into digital media and other niche areas of technology,
the role of ICT in educa�on is becoming very significant and this will con�nue to
advance in the 21st century. The ICT Enablers of the Ins�tute would contribute in
transforming the delivery quality of the teaching and learning process ac�vi�es and
seek to enhance the impact it would make for a much more effec�ve way the academic
programmes would be offered and delivered in the years to come.
The HEIs need to create a road map along with requisite modes of learning and
teaching using ICT and virtual technologies to move towards the idea of ‘Digital
Universi�es’. NEP 2020 also envisages inves�ng in the crea�on of open, interoperable,
evolvable, public digital Enablers in the educa�on sector that can be used by mul�ple
pla�orms and point solu�ons, to solve for India’s scale, diversity, complexity and device
penetra�on

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2. Digital & ICT Framework for HEIs:

a. Infrastructure:
i. Ensure a strong ICT infrastructure across all campuses for high-speed
internet, communica�on, and digital informa�on access.
ii. Deploy a dedicated campus area network with mul�ple internet
connec�vity op�ons and a central ICT centre.
b. Data Management:
i. Host in-house or cloud-based data servers with real-�me monitoring,
security, and structured Wi-Fi networks.
ii. Create a digital content repository, encompassing coursework,
mul�media content, learning games, AR, and VR modules.
c. Teaching and Monitoring:
i. Develop an online teaching pla�orm with two-way communica�on and
advanced tools for monitoring student progress.
ii. Implement a dashboard for real-�me monitoring of resources,
environmental factors, and infrastructure u�liza�on.
d. Data Privacy and Security:
i. Adhere to cyber security protocols, ensuring protec�on from external
threats and natural disasters.
ii. Priori�ze data privacy by processing personal data in a secure and
lawful manner, recognizing individual rights.
e. Na�onal Integra�on & Policy Adherence:
i. Store creden�als in na�onal repositories, connec�ng student and
faculty informa�on through unique iden�fiers, as per government
norms.
ii. Adhere to guidelines set by UGC and other relevant bodies, ensuring a
consistent and trustworthy framework.
iii. Ensure compa�bility and contribu�on to na�onal missions, preparing
for future growth and challenges.
3. Implemen�ng Digital Ini�a�ves in HEIs:
a. Digital Transforma�on:
i. Transi�on to a paperless system, incorpora�ng digital processing for all
educa�onal ac�vi�es, and providing stakeholders with online access.
ii. Centralize admission processes, student fees, and faculty
compensa�on through digital pla�orms.

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b. Enhancing Digital Presence:

i. Elevate the digital presence through dynamic websites, online teaching
systems, computerized examina�on processes, and digital
creden�aling.
ii. Foster online networks for alumni, and support e-placement ini�a�ves.
c. Implementa�on Strategy:
i. Aim for a phased digital transforma�on, spanning one to two years,
either through in-house efforts or by collabora�ng with experienced IT
organiza�ons or EdTech companies.

Summary
The essence of ins�tu�onal development for Higher Educa�on Ins�tu�ons (HEIs) is embodied
in a strategic framework designed to advance excellence, inclusivity, and innova�on across all
facets of the educa�onal landscape, in alignment with the Na�onal Educa�on Policy (NEP) and
all applicable regulatory requirements. This comprehensive and prac�cal approach seeks to
guide HEIs in the crea�on of an Ins�tu�on where every member of the educa�onal
community can thrive.
At the core of this framework is a learner-centred development paradigm that intricately
weaves curriculum enhancement with new knowledge systems. It's complemented by robust
financial inclusivity ini�a�ves and mentorship programs that support a diverse spectrum of
learners, aligning with NEP's vision of inclusivity and equity in educa�on while addressing
employability and entrepreneurship.
Empowering staff and faculty is another cri�cal pillar, extending from purpose-informed
recruitment processes to a culture that encourages con�nuous professional development.
Faculty diversity is valued, nurturing talent, and offering pathways for career progression in
line with and extending beyond global best prac�ces. The pursuit of academic and research
excellence necessitates an inclusive recruitment strategy that fosters collabora�on within
disciplinary and across-disciplinary research domains. Recognizing and celebra�ng faculty
contribu�ons to these areas is essen�al, showcasing the ins�tu�on's commitment to
integra�ng diverse knowledge systems into the academic fabric.
Commitment to integra�ng community building and educa�on excellence is vital.
Acknowledging the emo�onal aspects of the academic journey, dedicated support services
for the emo�onal well-being of the community are indispensable. Coupled with this is the
impera�ve for pedagogical innova�on, ensuring faculty are equipped with diverse teaching
methodologies that cater to and value the heterogeneity of the student body.
Strategic governance, infused with mission-driven perspec�ves, plays a pivotal role in steering
HEIs towards a future that values community engagement, industry relevance and outcome-
oriented strategic planning. The development of appropriate facili�es underscores the HEIs'
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dedica�on to crea�ng spaces that reflect and honour the balance of tradi�onal wisdom and
contemporary knowledge crea�on and dissemina�on.
To cul�vate academic and research excellence within HEIs, a comprehensive strategy aligned
with NEP is indispensable. This strategy integrates a robust academic framework with state-
of-the-art research & teaching facili�es, emphasising faculty recruitment and development
alongside industry partnerships.
For students, it seeks to enable our na�onal commitment to inculcate their lifelong learning
and their pursuit of gainful and value-crea�ng contribu�ons to self and society. The process
seeks not only academic prowess but also a demonstrated ability to think crea�vely and
engage in problem-solving.
HEIs need to implement a comprehensive support system that emphasizes the importance of
mental health, well-being, safeguarding, while balancing the pursuit of academic and research
excellence with the well-being of the academic community.
This framework is not merely a set of guidelines but a blueprint for HEIs intent on embedding
excellence into their ins�tu�onal DNA, it posi�ons Academic and Research Excellence and
depth with width as cornerstones of an exemplary educa�onal experience, aligning with the
aspira�ons of NEP to cul�vate a new genera�on of enlightened individuals equipped to
navigate, thrive in and celebrate the diversity of the global village.

