SELF STUDY REPORT

FOR

3rd CYCLE OF ACCREDITATION

BHARATH INSTITUTE OF HIGHER EDUCATION AND

RESEARCH
BHARATH INSTITUTE OF HIGHER EDUCATION AND RESEARCH, 173,
AGARAM ROAD, SELAIYUR, CHENNAI-
600073
www.bharathuniv.ac.in

Submitted To

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

BANGALORE

February 2024

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1. EXECUTIVE SUMMARY
1.1 INTRODUCTION

Bharath Institute of Science and Technology (BIST) was started by Sri Lakshmi Ammal Educational Trust as
the first self-financing Engineering College in Tamil Nadu in 1984 by Dr. S. Jagathrakshakan. The trust then
established Sree Balaji Dental College and Hospital in 1989. Sree Balaji Dental College and Hospital was first
recognized as a Deemed to be University by MHRD in July 2002, under section 3 of the UGC Act 1956, and
placed under the purview of the new Society of Bharath Institute of Higher Education and Research (BIHER).
The Bharath Institute of Science and Technology (BIST) and other institutions (below) were then brought under
the ambit of the Bharath Institute of Higher Education and Research (BIHER). Bharath Institute of Science and
Technology, Chennai.

Sree Balaji College of Nursing, Chennai

Sree Balaji Medical College and Hospital (SBMCH), Chennai
Sree Balaji College of Physiotherapy, Chennai
Sri Lakshmi Narayana Institute of Medical Sciences (SLIMS), Puducherry

Thus, Bharath Institute of Higher Education and Research (BIHER) is providing multi-stream, multicultural,
and high-quality education to more than 20000 students from all around the world. It is functioning in a
sprawling area of 603 acres of land with 1.3 crore sq. ft. buildings located in Four Campuses both in Tamil
Nadu and Puducherry, equipped with state-of-the-art infrastructure facilities. Teaching Faculty members are
well qualified and have vast experience in research to teach and supervise various UG, PG, and Ph.D.
programs.

Vision

Bharath Institute of Higher Education & Research (BIHER) envisions and constantly strives to provide an
excellent academic and research ambiance for students and members of the faculties to acquire professional
competence along with human dignity and spearhead the transformation of the community through continuous
discovery in science and technology.

Mission

To develop as a Premier University for Teaching, Learning, Research, and Innovation on par with leading
global universities.

To impart education and training to students for creating a better society with ethics and morals.

To foster an interdisciplinary approach in education, research, and innovation by supporting lifelong

professional development, enriching knowledge banks through scientific research, promoting best practices and
innovation, industry-driven and institute-oriented cooperation, globalization, and international initiatives.

To develop as a multi-dimensional institution contributing immensely to the cause of societal advancement

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through the spread of literacy, an ambiance that provides the best of international exposures, includes health
care, enriches rural development, and most importantly, imparts value-based education.

To establish benchmark standards in professional practice in innovative and emerging areas in medicine,
dentistry, nursing, physiotherapy, allied sciences, engineering, law, and management.

To launch new programs with innovative curriculum design by providing multi-faceted exposure to various
subjects.

To provide students with options/add-ons to core subjects, develop Device Agnostic Technology to access
online content.

To generate funding/incubate entrepreneurial ideas, flipped classrooms thro Integrated Courses &Need-based
learning.

1.2 Strength, Weakness, Opportunity and Challenges(SWOC)

Institutional Strength

Established reputation: Bharath Institute of Higher Education & Research has a strong and established
reputation in the field of higher education and research.

Wide range of programs: The institute offers a diverse range of programs across various disciplines, providing
students with a wide range of options to choose from.

Modern infrastructure: Bharath Institute has modern infrastructure and well-equipped facilities, including state-
of-the-art laboratories, libraries, and classrooms.

Experienced faculty: The institute boasts a team of experienced and knowledgeable faculty members who are
experts in their respective fields.

Industry collaborations: Bharath Institute has established collaborations with industries, enabling students to
gain practical exposure and enhance their employability.

Research opportunities: The institute encourages research activities and provides opportunities for students and
faculty to engage in cutting-edge research projects.

Active student community: Bharath Institute has an active student community that participates in various
extracurricular activities, clubs, and events.

Institutional Weakness

Industry-institute consultancy to be strengthened

Emphasis to get more overseas students.

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The commercialization of patents needs to be strengthened

Institutional Opportunity

Collaborations and partnerships: The institute can explore opportunities to establish collaborations and
partnerships with renowned international institutions, enhancing global exposure for students and faculty.

Online education: Embracing online education can open up opportunities to reach a wider audience and attract
students from across geographical boundaries.

Research grants: The institute can actively pursue research grants from government agencies, private
organizations, and industry partners to support and expand research activities.

Alumni engagement: Strengthening alumni engagement can create a strong network of support, mentorship,
and career opportunities for current students.

Institutional Challenge

Spreading awareness about the university’s innovative program among the public and allaying the
apprehensions of the students in the matter of choice and scope, whenever a new program is introduced.

Competition: The institute faces competition from other higher education institutions, both domestically and
internationally.

Establishing robust mechanisms to translate research into IPR and products of commercial importance.
Attracting international faculty members.

1.3 CRITERIA WISE SUMMARY

Curricular Aspects

Bharath Institute of Higher Education and Research (BIHER) diligently works to imbibe the best practices in
curricula development and enrichment through its statutory bodies. The University collaborates with the best
intellectual talent available in academia and industry to synchronize with regional and global developmental
needs. The curriculum is designed with a blend of foundation and core courses, leading the students to earn a
gratifying career and nurture an ethical and robust character.

The outcomes (PEOs, POs, and PSOs) of the programs are defined according to global standards but suit local
and national needs. At the beginning of the semester, course handouts are prepared to detail Course Outcomes,
assessment & evaluation strategy, and credits and then complied throughout the course delivery.

100% of the programs being offered are CBCS/Electives based and provide ample scope for every student to
progress through the program best matching their abilities.

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Almost 100% of Courses are skill enhancement/employability-focused / entrepreneurship-related courses that
have been included in the curriculum in all the programs across the schools and disciplines. Experts from the
industry teach most of these courses.

Keeping with the current industry trends, the average syllabi revision in all 101 programs offered during the last
five academic years is 100%.

To promote interdisciplinary learning, the students are permitted to enroll in select courses offered by other
schools within the University as a part of CBCS.

Various work and service opportunities are embedded throughout the curriculum, viz., research & design
projects, collaborative education practices, service-learning programs, internships, and cultural immersion.

To make the students industry-ready, the University offers special professional training/certification, Internship,
and personality development programs according to industry needs.

The University runs a structured course on Human Values and Professional Ethics. Gender sensitivity is
embedded in this course and is taught in all UG and PG courses.

The structured feedback system is taken from students, alumni, industry, and teachers for continuous
improvement in the curriculum.

The Action Taken Report (ATR) of the feedback on the curriculum is reported to various statutory bodies like
the Board of Studies (BoS) and Academic Council (AC) with the help of IQAC

Teaching-learning and Evaluation

Bharath Institute of Higher Education and Research(BIHER) attracts students from across the country through a
transparent process for admission into various programs by inviting online applications followed by various
entrance examinations as applicable.

The University's teaching-learning process follows a student-centric education to facilitate interactive learning
to induce confidence and encourage innovative and critical thinking. In the teaching learning process, ICT tools
are extensively employed. The Choice Based Credit System (CBCS) offers students interdisciplinary learning
as per their desire and needs. To enrich Teaching-learning, the MOOC courses are recommended by the
departments for registration by the students. Emphasis imparting theoretical knowledge with practical training
and small group interactions with easy access to faculties. Students' experiential learning is facilitated through
field visits, internships, and extension/outreach activities, enabling community engagement. A well-designed
student mentoring system is in place to monitor and support the holistic development of the students.

In the year 2021-22, during the assessment period, 1647 teachers are catering to the academic requirements of
the students with a student teacher ratio of 11:1. A total of 35 faculty members of the University brought laurels
to the University by receiving awards, fellowships, recognition at State, National, International levels from
Government/Govt. recognized bodies during the last five years for their contributions to Teaching, Research,
and Innovations. Among them are Visitor's Awards, International Fellowships of reputed Societies, and the
World's Top 2% of Scientists.

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Bharath Institute of Higher Education and Research strictly adheres to the Academic Calendar for the initiation
of classes, the conduct of practical and theory examinations, and the declaration of results. Automated course
registration and grade entry portal have been integrated to process the University results efficiently. This
enables the University to maintain an average gap of 10 days between the last date of the end semester
examination and the date of declaration of results. The pass percentage of the final year students for the session
2021-22 is 96%. Transparent mechanisms and procedures are in place to assist all students in redressing
examination/evaluation-related grievances.

Research, Innovations and Extension

Bharath Institute of Higher Education and Research (BIHER) has developed and adopted a comprehensive
research Compendium. It has Research Advisory Committee (RAC), Publication Committee, Govt approved
Ethics Committee, Approved Institution Animal Ethics Committee, an animal house, and MHRD recognized
institution Innovation committee. The Institution has IPR Policy, Consultancy Policy, Incubation, Innovation
Policy, Plagiarism policy, and regulations for pursuing PG and doctoral programs.

The Institution is recognized by the Scientific and Industrial Research Organization (SIRO). The library has
subscriptions to many databases. State-of-the-art central research laboratories, incubation centers, and hi-tech
central clinical laboratories are available for research activities.

The Institution periodically publishes its research papers which are peer-reviewed, open-access, and indexed.
During the last five years, the Institution has published 20000 research/review papers in Scopus/ PubMed / Web
of Science and other reputed indexed Journals and a total of 1350 books/chapters/conference proceedings. The
Institution has a capacity of 16 start-ups, a total of 30 patents/copyrights are awarded, and nine patents are
granted to its credit during the last five years BIHER established the Institutional Innovation Council (IIC) in
2018 in association with MHRD Innovation Cell (MIC) to encourage the students/faculty towards innovative
ideas.

A total of 432 conferences, workshops, and seminars in Intellectual Property Rights (IPR), research
methodology, Good Clinical/Laboratory Practice, Research Grant writing, Systematic Reviews, and
Biostatistics were organized in the last five years. The Institution felicitates researchers each year through
Research Awards.

The Institution has allocated 100 volunteers to initiate activities under NSS and two units of NCC. The
Institution has organized more than 1000 extension and outreach activities in the local vicinity, rural parts of
Tamilnadu and Puducherry, and neighboring states in the last five years. Also, it caters to society through
various schemes such as Unnat Bharat Abhiyan, National Mental Health Program, State Health Family Survey,
Breast and Cervical Cancer Screening, Swatch Bharath, etc.

Infrastructure and Learning Resources

Bharath Institute of Higher Education and Research (BIHER) is located on a 603-acre green campus with a
built-up area of 1.3 crore square feet. It has been successfully audited for compliance with green norms. We are
using solar energy and do excellent rainwater harvesting. The entire facility is WIFI enabled and under CCTV

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surveillance to ensure a sophisticated and secure environment.

The academic block has the Vice-Chancellor, Registrar, and Deans of various constituent colleges, 336 ICT
enabled lecture theatres, a skills lab, a central research lab, multiple laboratories, a central library, department
libraries, faculty rooms, and a dissection hall. The Central Library is located in a 45,000 sq. feet area and has
five lakhs of print books and 20 Lakhs of e-resources. Besides, it has a virtual library having 200 computers
with high-fidelity facilities of Audio-Video equipment. A learning management system (LMS), a virtual
platform developed by in-house software developers, can post learning materials and conduct online
evaluations is a facility to live telecast surgical procedures to facilitate e-learning.

The hospital block has 20 specialty departments, ten super specialty departments, and support departments for
lab, radiology, and imaging. The consultation rooms, waiting area, outpatient and in-patient areas are all well
ventilated and are maintained hygienically. Presently, University hospitals have 3000 teaching beds and more
than 200 ICU beds, besides a 50 bedded NICU in various places.

The hostel can provide accommodation and food for 10000 students (boys and girls separately) in single / twin
sharing / triple-sharing rooms. Five hundred residential apartments / individual villas are available for faculty
and staff.

Sports facilities include an indoor stadium, swimming pool, football, BCCI-approved cricket grounds, tennis
and basketball courts, and a gymnasium. There is a 3000-seated air-conditioned auditorium to organize massive
inter and intra-college cultural programs. All the campuses have a bank, cafeteria, food court, ATM, salon,
laundry, and other service facilities for a comfortable stay.

Student Support and Progression

Bharath Institute of Higher Education and Research (BIHER) follows student-centric policies wherein student
Welfare takes precedence. Strategic initiatives have been developed for student support. To help students
continue with studies without financial constraints, the University strives to provide financial assistance
through Fee concessions, Performance based Scholarships, and constantly facilitating students for Government
and Private Agency scholarships. In the future, associations are planned with NGOs to seek contributions.

BIHER has regular courses on Soft-Skills and Language Labs to ensure students' holistic development. Career
Counselling Sessions and competitive examination training are organized to guide career progression. To keep
students updated with the industry requirements and technical advancements, workshops/conferences/seminars
are conducted. Health/fitness related events like Medical Camps, Blood Donation Camps, and Yoga Workshops
are regularly organized.

BIHER has transparent online/manual mechanisms for timely grievances, including ragging and sexual
harassment cases. Students are constantly sensitized through workshops and interaction with Authorities, NSS,
and power Angels. The BIHER Student Council acts as a bridge between the University and Student Body and
aids identification & resolution of academic/administrative concerns.

A dedicated Training and Placement Cell is the conduit between academia and industry and works continuously
for the placement of students. Institute-Industry Interaction Cell provides maximum exposure to the students by
facilitating industrial visits, expert guest lecturers, and sharing best practices. Progression to higher education is
also encouraged by motivating students to enhance their Performance in State/National/International level

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examinations.

Alumni associations on four campuses are registered in the name of "Alumni Association of Bharath Institute
of Science and Technology," "Sree Balaji Dental college old student’s society," "Sree Balaji Medical College
and Hospital Alumni Association," and "Sri Lakshmi Narayana Institute of Medical Science Alumni
Association”. BIHER Alumni Associations” with more than one lakh active members are registered and
contribute by donation guidance to needy students. BIHER Alumni Associations periodically conduct meetings
and Alumni meet every year.

Governance, Leadership and Management

Bharath Institute of Higher Education and Research (BIHER) has a clearly stated Vision, Mission, and well-
defined Values, reflected in its academic and administrative governance. Ethics and cultural values are duly
considered while framing policies, systems, SoPs, and feedback for work. The University is a value-based, well
connected, process-driven, and people-oriented organization wherein all the decisions are collectively taken.

The idea of decentralization and participative decision-making is to allow the benefits of process improvement
to reach the bottom of the pyramid and all stakeholders promptly. External eminent personalities are appointed
as members of the apex bodies to ensure transparency, diversity, and excellence in governance. The leadership
philosophy at the university is to 'lead by example and 'lead from the front its ordinances govern BIHER.

Each policy also has a feedback mechanism in place for continuous improvement. The Vice-Chancellor is the
functional head of the University; however, appropriate delegation of authority is ensured to various office-
bearers. The administrative structure gives flexibility and autonomy with accountability to key leadership
positions. A 5-year strategic plan has been put in place to establish the principles of participation and
transparency. The university follows the Deemed-to-be-University Regulation-2019 of UGC.

The University adopts a healthy laid-out strategy for the mobilization of funds and optimal utilization. An
annual financial budget prepared before the start of every fiscal year ensures the inflow and outflow of funds.
Internal and external audits are done periodically to ensure transparency and compliance.

The University has a fair staff welfare policy, appraisal system, and promotion policy, befitting the guidelines
set by UGC. The 360-degree feedback mechanism is successfully operational, yielding continuous
improvement in functioning.

IQAC was reconstituted in January 2015 and made the strategic plan-2025 for improving rankings, ratings, and
quality publications. Based on AAA Audits, IQAC also identified academic, administrative, and examination
reform opportunities. The IQAC initiated participation in the NIRF Ranking, QS World University Ranking,
Asia Ranking, Graduate Employability, QS-IGauge Rating, and World University Rankings. Similarly, IQAC
actively participates to get quality assurance by Accrediting Agencies like NBA, ABET, IET, etc. As a result,
Four Programs are Accredited by ABET, USA, and NBA accredited four programs.

Institutional Values and Best Practices

Bharath Institute of Higher Education and Research(BIHER) encourages green Practices on the campus, and
some of the facilities for alternate sources of energy and energy conservation measures include Solar Power

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Panels for Hostel and Playground Lighting and Solar Hot Water Systems; Biogas plant; Use of LED bulbs for
Sensor-based energy conservation and power efficiency, etc.

BIHER duly recognizes sustainable waste management practices and signed the agreement for the Bio-Medical
Waste, E-waste, and Chemical waste management with highly capable concern. There are facilities for
rainwater harvesting, Bore well /Open well recharge, and wastewater recycling The University has adopted a
policy for restricting automobiles on the campus encourages bicycles, reserves some paths/roads with "No entry
for Vehicles" on the specific time slot, and bans the use of plastic on the campus. Thirty thousand different
saplings have been planted in various sites within the campus and nearby the campus in the last two decades.

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

Name BHARATH INSTITUTE OF HIGHER

EDUCATION AND RESEARCH

Address Bharath Institute of Higher Education and Research,

173, Agaram Road, Selaiyur, Chennai-

City Chennai

State Tamil Nadu

Pin 600073

Website www.bharathuniv.ac.in

Contacts for Communication

Designation Name Telephone with Mobile Fax Email

STD Code

Vice Chancell Sundhararajan 044-22290742 9739020602 - pvcac@bharathuniv

or(in-charge) M .ac.in

IQAC / CIQA M.k.iLampoo 044-22290125 9840352860 - iqac@bharathuniv.

coordinator rnan ac.in

Nature of University

Nature of University Deemed University

Type of University

Type of University Unitary

Establishment Details

Establishment Date of the University 01-01-1984

Status Prior to Establishment,If applicable

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Recognition Details

Date of Recognition as a University by UGC or Any Other National Agency :

Under Section Date View Document

2f of UGC 06-11-2021 View Document

12B of UGC 06-11-2021 View Document

University with Potential for Excellence

Is the University Recognised as a University with No

Potential for Excellence (UPE) by the UGC?

