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Page No. 1
SELF ASSESSMENT REPORT (SAR) FORMAT POSTGRADUATE MANAGEMENT
PROGRAMS
(PGDM/MBA)
NBCC Place, 4th Floor East Tower, Bhisham Pitamah Marg,
Pragati Vihar New Delhi 110003
P: +91(11)24360620-22, 24360654
Fax: +91(11) 24360682
E-mail: [email protected]
Website: www.nbaind.org
(July, 2017)
http://www.nbaind.org/http://www.nbaind.org/
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Pre-visit Qualifiers
1. At least 3 batches of Management programs should have
graduated.
2. At least 20% of the faculty associated with the management
program should have Ph.D. Degree averaged for previous two academic
years including Current Academic Year.
3. Admissions in the program has been more than 60% of the
sanctioned intake (averaged for previous three academic years
including the current academic year)
4. The institution shall have two Professor(s) or one Professor
and one Associate Professor with Ph.D. qualification (on a
full-time/regular basis) for each Management Program being offered
by the department/ institution for previous two academic years
including current academic year.
5. Placement ratio (Placement + higher studies +
Entrepreneurship) is greater than 60% (average of the previous
three assessment years)
6. Whether student faculty ratio in the programs under
consideration is better than or equal to 1:25 averaged over the
previous three academic years including current academic year.
Note: Academic year is defined as July to June.
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SAR Contents
Section Item Page No.
PART A Institutional Information 4
PART B Criteria Summary 7
1 Vision, Mission & Program Educational Objectives 8
2 Governance, Leadership & Financial Resources 22
3 Program Outcomes & Course Outcomes 76
4 Curriculum & Learning Process 94
5 Student Quality and Performance 121
6 Faculty Attributes and Contributions 138
7 Industry & International Connect 174
8 Infrastructure 218
9 Alumni Performance and Connect 226
10 Continuous Improvement 232
PART C Declaration by the Institution 254
Annexure - I Program Outcomes(POs) 255
Annexure – II Details of faculty for the period of assessment
256
Annexures-1-18 Annexures to SAR 273
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PART A: Institutional Information
1. Name and Address of the Institution: Jaipuria Institute of
Management, Jaipur, 1, Bambala Institutional Area, Pratap Nagar,
Sanganer, Jaipur 302033 (Rajasthan)
2. Name and Address of the Affiliating University, if
applicable: Not Applicable
3. Year of establishment of the Institution: 2006
4. Type of the Institution:
Institute of National Importance
University
Deemed University
Autonomous
Affiliated Institution
AICTE Approved PGDM Institutions
Any other (Please specify)
Provide Details:
Note: In case of Autonomous and Deemed University, mention the
year of grant of status by the authority
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Page No. 5
5. Ownership Status: Central Government
State Government
Government Aided
Self-financing
Trust
Society
Section 8 Company
Any Other (Please specify) Provide Details:
6. Vision of the Institution: To be an educational institution
of choice for all stakeholders which promotes human wellbeing
through continuous learning
7. Mission of the Institution: To provide learner-centric
quality education for stakeholders’ wellbeing
8. Details of all the programs offered by the institution:
S. No. Program
Name
Year
Of
Start
Intake
at the
start of
the
program
Increase in
intake, if
any(from
the start)
Year of
increase
AICTE
Approval
Accreditation
Status*
1 Post Graduate Diploma in
Management
2006 60 30 2009 PG/PGDBM/RaJ/2006/05 dated 10 July
2009
Granted provisional accreditation for two years for the period 1
July 2016 to 30 June
2018
Granted provisional accreditation for one year extension for the
period 1 July 2018 to
30 June 2019
30 2013 North-West/1-1434942141/2013/EO
A dated 19 March 2013
60 2017 North-West/1-3327126084/2017/EOA dated 10 April 2017
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S. No. Program
Name
Year
Of
Start
Intake
at the
start of
the
program
Increase in
intake, if
any(from
the start)
Year of
increase
AICTE
Approval
Accreditation
Status*
2 Post Graduate Diploma in Service
Management
2018 60 0 N/A North-West/1-3512864521/2018/EOA dated 10 April
2018
Not eligible for accreditation
3 Fellowship Programme In Management
2019 10 0 N/A F.No. North-West/1-4260967474/2019/EOA Date:
29-Apr-2019
Not eligible for accreditation
* Write applicable one:
• Applying first time • Granted provisional accreditation for
two/three years for the period(specify period) • Granted
accreditation for 5/6 years for the period (specify period) • Not
accredited (specify visit dates, year) • Withdrawn (specify visit
dates, year) • Not eligible for accreditation • Eligible but not
applied
Note: Add rows as needed
9. Programs to be considered for Accreditation vide this
application
S. No. Program Name Current Year Sanctioned
Intake
Current year admitted nos.