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Annexures
A. Governance Enablers

Fina Types of Details of its usage

Infrastructure
1. BoG/ Senate/ • full functional
Syndicate • fully/ Majorly staffed
• defined roles and responsibilities and accountability
• involvement of alumni as major stakeholder
2. Quality • Well defined Processes
Assurance • Processes to capture various aspects of governance
• Clearly defined deliverables and outcomes
3. Financial • Striving for self-sustainability
autonomy • Generating external revenue sources
• Creation of Chair for Research in specific areas
4. Leadership • Effective leadership
• Strategic management
• Laying down objectives and targets
5. Vision, Mission • Prepare Vision and mission document.
and Roadmap • Evolve Shared Vision through detailed discussions with
for the HEI stakeholders.
• Short, medium and long-term (2, 5, and 10 years) Plan
document

• To reliable consultants of repute and or insource capability

as needed.
• Templates designed and given to HODs/ Section In-charges
for Roadmap preparation.

6. Close monitoring • Parameters for performance to be finalized by appropriate

by IT/ Web-based Committee. Source of feedback, Also UGC, and AICTE
based guidelines to be kept in mind.
Management
Information • Academic system should be implemented on priority.
System

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7. Risk • At least yearly meeting with insurance company

Management representatives to discuss scenarios for mitigating risks
Analysis (legal, safety, financial, natural disaster preparedness,
environmental, hazards, etc.)
8. External • Establish an external advisory board consisting of
Advisory Boards prominent industrialists, academics, and governmental
officers to advise on the running and make-up of the
School.
• Board to meet at least once per semester in conjunction
with a student presentation or other function
9. Student • Evolve Regular 360 Degree feedback for all faculty and
Feedback consistently monitor and act upon the observations.
• Methodology to be proposed by Faculty members through
HODs.
• Feedback to be taken on a regular basis and faculty
members to be motivated to improve their delivery

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B. Financial Enablers and Funding Models (Resource Genera�on)

S. No. Types of Financial Details of financial infrastructure

infrastructure
1. Financial Policies • The policies shall outline the roles and responsibilities of
various university/ institution officers and organizations
in managing the university's financial assets.
2. Action Plan and • Finalize Action Plan based on the proposed IDP
Budgets • Define budget line items (Income: fees, grants if any,
research projects, endowments, CSR funds, donations,
etc., Expenses: salaries, utilities, maintenance, etc.)
• Budget granularity to be monthly for the first year,
quarterly for the next 4 years
• Indicate clear responsibility, milestones, and timelines
for each activity
• Finalize 1-year and 5-year budget forecast
• Detail out one year Capital Budget, Recurring Budget
• Allocate funds and put these in a separate account
• Utilize funds and track spending against milestones per
budget.
• Revisions to the budget are to be approved only after a
meeting and discussion with the budget committee.
• Planning of recurring and non-recurring expenditures for
each department. Consumables, etc.
• Separate budget for Non-Recurring and Recurring
expenditures.
• HODs to prepare details for departments.
3. Main sources of • tuition and other fees from the students
revenue to be
developed • government grants and subsidies
• consultancy fees and overheads earned on the
sponsored research and development projects from the
Government and private/ corporate sector
• endowments, philanthropic contributions, and other
income like CSR, royalties on intellectual property (IP)/
patents etc.

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4. Close liaison with • More than 20 ministries of the Government of India

GOI ministries/ offer Projects/ Research Projects for HEIs.
agencies and others
for funding and • Proforma for financial assistance is to be procured from
Access to external the concerned Ministries.
grants and funding
• Widening the responsibility for getting grants from all
appropriate source
• Standardized proforma/ template for new R& D /
Modernization proposals for funding by the Government
of India/ other external agencies.
• Templates to be designed and prescribed in
consultations with respective heads and deployment of
SOPs.
5. IRG scheme in each • Commercial Utilization of existing facilities: Collection of
department information indicating the strength of each department
& the lab equipment/instruments available for use by
external agencies
• Consultancy by Each Department: The strength of each
department May be circulated and advertised in
Newspapers.
• Funding from external funding agencies
6. Financial/ • A financial/investment committee is responsible for
Investment making decisions regarding the investment and
Committee reinvestment of funds, purchasing and selling securities
belonging to the endowment, or other long-term
university assets, as well as prescribing and approving
investment policies for university investment agents.
7. Staff providing • Finance team need some specific roles and incumbents
financial services like a chief financial officer, treasurer, assistant treasurer
as dedicated resources ; and /or access to capabilities
like chief investment officer, accountants, clerks, Data
Entry Clerks, CA, etc.