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Location, Area and Activity of Campus

Campus Address Location* Campus Built up Program Date of Date of

Type Area in Area in mes Establishment Recognition
Acres sq.mts. Offered by
UGC/MHRD

Main Bharath Urban 212.2 145670 B.A.,

campus Institute M.A., BS
of c.,MSc.,
Higher B.Pharm.
Educatio , BBA.,
n and BA LLB.,
Researc LLB.,
h, 173, BCom
Agaram LLB., BA
Road, LLB.
Selaiyur, ,LLB.,
Chennai BSc(Agri
- )

Institutes Sree Urban 1.78 55630 BSc(Nurs 01-01-1970 01-01-1970

Balaji ing )., MS
College c(Nursing
Of )
Nursing,
7, Works
Road, C
hrompet,
Chennai
-44

Institutes Bharath Urban 27.48 167390 B.Tech., 01-01-1970 01-01-1970

Institute M.Tech.,
Of MBA.,
Science MCA.,
And Tec B.Arch.,
hnology, M.Arch.,
173,
Agaram
Road,
Selaiyur,
Chennai
-73

Institutes Sree Urban 5.34 128640 BDS., 01-01-1970 01-01-1970

Balaji MDS.,
Dental
College

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 And
Hospital
, Pallika
ranai,
Chennai

Institutes Sree Urban 30.6 354450 MBBS., 01-01-1970 01-01-1970

Balaji MD.,
Medical MS., B.Sc
College
And
Hospital
, 7,
Works
Road, C
hrompet,
Chennai
-44

Off Sri Urban 26.5 337840 MBBS.. 01-01-1970 01-01-1970

Campus Lakshmi MD.,
Narayan MS.,
a BSc.,
Institute
Of
Medical
Science,
Osuderi,
Pondich
erry

Institutes Sree Urban 1.1 42820 BPT.,. 01-01-1970 01-01-1970

Balaji MPT.,
College
Of Physi
otherapy
, Pallika
ranai,
Chennai

2.2 ACADEMIC INFORMATION

Furnish the Details of Colleges of University

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Type Of Colleges Numbers

Constituent Colleges 6

Affiliated Colleges 0

Colleges Under 2(f) 0

Colleges Under 2(f) and 12B 0

NAAC Accredited Colleges 0

Colleges with Potential for Excellence(UGC) 0

Autonomous Colleges 0

Colleges with Postgraduate Departments 0

Colleges with Research Departments 0

University Recognized Research Institutes/Centers 0

Is the University Offering any Programmes Recognised by any Statutory : Yes

Regulatory Authority (SRA)

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 SRA program Document

PCI 14351_12969_6_1702526501.pdf

INC 14351_12969_7_1704704283.pdf

MCI 14351_12969_2_1704817745.pdf

DCI 14351_12969_5_1702526482.pdf

BCI 14351_12969_8_1702526578.pdf

COA 14351_12969_18_1704529900.pd
f

AICTE 14351_12969_1_1702526438.pdf

PCI 14351_12969_6_1702526501.pdf

INC 14351_12969_7_1704704283.pdf

MCI 14351_12969_2_1704817745.pdf

COA 14351_12969_18_1704529900.pd
f

BCI 14351_12969_8_1702526578.pdf

DCI 14351_12969_5_1702526482.pdf

AICTE 14351_12969_1_1702526438.pdf

AICTE 14351_12969_1_1702526438.pdf

Details Of Teaching & Non-Teaching Staff Of University

Teaching Faculty

Professor Associate Professor Assistant Professor

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

Sanctioned 236 280 1196

Recruited 141 95 0 236 138 142 0 280 612 584 0 119

6

Yet to Recruit 0 0 0

On Contract 0 0 0 0 0 0 0 0 0 0 0 0

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 Non-Teaching Staff

Male Female Others Total

Sanctioned 3217

Recruited 1123 2094 0 3217

Yet to Recruit 0

On Contract 193 328 0 521

Technical Staff

Male Female Others Total

Sanctioned 2631

Recruited 742 1889 0 2631

Yet to Recruit 0

On Contract 0 0 0 0

Qualification Details of the Teaching Staff

Permanent Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt/ 0 0 0 0 0 0 0 0 0 0
LLD/DM/M
CH

Ph.D. 141 95 0 138 142 0 128 94 0 738

M.Phil. 0 0 0 0 0 0 33 64 0 97

PG 0 0 0 0 0 0 451 426 0 877

UG 0 0 0 0 0 0 0 0 0 0

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 Temporary Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt/ 0 0 0 0 0 0 0 0 0 0
LLD/DM/M
CH

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

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

PG 0 0 0 0 0 0 0 0 0 0

UG 0 0 0 0 0 0 0 0 0 0

Part Time Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt/ 0 0 0 0 0 0 0 0 0 0
LLD/DM/M
CH

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

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

PG 0 0 0 0 0 0 0 0 0 0

UG 0 0 0 0 0 0 0 0 0 0

Distinguished Academicians Appointed As

Male Female Others Total

Emeritus Professor 0 0 0 0

Adjunct Professor 0 0 0 0

Visiting Professor 0 0 0 0

Chairs Instituted by the University

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 Sl.No Name of the Name of the Chair Name of the Sponsor
Department Organisation/Agency

1 School of Arts Ramanujar chair Alvar ayviu maiyam

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

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

UG Male 1265 6967 0 38 8270

Female 1982 7552 0 67 9601
Others 0 0 0 0 0

PG Male 144 518 0 14 676

Female 218 679 0 7 904
Others 0 0 0 0 0

Doctoral (Ph.D) Male 195 417 0 0 612

Female 132 369 0 0 501
Others 0 0 0 0 0

Post Master's Male 0 0 0 0 0

(DM,Ayurveda
Female 0 0 0 0 0
Vachaspathi,M.
Ch) Others 0 0 0 0 0

Does the University offer any Integrated No

Programmes?

Details of UGC Human Resource Development Centre, If applicable

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 Year of Establishment Nill

Number of UGC Orientation Programmes 0

Number of UGC Refresher Course 0

Number of University's own Programmes 0

Total Number of Programmes Conducted (last five 0

years)

Accreditation Details
Cycle Info Accreditation Grade CGPA Upload Peer Team
Report
Cycle 1 Accreditation
B 72.50
first visit report.pdf
Cycle 1 Accreditation
B 72.50
first visit report.pdf
Cycle 2 Accreditation
A 3.20
second visit report.pdf
Cycle 2 Accreditation
A 3.20
second visit report.pdf
Cycle 3 Accredation
Accredation

2.3 EVALUATIVE REPORT OF THE DEPARTMENTS

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 Department Name Upload Report

School Of Aeronautical Engineering View Document

School Of Agriculture View Document

School Of Allied Health Sciences View Document

School Of Architecture View Document

School Of Arts View Document

School Of Basic Sciences View Document

School Of Bio Engineering View Document

School Of Civil Engineering View Document

School Of Computing View Document

School Of Dental Sciences View Document

School Of Electrical Engineering View Document

School Of Law View Document

School Of Management And Commerce View Document

School Of Mechanical Engineering View Document

School Of Medicine View Document

School Of Nursing View Document

School Of Pharmacy View Document

School Of Physiotherapy View Document

Institutional preparedness for NEP

1. Multidisciplinary/interdisciplinary: Bharath Institute of Higher Education and

Research(BIHER) has constituted a high-powered
committee with the Vice-Chancellor as Chairperson
and Pro-Vice-Chancellor, All Deans, Controller of
Examinations, Director IQAC as members, and the
Registrar as Convener of the committee. The
committee discussed the implementation of NEP in
several rounds of its meeting and planned to
introduce a 4-year Multidisciplinary Undergraduate
program from the 2023-24 academic session with
multiple entries and multiple exit provisions. In this
regard, the School of Basic Sciences has constituted a
committee to examine and design the course

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 curriculum of Integrated M.Sc programs and UG
programs with lateral entry and lateral exit provisions
as envisaged in the NEP 2020. The University will
follow UGC guidelines on multiple entries and exit
provisions in the 4-year UG program and later the PG
program as well. In the UG program, certificates, and
diplomas, the degree will be awarded according to
the credits prescribed in the guidelines after 1 year, 2
years, and 4 years respectively. Bachelor’s honors
degree will be after 4 years either through research/or
course work. The skill component to be incorporated
with the general education will be decided by a duly
constituted committee for each of the UG programs.
As part of the academic diversification, the BIHER
has created the School of Arts, School of
Management and Commerce, School of Basic
Sciences, School of Allied Health Science, and so on.
The majority of the programs offered have courses of
a Multi-disciplinary/ Interdisciplinary nature befitting
to the concepts of NEP-2020 making it easier for the
University to adopt the policy. Choice-Based Credit
System with the availability of a wide range of
electives further eases out the process of
implementing NEP.

2. Academic bank of credits (ABC): Bharath Institute of Higher Education and

Research(BIHER) has already introduced the
provision of Lateral Entry in the B.Tech program and
credit transfer system; all these existing provisions
may be considered good practices for the
Implementation of Academic Bank Credit(ABC).
Academic Bank of Credit is one of the essential
components of the NEP-2020 to be implemented by
Academic Institutions. BIHER has decided to start
four years UG program with multiple entry
provisions from Academic Year 2022-23. BIHER
agreed to register for the Academic Bank of Credit
for its effective implementation. The BIHER has
already submitted the application for registration in
the NAD – Academic Bank of Credits
portal(Application No. ABC0030301639805148
Dated 2nd November 2021). The students will be
enrolled with the ABC once the institution is written
in the ABC portal. The University will ensure the
effective management of ABC- credit verification,
credit accumulation, and credit transfer or redemption
for and by the students.

3. Skill development: According to the NEP, the Bharath Institute of

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 Higher Education and Research(BIHER) academic
council has taken up skill development as a regional
need. All programs offered by BIHER have skill
development in their program objectives. The skill
development issue in India is pertinent both in
demand and supply. BIHER has a distinguished
vision for academic preparedness through
instructional approaches to meet this challenge. Skill-
based education is an approach to creating or
maintaining healthy lifestyles through the
development of knowledge, attitudes, and skills using
a variety of learning experiences, emphasizing
participatory methods. BIHER identified some best
practices in skill development to be adopted in the
curriculum. Skill development is a significant driving
force to address poverty. Keeping in view the rapid
technological advances and the digitization that is
transforming our world, BIHER adopts a Student-
centric approach while focusing on experiential &
lifelong learning vocational education. Skill
development provides a platform for the curricular,
extra-curricular, and co-curricular subjects at the
college level, along with integrating vocational
education into mainstream education. Skill
development offers problem-solving skills, critical
thinking, knowledge acquisition, attitude, and talent
to enhance competency during the courses of the
study. Skill Development Courses for improving soft
and communication skills, Technical skills are
introduced. The curriculum includes Mini projects,
case studies, laboratory and project work, technical
report writing, and training in the latest software and
technologies offered under technical skills. The
benefits of Skill Development include increased
business profits, improved performance, improved
accuracy & quality, improved communication,
compliance with rules & regulations, improved
recruitment & career opportunities, and development
of good customer relations. Skill development
challenges at BIHER increase stakeholder
participation and mobilize adequate investment for
financing, skill development, and sustainability by
strengthening physical and intellectual resources.
Skill development also covers the area of training for
self-employment / entrepreneurial development,
promoting e-learning, web-based learning, formal
and informal apprenticeships, and other types of
activity by the healthcare industry.

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4. Appropriate integration of Indian Knowledge Indian Knowledge System has been well integrated
system (teaching in Indian Language, culture, using into curricula of UG and PG programs of Bharath
online course): Institute of Higher Education and Research(BIHER)
Main and Constituent campuses by including courses
such as Constitution of India, Essence of Indian
Knowledge & Tradition, Universal Human Values,
Development of Societies, and Stress Management
through Yoga, etc. Further, the Indian knowledge
system can be more effectively unified with the
curriculum by using online courses, including MOOC
platforms (NPTEL, Coursera, SAP, Udemy, etc.).
Online quizzes, online competitions, and video
conferences are the main elements to be used to
integrate the Indian knowledge system.

5. Focus on Outcome based education (OBE): Outcome-Based Education is an approach to

Education. Decisions about the curriculum,
instruction, and assessment are driven by the exit
learning outcomes that the students should
demonstrate at the end of a program or a course. In
outcome-based education, "product defines the
process." It is the opposite of input-based Education,
where the emphasis is on the teaching, and the
system is happy to accept whatever is the result. The
Vision, Mission of the Institute, and schools are
framed through a well-defined process involving all
stakeholders. The PEOs and POs of the programs are
defined in line with the accreditation bodies and
regulatory authorities. The curriculum is Based on
OBE. Faculty members are developing the COs for
their courses based on the guidelines issued by
IQAC. There is a structured framework for attaining
COs and POs using Direct and Indirect assessment
tools. Every School calculates the Programme and
Course attainment to understand the program's
effectiveness in imparting Knowledge, Skills, and
Behaviour. The schools that could match the
Programme outcomes with the target plan methods to
maintain excellent performance in the future. The
Schools that fall short of the target find out the gap
by analyzing the Po-Co matrix. The corrective
measures in syllabus up-gradation, teaching
methodologies, and any other necessary steps are
devised to match the target in future years.

6. Distance education/online education: The Covid-19 pandemic has affected our lives in
various ways. All the countries across the globe
resorted to imposing lockdowns to contain the spread
of the virus. Lockdowns, in turn, disrupted the

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 standard method of life. Since schools and colleges
had to be closed because of the lockdowns, students
studied online. Teachers have been conducting
classes online over various applications such as
google meet, zoom, etc. India had never taken to
online education before, but the pandemic forced us
to resort to it sooner than we thought we were ready
to adapt to it. This has had various implications for
students and the education system. We have
successfully ensured that education is not hampered
because the pandemic is highly commendable.
However, certain things reflect the grey areas that we
need to work on as a country. Online education has
proven beneficial to ensure the continuous imparting
of education to school and college-going students.
Still, it has also transformed how candidates prepare
for competitive exams in India. State of Art Media
Centre is available.

Institutional Initiatives for Electoral Literacy

1. Whether Electoral Literacy Club (ELC) has been The major goal of the Electoral Literacy Club at the
set up in the College? Bharath Institute of Higher Education and Research
(BIHER) is to educate the student body about their
democratic rights, which include the right to vote. In
order to provide students with an experiential
education about the democratic system, BIHER
conducts simulated voting activities. Additionally,
BIHER hosts debates, mock parliaments, elocution
competitions, essay contests, and other events to raise
public understanding of electoral processes.

2. Whether students’ co-ordinator and co-ordinating BIHER has appointed the students and faculty
faculty members are appointed by the College and coordinators to coordinate the activities and events
whether the ELCs are functional? Whether the ELCs for the awareness program on Electoral Literacy
are representative in character? amount students and nearby villages.

3. What innovative programmes and initiatives Activities carried out by the BIHER ELC. 1. In voter
undertaken by the ELCs? These may include education campaigns aiming at enlightening the
voluntary contribution by the students in electoral populace in the adjacent villages, our students take
processes-participation in voter registration of part. 2. programs to raise awareness and enthusiasm
students and communities where they come from, among academic staff and students. 3. to provide
assisting district election administration in conduct of practical education to the target groups regarding
poll, voter awareness campaigns, promotion of voter registration, the electoral process, and
ethical voting, enhancing participation of the under associated topics
privileged sections of society especially transgender,

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commercial sex workers, disabled persons, senior
citizens, etc.

4. Any socially relevant projects/initiatives taken by The ELC pursues projects that are socially relevant to
College in electoral related issues especially research electoral-related issues, particularly awareness
projects, surveys, awareness drives, creating content, campaigns, producing content, and publishing
publications highlighting their contribution to materials that showcase their commitment to
advancing democratic values and participation in strengthening democratic values and involvement in
electoral processes, etc. political processes. 1. To ensure that the target
audience exercises their right to vote in a self-
assured, relaxed, and morally responsible manner by
helping them realize the importance of their vote. 2.
To promote educated, ethical voting and uphold the
principles of "Every vote counts" and "No Voter to
be Left Behind" by creating a culture of civic
engagement.

5. Extent of students above 18 years who are yet to be Students over the age of 18 who must register as
enrolled as voters in the electoral roll and efforts by voters are educated about their democratic rights,
ELCs as well as efforts by the College to which include the right to vote in elections. To
institutionalize mechanisms to register eligible provide hands-on learning about the democratic
students as voters. system, BIHER conducts simulated voting activities.
Additionally, BIHER hosts debates, mock
parliaments, elocution contests, essay contests, and
other events to raise public understanding of electoral
processes.

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Extended Profile
1 Students
1.1

Number of students on rolls year wise during last five years

2022-23 2021-22 2020-21 2019-20 2018-19

20564 20497 17514 16986 14340

File Description Document

Institutional Data in prescribed format View Document

1.2

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

2022-23 2021-22 2020-21 2019-20 2018-19

5821 5454 4080 3815 2809

File Description Document

Institutional data in prescribed format View Document

2 Teachers
2.1

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

2022-23 2021-22 2020-21 2019-20 2018-19

1400 1235 1575 1245 1122

File Description Document

Institutional data in prescribed format View Document

2.2

Total number of full time teachers worked/working in the institution (without repeat count) during last
five years:

Response: 1099

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 File Description Document

Institutional data in prescribed fomat View Document

3 Institution
3.1

Total expenditure excluding salary year wise during the last five years (INR in lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

29338.24 28455.23 13344.32 12645.34 10483.63

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4. Quality Indicator Framework(QIF)
Criterion 1 - Curricular Aspects

1.1 Curriculum Design and Development

1.1.1

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

Response:

On a quest to explore new heights of Achievements, with towering aspirations, aiming for
Empowerment, Innovation, and Creativity, Bharath’s journey to Global reach is at the core of its
Institutional Vision and Mission which are imbibed in the academic programs through the following
aspects:

Teaching & Learning

Entrepreneurship and Employment
Research

Bharath Institute of Higher Education and Research (BIHER) has a well-defined procedure to design the
curriculum for new courses and to incorporate changes in existing systems. The curriculum design
framework incorporates Outcome-Based Education, which includes adaptive thinking, design mindset,
computational thinking, effective communication, national and world affairs, ethics, environment, and
sustainability.

The curriculum is designed based on the following components: Program Outcomes (POs), Program
Specific Outcomes (PSOs), and Course Outcomes (COs). POs are broad statements that describe the
knowledge, skills, and attitudes that a student is expected to possess upon completion of a program,
while PSOs are more specific statements that describe the knowledge, skills, and attitudes that a student
is expected to possess in relation to a specific domain or area of expertise within the program. COs are
statements that describe the knowledge, skills, and attitudes that a student is expected to possess upon
completion of a course. The curriculum is designed to make it relevant to societal needs at the local,
national, regional, and global levels. The institution considers credit distribution guidelines of higher
learning institutions from India/Abroad, AICTE/Anna University Guidelines, Professional Societies such

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as ACM, IEEE, ASME, etc., Institution’s Choice Based Credit System (CBCS) Regulations, Graduate
Attributes of National Board of Accreditation, and the requirements of Engineering Projects in
Community Services (EPICS) while designing the overall curriculum framework and assigning credits
for the curricular components.

Inputs for curriculum designing are obtained from faculty, and experts in the field drawn from academia,
industry, entrepreneurs, and other stakeholders through regular interaction with them. The syllabus of
each course is designed using the ‘concept map’ to attain the competencies. The curriculum is developed
to foster creativity, innovation, and research aptitude. The time-tested methods and processes of
curriculum designing have been adopted in the institution.

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1.1.2

The Programmes offered by the institution focus on employability/ entrepreneurship/ skill

development and their course syllabi are adequately revised to incorporate contemporary
requirements

Response:

Our institution prioritizes the development of practical skills, entrepreneurship, and employability in our
students to prepare them for success in the workforce or as entrepreneurs. We achieve this by regularly
reviewing and revising our course syllabi to incorporate contemporary requirements and best practices,
as well as providing co-curricular activities and opportunities for experiential learning. Our courses
emphasize practical skills such as communication, problem-solving, critical thinking, and teamwork,
while also introducing emerging areas such as artificial intelligence, data analytics, blockchain
technology, entrepreneurship, innovation, and creativity. We also establish strong linkages with the
industry and community to facilitate the integration of our students into the workforce.