1 Post Graduate Diploma in Management 180 180
10. Contact Information of the Head of the Institution and NBA
coordinator, if designated:
i. Name : Dr. Prabhat Pankaj
Designation: Director Mobile No : 9799771222
Email id : [email protected]
ii. NBA coordinator, if designated Name: Dr. Prashant Gupta
Designation: Professor Mobile No: 9818687840
Email id: [email protected]
mailto:[email protected]
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Criteria Summary
Name of the Program: Post Graduate Diploma in Management
Criteria No. Criteria Mark/Weightage
1 Vision, Mission & Program Educational Objectives 50
2 Governance, Leadership & Financial Resources 100
3 Program Outcomes & Course Outcomes 100
4 Curriculum & Learning Process 125
5 Student Quality and Performance 100
6 Faculty Attributes and Contributions 220
7 Industry & International Connect 130
8 Infrastructure 75
9 Alumni Performance and Connect 50
10 Continuous Improvement 50
Total 1000
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CRITERION 1 Vision, Mission & Program Educational Objectives
50
1.1. Vision and Mission statements (5)
Historical Perspective and Founder’s Vision
The vision and mission of the institute have a historical
genesis and they have come out of the long legacy Jaipuria Group
carried forward and as a natural evolution to the founder’s vision.
Jaipuria Institute of Management, Jaipur is a part of Jaipuria
group of institutions established under the Integral Education
Society. The Jaipuria group has a long heritage of providing
educational excellence to the youth of India since the
establishment of Seth Anandram Jaipuria College in Calcutta (now
Kolkata) in 1945. The first Management Institute of Jaipuria was
established in the year 1995 in Lucknow, followed by Noida (2004),
Jaipur (2006), and Indore (2010).
With a long legacy of more than 7 decades as an early breed of
dedicated educators, and more than 2 decades into management
education, the founder’s vision of education transcended beyond a
mere degree provider to a vision, where learners get their due and
become self-reliant and not only take their own life forward but
also contribute to family, society and nation. With this
overarching vision of education, Jaipuria embraced ‘learning’ as
the sole credo and motive for its existence. The founder’s idea of
learning based education system can be aptly summarized in the
following quote of a great propagator of women’s rights and an
educator Madam Abigail Adam--“Learning is not attained by chance,
it must be sought for with ardour and attended to with
diligence.”
Jaipuria embraced learning as the sole motive for student
engagement. It is towards this cherished goal, the mission and the
vision of the institute have been re-christened to include
‘continuous learning’ as the core value and ‘promoting human
well-being’ as the core purpose. With the ultimate goal of creating
values for all our stakeholders, Jaipuria envisions that the
yardstick of quality education is where students are active
participants in learning process, they make independent decisions
on what and how to learn, and get necessary environment to gain new
knowledge and skills. This also envisions collaborative learning,
global exposure, and developing ability for ‘learning to
learn’.
Vision: To be an educational institution of choice for all
stakeholders which promotes human wellbeing through continuous
learning
While developing the Vision Statement, Discussion focused on
answering two key questions-What is our core ideology or enduring
character of Jaipuria Institutes (core value and core purpose) and
how do we envision our future?
1. Core value: A basic and an essential tenet on which the
organization operates and which is independent of the current and
future state of the environment, immutable and can stand the test
of time. “Continuous Learning” is about expanding one’s ability to
learn by regularly upgrading one’s skills and increasing one’s
knowledge. It is also about viewing one’s experiences as potential
learning and re- examining assumptions, values, methods, policies,
and practices. Strong continuous learning skills are required to
successfully adapt to changing work and life demands.
2. Core Purpose: Core Purpose is a deeper reason or a clear
sense of purpose for an organization’s being which reflects
idealistic motivations for doing its work. A clear sense of purpose
makes work meaningful and this helps organizations to attract,
motivate and retain outstanding people.