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C. Academic Enablers

S.No. Types of Innovative Details of innovative academic infrastructure & its usage
academic
infrastructure
1. Courses catering to • The institutions need to provide for giving a varied
professional/future choice of relevant programs.
requirements • Courses to allow for in-depth learning of students as per
their interest allowing for future growth of the student.
• Multidisciplinary and relevancy of programs
2. Curriculum- • The curriculum should be updates regularly to cater to
updated as per the dynamic requirement of the changing employment
industry landscape.
requirements • programs to suit the industry requirements both in short
term and for future readiness.
• Industry linked/ internship/ apprenticeship embedded
programs.
• Modularization of curriculum to enable Multiple Entry-
Multiple Exit options
3. Curriculum • The curriculum needs to focus on inculcating basic skills
embedded with important for increasing the employment avenues and
Employability Skill readiness.
• Adding Employability Skills (ESs) across all disciplines like
Constitutional values/ Citizenships, universal values;
Career Development & Goal Setting; Becoming a
professional in 21st Century; Communication Skills;
English Skills; Inclusivity and Diversity including Gender
sensitization, PwD etc.; Digital Literacy/ Skills/ digital
fluency; Financial & Legal Literacy; Start-up management
and Entrepreneurship; Customer Service orientation;
and Job readiness and exam preparation
• Curriculum to focus on competencies and skills like
Critical thinking and problem solving; Creative thinking
and innovation; Analytical Thinking; Adaptive Thinking;
Design Thinking & Creativity; Computational thinking;
Social intelligence; Cross cultural competency; New
media literacy; Virtual collaboration; Decision Making;
Conflict resolution and negotiations etc

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4. Curriculum • HEIs in education & skilling ecosystem need to bring the

embedded with Skill core skills that are used in the era of digitization and
Enhancement automation like AI, Block-Chain, IoT, drones, Industry 4.0
Courses and beyond, etc. as also integrate 21st-century digital
skills wherever required.
5. Curriculum • The future skills would need to be developed in the
embedded with emerging technology areas keeping in view the
emerging important foundational technologies fundamentally
technologies to be changing the nature of work.
integrated with • Some of these technologies are Artificial Intelligence and
future of work machine learning; Robotic Process Automation/ hyper
automation; Data Analytics; IoT/ IIoT; Blockchain; Cyber
Security; Cloud Computing; Social & Mobile; 3D Printing;
Augmented reality/ virtual reality/ extended reality
(AR/VR/ XR); Digital content development: simulators,
digital twins, Metaverses. etc
• Development of centers that will continuously upgrade
the curriculum and at the same time incorporate 21st
century skills in the credit system – which includes
communication, collaboration, creativity, problem
solving, initiative, emotional stability, physical fitness,
confidence to be best at the world stage etc
6. Center for Curricular • Full strength as per sanctioned post
& Life Skills
Development
(CCLSD)
7. Faculty/ teaching • Qualified, Experienced, and committed faculty is an
Staff asset of the organization.
• Regular upgradation of knowledge
• Focused on research activities and motivated students
to involve in research to create new knowledge or to do
innovations.
• SMEs from the industry may be engaged as teaching
staff/trainers/ instructors.
• Be role models for students by providing appropriate
guidance
• Create new projects (aligned to COE), develop expertise
and present it in peer conferences and create a platform
for continuous improvement

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8. Center for Faculty • Exchange/internship programs with industry to cross

Development (CFD) pollinate skills
• Facilities to learn from the best in the world, with
appropriate tools for research as well as tools for
imparting new age education such as videography,
games, AI, robotics, metaverse, AR/VR as a means to
deliver content
• Appropriate non-teaching staff to support the
organization.
9. Non-teaching staff • Must have requisite qualification, experience for the
relevant post
• Systematic planning in teaching and learning process is
required which includes session wise teaching plan and
following such teaching plan.
10. Session wise • Relevant and updates course material and books
teaching plan
11. Learning material • To provide equal amount of essential information to all
like Study books the students in a class
• essential to provide study books prepared as per the
syllabus of the subject.
• Question bank- to have a resource pool of all possible
questions prepared as per the examination pattern.
12. Question bank • Such question bank eliminates the chance of asking
questions out of the syllabus.
• Question bank should be such that it enables evaluating
the holistic learning of a student
• Relevant assignment of varying types and nature to be
conducted
13. Assignments • This could include term papers, practicums, or assigning
students with task of preparing answers for question
banks.
• The students are encouraged to work more by
answering all question bank questions in the form of
assignments.
• Periodic assignment submission with due date
• Internal assessment for these assignments for doing
work time bound manner.
• Timely and relevant assessments.

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14. Assessments • All kinds of assessment strategies to be used.