Our faculty members are engaged in research and consultancy activities, which inform the design and
delivery of our courses and ensure that our graduates are well-prepared to meet the needs of the industry.
Overall, our institution is committed to providing a curriculum that is relevant, up-to-date, and focused
on employability, entrepreneurship, and skill development. The institution places a strong emphasis on
preparing students for employability, entrepreneurship, and skill development. This is achieved through
regularly revising course syllabi to ensure they remain current and relevant, providing co-curricular

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 activities and experiential learning opportunities, and establishing strong linkages with the industry and
community.

The institution offers a range of courses designed with the goal of producing graduates who are
academically competent and equipped with the practical skills and experience necessary to succeed in
their chosen career paths. Course syllabi are regularly reviewed and revised to incorporate contemporary
requirements and best practices, and new courses in emerging areas are introduced to encourage students
to develop an entrepreneurial mindset. Co-curricular activities and opportunities for experiential learning
are provided to enhance the employability and entrepreneurship skills of students

These include internships, workshops, seminars, guest lectures, and industry visits. The institution has
also restructured existing courses to include modules that focus on practical skills such as
communication, problem-solving, critical thinking, and teamwork. In conclusion, the institution is
committed to providing a curriculum that is relevant, up-to-date, and focused on employability,
entrepreneurship, and skill development. This is demonstrated through the institution's efforts in revising
course syllabi, providing cocurricular activities and experiential learning opportunities, and establishing
linkages with the industry and community. The institution strives to produce graduates who are well-
equipped to succeed in their chosen career paths.

1.2 Academic Flexibility

1.2.1

Percentage of new courses introduced out of the total number of courses across all programmes
offered during the last five years

Response: 87.99

1.2.1.1 Number of new courses introduced during the last five years:

Response: 9235

1.2.1.2 Consolidated number of courses offered by the institution across all Programmes (without
repeat count) during the last five years :

Response: 10495

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 File Description Document

Subsequent Academic Council meeting extracts View Document

endorsing the decision of BOS

Provide the relevant information in institutional View Document

website as part of public disclosure

Institutional data in the prescribed format (data View Document

template)

1.3 Curriculum Enrichment

1.3.1

Institution integrates cross-cutting issues relevant to Professional Ethics, Gender, Human Values,
Environment and Sustainability and other value framework enshrined in Sustainable Development
Goals and National Education Policy – 2020 into the Curriculum

Response:

BIHER, a socially inclusive university, has de?ned its mission and vision and created the scope for the
inclusion of professional ethics, gender, human values, environment, and sustainability into the
curriculum. BIHER is a university that integrates cross-cutting issues relevant to professional ethics,
gender, human values, environment, and sustainability into its curriculum. It aims to groom its students
to tackle global challenges by promoting value-based education, gender sensitization, skill development,
and personality development. The university takes advantage of the Fully Flexible Credit System (FFCS)
and admits students from different regions and countries, encouraging peer and group learning

BIHER has introduced specific courses, simulations, and case studies to help students understand the
importance of ethical behavior and the consequences of unethical actions. Lessons on self-image,
selfesteem, love, and growing into one's full potential are taught. The university has maintained a gender
balance of 50% of female students, and courses on women empowerment, female foeticide prevention,
child abuse, responsible living, and gender equality are included. The curriculum focuses on eco-friendly
and sustainable environments, and students are involved in green auditing and tracking the carbon
footprint of the campus. The university has made sustainability a core theme in its curriculum by
emphasizing the need for sustainable practices and encouraging students to take action. A course on
Human Values sensitizes students to understand the true meaning of love, happiness, selfcontrol, and
discipline, and lessons on family responsibility and marriage enable students to lead a good family life.
Courses on ethics and values, bioethics, corporate ethics, business ethics, media ethics, manners, and
etiquette are incorporated into the curriculum, leading to the holistic development of students.

We believe that education should not only be about imparting technical skills but also about shaping
ethical, responsible, and compassionate individuals who contribute positively to society.

In conclusion, we recognize the importance of these frameworks in shaping a better future and have
integrated their principles into our curriculum. We believe that our efforts in this regard will equip our
students with the knowledge, skills, and values necessary to become responsible and ethical professionals

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 who contribute positively to society and the planet.

1.3.2

Number of certificate/value added courses/Diploma Programme offered by the institutions and

online courses of MOOCs, SWAYAM/e Pathshala/ NPTEL and other recognized platforms
(without repeat count) where the students of the institution have enrolled and successfully
completed during the last five years

Response: 1561

File Description Document

Institutional data in the prescribed format (data View Document

template)

Evidence of course completion, like course View Document

completion certificate etc.

1.3.3

Percentage of programmes that have components of field projects / research projects / internships
during the last five years.

Response: 100

1.3.3.1 Total Number of programmes that have components of field projects / research projects /
internships (without repeat count) during the last five years

Response: 103

1.3.3.2 Total Number of programmes offered (without repeat count) during the last five years

Response: 103

File Description Document

Sample Internship completion letter provided by View Document

host institutions

Institutional data in the prescribed format (data View Document

template)

1.4 Feedback System

1.4.1

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Structured feedback for curriculum and its transaction is regularly obtained from stakeholders
like Students, Teachers, Employers, Alumni, Academic peers etc., and Feedback processes of the
institution may be classified as follows:

Response: C. Feedback collected and analysed

File Description Document

Institutional data in the prescribed format (data View Document

template)

Feedback analysis report submitted to appropriate View Document

committee/bodies

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Criterion 2 - Teaching-learning and Evaluation

2.1 Student Enrollment and Profile

2.1.1

Enrolment percentage

Response: 96.13

2.1.1.1 Number of sanctioned seats year wise during last five years

2022-23 2021-22 2020-21 2019-20 2018-19

5218 5145 5452 5564 7265

2.1.1.2 Number of seats filled year wise during last five years (Only first year admissions to be
considered)

2022-23 2021-22 2020-21 2019-20 2018-19

5122 5062 5452 5475 6425

File Description Document

Institutional data in the prescribed format (data View Document

template)

Document relating to sanction of intake as View Document

approved by competent authority

2.1.2

Percentage of seats filled against reserved categories (SC, ST, OBC etc.) as per applicable
reservation policy for the first year admission during the last five years

Response: 79.84

2.1.2.1 Number of actual students admitted against the reserved categories in the first year of the
programme year-wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

3523 3018 2923 2805 2723

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 2.1.2.2 Total number of seats earmarked for reserved category as per GOI or State Government
rule year-wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

3523 3018 2923 2805 2723

File Description Document

Institutional data in the prescribed format (data View Document

template)

Final admission list indicating the category as View Document

published by the HEI and endorsed by the
competent authority.

Copy of the letter issued by the State govt. or View Document

Central Government Indicating the reserved
categories(SC, ST, OBC, Divyangjan, etc.) to be
considered as per the state rule (Translated copy in
English to be provided as applicable)

2.2 Catering to Student Diversity

2.2.1

The institution assesses the learning levels of the students and organises special Programmes to
cater to differential learning needs of the student

Response:

The institution has implemented various measures to improve the academic performance of students. The
institution is committed to active classroom participation, moral values, and curricular learning. Students
who face difficulties in learning are identified after the first Continuous Assessment test and are grouped
based on their performance. Remedial classes and programs are organized for such students. The
institution promotes peer-group learning and self-determination among students. Various methods are
used to assess the learning needs of students, such as formative assessments, diagnostic tests, classroom
observations, student self-assessments, and feedback from teachers and parents. The institution provides
special programs for advanced learners, such as additional courses, internships, and research forums. The
institution also offers special initiatives for slow learners, such as providing additional material, tutorials,
and counseling sessions. Slow learners can also pace their learning and complete the program at their
own speed with the fully flexible credit system. Overall, the institution strives to maintain a balance in
the growth of both slow and advanced learners. The institution has made significant efforts to improve
the academic performance of its students. It believes that active classroom participation, moral values,
and curricular learning are the key ingredients for success. To achieve this, the institution has
implemented several measures that cater to the diverse learning needs of its students.

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 One of the essential initiatives taken by the institution is the identification of students who face
difficulties in learning after the first Continuous Assessment test. These students are grouped based on
their performance and provided with remedial classes and programs to help them overcome their
difficulties.

This approach ensures that every student is given personalized attention and support to reach their full
potential. Moreover, the institution also emphasizes peer-group learning and self-determination among
students. It understands that students learn better from their peers and fosters an environment that
promotes collaboration and teamwork. This approach not only enhances learning outcomes but also helps
in developing critical social and communication skills.

Various methods are used to assess the learning needs of students, such as formative assessments,
diagnostic tests, classroom observations, student self-assessments, and feedback from teachers and
parents. These assessments help the institution to identify the strengths and weaknesses of its students
and provide targeted support where necessary. Moreover, the institution also provides special programs
for advanced learners, such as additional courses, internships, and research forums. These programs
challenge the students to think critically and broaden their knowledge base, preparing them for higher
education and future career opportunities. On the other hand, the institution also offers special initiatives
for slow learners, such as providing additional material, tutorials, and counseling sessions. Slow learners
can also pace their learning and complete the program at their own speed with the fully flexible credit
system. This approach ensures that slow learners are not left behind, and they receive the necessary
support and guidance to improve their academic performance.

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2.2.2

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

Response: 14.69

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List showing the number of students in each of the View Document

programs for the latest completed academic year
across all semesters

Certified list of full time teachers along with the View Document
departmental affiliation in the latest completed
academic year.

2.3 Teaching- Learning Process

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2.3.1

Student centric methods, such as experiential learning, participative learning and problem solving
methodologies are used for enhancing learning experience and teachers use ICT- enabled tools
including online resources for effective teaching and learning process

Response:

Tell me, and I’ll forget. Show me, and I’ll remember. Involve me and I’ll understand. At BIHER,
Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting
on the experience. Experiential learning is a teaching and learning approach that emphasizes hands-on,
active learning through practical experiences. In this approach, students are given the opportunity to
participate in realworld scenarios, which allows them to apply and integrate their knowledge, skills, and
understanding. The goal is to provide students with a deeper understanding of the subject matter by
engaging them in activities that are designed to encourage critical thinking, problem-solving, and
reflection.

BIHER follows a well-planned, supervised, and assessed experiential learning program that stimulates
academic inquiry by promoting interdisciplinary learning, civic engagement, career development,
cultural awareness, leadership, and other professional and intellectual skills. The experiential learning
process culminates in reflection, critical analysis and synthesis, opportunities for students to take
initiative, make decisions, and be accountable for the results, and a designed learning experience that
includes the possibility to learn from natural consequences, mistakes, and successes.

At BIHER, experiential learning activities include but are not limited to, hands-on laboratory
experiments, internships, practicums, field exercises, study abroad, undergraduate research, and studio
performances. These activities are carefully chosen according to the student’s learning potential, and
throughout the experiential learning process, the student is actively engaged in posing questions,
investigating, experimenting, being curious, solving problems, assuming responsibility, being creative,
and constructing meaning.

BIHER incorporates a cycle of experiential learning, which involves the integration of knowledge,
activity, and reflection to create new knowledge. Students are engaged intellectually, emotionally,
socially, and/or physically, which produces a perception that the learning task is authentic. Relationships
are developed and nurtured: learner to self, learner to others, and learner to the world at large.

Experiential learning at Bharath includes service learning, cooperative education, clinical education,
practicum, undergraduate research experience, community-based research, fieldwork, and study abroad.
In addition, Bharath emphasizes integrated/interdisciplinary learning, participatory learning, self-directed
learning, patient-centric and evidence-based learning, project-based learning, and problem-based
learning.

ICT-enabled tools are used to enhance the teaching-learning process by providing students with access to
online resources, interactive multimedia content, and other digital tools. These tools are used to create a
more engaging and interactive learning environment for students. To implement ICT-enabled tools, we
provide students with access to online resources, develop interactive multimedia content, and use digital
tools such as virtual labs and simulations. Teachers also use a variety of ICT-enabled tools to support the
teaching-learning process. These tools include online learning platforms, video conferencing software,

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and other digital tools that facilitate communication and collaboration between teachers and students. In
summary, experiential learning is an important approach to teaching and learning that can help students
to acquire and integrate knowledge, skills, and understanding through practical experiences. It can help
students to develop a deeper understanding of the subject matter and enhance their critical thinking,
problem-solving, and reflection skills.

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2.3.2

The institution adopts effective Mentor-Mentee Schemes to address academics and student-
psychological issues

Response:

Effective mentor-mentee schemes play a significant role in addressing academic and student-
psychological issues. Here are some technical details on how as an institution we adopt effective mentor-
mentee schemes: Mentor Selection: In our institution, we select mentors who are qualified and
experienced in the subject matter and have strong interpersonal skills. Mentors also provide guidance and
support to students in both academic and non-academic areas. Mentee Selection: We select mentees who
are willing to participate in the program and are in need of support. This is done through a needs
assessment or other evaluation methods. Program Design: The mentor-mentee program is designed to
address the specific needs of the mentees. This includes academic support, career guidance, personal
development, and other areas of need. The program is designed to provide regular communication and
feedback between mentors and mentees.

Matching: We match mentors and mentees based on their interests, goals, and personalities. This is done
through a matching process that takes into account the preferences of both mentors and mentees.
Training and Support: The institution provides training and support to both mentors and mentees to
ensure that they have the skills and knowledge necessary to effectively participate in the program. This
includes training in effective communication, problem-solving, and other relevant skills.

Monitoring and Evaluation: The institution monitors and evaluates the effectiveness of the mentormentee
program to ensure that it is meeting the needs of the mentees. This is done through regular feedback and
evaluation surveys. By adopting effective mentor-mentee schemes, we provide students with the support
they need to succeed academically and personally. Mentors serve as role models and provide guidance
and support to mentees, while mentees benefit from the experience and knowledge of their mentors. This
leads to improved academic outcomes, increased confidence, and a more positive overall learning
experience for students.

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Page 38/111 23-12-2024 09:30:10

2.4 Teacher Profile and Quality
2.4.1

Average percentage of full time teachers appointed against the number of sanctioned posts year
wise during the last five years

Response: 85

2.4.1.1 Total Number of Sanctioned year wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

1712 1614 1896 1338 1264

File Description Document

Sanction letters indicating number of posts View Document

sanctioned by the competent authority (including
Management sanctioned posts).

Institutional data in the prescribed format (data View Document

template merged with 2.4.3 and 2.4.4)

2.4.2

Percentage of full time teachers with Ph.D./D.M/M.Ch./D.N.B/ Superspeciality/L.L.D/D.S.C/D.Litt.

during the last five years

Response: 39.22

2.4.2.1 Number of full time teachers with Ph.D./D.M/M.Ch./D.N.B/

Superspeciality/L.L.D/D.S.C/D.Litt Superspecialist during the last five years

Response: 431

File Description Document

Institutional data in the prescribed format (data View Document

template)

2.4.3

Average teaching experience of full time teachers (Data to be provided only for the latest
completed academic year, in number of years)

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 Response: 15.19

2.4.3.1 Total teaching experience of full-time teachers as of latest completed academic year

Response: 21271

File Description Document

Institutional data in the prescribed format (data View Document

template)

2.5 Evaluation Process and Reforms

2.5.1

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

Response: 7.2

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

2022-23 2021-22 2020-21 2019-20 2018-19

9 5 8 7 7

File Description Document

Institutional data in the prescribed format (data View Document

template)

2.5.2

Percentage of student complaints/grievances about evaluation against total number of students

appeared in the examinations during the last five years

Response: 0.19

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

2022-23 2021-22 2020-21 2019-20 2018-19

43 28 12 51 41

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 2.5.2.2 Number of students appeared in the examination conducted by the institution year wise
during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

20953 20497 17514 16986 14340

File Description Document

List the number of students who have applied for View Document
re- valuation/re-totalling program wise and the total
certified by the Controller of Examinations year-
wise for the assessment period.

Institutional data in the prescribed format (data View Document

template)

2.5.3

Status of automation of Examination division along with approved Examination Manual/ordinance

Response: C. Only student registration and result processing

File Description Document

Institutional data in the prescribed format (data View Document

template)

2.6 Student Performance and Learning Outcomes

2.6.1

The institution has stated learning outcomes (Program and Course outcomes)/graduate attributes
which are integrated into the assessment process and widely publicized through the website and
other documents and the attainment of the same are evaluated by the institution

Response:

BIHER, a leading educational institution, follows Outcome Based Education (OBE) to ensure that
students attain high-order learning rather than direct training and accumulation of credits. The institution
has clearly defined learning outcomes (Program and Course outcomes) and graduate attributes integrated
into their assessment process. This helps in providing a clear understanding of the skills and knowledge
that students are expected to develop. The Program outcomes (POs) of all programs are achieved by
realizing course outcomes (COs). All courses offered by BIHER are aligned with the program outcomes
and are designed for taking OBE as its basis. The course curriculums are formulated with POs/PSOs, and
the COs are designed considering the feedback and requirements of stakeholders. The course objectives

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are taken into account while conceiving the course outcomes.

The institution evaluates the attainment of learning outcomes and graduate attributes through a variety of
methods, including analyzing the results of assessments and tracking the progress of students. If the
results indicate that students are not achieving the desired learning outcomes or developing the desired
graduate attributes, changes are made to the curriculum, teaching methods, or assessment methods to
ensure that students receive the best education possible.

The learning outcomes and graduate attributes are widely publicized through the institution's website,
course syllabi, program brochures, and other relevant documents. The relevance of POs/PSOs and COs is
shared and explained to students during their orientation/induction Program. The mentors ensure that all
students understand the outcomes and provide the necessary guidance to attain these outcomes. The
institution has well-defined POs & PSOs for all programs and COs for all the courses.

These details are published on the institution's website and are integrated with the teaching-learning and
evaluation system of the institution. The institution has set a clear path for their students from a bigger
vision of what traits a graduate should possess to attribution competencies and hundreds of learning
objectives across scores of topicsIn conclusion, BIHER has taken great efforts to design their educational
programs to focus on outcome-based education. The institution's emphasis on learning outcomes and
graduate attributes helps students to understand what skills and knowledge they will gain from their
academic programs. The institution evaluates its attainment of learning outcomes and graduate attributes
to ensure that students receive the best education possible. Overall, BIHER has a well-designed
educational framework that focuses on outcome-based education, which ensures their graduates are well-
prepared for their careers and personal lives.

Thus, the institution has in place well-defined POs & PSOs for all programs and COs for all the courses.
These details are published on the institution's website and are integrated with the teaching-learning and
evaluation system of the institution. A great deal of thought has gone into developing an Outcome Based
Education Framework for all BIHER institutions. The institutions have set a clear path for our key
stakeholders – our students – from a bigger vision of what traits a graduate should possess to attribution
competencies and hundreds of learning objectives across scores of topics.