“Promote Human Well-being” through value-based education that
encourages individuals to trust one another and devotes time and
resources for others, develops respect for human values to achieve
a fair economy and long-term harmony, strives to serve
underprivileged section of society and be aware of and strongly
believes that unbridled material-growth is detrimental to
well-being of everyone on the planet, and purses the ultimate cause
of enhancing happiness for all.
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3. Envisioned Future: A component of a good vision statement
that states an audacious goal and what it takes to achieve the
goal. It conveys the dreams, hopes and aspirations of people
working in an organization and is not an imaginary intent but
concrete-something visible, vivid and real.
“To be an educational institution of choice for all
stakeholders” by providing education that conforms to high
standards of quality and catering to the educational needs of all
its stakeholders including students, people from corporate bodies,
government and non-government organizations and members of
community at large.
Mission: To provide learner-centric quality education for
stakeholders’ wellbeing
While preparing the Mission Statement, the discussion sought to
address three questions- For whom we would like to do
(verb/action), whom are we targeting (target audience) and finally
what should be the expected outcomes of the action or
intervention?
M1: Learner-Centric or Learner-Centered Approach: In
Learner-Centric approach, students are active participants in their
learning; make decisions themselves what and how they learn; gain
new knowledge and skills; collaborate with others and monitor their
own learning.
M2: Quality Education: A broad definition of quality education
is one that provides all learners with capabilities they require to
become economically productive, develop sustainable livelihoods,
contribute to upliftment of society and underprivileged section.
M3: Stakeholders’ Well-Being: Individuals develop a sense of
purpose and feel that they will be able to achieve important
personal goals and participate in development of society.
1.2. PEOs Statements (5)
Programme Educational Objectives (PEOs) – Jaipuria Institute of
Management, Jaipur
Programme Educational Objectives (PEOs) are broad statements
that describe the career and professional accomplishments that the
programme is preparing graduates to achieve. The PEOs of Jaipuria
Institute of Management, Jaipur is as follows: The graduates of the
PGDM program of the institute in three to five years after their
graduation shall be able to:
1. Attain managerial positions in their organizations. 2.
Provide innovative and sustainable solutions to complex problems.
3. Demonstrate emotional intelligence in socially and culturally
diverse teams and settings. 4. Engage in life-long learning to stay
relevant in a dynamic business environment. 5. Display
entrepreneurial mindset. 6. Effectively leverage technologies. 7.
Demonstrate ethical behavior.
1.3. Dissemination among stakeholders (10)
Table 1.1 below provides various channels for dissemination of
vision and mission statements and PEOs to different stakeholders of
the institute.
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Table 1.1: Channels for Dissemination of Vision and Mission
Stakeholders Channels for Dissemination
Website Brochures Placement /Admission/ Conference/ MDPs/
Student Handbook.
Display in Institute Premises
Institute Advertisements
Courses Surveys/ Reports to Regulatory Agencies/ Published
Articles
Students X X X X X X
Parents X X X
Management X X X X X
Faculty and staff X X X X X X
Recruiters/ Employers
X X X X
Academic Collaborators
X X X X
Alumni X X X X
Funding Agencies X X X
Industry X X X X X
Visiting Faculty/IQAC External Auditors
X X X
Regulators X X X X
The process of dissemination of the vision, mission and PEOs to
internal stakeholders include:
1. Informing students during induction programs, orientation
programs, Re-orientation and rejuvenation programs mentioning in
all the course outlines, in one module of strategic management
course, social internship programs and prominently displaying these
statements in various channels of communication and student
WhatsApp groups.
2. The vision and the mission statements are operationalized and
internalized through certain unique activities such as:
Jaipuria Code of Conduct
Five Habits of Jaipuria-Jaipur
Citizenship Pledge
3. The parents are made aware of the statements during the
interactions with them during student induction programs, Annual
Parent Meet, etc., and through various other channels mentioned
above.
4. Faculty members are constantly striving to achieve the vision
and mission and PEOs by designing and delivering the courses, which
are, clearly aligned to these statements though meticulous
implementation of Outcome Based Education (OBE) process. For all
activities such as MDPs, conferences, workshops, seminars, etc.,
these statements form the guiding principles and are strongly
imbibed and embeded in the culture and ethos of the institute.
5. The institute attempts to consistently communicate the
vision, mission and PEOs to various stakeholders on various
occasions through interactions and the various modes of
communication mentioned above to all the external stakeholders.