• Mode of assessment could be online, offline or blended.
• Opportunities like on demand assessments, make-up
assessments etc to be given
• The syllabus must not be restricted to core and elective
subjects.
15. Value added skills • Provision of providing modules on general skills for
enhancement enhancing the employability of the students by
Papers improving their professional knowledge.
• can be introduced as skill development-based value-
added papers should be offered as separate papers and
taught by industry or professional people in the field.
• The teaching – learning pedagogy should contain
substantial amount of experimental learning part related
to their specialization trough either real environment or
virtual environment
16. Pedagogy • The pedagody should be an appropriate mix of
traditional and modern methods
• Usage of technology must be encouraged
• enhanced usage of blended mode of learning
• Teaching learning material for PwDs to be made
available
• Must be learner centric
• Activities to support the overall development of
students like sports, music etc must be integrated in the
core curriculum.
17. Other activities as • Integration of these activities as core
part of learning • Proper assessment and weightage of marks to be
assigned
• Develop additional skills with them by involving in
inculcating cultural and traditional skills which enhances
their design thinking ability
• Activities in teams or groups related to social work and
social contribution also moulds good character and team
working skills of the students and incorporates collective
responsibility in them.

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• These activities support all-round development of

students and enhance their competency and confidence
in facing any challenges.
• To support students who are from financially weaker
background
18. Earn while learn • Earn while learn model has dual objectives : it gives
facility & flexibility working skills for a student with responsibility and it also
supports financial needs of a student so that he need
not depend on his parents for his pocket money.
• The course design needs to be varied, multi-disciplinary
in nature
19. Flexibility and • Universities can design and implement UG/PG programs
multidisciplinarity to suit the requirement of students at various levels
• Additional certificate programs across the field may be
offered.
• Universities can also offer certificate programs by having
MoUs with industries, reputed international
organisations, etc.
• The UG & PG curriculum must allow students to explore
and work independently on their projects/research
under the guidance of their research guide
20. Opportunities to • students should be encouraged to work either
develop & utilize individually or in a team.
Research & • Enhancing the innovative ability of students and
innovative thinking increasing their competency and confidence.
skills.
• Academic support to raise knowledge, skills, attitude,
and experience-based competency to improve
confidence in doing innovation.
• Organising Hackathons and other similar competitions
• Overseas Exchange programs
21 International • International Collaboration
Exposure • Foreign Faculty (visiting)
• International Scholarships
• International Conferences

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D. Research, and Intellectual Property Enablers

S. Types of Details of intellectual property infrastructure & its generation

No. intellectual
property
infrastructure
1. Quality Research • increased intake of students in research based curriculum
• undertaking quality research projects
• establish a portfolio approach to research projects and
quality research facilities and research labs
2. Research • self-sustaining model
oriented • undertake basic and applied research
experienced
faculty members • enable development of disruptive and affordable
technologies
• Faculty members who are research oriented are usually
research inclined.
3. API based faculty • They encourage participation in research and innovation
compensation among academics, staff, and students, strengthening the
university's framework for intellectual property.
• The creation and implementation of a faculty
compensation scheme based on Academic Performance
Indicator (API) scores encourages faculty participation in
research and publication activities.
• API based compensation creates healthy competition
among the faculty members for accelerated IP
contribution.
4. Targeted research • The institution finds some new fields in several disciplines
and collaborative and helps the competent faculty members in such fields
research do research, publish papers, and file patents.
• ●In the portfolio approach this is called targeted research
and the university can create IPR as well as an
international brand through such efforts based on a
strategic approach.
5. More Ph.D. & • The university must admit more research scholars within
post-doctoral its capacity of support.
research scholars • The institution should exercise its autonomy to appoint
more research professors, who may eventually retire from

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active employment, only for the purpose of supervising

research scholars.
• Universities should create post-doctoral research
programmes as well to maintain the Ph.D. graduates'
contributions to ongoing research.
6. More Faculty • The university ought to adopt a strategy to boost the
members with proportion of Ph.D. holders among its faculty.
Ph.D. • The Ph.D. degree holders are ready to mentor the
research scholars for Ph.D. programmes in addition to
acting as teaching faculty.
7. Faculty • The university should have a policy to promote IPR
encouragement contributors, who are none other than UG & PG Students,
for Book Research scholars, and Faculty members, in order to
Publications, increase the intellectual property rights (IPR) of the
Research institution.
Publications and • The institution can improve its IPR infrastructure by
Patents setting up supportive policies that stimulate research and
publications at all of the aforementioned levels. Such a
task will be assisted by numerous incentives and funding
plans.
8. More • Research scientists, faculty members, and students are
conferences (At kept active through the periodic organisation of
least two conferences for the presentation of research papers.
conferences per • These conferences offer an opportunity for goal-setting
year per College and networking with other academics.
9. Student • The most valuable resource in the university system is its
involvement in students, who, when properly supervised, can create
Research innovations by creating patented inventions. Similarly,
through systematic research, they can also come out with
scholarly publishable results.
• By involving students at the graduate and postgraduate
levels, the university can boost its IPR infrastructure.
10. Industry and • Supports collaboration-based research so that the
institutional university can create IPR along with industry personnel.
collaboration & This also gives the opportunity to use industry research
Consultation facilities by university personnel.
• Further collaborative research leads to more patents &
publications.

