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WEAKNESSES  Difficult to balance academic excellence with the needs of
academically weaker students
 Junior faculty yet to be trained in curriculum development
 Difficulty in finding a fit between CBCS and University
triple major system leading to limited options and low mobility
 Not enough engagement with industry when it comes to
designing industry-integrated courses
 Packed academic schedule negatively impacts certificate
courses
OPPORTUNITIES  Meeting the increasing demand for quality higher education,
especially from the marginalised sections
 Connecting multi-skilled faculty with the upsurge in learning
resources in the outside world
 Dialoguing with the University over a possible synthesis of
CBCS and triple major system
 Developing more industry-integrated courses by taking
advantage of greater openness in industry to academic
collaboration
 Focusing on the rising interest in continuing learning among
diverse audiences such as industry and community to offer
new forms of instruction
CHALLENGES  Managing affordability for the marginalized while dealing
with the rise of private universities
 Attrition of trained faculty; retaining competent newer
faculty
 Market-driven demand for professional/vocational degrees
over general education
 Industry needs change faster than the institution can predict
 Competition from informal learning avenues such as
MOOCs

CRITERION II: TEACHING LEARNING EVALUATION

STRENGTHS  Student diversity in terms of region, social class, nationality
and knowledge levels
 Continuous increase in admission numbers across years for
all courses
 Introduction of ICT and practical components in
traditionally low-tech courses such as Social Sciences and
English
 Variety of innovative teaching methods used
 Culture of regular attendance among teachers at
workshops/seminars/conferences/in-house training
 Mandatory internships in several UG, PG, and Commerce
courses
 Mandatory term paper for all undergraduate courses
 Dissertation/project-work in most PG courses

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