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1.4. Formulation process (15)
Process of Formulating Vision and Mission
Jaipuria Institute of Management, Jaipuria revisited the vision
and mission statements since the business environment and
particularly the Indian Business School scenario has undergone some
rapid changes in past two decades in terms of the competitive
scenario of business schools, demands for new skillsets for
managers, technological upheavals impacting businesses, and change
in mindsets and approaches required to manage organizations to also
address ethical and sustainability issues confronting them.
Mindful of these changes and the need to respond effectively to
these changes, the management of Jaipuria Institute of Management,
Jaipuria initiated the process of revisiting the then existing
vision and mission statements and to fine-tune and if required,
change the statements. The process followed for this activity was
as follows:
1. Identification of important stakeholders to gather their
perspectives: It was felt that as a starting point, the
perspectives of all the important stakeholders should be gathered
to develop holistic vision and mission statements, which can
capture the philosophy of the Jaipuria founders who have
established one of the most vibrant and reputed schools with idea
of contributing to the country’s progress by providing quality
school education which was also the guiding philosophy for the
Jaipuria Institute of Management, Jaipur. Members representing
industry, alumni, management, faculty and staff, faculty members
from other Jaipuria campuses and academia were identified and
informal meetings and discussions were held. The members were
briefed on core values and core purpose of the institute and
relevant questions that need to addressed while articulating
appropriate and coherent vision and mission statements. The
comments and suggestions provided by the members based on the
inputs provided were gathered and a two-day intensive exercise was
carried to develop new vision and mission statements for the
institute.
2. Developing and articulating Vision and Mission statement: The
comments and observations of select members of important
stakeholders indicated that the existing vision and mission
statements of the institute mentioned below, need to be changed to
reflect the current needs and realities of the Indian business
schools and to also capture and reflect the core values and core
purpose of the institute.
The previously existing Vision and Mission Statements of
Jaipuria Institute of Management are as follows:
Vision: To promote human well-being through effective management
education
Mission: To continuously upgrade and upscale the quality and
spread of our educational endeavor
An intensive two-day workshop to revisit and articulate the new
vision and mission statements was conducted on 22-23 December, 2017
with Vice-Chairman of the Jaipuria Group, Directors, Deans,
Professors from Jaipur and other campuses and senior members of the
administration from the corporate office as participants.
Discussion on Vision Statement focused on answering two key
questions-
What is the core ideology or enduring character of Jaipuria
Institutes (core value and core purpose), and
How do we envision our future?
While preparing the Mission Statement the discussion sought to
address three questions- For whom we would like to do
(verb/action), whom are we targeting (target audience) and finally
what should be the expected outcomes of the action or intervention?
After two days of intensive deliberations and discussions, the
participants arrived at the draft version of the vision and mission
statements.
3. Seeking wider consensus: The vision and mission statements
developed during the workshop were circulated among the faculty and
senior staff members inviting their comments and suggestions and a
second round of discussion to fine-tune and finalize the vision and
mission statements was held on February 20-21 January 2018. The
final version of these statements is given below:
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Final adoption of New Vision and Mission Statements
The Vision and Mission as amended through the process of
deliberations and consensus were finally adopted in the Board of
Governors Meeting held on 2nd February 2018. A comparison of the
previously existing vision and mission and the new statements as
finalized is provided hereunder in Table 1.2:
Table 1.2: Vision and Mission of the institute (previously
existing and newly amended)
Previously existing New (as finalized after deliberations and
consensus)
Vision To promote human well-being through effective management
education
To be an educational institution of choice for all stakeholders
which promotes human wellbeing through continuous learning
Mission To continuously upgrade and upscale the quality and
spread of our educational endeavor
To provide learner-centric quality education for stakeholders’
wellbeing
The change in the vision and mission statements not only
signifies adaptation to new realities of market, society and the
world but it in a way, also represents a paradigm shift towards
service-centricity and inclusivity. The new vision and mission
statements rest on three elements—1. Learner-centricity; 2. Quality
education; and 3. Stakeholders’ wellbeing.
Process of Developing PEOs
One of the main requirements to acquire accreditation from NBA
for any management program is the implementation of Outcome-Based
Education (OBE). One of the first elements that are required to be
developed in implementation of OBE is the Program Educational
Objectives (PEO). PEOs are a set of goals or targets that describes
expected achievement of the graduates in the career a few years
after graduation. These goals must be consistent with the vision
and mission of the academic institution, and take into
consideration the need of relevant stakeholders to the program.