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2.6.2

Pass percentage of students (excluding backlog students) (Data to be provided only for the latest
completed academic year)

Response: 89.28

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

Response: 5532

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 File Description Document

Institutional data in the prescribed format (data View Document

template)

2.7 Student Satisfaction Survey

2.7.1

Online student satisfaction survey regarding teaching learning process

Response: 3.61

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Criterion 3 - Research, Innovations and Extension

3.1 Promotion of Research and Facilities

3.1.1

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

Response:

We believe that research is essential for advancing knowledge and improving the lives of people around
the world. We also have a well-defined policy for promoting research, which is uploaded on our
institutional website and implemented throughout the institution. Our policy includes provisions for
funding research, providing support to faculty and students conducting research, and recognizing and
rewarding outstanding research achievements. We believe that this policy helps to create a supportive
and encouraging environment for research, which ultimately leads to better outcomes. Our research
facilities are state-of-the-art, and we invest significant resources in updating and expanding them to
ensure that our faculty and students have access to the latest technologies and resources. We have
research labs, specialized equipment, and advanced computing facilities that are constantly updated and
maintained to provide the best possible research environment for our faculty and students. The image
given below summarizes the myriads of verticals fostered through the promoting Research at BIHER:

Our Research Policy includes the following: Funding for research: We provide funding opportunities
for research through our internal research grant program, external funding agencies, and industry
collaborations. Our funding opportunities are open to both faculty and students. Support for research: We
provide a range of support services for researchers, including research assistants, research librarians, and
research statisticians. We also provide access to research tools, software, and databases to support the
research process. Recognition and reward: We recognize and reward outstanding research achievements
by our faculty and students through awards, prizes, and other incentives. We believe that recognizing and
rewarding research achievements is critical to encouraging and promoting a culture of research
excellence. Interdisciplinary collaboration: We encourage interdisciplinary collaboration among our
faculty and students, recognizing that many of the most significant research breakthroughs occur at the
intersection of different fields of study. We support interdisciplinary research initiatives through our
centers and institutes, which bring together researchers from different disciplines to work on complex
problems.

The image shows the Research Promotion Process adopted by BIHER:

Our institution also has a number of programs and initiatives in place to promote research. These
include:

Research grants: We offer research grants to faculty and students to support research projects in their
respective fields. Our grants cover a range of research expenses, including travel, equipment, and
supplies.

Research assistantships: We provide research assistantships to students, allowing them to work closely
with faculty on research projects and gain hands-on experience in research methods.

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Publication support: We provide support to faculty and students to publish their research findings in
highimpact journals and to present their work at conferences and other academic even

Industry collaborations: We collaborate with industry partners to support research projects that have
practical applications and can lead to commercialization opportunities.

We believe that our commitment to promoting research is essential for maintaining our position as a
leading institution of higher education. We are proud of our research accomplishments and will continue
to invest in our research facilities and promote research in all of our academic programs.

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3.1.2

The institution provides seed money to its teachers for research (average per year)

Response: 0

3.1.2.1 Amount of seed money provided by institution to its teachers for research year wise during
last five years (INR in lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

216.3 194.7 175.5 140.3 137.9

File Description Document

List of faculty who have been provided with seed View Document
money for research along with the title of the
project, duration and amount year-wise

Institutional data in the prescribed format (data View Document

template)

3.1.3

Percentage of teachers receiving national / international fellowship / financial support by various

agencies for advanced studies / research during the last five years.

Response: 34.58

3.1.3.1 Number of teachers who received national/ international fellowship/financial support from
various agencies, for advanced studies / research; year-wise during the last five years

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 Response: 380

File Description Document

Institutional data in the prescribed format (data View Document

template)

3.1.4

Percentage of JRFs, SRFs among the enrolled PhD scholars in the institution during the last five
years

Response: 87.9

3.1.4.1 The Number of JRFs, SRFs among the enrolled PhD scholars in the institution during the
last five years

Response: 138

3.1.4.2 Number of PhD Scholars enrolled during last five years

Response: 157

File Description Document

List of JRFs, SRFs, Post Doctoral Fellows, View Document

Research Associates and other research fellows
along with the details of the funding agency is to be
provided.

Institutional data in the prescribed format (data View Document

template)

3.2 Resource Mobilization for Research

3.2.1

Total Grants research funding received by the institution and its faculties through Governme006Et
and non-government sources such as industry, corporate houses, international bodies for research
project, endowment research chairs during the last five years (INR in Lakhs)

Response: 8488.75

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 File Description Document

List of Extramural funding received for research, View Document

Endowment Research Chairs received during the
last five years along with the nature of award, the
awarding agency and the amount.

Institutional data in the prescribed format (data View Document

template)

3.2.2

Number of research projects per teacher funded by government, non-government , industry,

corporate houses, international bodies during the last five years

Response: 1.61

3.2.2.1 Number of research projects funded by government and non-government agencies during
the last five years

Response: 1769

File Description Document

Institutional data in the prescribed format (data View Document

template merged with 3.2.1)

3.3 Innovation Ecosystem

3.3.1

Institution has created an ecosystem for innovations, Indian Knowledge System (IKS),including
awareness about IPR, establishment of IPR cell, Incubation centre and other initiatives for the
creation and transfer of knowledge/technology and the outcomes of the same are evident

Response:

Bharath Institute of Higher Education and Research (BIHER) recognizes the importance of fostering an
ecosystem for innovation and promoting the Indian Knowledge System (IKS). To achieve this, BIHER
has taken a number of initiatives to promote innovation, entrepreneurship, and interdisciplinary research.
BIHER's Innovation and Incubation Centre provides a platform for students, researchers, industry
experts, and field experts to interact and work together to initiate breakthroughs. The Centre is closely
linked with DST, MSME, and TDB through collaborations. The infrastructure support system provided
by the Varsity authorities enhances the facilities to meet out the services like mentor arrangements,
connecting them periodically, inviting experts to organize events, and meetings with leading
industrialists to exhibit the knowledge, technology, the skill required to become employable so that the
learners will add many more laurels to the institutionBIHER has established an Intellectual Property
Rights (IPR) cell to create awareness about IPR among faculty, staff, and students. The cell also provides

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 assistance to researchers in the preparation and filing of patent applications and in protecting their
intellectual property rights.

BIHER has created incubation centers to support start-ups and entrepreneurial ventures. The center
provides mentoring, funding, and other support services to aspiring entrepreneurs and start-ups, and it
has already helped to launch several successful ventures. BIHER encourages interdisciplinary research
initiatives that bring together researchers from different fields of study to work on complex problems.
Such collaborations often result in new innovations and the creation of new technologies. BIHER
collaborates with industry partners to develop new technologies and to transfer knowledge from
academia to industry. BIHER actively participates in government schemes such as the Startup India
program and the Atal Innovation Mission to support innovation and entrepreneurship.

BIHER has established an Entrepreneurship Development Cell to promote the entrepreneurial culture
among students by conducting programs such as Entrepreneurship AwarenessAs a result of these
initiatives, BIHER has successfully launched several ventures, and many more are in the pipeline.
BIHER researchers have filed several patents in various fields, including biotechnology, engineering, and
information technology. BIHER researchers have also received recognition and awards for their
innovative work, including awards from the government and industry associations. Furthermore, BIHER
researchers have published their research findings in top-tier journals, including several high-impact
factor journals.

Overall, BIHER's initiatives have created a supportive ecosystem for innovation and the promotion of the
Indian Knowledge System (IKS). BIHER is committed to continuing to support and promote innovation
in all its forms, and to providing a platform for students, researchers, industry experts, and field experts
to work together to achieve breakthroughs that can benefit society as a whole. Camp, Entrepreneurship
need and opportunities, entrepreneurship Challenges in setting social business.

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3.3.2

Total number of awards received for research/innovations by institution/teachers/research

scholars/students during the last five years

Response: 48

File Description Document

Institutional data in the prescribed format (data View Document

template)

3.4 Research Publications and Awards

3.4.1

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The institution ensures implementation of its stated Code of Ethics for research

The institution has a stated Code of Ethics for research and the implementation of which is
ensured through the following:

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

2.Presence of institutional Ethics committees (Animal, chemical,bio-ethics etc.,)
3.Plagiarism check through sofware
4.Research Advisory Committee

Response: A. All of the above

File Description Document

Institutional data in the prescribed format (data View Document

template)

Copy of the syllabus of the research methodology View Document

course work to indicate if research ethics is
included

Constitution of the ethics committee and its View Document

proceedings as approved by the appropriate body.

Constitution of research advisory committee and its View Document

proceedings as approved by the appropriate body.

Bills of purchase of licensed plagiarism check View Document

software in the name of the HEI.

3.4.2

Total number of Patents awarded during the last five years

Response: 23

File Description Document

Patents granted / published in the name of the View Document

faculty with the institutional affiliation to the
university working during the assessment period
only to be given.

Institutional data in the prescribed format (data View Document

template)

Other Upload Files

1 View Document

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3.4.3

Number of Ph.Ds awarded per recognized guide during the last five years

Response: 0.41

3.4.3.1 How many Ph.D s were awarded during last 5 years

Response: 1156

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

Response: 1059

File Description Document

Letter from the university indicating name of the View Document

PhD student with title of the doctoral study and the
name of the guide.

Institutional data in the prescribed format (data View Document

template)

3.4.4

Number of research papers published per teacher in the Journals as notified on UGC CARE
list during the last five years

Response: 18

3.4.4.1 Number of research papers published in the Journals as notified on UGC CARE list during
the last five years

Response: 19780

File Description Document

Institutional data in the prescribed format (data View Document

template)

3.4.5

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

Response: 17.26

3.4.5.1 Total Number of books and chapters in edited volumes published during the last five years

Response: 18967

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File Description Document

Institutional data in the prescribed format (data View Document

template)

3.4.6

E-content is developed by teachers :

1.For e-PG-Pathshala
2.For CEC (Under Graduate)
3.For SWAYAM
4.For other MOOCs platform
5.Any other Government initiative
6.For institutional LMS

Response: C. Any 3 of the above

File Description Document

Supporting documents from the sponsoring agency View Document

for the e- content developed by the teachers need to
be provided.

Institutional data in the prescribed format (data View Document

template)

For institution LMS a summary of the e-content View Document

developed and the links to the e-content should be
provided

3.4.7

Bibliometrics of the publications during the last five years based on average Citation index in
Scopus/ Web of Science

Response: 6.05

File Description Document

Bibliometrics of the publications during the last View Document

five years

3.4.8

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

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 Response: 58.5

File Description Document

Bibiliometrics of publications based on Scopus/ View Document

Web of Science - h-index of the Institution

3.5 Consultancy
3.5.1

Revenue generated from consultancy and corporate training during the last five years

Response: 9534.87

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

2022-23 2021-22 2020-21 2019-20 2018-19

4273.55 4159.21 476.18 364.66 261.27

File Description Document

Letter from the beneficiary of the consultancy View Document

along with details of the consultancy fee.

Institutional data in the prescribed format (data View Document

template)

CA certified copy of statement of accounts as View Document

attested by head of the institution.

Audited statements of accounts indicating the View Document

revenue generated through and corporate
training/consultancy.

3.6 Extension Activities

3.6.1

Outcomes of extension activities in the neighborhood community in terms of impact and

sensitizing the students to social issues and holistic development, and awards received if any
during the last five years (Showcase at least four case studies to the peer team)

Response:

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Extension activities are projects or initiatives undertaken by the institution to extend its expertise,
knowledge, and resources to the community. They serve as a platform for students to apply their
academic knowledge to real-life situations and enhance their learning experience. At BIHER, extension
activities are inspired by ethical excellence towards social development through various activities such as
enhancing the educational standard of underprivileged groups, adult education activities, environmental
awareness, ecological conservation, health awareness, healthcare and sanitation, adoption of villages for
holistic development, and more. BIHER conducts many extension activities for the benefit of the
surrounding community.

The impact of extension activities can be assessed in terms of their contribution to the community and
the development of students. Some of the impacts of extension activities include community
development, skill development, social sensitization, and networking. Extension activities sensitize
students to social issues such as poverty, inequality, and discrimination, and promote a sense of empathy
and social responsibility among students. BIHER has received awards for its outstanding contribution to
community development through its extension activities. The awards include Best Extension Activities
Award, Community Engagement Award, and Social Responsibility Award. In addition to extension
activities, BIHER also believes that extracurricular activities will open avenues for students to make
social participate and contribute to social empowerment. BIHER has conducted various programs under
the aegis of NSS and NCC, involving student volunteers. These programs include Swachh Bharat
Abhiyan, Blood Donation Camps, Plantation Programs, AIDS Awareness Programs, World Population
Day, World Water Conservation Day, World Yoga Day, World Tobacco Prohibition Day, Healthy
Youths for Healthy India Awareness Rallies, Contact and Awareness Programs among Slums, Traffic
Safety Week, Special Programs Related to Health and Hygiene among students of the university and
adopted villages, Women Empowerment Programs, Soil Testing Camps, Veterinary Camps, Drug
Awareness Rally, Career Guidance and Counseling Programs, and more.

Overall, extension activities and extracurricular activities at BIHER not only help students excel in their
studies and optimize their careers but also help them become responsible citizens for a better society and
community. Students and staff at BIHER also build relations and tie-ups with organizations/NGOs to
carry forward humanitarian work. BIHER has conducted many extension and outreach activities in the
neighborhood community of its institutions, including health education, health camps, teleconferences,
telemedicine consultancy, and more, combined with the government and non-government sectors by
providing opportunities to NSS, NCC, Red Cross, YRC, and other associations in the past 5 years. In
conclusion, extension activities are an essential aspect of Bharath, and they contribute to community
development and student development.

3.6.2

Number of extension and outreach programs conducted by the institution through organized
forums like NSS/NCC with involvement of community year wise during the last five years

Response: 1735

3.6.2.1 Number of extension and outreach programs conducted by the institution through
organized forums including NSS/NCC with involvement of community year wise during the last

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 five years.

2022-23 2021-22 2020-21 2019-20 2018-19

372 368 352 341 302

File Description Document

Institutional data in the prescribed format (data View Document

template)

3.7 Collaboration
3.7.1

Number of functional MoUs/linkages with institutions/ industries in India and abroad for
internship, on-the-job training, project work, student / faculty exchange and collaborative
research during the last five years

Response: 196

File Description Document

List and Copies of documents indicating the View Document

functiona MoUs/linkage/collaboration activity-wise
and year-wise

Institutional data in the prescribed format (data View Document

template)

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Criterion 4 - Infrastructure and Learning Resources

4.1 Physical Facilities

4.1.1

The institution has adequate infrastructure facilities for

a. teaching - learning. viz., classrooms, laboratories,

b. ICT enabled facilities such as smart classes, LMS etc.

c. Facilities for cultural and sports activities , yoga centre, games (indoor and outdoor) gymnasium,
auditorium etc.

Describe the adequacy of facilities within a maximum of 500 words

Response:

BIHER is a multi-campus university that believes that infrastructure facilities play a vital role in
providing quality education and enhancing the overall learning experience of students. The Institute
constantly interacts with various stakeholders about changing trends and requirements for creating and
enhancing infrastructure facilities. The Institute plans well in advance for the requirement of
infrastructural needs to meet the increase in intake and introduction of new courses besides improving
the existing facilities to meet the cutting-edge trends and requirements of the industry. Campus
maintenance and assessment of future requirements are carried out in association with academic and
administrative authorities

BIHER has adequate numbers of classrooms and laboratories as per AICTE norms to continue with any
academic activity. Furthermore, every department is equipped with its computing resources as well as a
departmental library. Each department has a dedicated seminar hall with internet and LCD projectors to
conduct faculty and student development programs. The departments have specialized software in their
laboratories. The institute has a Central Library, which is equipped with National and International
journalsThe institute is well equipped with state-of-the-art technology equipment in all its departments,
and every department has its computing facility with the latest software to meet their requirements of
major project/mini projects and research activities with dedicated Internet facilities. The institute
regularly conducts national-level technical paper presentations, and awards are given to the best papers.

The institute is also well equipped with ICT-enabled facilities, including smart glasses, a Learning
Management System (LMS), and a Central Library, which is well-equipped with knowledge resources
and subscribes to both national and international journals. Furthermore, the institute offers online MOOC
courses through Swayam to its students. The Library has a total collection of 5 Lakh books, 600+
journals, and bound volumes, and 15 digital databases, which include 20 Lakhs e-books and e-journals.
The library has a digitized collection of previous years’ question papers, which can be accessed by
students. For the promotion of quality and maintaining academic integrity in research, the university has
implemented the “Anti-Plagiarism Policy", and has been using TURNITIN software for checking

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 plagiarism. In addition, the medical laboratories are well-equipped with up-to-date instruments and
equipment along with common chemical collections suitable for all investigations in histopathology,
cytopathology, hematology, immunopathology, microbiology, biochemistry, and other specialized work
if any.

Apart from academics, an institution must provide facilities for extracurricular activities that contribute
to the holistic development of students. Some of the facilities available for cultural and sports activities
include a Yoga center, indoor and outdoor games, and sports facility, and an Auditorium for hosting
academic and cultural events. In conclusion, BIHER housed the adequacy of infrastructure facilities for
teaching-learning, ICT-enabled facilities, and facilities for cultural and sports activities that are
considered essential for the overall development

4.1.2

Percentage of expenditure excluding salary, for infrastructure development and augmentation

year wise during the last five years

Response: 46.39

4.1.2.1 Expenditure for infrastructure development and augmentation, excluding salary year wise
during last five years (INR in lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

15346.82 12513.73 6306.13 5392.59 4172.48

File Description Document

Institutional data in the prescribed format (data View Document

template)

Audited income and expenditure statement of the View Document

institution to be signed by CA and counter signed
by the competent authority (relevant expenditure
claimed for infrastructure augmentation should be
clearly highlighted)

4.2 Library as a Learning Resource

4.2.1

Library is automated with digital facilities using Integrated Library Management System (ILMS),
adequate subscriptions to e-resources and journals are made. The library is optimally used by the

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faculty and students

Response:

The Library System at BIHER has been working to ensure that it provides the best services to its users
i.e., faculty, students, and staff of the University. The university has a central library building. The
library has a huge collection of Textbooks, Reference books, and other books with foreign, peer-
reviewed journals and bound volumes of journals. The reading room is well furnished to accommodate
many students at a time and provides a conducive environment for study. The various housekeeping
activities of the library such as data entry, issue and return, and renewal of books, member logins, etc. are
done through the software. The reading and reference section is provided with air conditioners. A visitor
record is maintained for students and faculty members, and New Arrivals of books and journals are
displayed on a rack. The library has closed circuit television (CCTV) surveillance CamerasApart from
the central library facility, each department has its own library which contains all facilities for accessing
e-resources and ILMS.

An automated library with digital facilities using an Integrated Library Management System (ILMS) is
essential for efficient library management. Some of the features of our ILMS include: Cataloging and
Classification: Our ILMS allows librarians to catalog and classify books, journals, and other library
resources systematically.

Circulation Management: Our ILMS automates the circulation of library resources. Acquisition
Management: It enables librarians to order books and journals, track their status, and receive them when
they arrive. Adequate Subscription to E-Resources and Journals Our library houses adequate
subscriptions to e-resources and journals.

