Page 197 - ssr_16

story of continuous quality enhancement. Through IQAC, newly-recruited staff are
enlisted in the conversation about quality.

A fully-fledged documentation centre is an outcome of the third cycle of accreditation
and this has enhanced the accountability and documentation of all activities carried
out in the College. The Documentation centre along with the IQAC was actively
involved in the submission of application for UGC Review of Autonomy and
preparing the Self Study Report for RUSA. IQAC also attends to sharing information
with external agencies which conduct surveys.
Members of the faculty have become resource persons on quality issues in other
colleges and also attend seminars and workshops conducted by the IQAC of other
colleges in the country.

For this fourth cycle, feedback responses were collected from different stakeholders,
analyzed and presented to the faculty as a part of quality assurance. This in turn was
integral to the larger institutional processes regarding quality education. Seminars on
the role and functioning of NAAC and IQAC were conducted for the newly-appointed
teachers who joined the college after the third cycle. Thus the NAAC accreditation
process and the follow-up with the establishment of the IQAC have ensured that
quality has become institutionalized and is the philosophy behind all activities we
carry out on campus. The Mission and Vision statements of all departments and the
College constitute the benchmark by which the Institution is known.

The IQAC has been the nodal body to ensure quality in all aspects of the College. The
IQAC‘s major intervention was in the form of an extensive External Audit carried out
in College by the faculty of Loyola Institute of Business Administration, Chennai. For
this fourth cycle, the IQAC conducted an exhaustive feedback from its stakeholders.
Feedback responses were collected from different stakeholders, analyzed and
presented to the faculty as a part of instilling quality in differing institutional
processes. During this fourth cycle, the IQAC conducted
a) Review of Evaluation System Under Autonomy (300 respondents)
b) Students Feed Back On Infrastructure and Services (822 respondents)
c) Student Feed Back On Teachers (all students)
d) Teachers Feedback On Organization Climate (105 respondents)
e) Feedback from Non-Teaching Staff (20 respondents)
f) Gender Audit (105 respondents)
g) Feedback On Library Services (450 respondents)
h) Parent Feedback (61 respondents)
i) Alumni Feedback

Teacher feedback, staff gender-audit and evaluation feedback were conducted in an
anonymous manner, while the other feedback was collected online. The suggestions
given to different departments were handed over to them to make the necessary
changes.

191