Development of a degree program and in this case, OBE
implementation usually starts with the development of PEOs. This is
when the college or faculty envisage what graduates should achieve
in their career life some (3-5 years) after graduation from
Jaipuria Institute of Management, Jaipur. There are several
approaches proposed in developing the PEOs. Common elements would
include the acquirement of stakeholder inputs, forming a team to
evaluate the requirement and formulating the statements and
targets. For PEO assessment, the most common method is through
survey.
Developing PEO statement is part of PEO planning, the outer-most
cycle in OBE implementation. The process of developing PEOs started
with informal discussions with various stakeholders to know their
perspectives on the primary objectives that the PGDM program should
aim to achieve. Several suggestions were received from both
internal and external stakeholders including alumni, employers,
faculty, management team, etc. These suggestions were taken into
consideration along with original objectives enunciated during the
inception of the program. The entire process took more than one
year to decide the final list of PEOs.
The sequence and timeline followed in developing PEOs is
provided hereunder in Table 1.3:
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Page No. 13
Table 1.3: The process and stages followed for finalizing
PEOs
Stage Tasks performed Level at which deliberations
undertaken
Stakeholders involved
Timeline
1 Indirect compilation of opinions of industry, alumni and
students through analysis of exit-interview feedback, student
feedback for courses and satisfaction survey, student council
feedback, alumni feedback
Study of prominent reports and market analysis; practices
followed at prominent B schools and Universities
Exercise undertaken at each Academic Area Level
Area faculty January-March 2017
2 The analysis and feedback were shared with Area Advisory
Council (AAC)
Area Academic Council (AAC)
Area faculty, alumni, industry professionals, subject
experts
March-May 2017
3 The minutes and findings of discussions at AAC shared in
Faculty Council Meetings
Proposed list of PEOs framed
Faculty Council All faculty and Director
July- September 2017
4 The proposed list of PEOs discussed and finalized in a larger
group discussion chaired by Vice-Chairman of Jaipuria Institute of
Management
Jaipuria group level discussion
Faculty group, Directors of all Jaipuria campuses, external
experts, Vice-Chairman
October-December 2017
5 The proposed PEOs shared with BoG Board of Governors (BoG)
BoG members February 2018
As result of the entire process, carried out in a time period of
more than a year, there were 7 PEOs decided. The PEOs are as
followed:
The graduates of the program in three to five years since
graduation shall be able to:
1. Attain managerial positions in their organizations: One of
the program educational objectives is that the program prepares the
students to move from the role of individual contributor (or
managing their own activity) to managing small teams (managing
others) in 3 to 5 years after graduation. The PGDM curriculum was
designed to achieve this objective among others.
2. Provide innovative and sustainable solutions to complex
problems: Actively and skilfully conceptualize, apply, analyze,
synthesize, and evaluate information gathered from, or generated
by, observation, experience, reflection, reasoning, or
communication to solve problems using innovative solutions, which
are sustainable. They should be able to innovate and be predisposed
to engage in creativity and coming up with new ideas.
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Page No. 14
3. Demonstrate emotional intelligence in socially and culturally
diverse teams and settings: Students will be able to demonstrate
high level of emotional intelligence especially in teams and in
business settings, which have a high level of social and cultural
diversity.
4. Engage in life-long learning to stay relevant in a dynamic
business environment: Students should be able to think, act and
pursue and acquire knowledge independently on a continuous basis
and in a life-long learning mode in order to sustain and succeed in
a VUCA world.
5. Display entrepreneurial mindset: Students should be forward
looking and should proactively seek new opportunities. They should
be ready to take calculated risks, accept, and cope with changes
and uncertainty in the environment.
6. Effectively leverage technologies: With rapid changes in
technology and availability of new technological tools, students
should be competent to understand, adopt and use emerging
technologies/tools to improve individual and organization’s
performance.
7. Demonstrate ethical behavior: Develop an approach to business
decisions, actions, and personal conduct that upholds high ethical
standards for the greater good of the society.
Opinion Survey of Alumni and Industry/Recruiters on Relevance
and Importance of PEOs
Further, for the revalidation of PEOs, the structure survey of
industry/recruiters and alumni was conducted. The respondents were
asked to rate the PEOs on 5-point Likert-type scale, ranging from 1
(not very important), 2 (not important), 3 (neutral), 4 (important)
and 5 (very important). The descriptive results of same are
reported in following Table 1.4.