E-Resources: The library is a member of the N-list consortia of the information library network
(INFLIBNET) under this consortia library provides more than 3135000+ e-books and 6000+ journals to
students and faculty members. Internet and reprography facility with a computer system. CDs, DVDs,
CDROM databases, barcode scanners, printers, and audio-video units are available in the library. Online
Journals: This enables students to access peer-reviewed research papers and other scholarly publications.

OPAC: Library is fully computerized with a barcode-based issue-and-return process, online public access
catalog (OPAC) facility is made available in the central library. The library ensures the purchase of
books, journals in the following way: BIHER makes a separate budgetary provision for procuring new
books and reference books. These requisitions are discussed and approved for purchase by the library

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 committee. In addition, book suppliers/ Publishers visit libraries and departments with the latest titles.
The faculty select the titles, gets it approved by the Head of the department, and then forwards the same
to the librarian for purchase. The library committee sanctions the list of books for purchase. Purchase
orders are then issued to book agencies and new titles are purchased. Digital Library Several health
sciences-related CDs/DVDs are stocked with proper labeling for easy access and reference

4.2.2

Percentage of expenditure for purchase of books/ e-books and subscription to journals/e-journals

year wise during the last five years

Response: 12.24

4.2.2.1 Annual expenditure for purchase of books and journals year-wise during the last five years (INR
in Lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

4176.33 3873.42 1033.78 1352.73 1103.54

File Description Document

Institutional data in the prescribed format View Document

Audited income and expenditure statement of the View Document

institution to be signed by CA and counter signed
by the competent authority (relevant expenditure
claimed for purchase of books/ e-books and
subscription to journals/e-journals should be
clearly highlighted)

4.3 IT Infrastructure
4.3.1

Institution frequently updates its IT facilities and provides sufficient bandwidth for internet
connection

Describe IT facilities including Wi-Fi with date and nature of updation, available internet
bandwidth within a maximum of 500 words

Response:

The use of technology is a way of life at BIHER. Bharath Institute of Higher Education and Research
(BIHER) recognizes that we are living in a digital world, and IT infrastructure is critical at all levels of

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the University’s functioning, which includes Governance, Academics, and Research for all stakeholders,
including faculty, researchers, students, administrators, staff, and parents. This consists of two aspects:
data storage, retrieval, and analysis, and the second is access to worldwide information networks while
preserving the safety and security of information.

For this purpose, BIHER has established an Of?ce of Information Technology Enabled Services (ITES),
which has architected a comprehensive IT Policy. The Information Technology (IT) Policy sets forth the
central policies that govern the responsible usage of all users of the Institution’s information technology
resources. The Institution adopts an active policy for its IT facilities as per the requirements of increasing
the intake of students. The entire Institution campus is covered with Wi-Fi Access points to access the
Internet and Intranet educational resources. The Wi-Fi facility has been extended to all the hostels
connected through Wireless bridges with Fiber optic cable. All the access points are password protected.
MAC filtering for device registration is applied for Wireless devices/Laptops.

The Objectives of the IT Policy are: · To ensure the integrity, reliability, availability, and superior
performance of the IT Systems · To ensure that the IT resources protect the official e-identity of an
individual · To ensure that all the users are responsible for adhering to the procedures governing the
implementation

IT usage and Prohibitions: The users of the facility shall make effective usage of campus collaboration
systems, internet, wireless resources, official websites and MIS, LMS, Remote Login based facilities of
the University, and e-Library. The users shall not send, view or download fraudulent, harassing, obscene,
threatening, or other messages or material that are a violation of applicable law or University policy.
Users must not violate copyright law and must respect licenses to copyrighted materials. For the
avoidance of doubt, unlawful file sharing using the University’s information resources is a violation of
this policy. Users must abide by the rules of the University regarding the usage of social networking
sites, mailing lists, newsrooms, chat rooms, and blogs. IT resources shall not be used for any commercial
or promotional purposes. Security and Integrity Personal Use: The University IT resources should not be
used for activities violating the basic functionality and mission of the University, except in a purely
incidental manner. The users must refrain from making any unauthorized access to the information in
order to promote secure access to Networks and Computers. Regular updating of the anti-virus policy
and security updates.

Facilities in IT

Automatic Identification System (AIS)

Hospital Information System (HIS)

Clinical Research Affiliates Funding Trials (CRAFT)

Website Telemedicine & Teleconferencing Library Computerization Computerization of Academic

Services and Examination Wing

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File Description Document

Upload any additional information View Document

4.3.2

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

Response: 3.91

4.3.2.1 Number of computers available for students usage during the latest completed academic
year:

Response: 5263

File Description Document

Stock register/extracts highlighting the computers View Document

issued to respective departments for student’s
usage

Purchased Bills/Copies View Document

4.3.3

Institution has the following Facilities for e-content development and other resource development

1.Audio visual center, mixing equipment, editing facilities and Media Studio
2.Lecture Capturing System(LCS)
3.Central Instrumentation Centre
4.Animal House
5.Museum
6.Business Lab
7.Research/statistical database
8.Moot court
9.Theatre
10.Art Gallery
11.Any other facility to support research

Response: A. Any 7 or more of the above

File Description Document

Purchase Bill / stock register, entry for lecture View Document

capturing system, mixing equipment, software for
editing

Institutional data in the prescribed format (data View Document

template)

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4.4 Maintenance of Campus Infrastructure
4.4.1

Percentage expenditure incurred on maintenance of physical facilities and academic support

facilities excluding salary component, during the last five years

Response: 33.42

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

2022-23 2021-22 2020-21 2019-20 2018-19

10167.36 9354.62 4658.29 4107.38 3218.47

File Description Document

Institutional data in the prescribed format (data View Document

template)

Audited income and expenditure statement of the View Document

institution to be signed by CA and counter signed
by the competent authority (relevant expenditure
claimed for maintenance of infrastructure should be
clearly highlighted)

4.4.2

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

Describe policy details of systems and procedures for maintaining and utilizing physical, academic
and support facilities within a maximum of 500 words

Response:

The institute adopts standard established systems and procedures for maintaining the physical, academic,
and support facilities, in accordance with the “Quality Assurance and Standard Operating Procedure
Manual” of the institute. The Institution ensures optimal allocation and utilization of the available
financial recourses for the maintenance and upkeep of different facilities by holding regular meetings of
various committees constituted for this purpose.

Laboratory: Each laboratory has one teacher as a lab in charge, a Lab Assistant, and an attendant. The lab
in charge is responsible to maintain and upgrade the laboratory with necessary equipment from time to

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time to cope with changes in the syllabus. Deadstock verification (Physical Verification) is carried out to
verify working/nonworking/missing equipment etc. Preventive maintenance and performance monitoring
is carried out. · Maintenance of laboratories are as follows: - The calibration, repairing and maintenance
of sophisticated lab equipment’s are done by the technicians of related owner enterprises.

·Library: - Librarian with supporting staff has been appointed to maintain the central library. They focus
on the availability and utilization of instructional material in the teaching and learning process. At the
end of the Academic year stock verification is done. Librarian will prepare the report on the same and the
utilization of books by the students and staff. Procurement of books as per the requirement is initiated
through the library committee by inviting the requirement of books from various departments this is then
processed· Sports: - The physical Director of the institute looks after the sports facilities and the
activities. The sports equipment is issued to the students as per the schedule of the events. If any
equipment get faulty sports director submits a proposal for maintenance. Preventive maintenance
measures are taken in time.

Classrooms: - Classrooms are allocated to all departments along with necessary ICT tools. The
classrooms are utilized as per the timetable of the department. The classrooms are cleaned on a daily
basis and monitored by the institute supervisor. The head of the institute, HODs, and Class teachers also
monitor the cleanliness and ensure that the cleanliness is maintained in the classrooms.

IT facilities:

All departments in the institute are having PCs, essential software, and peripherals. The laboratory
technicians and system administrator maintain the IT facilities in the institute. In case of major issues of
maintenance, vendors are hired for the maintenance of IT facilities.

Electrical, Drinking water coolers, Lift, etc.: Institute has employed technicians (electrician and plumber)
for upkeeping and maintenance of the electrical and water drinking facility. Institute has also appointed
housekeeping staff to maintain the gardens.

CCTV, Security, etc: To maintain internet connectivity and CCTV security system, a network and
system administration team is appointed. Security staff including lady guards under a security supervisor
is employed to safeguard the whole premises.

Regular Inspection: Regular inspections are done to identify any maintenance issues that need to be
addressed. Timely Repairs: Maintenance issues are identified during inspections and are addressed
promptly

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Criterion 5 - Student Support and Progression

5.1 Student Support

5.1.1

Percentage of students benefited by scholarships and freeships provided by the institution,

government and non-government bodies, industries, individuals, philanthropists during the last
five years

Response: 62.13

5.1.1.1 Number of students benefited by scholarships and freeships provided by the institution,
Government and (NGOs)non-government bodies, industries, individuals, philanthropists year-wise
during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

13267 12959 11892 9615 8123

File Description Document

Institutional data in the prescribed format (data View Document

template)

5.1.2

Efforts taken by the institution to provide career counselling including e-counselling and guidance
for competitive examinations during the last five years

Response:

Our university has always placed a strong emphasis on providing comprehensive career guidance and
support services to our students. We believe that such services are essential to help our students make
informed decisions about their career paths and to provide them with the necessary support to achieve
their goals.

Here are some of the efforts that we have taken to provide career counseling and guidance for
competitive examinations to our students over the last five years:

Career Counseling and Placement Cell: We have set up a dedicated Career Counseling and Placement.
Cell (CCPC) that provides comprehensive career guidance and support services to our students. The
CCPC organizes workshops, seminars, and training programs on various aspects of career planning and

development, including resume building, interview skills, and personality development.

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E-Counseling: In addition to physical counseling, we have also provided e-counseling services to our
students over the last five years. We use digital platforms such as video conferencing, email, and social
media to provide e-counseling services to our students who are unable to visit the campus physically.

Career Fairs: We have organized several career fairs on our campus over the last five years to connect
our students with potential employers and to provide them with information about various career options.
Our career fairs have also provided our students with the opportunity to interact with industry experts and
gain valuable insights into the job market.

Skill Development Programs: We have offered several skill development programs to our students over
the last five years to enhance their employability and prepare them for competitive examinations. Such
programs have included language courses, computer training, and soft skills training.

Mock Tests: We have provided mock tests for competitive examinations to help our students prepare for
them. Mock tests have given our students an idea of the exam pattern, helped them identify their
strengths and weaknesses, and provided them with feedback on their performance. Overall, we have
taken several efforts over the last five years to provide career counseling and guidance for competitive
examinations to our students. We believe that such services are essential to help our students succeed in
their careers and contribute to the growth and development of our society.

5.1.3

Following capacity development and skills enhancement activities are organised for improving
students’ capability

1.Soft skills
2.Language and communication skills
3.Life skills (Yoga, physical fitness, health and hygiene, self-employment and entrepreneurial
skills)
4.Awareness of trends in technology

Response: A. All of the above

File Description Document

Institutional data in the prescribed format (data View Document

template)

5.1.4

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

1.Implementation of guidelines of statutory/regulatory bodies

2.Organisation wide awareness and undertakings on policies with zero tolerance
3.Mechanisms for submission of online/offline students’ grievances

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 4.Timely redressal of the grievances through appropriate committees

Response: B. Any 3 of the above

File Description Document

Institutional data in the prescribed format (data View Document

template)

5.2 Student Progression

5.2.1

Percentage of placement of outgoing students during the last five years

Response: 93.95

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

2022-23 2021-22 2020-21 2019-20 2018-19

4985 4511 3085 2952 1652

File Description Document

Institutional data in the prescribed format (data View Document

template)

5.2.2

Percentage of graduated students who have progressed to higher education year-wise during last
five years

Response: 76.91

5.2.2.1 Number of outgoing students progressing to higher education

2022-23 2021-22 2020-21 2019-20 2018-19

834 697 527 733 896

File Description Document

Institutional data in the prescribed format (data View Document

template)

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 5.2.3

Percentage of students qualifying in state/ national/ international level examinations out of the
graduated students during the last five years

(eg: NET/SLET/ Civil Services/State government examinations etc.)

Response: 1.08

5.2.3.1 Number of students qualifying in state/National/International level Examination during last

five years (eg. SLET, NET, UPSC etc)

Response: 238

File Description Document

Institutional data in the prescribed format (data View Document

template)

5.3 Student Participation and Activities

5.3.1

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

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

Response: 103

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

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

2022-23 2021-22 2020-21 2019-20 2018-19

37 38 9 8 11

File Description Document

Institutional data in the prescribed format (data View Document

template)

5.3.2

Presence of an active Student Council & representation of students on academic & administrative

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bodies/committees of the institution.

Describe the Student Council activity and students’ role in academic & administrative bodies
within a maximum of 500 words

Response:

“The destiny of a nation is shaped inside the classrooms.” Keeping these golden words of our forme
Prime Minister Jawaharlal Nehru, BIHER channelizes the students ‘potential and energy for constructive

purposes. The University involves the dynamics of the Students-Council in various capacity-building
measures.

The students are given opportunities to involve in the affairs of the Institution, working in partnership
with the management and staff in planning and organizing Institution activities that contribute to self-

development and community welfare. They are the voice of the student body.

Constitution of Student Council:

The students ‘Council is constituted every year following the standard procedure: The President, General
Secretary, and 3 Executive Council (EC) members are elected from the nominees

proposed, seconded, and voted by the students in the presence of the honorable Vice Chancellor,
Registrar, Controller of Examinations, Deans, Heads and other teaching and governing bodies. Two
students from each department are nominated as the other office bearers of the student council among
whom the student coordinators for various clubs and cells are nominated. All other students are Council
Members. The Council is officially inaugurated by the honorable Vice Chancellor and the Registrar and
the elected President, General Secretary, the EC Members, and other Office Bearers ‘are introduced
along with the responsibilities assigned to them.

FACILITATING THE PROCESS

The cell meets frequently to discuss various academic and other issues of student interest. The Cell
members take the student grievances to the notice of the Deans, IQAC coordinator, Heads of the
departments, and Class In-charge.

They represent governance, committees, and cells. Engage in decision-making and

implementation process. Advanced learners are engaged in Peer-to-Peer teaching and
coordinating various student-centric group activities
They play an active role in communicating important information to all the students. They liaison
between management and the students.
Students are given responsibility for engaging in safety, security, and equal opportunity is
provided.
The Student Council Office Bearers are given key roles in various academic and administrative
bodies like the BOS, IQAC, Sports Committee, NSS, RRC, YRC, Cultural Cub, Hostel

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 Management Committee, Infrastructure Maintenance Committee, etc.
The students are given representation in Anti Ragging Committee, Students-Grievance Redress
Cell, and Internal Complaints Committee/Committee for Prevention of Sexual Harassment.
The Student Council takes the initiative in organizing and celebrating all national/international
events, festivals, and commemoration of the birth and death anniversaries of leaders.
During conferences, the council assists the departments in various ways like comparing, taking
photos and videos, taking care of hospitality, welcoming guests, etc.
The Council participates in the university‘s public affairs like coordinating with the media, the
community, and the local governing bodies and in lobbying for students‘ admissions.
The Student Council promotes the university‘s mission and vision among the public.

5.3.3

The institution conducts / organizes following activities:

1.Sports competitions/events
2.Cultural competitions/events
3.Technical fest/Academic fest
4.Any other events through Active clubs and forums

Response: A. All four of the above

File Description Document

Institutional data in the prescribed format (data View Document

template)

5.4 Alumni Engagement

5.4.1

Alumni contribution during the last five years to the University through registered Alumni
Association

Response: 147

5.4.1.1 Total Amount of alumni contribution during the last five years (INR in lakhs) to the
institution year wise through registered Alumni association:

2022-23 2021-22 2020-21 2019-20 2018-19

47 44 11 33 12

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File Description Document

Annual audited statements of accounts of the HEI View Document

highlighting the Alumni contribution duly certified
by the Chartered Accountant/Finance Officer.

5.4.2

Alumni contributes and engages significantly to the development of institution through academic
and other support system

Describe the alumni contributions and engagements within a maximum of 500 words

Response:

The Institution has an active Alumni Association which functions with the Motto: “Reunite, Renew,
Reflect”. The Association is registered and the members engage, execute and enhance various academic
curricular, and extracurricular activities of the Association.

The objective of the Alumni Meets is to establish a link between Alma Mater and its Alumni thereby
maintaining the mutually favorable relationship. The Institution has shaped many alumni as
educationists, managers, entrepreneurs, teachers, etc. The Association acts as a focal point of contact in
bringing all alumni together on a single platform in developing synergistic plans to aid and improve
Institutional endeavors in the long run.

The Association conducts regular meetings wherein the members freely and closely interact with each
other on issues pertaining to the development of the Institution’s role and contribution. The Alumni
feedback is collected; their ideas and suggestions are duly considered and implemented by the
Institution's administration. The Institution takes pride in recruiting qualified and meritorious Alumni as
faculty members.

NON-FINANCIAL CONTRIBUTIONS BY ALUMNI

Placements: The Alumni participate actively in the placement activities of the Institution by conducting
preplacement activities such as Mock Interviews, guiding the students in Resume writing, orienting them
on the etiquette of attending interviews, etc. They are also instrumental in bringing various corporate
organizations to the Institution for the placement drives. The Alumni also help in identifying placements
and internship opportunities for present students in the organizations where they are working

Mentorship: Alumni play an active role in mentoring students in their areas of expertise by organizing
guest lectures, orientation programs, workshops, etc.

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Career Guidance: Alumni are the huge talent pool whose guidance is made beneficial to students and
other fellow alumni in their respective areas of study by organizing interactive sessions with them.

Alumni Meet: The Association holds an Alumni Meet every year, an initiative taken to stay in touch
with our alumni and to ensure a strong lifelong relationship between Alumni and their Alma mater.

OTHER CONTRIBUTIONS OF THE ALUMNI ARE

Alumnus Infuses a note of confidence and goodwill about the institution in fresher i.e., among
those seeking admission to the college
Alumni interact with the current batch of students to offer valuable insights about corporate
culture, corporate expectations, organizational functioning, and challenges faced in work
situations.
Help in organizing management events, industrial visits, workshops, and guest lectures. Donate
books to the library.
Alumni provide guidance for student projects and assist in placements.
The University Alumnae have provided feedback for the augmentation of the University‘s
infrastructure like library renovation, provision of hostels, investing more in equipment
procurement, and conducting more FDPs.
Alumnae‘s academic experiences are shared with students for motivational purposes.
The University‘s Board of Studies has alumnae representation.
The Alumnae act as resource persons in the national/international seminars/ organized by the
university.
They are also invited as chief guests for the important occasions celebrated on campus.

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Criterion 6 - Governance, Leadership and Management

6.1 Institutional Vision and Leadership

6.1.1

The institutional governance and leadership are in accordance with the vision and mission of the
Institution and it is visible in various institutional practices such as NEP implementation, sustained
institutional growth, decentralization, participation in the institutional governance and in their
short term and long term Institutional Perspective Plan.

Response:

A. Vision & Mission Statement

Vision

“Bharath Institute of Higher Education & Research (BIHER) envisions and constantly strives to provide
an excellent academic impetus and research ambiance for students and members of the faculties to inherit
professional competence along with human dignity and transformation of community to keep pace with
the global challenges so as to achieve holistic development.”