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• Industries’ contribution to the research activities so as to

do the research on live projects and quantify the output.
11. University • University business incubators assist students who want
Incubation to establish their own companies after graduation.
centres • Any ideas generated while working on a project or an
internship might be fostered and encouraged as a
business plan to initiate self-employment.
12. University • To hasten scholarly publications, many colleges launch
Publication their own publishing houses. Additionally, this streamlines
through its own or lowers the cost of publishing and encourages academic
press members to use their press for the dissemination of
newly developed knowledge.
• Online and digital publications are prevailing and
recognized as one of the most significant initiatives of top
colleges.
13. University • Universities have been offering citation services to their
publications & academic members, stakeholders, and the general public
Citation service as a convenience to researchers that will aid researchers
in improving the caliber of their articles.
14. Target patent • Setting goals for undergraduate and graduate students in
claim for UG & PG terms of internships and regular mentoring and
projects in supervising them as they prepare and submit patent
Professional applications for their inventions enhances the outcome.
subject areas
15. Faculty Ranking • Faculty members generate a winning spirit and constantly
(Annual) system strive for excellence when their annual API rankings are
announced and they are graded according to different
levels.
• Faculty oversight at every stage can be reduced in such
scenarios.
16. Chief Technology • A centralised office to operationalise and monitor
Officer (CTO) research activities as planned
Research • Technology transfer office (TTO) with experienced
Monetisation professionals to manage IP protection, licensing, and
technology transfer activities
• Training programs to educate researchers and staff about
research monetization and IP protection

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• Clear processes and guidelines for licensing and

technology transfer, including royalty structures and
licensing fees
• Internal & External funding mechanisms in place
• Mode of assessment could be online, offline or blended.
• Opportunities like on demand assessments, make-up
assessments etc to be given
• The syllabus must not be restricted to core and elective
subjects.
17. Value added skills • Provision of providing modules on general skills for
enhancement enhancing the employability of the students by improving
Papers their professional knowledge.
• can be introduced as skill development-based value-
added papers should be offered as separate papers and
taught by industry or professional people in the field.
• The teaching – learning pedagogy should contain
substantial amount of experimental learning part related
to their specialization trough either real environment or
virtual environment
18. Other activities as • Integration of these activities as core
part of learning • Proper assessment and weightage of marks to be assigned
• Develop additional skills with them by involving in
inculcating cultural and traditional skills which enhances
their design thinking ability
• Activities in teams or groups related to social work and
social contribution also moulds good character and team
working skills of the students and incorporates collective
responsibility in them.
• These activities support all-round development of
students and enhance their competency and confidence
in facing any challenges.
• To support students who are from financially weaker
background
19. Earn while learn • Earn while learn model has dual objectives : it gives
facility & working skills for a student with responsibility and it also
flexibility supports financial needs of a student so that he need not
depend on his parents for his pocket money.

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• The course design needs to be varied, multi-disciplinary in

nature
20. Flexibility and • ● Universities can design and implement UG/PG programs
multidisciplinarity to suit the requirement of students at various levels
• Additional certificate programs across the field may be
offered.
• Universities can also offer certificate programs by having
MoUs with industries, reputed international
organisations, etc.
• The UG & PG curriculum must allow students to explore
and work independently on their projects/research under
the guidance of their research guide
21. Opportunities to • students should be encouraged to work either individually
develop & utilize or in a team.
Research & • Enhancing the innovative ability of students and
innovative increasing their competency and confidence.
thinking skills.
• Academic support to raise knowledge, skills, attitude, and
experience-based competency to improve confidence in
doing innovation.
• Organising Hackathons and other similar competitions
• Overseas Exchange programs

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E. Human Resources and Suppor�ve- Facilita�ve Enablers

This annexure contains two dimensions closely related. Human resource Management
and the emo�onal strength suppor�ve and facilita�ve enablers.

Human Resource Enablers

In the quest for academic excellence and institutional resilience, Higher Education
Institutions (HEIs) must prioritize the development of robust Human Resource (HR)
strategies that encompass comprehensive enablers for students, staff, faculty, and
researchers. The overarching Regulatory and Binding Laws of the Land, Academic
regulations, other applicable regulations and rules need to be complied with while efforts
are made to create an enabling HR Framework cannot be overemphasised. Within that, the
following integrated approach outlines key HR enablers that would support a vibrant
educational ecosystem:

1. Student and Learner • Holistic Admissions Framework: Streamline the

Enablers: student selection process with a holistic approach,
assessing academic prowess alongside extracurricular
talents, ensuring diversity and inclusion.
• Merit and Equity-Based Financial Aid: Deploy merit-
based scholarships and financial aid for
underrepresented groups to democratize access to
education and attract a rich tapestry of student talent.
• Academic Success Programs: Institute robust academic
advising, mentorship, and tutoring programs that
provide tailored support from entry through
graduation, ensuring learners can navigate their
educational paths successfully.
2. Staff Empowerment • Competency-Based Recruitment: Adopt a competency-
Enablers: based recruitment approach that aligns with
institutional goals, promoting a culture of performance
and shared values.
• Professional Development and Growth: Establish clear
career pathways and continuous professional
development opportunities that encourage staff
growth, satisfaction, and retention.
• Inclusive Induction Protocols: Ensure a seamless
integration of new staff with comprehensive induction