The combined results (both alumni and industry/recruiter
survey)
A survey of 80 respondents were conducted out of which 48 were
alumni of the institute and rest 32 were industry/recruiters. The
overall combined response (alumni and industry/recruiters together)
indicates that proposed PEOs were perceived either important or
very important. Table 1.4 and Figure 1.1 suggest that average
combined perceived score of all the PEOs are more than 4 and mostly
more than 4.25. This gave us a big reassurance that the PEOs
finalized are well in order and widely acceptable.
Table 1.4: Combined Average Perceived Score of PEOs Importance
as expressed by Alumni and Recruiters (Number of respondents = 80;
Alumni respondent—48 and Industry/Recruiter respondent—32)
Program Educational
Outcomes (PEOs)
Not Very Important
(1)
Not Important
(2)
Neutral (Neither
important nor unimportant)
(3)
Important (4)
Very Important
(5)
Average Score
(Scale 1-5)
PEO1: Attain Managerial positions in their
Organizations
0 0 3 x 3 = 9 39 x 4 =
156 38 x 5 = 190
355/80 = 4.44
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Page No. 15
Program Educational
Outcomes (PEOs)
Not Very Important
(1)
Not Important
(2)
Neutral (Neither
important nor unimportant)
(3)
Important (4)
Very Important
(5)
Average Score
(Scale 1-5)
PEO2: Provide Innovative
and Sustainable solutions to
complex problems
0 0 0 42 x 4 =
168 38 x 5 = 190
358/80 = 4.48
PEO3: Demonstrate
Emotional Intelligence in
Socially and Culturally diverse
teams and settings
0 0 17 x 3 = 51 44 x 4 =
176 19 x 5 = 95
322/80 = 4.03
PEO4: Engage in life-long
learning to stay relevant in a
Dynamic Business Environment
0 0 6 x 3 = 18 30 x 4 =
120 44 x 5 = 220
358/80 = 4.48
PEO5 Display
Entrepreneurial Mindset
0 0 16 x 3 = 48 41 x 4 =
164 23 x 5 = 115
327/80 = 4.09
PEO6: Effectively Leverage
Technologies
0 2 x 2 = 4 9 x 3 = 27 36 x 4 =
144 33 x 5 = 165
340/80 = 4.25
PEO7: Demonstrate
Ethical Behaviour 0 0 11 x 3 = 33
34 x 4 = 136
35 x 5 = 175 344/80 =
4.30
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Figure: 1.1: Average combined score of alumni and
industry/recruiter on importance of PEOs (on scale 1-5)
Combined response on individual PEOs
Further, the responses were put into three categories i.e. High,
Medium and Low. The responses falling in the range of 1 to 2 were
termed as Low, 3 as medium and 4 & 5 as high. The distribution
of responses is given in following Figure 1.2. A perusal of the
distribution of responses indicate that all PEOs are perceived
‘High’ in significance. Individually, PEO 1, 2, and 4 are voted
more than 90% as ‘High’ in significance while PEOs 6 and 7 voted
more than 80% as ‘High’ in significance. The two PEOs numbering 3
and 5, respondants voted in the range of 75 to 79 per cent as
‘High’ in significance while for these two PEOs there are about
10-14 per cent respondants who preferred to be neutral.
Figure 1.2: Distribution opinion on PEOs (combined data, in
percentage) on a scale 1-5
4.444.48
4.03
4.48
4.09
4.254.30
PEO1 PEO2 PEO3 PEO4 PEO5 PEO6 PEO7
Average Score of Signficance of PEOs
Average Score on Scale of 1 to 5
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Results of Alumni Survey
The survey of alumni included 48 respondents. The results of the
opinion survey are provided in Table 1.5. Overall, about 89% of
alumni opined that PEOs are either important or very important.
About 10% of them were neutral. The average of alumni responses for
all the PEOs overall is 4.24 which is significantly above being
perceived as important. For PEO 1, PEO 2, PEO 5, and PEO 7, more
than 90% alumni opined that they are either important or very
important. Especially with respect to PEO 2, this response was
100%. For PEO 3, about 19% of alumni reported their perception as
neutral. Almost similar result was seen with respect to PEO 6 where
19% of alumni expressed views as neutral.