Mission

• To develop as a Premier University for Teaching, Learning, Research, and Innovation on par with
leading global universities.

•To impart education and training to students for creating a better society with ethics and morals.

To foster an interdisciplinary approach in education, research, and innovation by supporting lifelong

professional development, enriching knowledge banks through scientific research, promoting best
practices

and innovation, industry-driven and institute-oriented cooperation, globalization, and international

initiatives.

•To develop as a multi-dimensional institution contributing immensely to the cause of societal

advancement through the spread of literacy, an ambiance that provides the best of international
exposures,

provides health care, enriches rural development, and most importantly imparts value-based education.

•To establish benchmark standards in professional practice in the fields of innovative and emerging

areas in engineering, management, medicine, dentistry, nursing, physiotherapy, and allied sciences.

•To imbibe human dignity and values through personality development and social service activities.

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B. VISION IMPLEMENTATION PLAN

Academics

Launch new programs with innovative curriculum design - Provide exposure to multiple subjects to get

multifaceted exposure.

• Flexibility to students - options/add-ons to core subjects, develop Device Agnostic Technology to

access online content.

• Funding/incubation of entrepreneurial ideas, Flipped classroom – Integrated Courses & Need-based

learning.

• Industry-relevant topics for applied research. Platforms (forums, seminars) for industry-academia
collaboration - nodal agencies.

Allocate funding for the development of research-oriented infrastructure, the requisite environment for

R&D.

• Attract top-notch researchers to lead collaborative research between multiple stakeholders.

Increase expenditure on R&D to 35% in 2023, 40% in 2028 & 45% in 2033. Provide funding for
community-focused development-oriented research.

• Grant autonomy to well-performing Departments / Research Centers / Centre of Excellence to devise

their own mechanisms to recruit faculty.

• Encourage active participation of industry-experienced professionals in teaching and offering

sabbaticals, incentives & promotions for all faculties.

• Tenure-based system, performance-based remuneration system.

Financial support for Exchange programs, and knowledge updates. Best-in-class faculty to carry out
collaborative research activities with top institutions. Students

State of the Art teaching/pedagogy/learning/research/sports/infrastructure & amenities.

Design courses competing with the best, most sought-after courses of top international institutions.

C. Nature of Governance:

Through its organizational design and governance structure, the institution creates and sustains an
environment that encourages teaching, learning, service, scholarship, and appropriate research and
creative

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 activity. It assures the provision of support adequate for the appropriate functioning of each
organizational component.

The vision of the institution is clearly taken care of towards regular, periodical development which
enhances the quality without any dilution or compromise. The same is evaluated effectively and
efficiently

to satisfy the stakeholders.

6.2 Strategy Development and Deployment

6.2.1

The institutional perspective plan is effectively deployed and functioning of the institutional bodies
are effective and efficient as visible from policies, administrative setup, appointment, service rules,
and procedures, etc

Response:

The University has a perspective Strategic Plan and deployment document available taking into
consideration the set Objectives and Broad-Based Goals aligned with the Vision and Mission statement
of the University:

University Objectives:

1.The objectives of the University are to disseminate and advance knowledge by providing
instructional, research, and extension facilities in such branches of learning as it may deem fit.
2.The University endeavors to provide students and teachers with a conducive atmosphere and
facilities and infrastructure for the promotion of National integration, secularism, international
understanding, and ethics

Broad-Based Goals - University has set ten Broad-Based Goals for 2020-2025:

1.Ensuring Educational Excellence

2.Ensuring Student Development including physical and emotional health and well-being.
3.Creating a culture of excellence in Research, Scholarship, Innovation, and Creativity for high
impact.
4.Enhancement of quality of faculty and staff for outstanding performance.
5.Advancing internationalization.
6.Enhancing relations with industry, alumni, and society.
7.Enhancing employability and promoting entrepreneurial initiatives.
8.Commit to all aspects of social, economic, and environmental sustainability
9.Enhancement of supporting resources
10.Ensuring excellence in Organizational Leadership and governance.

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Research: To promote research, the university holds International & National Conferences, Seminars,
Workshops, various Lectures, and Webinar series of experts from all disciplines. The university also
encourages the faculty members to publish research papers in National & International Research Journals
and e-journals of repute with high impact factors.

Teaching–learning: The perspective plan of the university is designed to have periodical reforms in
teaching and learning aspects. This includes student choice of courses, ICT-based learning, participatory
teaching-learning process, feedback system, and continuous assessment/evaluation system.

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Human Resource Planning & Development:

BIHER has a clear vision for human resource development for its faculty resources' capacity building
and capability enhancement.

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Industry interaction:

Industry Oriented Hands-on Courses are available in the degree programs, and dissertations are
alternative options in higher-level programs. These form a controlled simulation of real-life situations.
Students undergo the rigor of the professional world in form and substance, thus providing them an
opportunity to apply their classroom knowledge to live conditions.

Curriculum design and development:

BIHER ensures effective curriculum development and delivery through a well-planned process. To
ensure the alignment of the curriculum with the latest technology and requirement of the employers, the
university

conducts Board of Studies (BOS) meetings to update/revise the curriculum from time to time for all the
programs. Experts from academia and industry are invited to discuss and finalize the curriculum. After
detailed discussion by the experts and keeping in view, feedback received from subject teachers and
students' curriculum is forwarded to Academic Council for improvement/approval, and on approval by
Academic Council designed curriculum is implemented.

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 Thus, BIHER has a robust system to achieve its goals through Strategic Plans, keeping in view
accountability. The outcomes/feedback of the Strategic Plan are reviewed, and key points are used for
developing the following Strategic Plans under the guidance of the Vice-Chancellor by Deans and all
faculty members of the various Schools.

File Description Document

Upload any additional information View Document

Strategic Plan and deployment documents on the View Document

website

6.2.2

Institution implements e-governance in its operations. e-governance is implemented covering the

following areas of operations:

1.Administration including complaint management

2.Finance and Accounts
3.Student Admission and Support
4.Examinations

Response: A. All of the above

File Description Document

Screen shots of user interfaces of each module View Document

reflecting the name of the HEI

Institutional data in the prescribed format (data View Document

template)

Annual e-governance report approved by the View Document

Governing Council/ Board of Management/
Syndicate Policy document on e-governance

6.3 Faculty Empowerment Strategies

6.3.1

The institution has performance appraisal system, effective welfare measures for teaching and non-

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teaching staff and avenues for career development/progression

Response:

To ensure timely, transparent, and merit-based performance appraisal, BIHER has a ‘Performance Based
Appraisal Policy’ for Teaching/Non-Teaching Staff. The performance of teaching and non-teaching
employees at BIHER is evaluated annually using a sophisticated Performance Appraisal System (PAS).

The performance of the teaching staff is evaluated by the Academic Performance Index API as mandated
by the UGC. The API is calculated annually and promotions and increments are recommended based on

the API score as per UGC guidelines.

The Office of Human Resources periodically reviews the evaluation procedure and process, and
circulates it to the employees for suggestions/feedback, which are deliberated in the meeting of Deans
and Directors chaired by the Vice Chancellor.

Self-assessment is carried out by teaching staff, followed by that of HODs and Deans. In addition, the
PAS includes student comments on the teaching-learning process. Non-teaching employees' performance
is

evaluated based on the nature of the work they do.

Promotions are granted under the ‘Career Advancement Scheme (CAS)’ which follows guidelines
proposed by the UGC. Forms in the prescribed format submitted by faculty are perused by HR Cell
which verifies/evaluates API scores and performance appraisal marks secured by the candidate and
recommends suitability for promotion.

BIHER provides a host of Welfare Measures to create a conducive environment and keep employees
motivated.

Some prominent measures are listed:

Medical facility:

The University has an in-house medical facility with state-of-the-art facilities with world-class qualified

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Doctors along with the medical and nursing staff.

Medical cover:

Employees of the university, their dependent spouses, parents, and children are covered under the
scheme. Medical expenses are covered at the prescribed rate

Leave facility:

12 casual leave & 12 encashable earned leave for non-teaching staff.

12 Casual leave & 12 encashable earned leave for teaching leave.

Maternity leave of 3 months for women employees with pay.

Paternity leave of 10 days, for male employees up to 2 children.

Other facilities:

PF facility
ESI facility
Transport facility: Free transport facility for teaching and non-teaching employees for availing
commutation between city and campus
Benefits of gratuity are provided after completing a minimum of 5 years.
Wards of employees are honored for securing the highest number of marks in their respective
examinations.
Festival advance of Rs 5000 is allowed for all employees
Staff quarters are available on the main campus for both Teaching and non-teaching employees.
Yoga and Meditation center
Canteen and Mess facility
Punjab National Bank to facilitate banking transactions.
ICT facilities: WIFI facility is available for all faculties
Financial assistance, for attending conferences, Seminars, and FDPs.
Seed money for viable research projects
Benevolent Fund - support faculty and staff in unforeseen situations of ill-health, death of
dear
ones, or financial distress
Women’s welfare Cell to address the needs of women
Group Insurance Policy
Grievance Redressal Mechanism to address complaints
Fee concession to wards of employees

6.3.2

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

Response: 87.38

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

2022-23 2021-22 2020-21 2019-20 2018-19

1158 1062 1524 1048 955

File Description Document

Institutional data in the prescribed format (data View Document

template)

E-copy of letter/s indicating financial assistance to View Document

teachers and list of teachers receiving financial
support year-wise under each head

Audited statement of account highlighting the View Document

financial support to teachers to attend
conferences/workshops and towards membership
fee for professional bodies.

6.3.3

Percentage of teachers undergoing online/ face-to-face Faculty Development Programmes (FDPs)/

Management Development Programmes (MDPs) during the last five years

Response: 78.65

6.3.3.1 Total number of teachers who have undergone online/ face-to-face Faculty Development
Programmes (FDP)/ Management Development Programs (MDP) during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

1260 1233 1534 766 380

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 File Description Document

Institutional data in the prescribed format (data View Document

template)

Provide Links for any other relevant document to View Document

support the claim (if any)

6.4 Financial Management and Resource Mobilization

6.4.1

Institutional strategies for mobilisation of funds other than salary and fees and the optimal
utilisation of resources

Describe the resource mobilisation policy and procedures of the Institution within a maximum of
500 words

Response:

The Finance Committee is the principal financial body of the University. The Finance Committee is
constituted and functions as prescribed in Article 6 of the Statutes of the University.

The Board of Management of the University and finance committee have mandated the university to
ensure – mobilization and optimal utilization of resources to ensure prudent use of funds and make them
available for growth and development. BIHER has the following sources of mobilizing funds:

Internal Sources:

Fee collection from Students

Registration fees collected from participants in Conferences/Seminars/ Workshops/ Training
Programmes, Fees from Corporate Training Programme
Consultancy charges from Research and Consultancy activities by the faculty members

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External Sources:

Contribution from Trustees Bank Finance

Donations from Alumni and other Endowment Funds
Income from Training and Consultancy Interest on the endowment fund
Grants/ Sponsorships for organizing Conferences/ Seminars/ Workshops etc.
Establishment of Industry sponsored labs
Endowments

Strategies for Utilization of Funds:

Payment of salary of teaching and non-teaching staff of the University.

Extensive efforts for visibility (advertisements, exhibitions, etc.) were undertaken to increase the
strength of students for various programs.
Wide publicity and Programs organized by the University to attract more participants.
Staff members and research scholars are constantly motivated to apply for funded research
projects from various funding agencies such as DST-SERB, DBT, ICMR, AICTE, etc.
Incentives are provided, and staff members are recognized for quality contributions to research
and consultancy. A series of workshops/ Conferences are organized in relevant areas to improve
publications and research work.
The Alumni network is strengthened by organizing meetings, honoring alumni, and establishing
an alumni chapter. Financial assistant to faculties for paper presentation
Expense on Placement activities.
Applying for Research and consultancy projects sponsored by industries and other bodies
Purchase of high-end equipment for Research Laboratories and Centre of Excellence
Application for patenting innovations.
Organization of Annual functions and Exhibitions to encourage the talents of students.
Conduct Sports and Cultural Events regularly at Inter and Intra University levels for Staff and
Students.
Adequate funds are allocated for effective teaching-learning practices that include Orientation
Programs, Workshops, Interdisciplinary activities, training programs, and Refresher Courses that
ensure quality education.
Adequate funds are allocated to meet day-to-day operational and administrative expenses and
maintenance of assets.
Adequate funds are utilized for the development and maintenance of the infrastructure of the University.

6.4.2

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Funds / Grants received from government bodies/non government and philanthropists during the
last five years for development and maintenance of infrastructure (not covered under Criteria III
and V )

Response: 541

6.4.2.1 Total Grants received from government and non-government bodies and philanthropists
for development and maintenance of infrastructure (not covered under Criteria III and V) year-
wise during the last five years (INR in Lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

146 136 98 82 79

File Description Document

Institutional data in the prescribed format (data View Document

template)

Annual audited statements of accounts highlighting View Document

the grants received.

6.4.3

Institution regularly conducts internal and external financial audits regularly

Enumerate the various internal and external financial audits carried out during the last five years
with the mechanism for settling audit objections within a maximum of 500 words

Response:

The Institution has established a mechanism for conducting internal and external audits of the financial
transactions every year to ensure financial compliance. Internal audit is conducted half yearly by the
internal financial committee of the institution. The committee thoroughly verifies the income and
expenditure details and the compliance report of the internal audit is submitted to the management of the
institution through the Dean. An external audit is conducted once every year by an external agency.

BIHER has engaged internal and external auditors to verify and certify the Income and Expenditure and
the Capital Expenditure each year. A qualified institutional Auditor from External Resources has been
permanently appointed with a team of staff verifying all the transaction vouchers in each financial year.

The external audit is carried out elaborately, taking regular internal audit reports. If there are any

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 significant findings/ objections/ minor errors, the Audit team will point out the same for immediate
correction/ rectification. Precautionary steps will be taken to avoid the recurrence of such mistakes in the
future with due notice to the Finance Committee for further action.

The Finance Committee receives the internal audit reports to submit to the Board of Management. The
internal audit will access the internal controls and accounting systems within the University and focus on
critical financial/ strategic issues across all campuses of BIHER. Any School of BIHER scheduled for
audit will be contacted in advance and informed of the audit visit.

The mechanisms used to monitor the effective and efficient use of financial resources are as below:

Before the commencement of every financial year, Dean submits a proposal on budget allocation, by
considering the recommendations made by the heads of all the departments, to the management.

Institutional budget includes recurring expenses such as salary, electricity, internet charges,
maintenance cost, stationery, other consumable charges, etc., and non–recurring expenses like lab
equipment purchases, furniture, and other development expenses.
The expenses will be monitored by the accounts department as per the budget allocated by the
management.
The depreciation costs of various things purchased in the preceding years are also worked out.

Process of the internal audit:

All vouchers are audited by an internal financial committee on a half-yearly basis. The expenses incurred
under different heads are thoroughly checked by verifying the bills and vouchers. If any discrepancy is
found, the same is brought to the notice of the Dean.

Process of the external audit:

The accounts of the college are audited by a chartered accountant regularly as per the government rules.
The auditor ensures that all payments are duly authorized after the audit, and the report is sent to the
management for review. Any queries, in the process of audit would be attended to immediately along
with supporting documents within the prescribed time limits. The institution did not come across any
major audit objections during the preceding years.

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6.5 Internal Quality Assurance System

6.5.1

Internal Quality Assurance Cell (IQAC)/ Internal Quality Assurance System (IQAS) has
contributed significantly for institutionalizing the quality assurance strategies and processes, by

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constantly reviewing the teaching-learning process, structures & methodologies of operations and
learning outcomes, at periodic intervals

Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the
quality assurance strategies and processes visible in terms of –

Incremental improvements made for the preceding five years with regard to quality (in case
of first cycle)
Incremental improvements made for the preceding five years with regard to quality and
post accreditation quality initiatives (second and subsequent cycles)

Describe two practices institutionalized as a result of IQAC initiatives within a maximum of 500
words

Response:

Since its inception, the Internal Quality Assurance Cell (IQAC) of BIHER has been working on
developing quality and monitoring performance indicators for the institution and its constituent colleges.
The IQAC has been instrumental in the revision of the Vision, Mission, Goals, and strategic plans of the
constituent

colleges and University departments and in shifting feedback from a manual to an online system for the
majority of the stakeholders like alumni, parents, employees, industry, etc. through web-based surveys
and the management information system of the institution.

A separate quality division has been established at the University to cater to all quality in higher
education. Periodic meetings are held to monitor the progress made towards achieving higher standards
in education by the constituent colleges.

The IQAC has revised the Performance-Based Appraisal System (PBAS) for the BIHER based on the
University Grants Commission (UGC) guidelines and considering the University's individual needs. A
faculty seeking career advancement should have minimum cumulative points to be eligible for promotion
to a higher cadre.

The IQAC regularly conducts annual School audits, analyses the strengths and weaknesses of the
individual Schools, and provides suggestions on areas of improvement for the respective Schools. These
audit reports are placed in the meetings, and areas for improvement are discussed and documented.

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The IQAC has participated in National Institutional Ranking Framework (NIRF) rankings and QS
rankings. The results have been encouraging for the IQAC as BIHER was ranked at 21st Place by NIRF
in the Universities category and ranked 35th in the Overall Category in two consecutive years, 2017
&2018.

In NIRF-2019, BIHER was ranked 36th in the University Category and 57th Rank in the Overall
Category.

In NIRF-2020, BIHER was ranked at 59th Rank in the University category and 87th Rank in the overall

Category. In NIRF-2021, BIHER was ranked 51st Rank in the University category and 75th Rank in the

Overall Category.

IQAC is also contributing a significant role in participating in International Ratings by QS-i-Gauge

Rating Agency and secured a "Gold Rating" for three-year validity since 2019-22.

IQAC is keen on quality education at BIHER and helps get Accreditation for various programs at UG

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and PG levels. As a result of this, BIHER's four UG- Engineering program is accredited by Accreditation
Board for Engineering and Technology (ABET), USA. In addition, Three UG-Engineering programs and
one PG program are accredited by the National Board of Accreditation (NBA), New Delhi.

Above all, the IQAC has regularly conducted its meetings, organized training seminars academic audits,
and submitted its AQAR reports to NAAC.

6.5.2

Institution has adopted the following for Quality assurance:

1.Academic and Administrative Audit (AAA) and follow up action taken

2.Conferences, Seminars, Workshops on quality conducted
3.Collaborative quality initiatives with other institution(s)
4.Orientation programme on quality issues for teachers and students
5.Participation in NIRF and other recognized ranking like Shanghai Ranking, QS Ranking
Times Ranking etc
6.Any other quality audit recognized by state, national or international agencies

Response: A. Any 5 or more of the above

File Description Document

Supporting documents pertaining to NIRF (along View Document

with link to the HEI’s ranking in the NIRF portal) /
NBA / ISO as applicable and valid for the
assessment period.