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protocols, fostering a sense of belonging and

commitment to the HEI's mission.
3. Faculty and • Transparent Recruitment and Appointment:
Researcher Implement transparent procedures for faculty
Enablers: recruitment and appointments that prioritize
excellence and diversity in educational backgrounds,
research expertise, and pedagogical skills.
• Continuous Professional and Pedagogical
Development: Offer fellowships and development
programs for faculty to advance their pedagogical
skills, research methodologies, and leadership
capabilities.
• Tenure and Promotion Mechanisms: Create equitable
tenure and promotion mechanisms that recognize
diverse achievements in research, teaching, service,
and community engagement, motivating faculty to
pursue long-term careers within the institution.
4. Cross-Functional • Recognition and Reward Systems: Introduce
Enablers: comprehensive recognition systems that celebrate a
wide array of achievements, such as research
innovation, exceptional mentorship, community
service, and transformative leadership.
• Resilience and Well-Being Programs: Incorporate
resilience-building initiatives and mental health
support services to foster an environment of well-being
for all members of the HEI community.
• Leadership and Collaborative Opportunities: Develop
leadership programs and collaborative platforms that
allow staff and faculty to lead initiatives, drive change,
and engage in cross-disciplinary projects.
5. Strategic Funding • Innovative Funding Strategies: Cultivate funding
and Emotional strategies and incubation grants that empower early-
Support Enablers: career researchers and attract pioneering projects,
enhancing the institution's research profile.
• Emotional Intelligence and Support Networks: Embed
emotional intelligence training and establish support
networks to aid students, staff, and faculty in managing
the demands of academia with resilience.

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6. Enablers for • Pedagogical Excellence Initiatives: Promote teaching

Pedagogical excellence through specialized fellowships and
Innovation: programs that encourage innovative curriculum design,
leveraging the latest educational technologies.
By integrating these enablers into a cohesive HR strategy,
HEIs can ensure they not only meet but exceed the
expectations of their diverse stakeholders, positioning
themselves at the forefront of higher education and
research. The commitment to comprehensive HR practices is
essential in cultivating an environment where every member
of the institution can thrive and contribute to the HEI's
overarching goals of innovation, inclusion, and excellence.

Suppor�ve- Facilita�ve Enablers

S. No. Types of Details

emotional
strength enablers
1. • Accessibility/ Proximity: leaders being readily
available and approachable as a collective leadership
style where leaders to make themselves available for
Accessibility/ support, creating a pull-based (by choice) interaction
Proximity rather than a push-based (forced) one.
2. • Rich Communication: real-time, interactive
communication. Messages are not only conveyed
clearly but also understood as intended. Importance
Rich of immediate and interactive communication,
Communication promoting collaboration among engaged individuals.
3. • Role Model: developing leaders who share a vision
for the university's planned growth who motivate and
set targets for others, serving as examples for the
Role Model entire community.
4. Institutional • Institutional Values (Core Values): The belief system
values (Core foundation of the institution to guide the behaviour
Values) and decisions of all stakeholders.
5. • Vision: A well-articulated and ambitious vision.to
encourage forward-thinking & planning for future
Vision opportunities rather than reacting to constraints.

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6. • Trust among stakeholders: Building trust among all

stakeholders, based on their commitment and
Trust among contributions to the institution.. Fosters a sense of
stakeholders and unity and responsibility toward Institutional
outsiders development.
7. • Institutional Tradition Rituals: upholding the
traditions, established by the institution as emotional
Institutional bonds among stakeholders and enhance
Tradition Rituals commitment to the institution.
8. • Alternative strategy & Support: prepared with
backup plans to ensure the delivery of commitments
Alternative including includes facilities, faculty, exams, and timely
strategy & result announcements, ensuring uninterrupted
Support network academic services.
9. • Goal setting in every student: Encouraging students
Goal setting in to set and work towards their goals by creating
every student awareness about opportunities.
10. • Safety & Security: safe and secure campus
environment. Such that it contributes to the well-
Safety & Security being of all stakeholders.
11. • Search for proximity: Students often seek a sense of
Search for
proximity (Local belonging during their initial year. The institution
friends. Local needs to facilitate connections by encouraging
food, local friendships, providing local cuisine, and celebrating
culture) local culture.
12. • Legacy of the system: Maintaining and continuing
the institution's traditions, cultures, and legacy
Legacy of the through programs and festivals. It also involves
system maintaining organizational hierarchy respectfully.
13. • Respect & perception: Ensuring that every individual
stakeholder has a positive perception of the
Legacy of the institution and holds it in high regard as their alma
system mater.
14. • Openness in terms of information: The institution
Openness in should maintain transparency in its operations,
terms of including admission, teaching, examinations,
information research, and financial matters.

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15.
The Ability of the • Ability to deliver promises: Addressing and
institution to rectifying any failures promptly building a good
deliver on reputation. Using the autonomy of the university to
promises resolve issues effectively.
16. • Accountability measures: systems to deter mine,
Accountability evaluate accountability of all stakeholders and their
measures consequence.
17. • Mental Health: Ensuring students mental health,
Mental Health providing appropriate infrastructure and support.