Table 1.5: Average score of perceived importance of PEOs by
Alumni on a Scale 1-5
Program Educational
Outcomes (PEOs)
Not Very Important
(1)
Not Important
(2)
Neutral (Neither
important nor unimportant)
(3)
Important (4)
Very Important
(5)
Average Score
(scale 1-5)
PEO1: Attain Managerial positions in their
Organizations
0 0 3 x 3 = 9 27 x 4 =
108 18 x 5 = 90
207/48 = 4.313
PEO2: Provide Innovative
and Sustainable solutions to
complex problems
0 0 0 30 x 4 =
120 18 x 5 = 90
210/48= 4.375
PEO3: Demonstrate
Emotional Intelligence in
Socially and Culturally diverse
teams and settings
0 0 9 x 3 = 27 28 x 4 =
112 11 x 5 = 55
194/48= 4.042
PEO4: Engage in life-long
learning to stay relevant in a
Dynamic Business Environment
0 0 6 x 3 = 18 22 x 4 =
88 20 x 5 =
100 206/48=
4.292
PEO5: Display
Entrepreneurial Mindset
0 0 4 x 3 = 12 29 x 4 =
116 15 x 5 = 75
203/48= 4.229
PEO6: Effectively Leverage
Technologies
0 2 x 2 = 4 9 x 3 = 27 24 x 4 =
96 13 x 5 = 65
192/48= 4.000
PEO7: Demonstrate
Ethical Behaviour 0 0 3 x 3 = 9
22 x 4 = 88
23 x 5 115 212/48=
4.417
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Page No. 18
Results of Industry/Recruiter Survey
The survey of industry/recruiter included 32 respondents. The
results of the opinion survey are provided in Table 1.6. Overall
about 87.5% of the recruiters considered the PEOs as important or
very important. None of them opined that the PEOs are not
important, about 12.5% of them were neutral in their opinion. The
overall average on the scale of 1-5 turns out to be 4.11 which is
above the perception that PEOs are important. Almost 100% of
respondent from industry/recruiters opined that PEO 1, PEO 2, PEO
4, and PEO 6 are either important or very important. In case of PEO
3, PEO 5, and PEO 7 the response that they are either important or
very important have been more than 90%.
Table 1.6: Average score of perceived importance of PEOs by
Recruiters/Industry on a scale 1-5
Program Educational Outcomes (PEOs)
Not Very Important
(1)
Not Important
(2)
Neutral (Neither
important nor
unimportant) (3)
Important (4)
Very Important
(5)
Average Score
(scale 1-5)
PEO1: Attain Managerial positions in their
Organizations
0 0 0 12 x 4 = 48 20 x 5 = 100
148/32 = 4.625
PEO2: Provide Innovative
and Sustainable solutions to complex
problems
0 0 0 12 x 4 = 48 20 x 5 = 100
148/32 = 4.625
PEO3: Demonstrate
Emotional Intelligence in
Socially and Culturally diverse
teams and settings
0 0 8 x 3 = 24 16 x 4 = 64 8 x 5 = 40
128/32 = 4.000
PEO4: Engage in life-long
learning to stay relevant in a Dynamic
Business Environment
0 0 0 8 x 4 = 32 24 x 5 = 120
152/32 = 4.75
PEO5 Display
Entrepreneurial Mindset
0 0 12 x 3 = 36 12 x 4 = 48 8 x 5 = 40
124/32 = 3.875
PEO6: Effectively Leverage
Technologies 0 0 0 12 x 4 = 48 20 x 5 = 100
148/32 = 4.625
PEO7: Demonstrate Ethical
Behaviour 0 0 8 x 3 = 24 12 x 4 = 48 12 x 5 = 60
132/32 = 4.125
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Page No. 19
1.5. Consistency of PEOs with the Mission (15)
Mission: To provide learner-centric quality education for
stakeholders’ well-being
While preparing the Mission Statement, the discussion sought to
address three questions- For whom we would like to do
(verb/action), whom are we targeting (target audience) and finally
what should be the expected outcomes of the action or intervention?
The three key elements of the mission statement along with
explanation of each of three elements are given below:
M1: Learner-Centric Approach: In this approach, students are
active participants in their learning; make decisions themselves
what and how they learn; construct new knowledge and skills;
collaborate with others and monitor their own learning.