Institutional data in the prescribed format (data View Document

template)

6.5.3

Incremental improvements made for the preceding five years with regard to quality (in case of
first cycle NAAC A/A)

Post accreditation quality initiatives (second and subsequent cycles of NAAC A/A)

Response:

BIHER continually endeavors to keep up with global guidelines of greatness. The main focus is on
establishing a solid climate that empowers all to learn, work and grow. Since its initiation, the university
has focused on encouraging a comprehensive climate and creating a reasonable and evenhanded space
for all staff and understudies, independent of their orientation.

BIHER makes sure that the programs offered in and outside the curriculum include contributions to

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national development, fostering global competencies among students, teaching a value system among
students, promoting the use of technology, and the quest for excellence. The institution uses education as

the medium for empowering the Nation, and through the transaction of the curriculum, it has adopted. It
seeks to address the overall development of the students enrolled in the various academic programs.

Several post-accreditation quality improvements have been undertaken during the last five years:

Regular meetings of Internal Quality Assurance Cell (IQAC) Feedback collected, analyzed and used for
improvements

Collaborative quality initiatives with other institution(s)/ Signing of MoUs

Quality audit recognized by the state, national or international agencies (ISO certification) Eco-friendly
campus with a diversity of Biodiversity

Wi-fiConnectivity

Syllabus revision

Internal and External Academic Audit

Periodic review of the performance of teaching and non-teaching staff

Feedback collection from students, faculty, alumni, parents, and industry partners Assessment of the
teaching-learning process

Improving library and laboratory facilities

Introduction of LMS

Post Accreditation initiative

More Scholarships and fee concessions to socially and economically backward students.

Remedial classes for slow-learners, failures, and drop-out students.

Promotion of Research and Consultancy including Revision of Research Policy Introduction of New
Integrated Courses.

Enhancement in conducting Conferences/Seminars, Internet Facilities, Bank Facilities, Sports and

Recreation Facilities, etc.

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Emphasis on ICT Strengthening and introduction of ERP

Quality of research in Ph.D. has been improved (Admission through an entrance test, Course work
followed by an examination, RDC with an external expert, Regular online/ofline interaction with
research students, 6-monthly progress report, pre-presentation seminar, plagiarism check, mandatory
publications in UGC CARE journals, evaluation of thesis by three external experts followed by oral
examination, uploading of thesis on “Shodh Ganga.”

Campus beautification, green and clean eco-friendly campus,

Facilities for differently-abled students strengthened

e-governance implemented in administrative and examination process

BIHER is constantly striving and progressing to achieve excellence in academic and research fields:-

Curriculum Development: The university prepares the course curriculum through several national and
international workshops, seminars, conferences, and brainstorming sessions by experts from academia,
industry, and research organizations

Research Activities: The University undertakes teaching and research as essential ingredients of its
activities, emphasizing research productivity, innovations in education, and progress in emerging areas
through its Post-Graduate and Doctoral programs.
Innovations in Teaching: To address academic and co-curricular issues, such as academic excellence,
social integration, academic competence, student involvement, and motivation, the University has
adopted five-point innovative teaching-learning approach: expectation, advice, support, involvement, and
learning.

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Criterion 7 - Institutional Values and Best Practices

7.1 Institutional Values and Social Responsibilities

7.1.1

Institution has initiated the Gender Audit and measures for the promotion of gender equity during
the last five years.

Describe the gender equity & sensitization in curricular and co-curricular activities, facilities for
women on campus etc., within 500 words

Response:

Bharath Institute of Higher Education and Research (BIHER) constantly strives to maintain international
standards of excellence in academic output and the holistic emotional, mental, and physical well-being of
its students, employees, and all its stakeholders. BIHER is committed to creating a healthy environment
that enables students and faculty to learn and work without fear of prejudice, gender bias, and gender
discrimination.

Establishment of a Gender Sensitization Committee: Our institution has established a committee to

promote gender sensitization and awareness among all members of the community. The committee
conducts regular workshops and training sessions to promote understanding of gender issues and
encourage respectful behavior towards all genders.

Implementation of Anti-Sexual Harassment Policies: We have implemented a robust policy to prevent

sexual harassment and provide support to those who have experienced it. Our policy provides for an
independent complaints committee to investigate and resolve complaints of sexual harassment.

Promotion of Women's Leadership: Our institution has taken steps to promote women's leadership at
all levels of the organization. We have implemented measures to increase the representation of women in
leadership positions and encourage the development of women leaders.

Inclusive Curriculum: We have revised our curriculum to ensure that it is inclusive and promotes
diversity. Our faculty members are encouraged to incorporate diverse perspectives and voices in their
teaching and research.

The University has the credit of creating a gender-sensitive environment. The academic ambiance of the
University promotes sensitivity and respect for each other. As one of the strategic intent, the University
nurtures an environment of safety, trust & mutual respect to embed equality & diversity and ensures that
the implementation of the strategic plans is fair and inclusive. Gender sensitivity is an inherent value in
the cultural philosophy of the institute and its neighboring community, as is evidenced by the following
facilities –

(a) Safety and Security: Well-trained and vigilant security guards stationed across the campus.
•Security checkpoints at all campus entries and exits. • Extensive surveillance network with
24x7monitored control rooms. • Rotational duty by all faculty members for discipline and security. •The
Proctorial Committee includes male and female proctors at the institute as well as faculty level. • Strict

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implementation of anti- Ragging, Anti-Smoking Campus. • Awareness campaigns on women's safety
and gender sensitivity through student volunteers. • Separate hostels for men and women with dedicated
wardens. • The Institute is the preferred destination of parents for the education of their female wards as
evidenced by the Feedback.

(b) Counselling • Formal and informal avenues for counseling male and female students and staff for
academic and other issues/problems. • Class and Proctorial Committees are available for counseling of
both male and female students. • Grievance Redressal Committees for staff and students • Gender
sensitization • Medical counseling, Moral counseling, Career counseling.

(c) Common Rooms: In most of the Departments, common rooms have been allocated for men and
women, which also facilitate meetings and discussions

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7.1.2

The Institution has facilities for alternate sources of energy and energy conservation measures
1. Solar energy
2. Biogas plant
3. Wheeling to the Grid
4. Sensor-based energy conservation
5. Use of LED bulbs/ power efficient equipment
6. Wind mill or any other clean green energy

Response: A. Any 4 or more of the above

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template)

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7.1.3

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

Solid waste management

Liquid waste management
Biomedical waste management
e-Waste management
Waste recycling system

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 Hazardous chemicals and radioactive waste management

Response:

BIHER’s key operations have very less impact on the environment as the University is very conscious of
generating less waste and recycling it by passing it through a system that enables the used material to be
reused ensuring that fewer natural resources are consumed.

The university has segregated waste into three parts:

1. Solid Waste

2. Liquid Waste

3. E-Waste

SOLID WASTE:

Garden and food waste are the primary sources of solid waste in our Institute. Garden Waste is dumped
in pits. Institute has installed an incineration unit to combustion organic substances in the solid waste
materials. Wooden scraps found on campus are reused in mending damaged furniture. Old newspapers,
used papers, and journal ?les, workshop scrap, etc., are given for recycling to external agencies.

LIQUID WASTE:

BIHER adheres to a strict protocol for liquid waste disposal in its laboratories. The liquid waste is
segregated into organic and inorganic waste. Inorganic wastes such as concentrated acidic or alkaline
solutions are neutralized before removal. The organic waste yield of the Institute is limited and therefore
treated with cow dung for decomposition. Liquid Waste from campus is conveyed through the
underground pipelines to the Underground tank, and further, the channel is connected with the municipal
sewage line. Initially, the wastewater is collected and aerated in the aeration tank. After aeration, it is
?occulated using a coagulant and sent to the sedimentation tank. The water is pressure ?ltered then and
used for gardening and watering the plants.

E-WASTE MANAGEMENT:

Sources of E-waste are used batteries and computer PC Boards. They are given back to the respective
suppliers. Hence generation of E-waste is too low on our campus. The printer Cartridges are re?lled and
reused. UPS batteries are recharged, repaired, and re?lled. Non-working laboratory equipment,
computers, monitors, printers, hail, etc., are treated as scrap materials. They are sold on a systematic
basis, following the rules of the purchase committee. All the sold materials are then ruled out from the
dead stock register

for future records of safe recycling.

WATER RECYCLING SYSTEM:

The campus generates liquid waste from various sources campus as the buildings of the Institute, hostels,

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and canteens. Liquid waste is processed in Sewage Treatment Plant, and the treated water is reused for
gardening and toilet ?ush tanks

HAZARDOUS CHEMICALS AND RADIOACTIVE WASTE

MANAGEMENT:

The chemicals and waste materials that are hazardous are being disposed of as per EPA norms. Used oil
from Diesel Generators is dangerous and disposed of through authorized agencies. The faculty members
also direct the students to use and handle chemicals in various laboratories. Used oil from hostels and
transport departments is disposed of safely through vendors. Hazardous biomedical waste is incinerated
regularly at a distance off the campus. Hazardous wastes are not permitted to spread into the surrounding
water and soil and are safely disposed of.

7.1.4

Water conservation facilities available in the Institution:

1.Rain water harvesting

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

Response: A. Any 4 or more of the above

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template)

Geo-tagged photographs of the facilities. View Document

7.1.5

Green campus initiatives include

Describe the Green campus initiative of the institution including Restricted entry of automobiles,
Use of Bicycles/ Battery powered vehicles , Pedestrian Friendly pathways , Ban on use of Plastic,
landscaping with trees and plants etc in 500 words

Response:

The Institution routinely engages in conducting a number of initiatives and activities focused on creating
a more inclusive environment towards cultural, regional, linguistic, socio-economic, and other
diversities.

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To create and maintain an inclusive and respectful workplace for all students and employees regardless
of diversity and belief, at the start of each academic year, orientation programs are organized.

The Institution has established policies that outline student and faculty conduct that clearly state
discriminatory and harassing behavior are not encouraged on campus. At the same time, admissions and
administrative guidelines are evaluated with a focus on identifying and removing any unintentionally
discriminatory policies. By making cultural awareness a priority from the top down, we have established
an environment of inclusion and tolerance throughout the Institution. All the students are oriented on
ethical aspects towards people, colleagues, and the community. All the religious and cultural festivals are
celebrated equally and total participation is encouraged from the students and faculty of different regions,
religions, and languages. The institution also schedules special events and even sets aside an entire week
to promote cultural diversity in the campus like Pongal. As part of the community services of the
Institution, students are encouraged to take an active role in programs where they get an opportunity to
see the community closely and thus get a bond with people of different cultural diversities. This helps to
develop a holistic personality and a sense of social and civic responsibility.

The Institution is taking a lot of initiatives to address locational advantages and disadvantages. As
Chennai tops the list in road accidents, the Institution has taken various initiatives every year to spread
awareness about Road Safety. The Institution takes various initiatives by organizing different programs
for the awareness of Pollution, Health Camps, E-Waste Management, and Swatch Bharath Abhiyan. The
Institution provides education to all students irrespective of their culture, religion, community,
socioeconomy, and gender. The Institution has faculty and staff members from different cultures,
regions, and communities. The Institution provides the same platform to all students, irrespective of their
culture,

region, and community. All students participate together in all activities of the Institution like sports
activities, cultural activities, activities of hobby clubs, etc.

Students are encouraged to demonstrate their talents through the annual planning of cultural and sporting
events at colleges. in a tasteful manner, their traditional values Debates, elocution, and essay
competitions on current events have given people the opportunity to express themselves. Tolerance and
concord are important, and students should be able to voice their

ideas.

TRINITY [cultural-literary-sports] – a university mega event that allows students to participate in various
capacities such as conceptualizing, planning, executing, and handling issues that are

challenging faith, regional, linguistic, and economic obstacles. Students have effectively anchored such
gatherings, which reflect tolerance and harmony.

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7.1.6

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Quality audits on environment and energy are regularly undertaken by the institution

The institutional environment and energy initiatives are confirmed through the following

1.Green audit / Environmental audit

2.Energy audit
3.Clean and green campus recognitions/awards
4.Beyond the campus environmental promotion and sustainability activities

Response: D. Any 1 of the above

File Description Document

Policy document on environment and energy usage View Document

Certificate from the auditing agency.

Institutional data in the prescribed format (data View Document

template)

7.1.7

The Institution has Differently-abled (Divyangjan) friendly, barrier free environment

Write description covering the various components of barrier free environment in your institution in
maximum of 500 words

Built environment with Ramps/lifts for easy access to classrooms

Divyangjan friendly washrooms
Signage including tactile path, lights, display boards and signposts
Assistive technology and facilities for Divyangjan accessible website, screen-reading
software, mechanized equipment
Provision for enquiry and information: Human assistance, reader, scribe, soft copies of
reading material, screen reading

Response:

Built environment with Ramps/lifts for easy access to classrooms

Divyangjan friendly washrooms
Signage including tactile path, lights, display boards and signposts
Assistive technology and facilities for Divyangjan accessible website, screen-reading software,
mechanized equipment
Provision for enquiry and information: Human assistance, reader, scribe, soft copies of
reading material, screen reading

Response: Bharath Institute of Higher Education and Research is a progressive educational institution
located in Chennai, India that is committed to providing an inclusive and barrier-free learning

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environment for all students. The institution has taken several steps to ensure that its premises are
accessible to everyone, regardless of their physical abilities.

One of the key features of the institution is the presence of ramps and lifts throughout the campus, which
makes it easy for students with mobility impairments to access classrooms, libraries, and other facilities.
The ramps and lifts are designed to be spacious and easily navigable, making it possible for wheelchair
users to move around independently.

In addition to physical accessibility, the institution has also put in place various measures to support
students with visual impairments. For instance, the campus is equipped with tactile signages that are
designed to help students navigate their way around the premises. These signages are designed to be easy
to read and follow, even for those who have limited vision.

The institution has also made sure that its washrooms are fully accessible, with features such as grab bars
and lowered sinks to make it easier for students with physical disabilities to use them independently.
Additionally, the institution provides scribe services to students who need assistance with writing or
typing their exams, which can be a great help to those with physical or learning disabilities. Overall,
Bharath Institute of Higher Education and Research is an institution that is committed to providing a
friendly, barrier-free environment that is welcoming and inclusive to all students. With its focus on
accessibility, the institution is well-equipped to support students with disabilities and help them achieve
their academic goals.

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7.1.8

Describe the Institutional efforts/initiatives in providing an inclusive environment i.e., tolerance

and harmony towards cultural, regional, linguistic, communal socioeconomic and such other
diversities (within 500 words).

Response:

The Institution routinely engages in conducting a number of initiatives and activities focused on creating
a more inclusive environment towards cultural, regional, linguistic, socio-economic, and other
diversities. The Institution has established policies that outline student and faculty conduct that clearly
state discriminatory and harassing behavior are not encouraged on campus. At the same time, admissions
and administrative guidelines are evaluated with a focus on identifying and removing any unintentionally
discriminatory policies. By making cultural awareness a priority from the top down, we have established
an environment of inclusion and tolerance throughout the Institution. All the students are oriented on
ethical aspects towards people, colleagues, and the community. All the religious and cultural festivals are
celebrated equally and total participation is encouraged from the students and faculty of different regions,

religions, and languages. The institution also schedules special events and even sets aside an entire week
to promote cultural diversity on campus. As part of the community services of the Institution, students

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are encouraged to take an active role in programs where they get an opportunity to see the community
closely and thus get a bond with people of different cultural diversities. This helps to develop a holistic
personality and a sense of social and civic responsibility.

The Institution is taking a lot of initiatives to address locational advantages and disadvantages. As
Chennai tops the list in road accidents, the Institution has taken various initiatives every year to spread
awareness about Road Safety. The Institution takes various initiatives by organizing different programs
for the awareness of Pollution, Health Camps, E-Waste Management, and Swatch Bharath Abhiyan. The
Institution provides education to all students irrespective of their culture, religion, community,
socioeconomy, and gender. The Institution has faculty and staff members from different cultures,
regions, and communities. The Institution provides the same platform to all students, irrespective of their
culture, region, and community. All students participate together in all activities of the Institution like
sports activities, cultural activities, activities of hobby clubs,s, etc.

BIHER has introduced photography, design, dance, and dramatics to the entrants of all undergraduate
programs irrespective of their specialization. The university also arranges welcome parties for the
entrants and farewell parties for the graduating students within the campus.

University has a very effective Mentor-mentee system. All the entering students are allotted a faculty
counselor who guides the students from time to time for academic and non-academic development. The
university celebrates regional and religious festivals at the campus to help in the holistic development of
the student's personalities.

The university's sports and cultural events are held every year, and students take part in the annual
cultural week. NCC, NSS unit, Grievance Redressal Committee, Sports Committee, and Cultural
Committee are mainly involved in organizing co-curricular and extracurricular activities within and
outside the campus.

7.1.9

Sensitization of students and employees of the Institution to the constitutional obligations: values,
rights, duties and responsibilities of citizens

Describe the various activities in the Institution for inculcating values for being responsible citizens
as reflected in the Constitution of India within 500 words.

Response:

BIHER, like other educational institutions in India, has a crucial role to play in inculcating values for
being responsible citizens as reflected in the constitution of India. Here are some of the activities that the
institute undertakes to fulfill this role:

Incorporating the Indian Constitution into the curriculum: The Indian Constitution is the cornerstone of
our democracy and reflects the values of responsible citizenship. Therefore, the institute has incorporated
the Constitution as a subject in the curriculum, which would enable students to learn about the
fundamental principles, rights, and duties enshrined in it.

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Celebrating National Days and Festivals: The Institute celebrates National Days and Festivals like
Republic Day, Independence Day, Gandhi Jayanti, and others, as a way of instilling patriotism and
national pride among students. This is done through various activities like flag hoisting, cultural
programs, and speeches.

Conducting Workshops and Seminars: The Institute conducts workshops and seminars on various topics
related to responsible citizenship, such as human rights, civic responsibilities, and social justice. Such
events provide a platform for experts to share their knowledge and insights with students, thus promoting
awareness and understanding of these issues.

Community Service: The Institute encourages students to participate in community service activities like
tree plantation, blood donation camps, and cleanliness drives. These activities not only instill values like
empathy and social responsibility but also provide students with opportunities to interact with different
sections of society.

Ethics and Value-Based Education: The Institute incorporates ethics and value-based education in its
curriculum. This helps students to develop a strong moral compass and imbibe values like honesty,
integrity, and empathy.

Bharath Institute of Higher Education and Research plays a vital role in shaping responsible citizens who
uphold the values enshrined in the Indian Constitution. By incorporating these activities and initiatives,
the institute helps the students to develop a sense of social responsibility, empathy, and patriotism
Sensitizing students and employees of BIHER to their constitutional obligations is crucial in promoting
the

values, rights, duties, and responsibilities of citizens in India. As a leading institution of higher education,

Bharath Institute has a vital role in shaping the minds of its students and employees toward becoming
responsible citizens. To achieve this goal, Bharath Institute organizes awareness programs and
workshops on the Constitution of India. These programs are conducted by experts in the field of
constitutional law and provide a deeper understanding of the Constitution's provisions, such as the
Preamble, Fundamental Rights, Fundamental Duties, and Directive Principles of State Policy.

The Institution celebrates National Constitutional Day (Ambedkar Jayanti), National Unity Day, and
other events and activities (Sardar Vallabhbhai Patel Jayanti). On these days, guest lectures, video film
screenings, and events such as the 'Run for Unity' are held.