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F. Networking and Collabora�ons Enablers

1. Strategic • Integrated Partnerships: Forge partnerships across

Collaborations industry, academia, and communities through
MoUs to encourage diverse collaboration for
research, curriculum design, and community
engagement initiatives.
• Alumni Networks: Develop strong alumni
networks that contribute to mentorship, funding,
and domain expertise, supporting research and
infrastructure development.
• Industry Integration: Collaborate with industry for
curriculum development, internships,
apprenticeships, and joint projects that align with
dynamic industry needs.
2. Academic and • Cross-Institutional Synergy: Pursue academic
Research Excellence collaborations for co-research, shared curricula,
and intermobility of students, enabling dual
degree programs and joint use of facilities.
• Research Collaboration: Create consortia for
shared databases, library access, and co-authored
research to drive innovative outcomes and
participate in international research projects.
3. Practical Exposure • Hands-On Learning: Integrate practical skilling
and Experience with theoretical learning through industry
consultations, usage of shared workshops, and live
project opportunities.
• Earn While Learn Initiatives: Establish programs
that allow students to engage in live projects and
hybrid learning models to gain professional
experience while studying.
4. Community • Social Integration: Collaborate with NGOs and
Engagement and social service organizations for rural outreach and
Service fieldwork, participating in government programs
like Unnat Bharat Abhiyan for societal
development.
• Civic Partnerships: Engage with local bodies and
communities to foster sustainable development
and implement field-based educational programs.

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5. Professional • Placement Networks: Build networks with various

Development and industry sectors for internships and job
Employment placements, leveraging placement cells for
networking and employment opportunities.
• Faculty Consultancy: Promote faculty-led
consultancy to enhance industry-institute
relationships and ensure faculty remain current
with industry practices.
6. Quality and • Accreditation and Certification: Secure recognition
Credibility from national and international accreditation
bodies, enhancing the institution's brand value
and ensuring a commitment to educational
excellence.
• Quality Assurance: Adopt quality assurance
frameworks from recognized agencies to improve
internal standards and learning outcomes.
7. Innovation and • Startup Ecosystem: Establish incubation centers,
Entrepreneurship funding avenues, and ideation networks to
support startup initiatives and foster a vibrant
entrepreneurial ecosystem.
• Digital Infrastructure: Provide a strong digital
backbone to support startup activities, including
access to digital resources and networks.

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G. Physical Enablers

S. No. Types of Physical Details of physical infrastructure & its usage ESSENTIAL/
digital DESIRABLE / ASPIRATIONAL
1. Smart Campus • A Smart Campus creates the best balance of cost,
comfort, risk and resilience.
• When a campus is "smart," it detects and fixes small
problems before they grow into big ones or cause
distractions for students, staff, and visitors.
• It creates a performance infrastructure where building
systems "talk to each other" in order to coordinate
common outcomes, such as lighting, security, and
environmental controls.
• It focuses on the uptime of facilities, performance of
campus buildings on demand, greenhouse gas reduction
targets, protection and mitigation against variable
energy prices, and adopting new technologies.
2. Green/ Sustainable • Constructing green buildings on university campuses
building involves using resources as efficiently as possible during
the structural process and for future use of the building.
(Basic requirements)
• It is based on the principle of open environment by using
optimum models of water & energy consumption.
• Internally, the campus uses green energy, harvested
water, renewable and recycled resources to produce and
provide air, water, food, light, and electricity in a
sustainable way.
• Central Air Conditioned High Tech Buildings With
modern clean-green environmental concept.
(Aspirational requirements)
3. Infrastructure to • Better infrastructure along with signs on the streets and
commute separate spaces for commute for differently-abled
• Students and staff should have access to high-quality
motorways and bicycle paths so they can commute by
bicycle or battery-powered vehicles.
• Accessibility for PwD
4. • Having adequate space for administrative activities (such
as admission and counseling activities) is essential.

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Administrative Block • Faculty Cubicles in adequate numbers as per the

(Admission & demands (Desirable Requirements)
Counselling Area)
• Different departments may have their own buildings

5. Library/ Digital • Adequate in size with reading rooms, stock areas for
resource centre books & Journals with online information access facility.
6. Lecture Complex, • Students should have access to Lecture complexes,
Classrooms classrooms, tutorial rooms, discussion rooms of different
sizes with comfortable seating arrangements and
teaching-learning facilities.
7. Tutorial rooms • Video Recording Facilities
8. Examination branch • There should be a separate examination branch with
strong room large enough to accommodate confidential
documents and examination papers.
9. Facilities to Faculty • There should be an adequate number of well-equipped
and Staff faculty chambers to accommodate all permanent faculty
members, visiting faculty members, part-time faculty
members, research scholars, etc. (Basic Requirements)
• The Campus shall have 2-3 bedroom facilities/ quarters
for the resident faculties/ staffs. (Desirable
Requirements)
10. Meeting rooms • Meeting rooms with enough space (as per standard
norms), furniture, and electronic
communication/presentation equipment.
11. Office Rooms • Suitable for meeting the needs of all staff members
12. Laboratories and • Modern laboratories and advanced super specialty
Research Centres research centers in a wide variety of scientific and
technological fields.(Basic Requirements)
• Departmental Libraries with reference books & online
digital information resources. (Desirable Requirements)
13. Computer Centre/ • Computer Centre having appropriate Computer: Student
Multimedia Studios Ratio as per standard norms. (Basic Requirements)
• Multimedia Studios for creation of digital contents with
optimum sound control & recording facilities.
(Aspirational requirements)
14. Cafeteria/Dining • Cafeteria/ Dining room/ Mess facility equipped with
Room/ Mess Facility modern cooking apparatus/equipment to ensure quality,
cleanliness, and hygiene. (Basic Requirements)