Since 2018, the Swachh Bharat Summer Internship Programme (SDSI) has been implemented in adopted
communities.

Unnat Bharat Abhiyaan: Aside from raising awareness about cleanliness, the dangers of plastic, and
health camps, other activities are carried out in 5 adopted villages in collaboration with village
panchayats.

7.1.10

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

1.The institutional Code of Conduct principles are displayed on the website

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

Response: A. All of the above

File Description Document

Policy document on code of ethics. View Document

Institutional data in the prescribed format (data View Document

template)

Handbooks, manuals and brochures on human View Document

values and professional ethics

Document showing the Code of Conduct for View Document

students, teachers, governing body and
administration as approved by the competent
authority.

Constitution and proceedings of the monitoring View Document

committee.

7.2 Best Practices

7.2.1

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

Response:

Best Practice – 1

Title: Next-Generation Learning Ecosystems: Leveraging Virtualized Infrastructure, Cloud Computing,

and AI-Enabled Analytics for Enhanced Pedagogical Experiences

Duration: since 2021

Objectives of the Practice:

1.Leverage virtualized infrastructure and cloud computing to provide scalable and accessible

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resources for learning, collaboration, and research.

2.Harness AI-enabled analytics to gather insights, personalize learning experiences, and optimize
educational outcomes.

3.Foster innovation and adaptability in teaching methodologies through the integration of emerging
technologies within the learning environment.

The Context: Recognizing the evolving landscape of education and the increasing importance of
technology in learning, BIHER embarked on an initiative to develop next-generation learning
ecosystems. The institution acknowledged the potential of virtualized infrastructure, cloud computing,
and AI-enabled analytics in providing enhanced pedagogical experiences. This practice aimed to leverage
these technologies to create a dynamic and adaptive learning environment.

The Practice: BIHER invested in virtualized infrastructure, enabling students and faculty to access
learning resources, software, and applications anytime and anywhere. The institution implemented cloud
computing to provide scalable and on-demand computing resources, facilitating collaboration, storage,
and sharing of educational materials. AI-enabled analytics were employed to gather data on student
performance, preferences, and learning patterns, allowing for personalized recommendations and
interventions. Emerging technologies, such as virtual reality and augmented reality, were integrated into
instructional practices to create immersive and engaging learning experiences.

Evidence of Success: The implementation of next-generation learning ecosystems has yielded promising
results at BIHER. Students have benefited from increased flexibility and accessibility to learning
resources, enabling self-paced learning and personalized experiences. The use of cloud computing has
facilitated seamless collaboration among students and faculty

members, promoting knowledge sharing and project-based learning. AIenabled analytics have provided
valuable insights into student performance, enabling instructors to tailor their teaching approaches
accordingly.

Best Practice 2: Complex Blended Adaptive Learning

Title: Complex Blended Adaptive Learning Duration: From 2020

Objectives of the Practice:

1.To enhance student engagement and participation in the learning process.

2.To personalize learning experiences to meet individual student needs and abilities.

3.To promote critical thinking, problem-solving, and self-directed learning skills.

The Context: Complex Blended Adaptive Learning is implemented at BIHER to address the diverse

learning needs of students and provide them with a customized learning experience. The practice
combines traditional face-to-face instruction, online resources, and adaptive learning technologies to
create a dynamic and personalized learning environment.

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 The Practice:

1.Blended Learning: A mix of in-person classes and online resources is provided to create a balanced
learning experience. In-person classes facilitate collaborative discussions, hands-on

activities, and direct interaction with instructors. Online resources, such as video lectures, interactive
modules, and discussion forums, are made available to support self-paced learning and exploration.

2.Adaptive Learning Technologies: BIHER incorporates adaptive learning platforms and tools that use
data analytics to track students' progress and provide personalized recommendations.

These platforms adapt the content, pace, and difficulty level based on individual student performance,
ensuring an optimized learning experience.

Evidence of Success:

1.Improved Learning Outcomes: Students have shown improved academic performance, as personalized
learning experiences address their individual needs and support their learning styles

7.3 Institutional Distinctiveness

7.3.1

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

Response:

BIHER has been committed to research since becoming a Deemed-to-be University, treating it as the
epicenter of growth and development in all directions. Such an approach has always been fueled by the
foresight of a strong research culture, which is essential for constructing an ideal society that aspires to
improve people and the country as a whole. As a result, research culture is critical to a society's
development, as it cultivates a capable and knowledgeable populace with a strong sense of reason and a
strong devotion to society. However, unlike in industrialized nations, research culture is essentially
absent in our higher education institutions, which are the key hubs for enhancing people at all levels.
With this in mind, BIHER has been making earnest efforts to instill a research culture beginning at the
undergraduate level.

Obviously, the growth of research culture is fully dependent on research literacy, which means that
people should be trained and sharpened in order to properly solve societal concerns. New criteria must be
developed, as well as financial aid to promote and maintain research programs.

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This would also necessitate the formation of research teams made up of expert faculty members who
supervise research efforts and elicit research interests at the undergraduate level. BIHER has taken into
account all of these aspects in order to achieve its goal of instilling a research culture at the grassroots
level.

BIHER has research collaborations with many research laboratories, institutions, and universities at the
national and international levels. These collaborative research efforts have yielded productive results that
have been published in reputable journals. Many postgraduate students and research scholars have
completed such research in partnership with faculty members with great success.

The reputed Centers of Excellence of BIHER have cultivated and nurtured, creative and original thinking
among students (right from the undergraduate level) and assisted them in achieving success in several
national and international contests. UG students are currently involved in frontier areas of research such
as Artificial Intelligence, Data Science, Cyber-Physical Systems, Autonomous Mobility, Wearable
Technology, Smart Structures, Sustainable Cyber Safety and Security, New Materials Technology,
Developmental Economics, and others as a result of BIHER's strategy. These techniques have aided the
institution in developing exceptional investigators in general and UG students in particular, as well as
mature and responsible world-class citizens. In the last 5 years, the impact of BIHER’s contributions has
been noteworthy. Many Nobel Laureates' visits, online interactions with Nobel Laureates, and virtual
conferences featuring internationally renowned scholars have boosted research and international
collaboration at BIHER.

By integrating co-curricular and extracurricular events, and conferences to academics, students'

participation in these activities is increased. BIHER Research Fellowships for Ph.D. scholars, financial
incentives for research papers produced, BIHER contribution to open access journal fees, 100% payment
to patenting fees, and other initiatives have all had a good impact on the organization's research output.

5. CONCLUSION

Additional Information :

BIHER has been known for practicing honesty and integrity. It says what it does and does what it says.

Every year, BIHER carries out a free full-body Health Check-up of all staff and students. BIHER has
been the practice to release the salaries of employees on the first day of the month. The same continued
even during pandemics and lockdowns.

Looking at the grim scenario resulting from the lockdowns, in the interest of Students and Parents,
BIHER decided not to hike fees for the academic year 2020-21. Students were also given the use of Fees
Payment through incremental payment options. They were also given financial aid. Looking at the
psychological well-being of the students and their families, Faculty Mentors regularly contacted the
students for counseling and support. BIHER was one of the pioneering Universities to start online
education immediately after the Covid ’19outbreak. All syllabi were completed, and examinations were
held in time with the timely declaration of results. This helped students with timely placements and
higher education goals.

Students of the School of Medical Sciences offered their services to Covid Patients. Also, the students

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and teachers extended their help and rendered services to society to the best of their capacities.
Importantly, during the lockdown periods, BIHER NSS and NCC Volunteers helped and supported the
Government authorities in educating and counseling the masses for citizen-friendly implementation of
laws and guidelines.

Despite all constraints resulting from the Covid crisis, BIHER did not reduce the salary of any of the
employees, including the daily wagers. No employee was lay-offed. Moreover, regular increments were
duly released.

All recruitments were carried out even during the pandemic. Faculty promotions were also awarded.
Despite all odds resulting from the Covid ’19 surge, BIHER complied with all NAAC submission
processes of the Third cycle sustaining quality processes and continuing research and academics.

Concluding Remarks :

For over 38 years, BIHER has been dedicating its efforts to cater to the educational needs of society by
creating an institution of eminence/excellence in Character.

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5. CONCLUSION
Additional Information :
BIHER has been known for practicing honesty and integrity. It says what it does and does what it says. Every
year, BIHER carries out a free full-body Health Check-up of all staff and students.

BIHER has been the practice to release the salaries of employees on the first day of the month. The same
continued even during pandemics and lockdowns. Looking at the grim scenario resulting from the lockdowns,
in the interest of Students and Parents, BIHER decided not to hike fees for the academic year 2020-21. Students
were also given the use of Fees Payment through incremental payment options. They were also given financial
aid.

Looking at the psychological well-being of the students and their families, Faculty Mentors regularly contacted
the students for counseling and support. BIHER was one of the pioneering Universities to start online education
immediately after the Covid ’19outbreak. All syllabi were completed, and examinations were held in time with
the timely declaration of results. This helped students with timely placements and higher education goals.
Students of the School of Medical Sciences offered their services to Covid Patients. Also, the students and
teachers extended their help and rendered services to society to the best of their capacities.

Importantly, during the lockdown periods, BIHER NSS and NCC Volunteers helped and supported the
Government authorities in educating and counseling the masses for citizen-friendly implementation of laws and
guidelines.

Despite all constraints resulting from the Covid crisis, BIHER did not reduce the salary of any of the
employees, including the daily wagers. No employee was lay-offed. Moreover, regular increments were duly
released.

All recruitments were carried out even during the pandemic. Faculty promotions were also awarded. Despite

all odds resulting from the Covid ’19 surge, BIHER complied with all NAAC submission processes of the

Third cycle sustaining quality processes and continuing research and academics.

Concluding Remarks :
As a result of all its endeavors, BIHER has been recognized as a leading center for education in Technology
and Engineering, Management, Pharmacy, Law, Dental, Agriculture, Arts, Applied Sciences, and Medical
Sciences.

“A” Grade by NAAC in the second cycle with a score of 3.2, Top-100 Ranking in National Institutional
Ranking Framework(NIRF) awarded in last five years continuously. International Accreditation ABET and IET
accredited 9 Engineering UG Program. Similarly, National Accreditation Board(NBA) has accredited 3 UG
programs and one PG Program. In addition to that, QS-Asia Ranking-2021 has conferred the BIHER at

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501-550 ranking range.

Industry collaborations and support, including encouraging students’ Placements, indicate the success
achieved by BIHER. It also shows the high degree of acceptance of the students of this University by the
industry.

With the belief that University is for all, BIHER has generated employment opportunities for more than 1000
unskilled laborers in the nearby vicinity.

NABL and NABH accredited Multispecialty Balaji Hospital and Lakshmi Narayana Hospital have served
around three lakh needy persons through various healthcare–preventive and curative initiatives including
Outreach Activities.

With this background mapping its plan for growth and development, BIHER has charted Road Map. Initially,
it aims to be amongst the top 20 universities at National Level by exploring new horizons and frontiers of
knowledge, Research, and Innovations. In the long run, BIHER fosters an aspiration of being a World Class
University.

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6.ANNEXURE
1.Metrics Level Deviations
Metric ID Sub Questions and Answers before and after DVV Verification
1.2.1 Percentage of new courses introduced out of the total number of courses across all programmes
offered during the last five years

1.2.1.1. Number of new courses introduced during the last five years:
Answer before DVV Verification : 10208
Answer after DVV Verification: 9235
1.2.1.2. Consolidated number of courses offered by the institution across all Programmes
(without repeat count) during the last five years :
Answer before DVV Verification : 10495
Answer after DVV Verification: 10495

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

1.3.2 Number of certificate/value added courses/Diploma Programme offered by the institutions and
online courses of MOOCs, SWAYAM/e Pathshala/ NPTEL and other recognized platforms
(without repeat count) where the students of the institution have enrolled and successfully
completed during the last five years

Answer before DVV Verification :

Answer After DVV Verification :1561
Remark : DVV has made the changes as per shared report excluding the duplicates .

1.3.3 Percentage of programmes that have components of field projects / research projects /
internships during the last five years.

1.3.3.1. Total Number of programmes that have components of field projects / research
projects / internships (without repeat count) during the last five years
Answer before DVV Verification : 499
Answer after DVV Verification: 103
1.3.3.2. Total Number of programmes offered (without repeat count) during the last five
years
Answer before DVV Verification : 499
Answer after DVV Verification: 103

Remark : DVV has made the changes as per shared report excluding the duplicates .

2.1.1 Enrolment percentage

2.1.1.1. Number of sanctioned seats year wise during last five years
Answer before DVV Verification:
2022-23 2021-22 2020-21 2019-20 2018-19

5317 5284 5768 5768 7338

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 Answer After DVV Verification :
2022-23 2021-22 2020-21 2019-20 2018-19

5218 5145 5452 5564 7265

2.1.1.2. Number of seats filled year wise during last five years (Only first year admissions to
be considered)
Answer before DVV Verification:
2022-23 2021-22 2020-21 2019-20 2018-19

5122 5062 5452 5475 6425

Answer After DVV Verification :

2022-23 2021-22 2020-21 2019-20 2018-19

5122 5062 5452 5475 6425

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

2.4.3 Average teaching experience of full time teachers (Data to be provided only for the latest
completed academic year, in number of years)

2.4.3.1. Total teaching experience of full-time teachers as of latest completed academic year
Answer before DVV Verification : 25680
Answer after DVV Verification: 21271

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

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

2.5.1.1. Number of days from the date of last semester-end/ year- end examination till the
last date of declaration of results year wise during the last five years
Answer before DVV Verification:
2022-23 2021-22 2020-21 2019-20 2018-19

9 9 10 9 9

Answer After DVV Verification :

2022-23 2021-22 2020-21 2019-20 2018-19

9 5 8 7 7

Remark : DVV has made the changes as per shared supporting document by HEI .

3.1.3 Percentage of teachers receiving national / international fellowship / financial support by

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 various agencies for advanced studies / research during the last five years.

3.1.3.1. Number of teachers who received national/ international fellowship/financial support

from various agencies, for advanced studies / research; year-wise during the last five years
Answer before DVV Verification : 525
Answer after DVV Verification: 380

Remark : DVV has made the changes as per shared report excluding the duplicates .

3.1.4 Percentage of JRFs, SRFs among the enrolled PhD scholars in the institution during the last
five years

3.1.4.1. The Number of JRFs, SRFs among the enrolled PhD scholars in the institution
during the last five years
Answer before DVV Verification : 142
Answer after DVV Verification: 138
3.1.4.2. Number of PhD Scholars enrolled during last five years
Answer before DVV Verification : 157
Answer after DVV Verification: 157

Remark : DVV has made the changes as per shared report by excluding the duplicates .

3.2.1 Total Grants research funding received by the institution and its faculties through
Governme006Et and non-government sources such as industry, corporate houses, international
bodies for research project, endowment research chairs during the last five years (INR in
Lakhs)

Answer before DVV Verification :

Answer After DVV Verification :8488.75
Remark : DVV has made the changes as per shared supporting document by HEI.

3.3.2 Total number of awards received for research/innovations by institution/teachers/research

scholars/students during the last five years

Answer before DVV Verification :

Answer After DVV Verification :48
Remark : DVV has made the changes as per shared report by excluding the duplicates .

3.4.2 Total number of Patents awarded during the last five years

Answer before DVV Verification :

Answer After DVV Verification :23
Remark : DVV has made the changes as per shared report by excluding the duplicates .

3.4.4 Number of research papers published per teacher in the Journals as notified on UGC CARE
list during the last five years

3.4.4.1. Number of research papers published in the Journals as notified on UGC CARE list

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 during the last five years
Answer before DVV Verification : 25000
Answer after DVV Verification: 19780

Remark : DVV has made the changes as per shared report by excluding the duplicates .

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

3.4.5.1. Total Number of books and chapters in edited volumes published during the last five
years
Answer before DVV Verification : 22822
Answer after DVV Verification: 18967

Remark : DVV has made the changes as per shared report excluding the duplicates .

3.7.1 Number of functional MoUs/linkages with institutions/ industries in India and abroad for
internship, on-the-job training, project work, student / faculty exchange and collaborative
research during the last five years

Answer before DVV Verification :

Answer After DVV Verification :196
Remark : DVV has made the changes as per shared report by excluding the duplicates.

5.2.3 Percentage of students qualifying in state/ national/ international level examinations out of the
graduated students during the last five years

(eg: NET/SLET/ Civil Services/State government examinations etc.)

5.2.3.1. Number of students qualifying in state/National/International level Examination during

last five years (eg. SLET, NET, UPSC etc)
Answer before DVV Verification : 270
Answer after DVV Verification: 238

Remark : DVV has made the changes as per shared supporting document by HEI .

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

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

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

activities at inter-university/state/ national/international level (award for a team event should be
counted as one) year-wise during the last five years
Answer before DVV Verification:
2022-23 2021-22 2020-21 2019-20 2018-19

48 44 11 11 12

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 Answer After DVV Verification :
2022-23 2021-22 2020-21 2019-20 2018-19

37 38 9 8 11

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

6.3.3 Percentage of teachers undergoing online/ face-to-face Faculty Development Programmes

(FDPs)/ Management Development Programmes (MDPs) during the last five years

6.3.3.1. Total number of teachers who have undergone online/ face-to-face Faculty
Development Programmes (FDP)/ Management Development Programs (MDP) during the last
five years
Answer before DVV Verification:
2022-23 2021-22 2020-21 2019-20 2018-19

1528 1431 1782 966 817

Answer After DVV Verification :

2022-23 2021-22 2020-21 2019-20 2018-19

1260 1233 1534 766 380

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

6.4.2 Funds / Grants received from government bodies/non government and philanthropists during
the last five years for development and maintenance of infrastructure (not covered under
Criteria III and V )

6.4.2.1. Total Grants received from government and non-government bodies and
philanthropists for development and maintenance of infrastructure (not covered under Criteria
III and V) year-wise during the last five years (INR in Lakhs)
Answer before DVV Verification:
2022-23 2021-22 2020-21 2019-20 2018-19

151 142 105 92 83

Answer After DVV Verification :

2022-23 2021-22 2020-21 2019-20 2018-19

146 136 98 82 79

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

2.Extended Profile Deviations

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 ID Extended Questions
1.1 Number of full time teachers in the institution year wise during the last five years

Answer before DVV Verification:

2022-23 2021-22 2020-21 2019-20 2018-19
1712 1614 1896 1338 1264

Answer After DVV Verification:

2022-23 2021-22 2020-21 2019-20 2018-19
1400 1235 1575 1245 1122

1.2 Total number of full time teachers worked/working in the institution (without repeat count)
during last five years:
Answer before DVV Verification : 2012
Answer after DVV Verification : 1099

2.1 Total expenditure excluding salary year wise during the last five years (INR in lakhs)

Answer before DVV Verification:

2022-23 2021-22 2020-21 2019-20 2018-19
31128.73 30670.91 15844.55 13249.63 10483.63

Answer After DVV Verification:

2022-23 2021-22 2020-21 2019-20 2018-19
29338.24 28455.23 13344.32 12645.34 10483.63

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