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15. Games & Sports • Playground and indoor Stadium of sufficient size to
facility accommodate variety of games.(Basic Requirements)
• Gymnasium and workout center, Swimming Pool,
Stadium and High Tech Playgrounds, Modern type
indoor stadium with multi-purpose arena (Aspirational
requirements)
16. Auditorium add • One auditorium of sufficient size and or conference
conference rooms rooms of various capacities depending upon the size of
the institution (Basic Requirements)
17. Hostels • Student Hostels : for at least 60 % students, especially
for out stationed students. (Basic Requirements)
• Research Scholars Hostels with contemporary facilities
(Desirable requirements)
18. Parking • Suitable for meeting the needs of all stakeholders
• International Student Hostels (Aspirational
requirements
19. Exhibition Hall • In order to fulfill the requirements of all curricular
activities (Academic/Vocational/Skilling), there should be
an adequate number of exhibition halls/ space.
20. Guest • Suitable guest house for meeting university requirement
Accommodation (Basic Requirements)
• Star hotel type guest hostels with accommodation, food,
and recreation facility (Desirable requirements)
21. Commercial Shops/ • Convenience Shops for students and staff to purchase
centers essential items (Basic Requirements).
• Shopping Complex/ Centers suitable for all kinds of
shopping (Aspirational requirements)
22. Health and well Modern Dispensary / hospital that offers inpatient and
being outpatient services 24 hours a day, 7 days a week. (Desirable
requirements)
23. Student recreation Student recreation facilities with appropriate blend of
facilities modernity and functionality (Desirable requirements)
24. International With contemporary student amenities whenever
student centres international students are large in number (Aspirational
requirements)
25. Incubation centre With in-house industry R & D units & collaboration
and Research park (Aspirational requirements)
26. Botanical Park/ Natural type, with a documented collection of living plants
Garden that may be used for the purpose of scientific research,

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conservation, display, and education. (Aspirational

requirements)
27. Vocational • Adequate well equipped building space with appropriate
Education, Training equipment, machinery and tools, including computer
and Skilling labs and technology labs for learning skill/ vocational
infrastructure education as part of course curriculum

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H. Digital Enablers

S. No. Types of infrastructure digital Details of digital infrastructure & its usage
ESSENTIAL
1. Internet usage • Connecting external world through an
electronic device to the stakeholders
2. Website • For providing institutional information to the
public
3. Online Messaging stakeholders’ • For vertical and horizontal communication
groups between Stakeholders
4. Online Blogs & sites for every • To provide course information and day to
course day progress of the students who enrolled in
the course to stakeholders and publics.
5. Wi-Fi Campus • To access online ubiquitous information in
the campus and classes.
6. Online Study material • Development of study materials both in
audio, video, and text form as per the
curriculum and providing them to concerned
students online as additional support to
classroom teaching – learning process. The
study material in the form of a PDF book to
be stored in a smartphone, tablet, or laptop
computer will help provide a ubiquitous
reference for the covered portion of the
course subjects.
7. Digital Library • Developing and updating digital library and
providing digital library membership to every
stakeholder of the university for ubiquitous
access of books, periodicals, study materials,
magazines, annual/year books of
organizations, journals in digital form is the
responsibility of University digital library. For
this purpose, the University digital library can
collaborate with national digital libraries and
Global digital libraries.
8. Digital Publication • The university should have its own
publication for books, newsletters,
magazines, journal proceedings, and printing
question papers for examinations. Online

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digital publication as open access publication

globally is the best practice.,
9. Paperless office • By developing academic administrative
software the university should provide an
online office environment to cater the
services of stakeholders.
10. Paperless exams • Adopting a digital examination system
eliminates the wastage of papers in the
examination process.
11. Online Evaluation • Automated & digitized online evaluation
system eliminates the wastage of time of
evaluators & speeds up the evaluation
process.
12. Website based result
• Ubiquitous reachability.
announcement
13. NAD markscards Facility • A convenient and completely secure digital
academic depository solution.
14. Online admission test • A ubiquitous facility for global admission
15. Education ERP • To integrate various departments of the
university for timely exchange & access of
information.
16. Plagiarism software facility • A software facility available to every
stakeholder to check plagiarism content in
the documents.
17. Online digital magazine & • In online publication. Digital format through
Student publication University
18. Online placement (Project,
• Online ubiquitous support.
internship, & final)
19. Video documentation of each
• For open information access from globally
course & each College
20. Video documentation on online
• For open information access from globally
public platforms
21. Social Media based promotions • Information access & Brand building
promotions
22. Use of ICCT underlying
• Adopting present technologies in automating
technologies like AI, BA, CC, DS,
the services
MB, OC, VR & AR
23. Studio for video online classes • Studio for digitization of sound and scene

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24. Video conference facility • For global information exchange in digital

format
25. Online open Publication system • For exchange of new knowledge
generated to everybody through open
access system

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