M2: Quality Education: A broad definition of quality education
is one that provides all learners with capabilities they require to
become economically pro-active develop sustainable livelihoods,
contribute to upliftment of society and underprivileged
section.
M3: Stakeholders’ Wellbeing: Individuals develop a sense of
purpose and feel that they will be able to achieve important
personal goals and participate in society.
The Program Educational Objectives mentioned earlier were
prepared keeping in view the need to align them with the Jaipuria’s
mission statement. After careful examination, a matrix of the
correlation of elements of the mission statement with the PEOs in
terms of L: Slight (Low); M: Moderate (Medium); H: Substantial
(High) have prepared which is given below as Table 1.7.
Table 1.7: Mapping of PEOs with Mission Elements (L = Low; M =
Medium; H = High)
M1: Learner- Centered Approach
M2: Quality Education M3: Stakeholders’ Well-Being
PEO1: Attain managerial positions in their organizations.
M H M
PEO2: Provide innovative and sustainable solutions to complex
problems.
H M L
PEO3: Demonstrate emotional intelligence in socially and
culturally diverse teams and settings.
H L M
PEO4: Engage in life-long learning to stay relevant in a dynamic
business environment.
H M M
PEO5: Display entrepreneurial mindset.
H H M
PEO6: Effectively leverage technologies.
H L M
PEO7: Demonstrate ethical behavior.
M H H
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Page No. 20
Outlining Graduate Attributes for life-long-learning
The institute has also developed a set of Graduate Attributes
(GAs) towards promoting life-long-learning of students. The
Graduate Attributes (GAs) are set to define the outcome in terms of
what a student would develop in terms of knowledge-skill-attitude
(KSA). These competencies transcend beyond the program and tend to
inculcate life-long-learning in students. The GAs at Jaipuria are
as follows:
Self-Initiative: Students become self-motivated, independent
learner, and develop confidence in their learning and
abilities.
Deep discipline knowledge: Students are committed to the pursuit
of learning and take learning in its full details. They are also
able to apply knowledge to manage practical aspects of business.
This goes beyond memorization and leads to self-actualization.
Critical thinking and problem solving: Students do follow
analytical and evaluative approach to problem solving. Students
inculcate scientific, research based and impartial approach.
Humility, team-building and leadership skills: Students are
grounded and empathetic without being arrogant towards people and
society. They develop ability and resilience to work in team and
develop the attributes of gratefulness and empathy.
Open and clear communication: Students develop open, honest and
transparent communication and also make sense of what they
communicate.
Global outlook: Students develop global understanding and
mind-set.
Ethical competency and sustainable mind-set: Students develop
and follow professional ethics in life as well as in workplace.
They do consider environmental and social impact for the greater
good of the society and planet.
Entrepreneurial and innovative: Students do engage in creative
pursuit and develop entrepreneurial traits, which may also lead to
real start-ups.
The graduate attributes are also an assurance to prospective
employer about what they can expect from our graduates. This is
also a mapping for what Jaipuria as a responsible institute is
contributing to the life of students in the pursuit of well-being
of family, society, and nation. The graduate attributes are brought
down and assimilated into what is called Program Level Outcomes
(PLOs). This provides a larger picture about the objective of the
program and what the program is expected to achieve. This also
provides guideline for curriculum design, delivery and assessment
of student learning. These are presented in the measurable format
and get measured as part of ‘assurance of learning’ exercise. In a
top down approach, the outcome based education at Jaipuria is
summarized in following Flow Diagram 1.1:
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Page No. 21
Flow Diagram 1.1: Flow of Alignment of Graduate Attributes to
Leaning Outcomes
AoL Committee & Assurance of Learning
Assurance of Learning (AoL) is the soul of outcome based
education. Here students’ achievements of learning expectations are
measured and demonstrated. It takes into account both module-based
learning as well as non-module based learning. The Assurance of
Learning Committee (The AoL Committee) has been formed which looks
into the measurement of attainment of PLOs, identifies the learning
gaps and action plan is worked out accordingly to close the
loop.
The AoL committee focuses on curriculum alignment to learning
experiences which enables students to develop desired knowledge,
skills, and attitude. This, in turn, enhances employability. This
is seen that even after faculty putting in their best, some
students fail to develop competencies which they thought they would
develop otherwise. The AoL process allows focus to be retained and
students do tend to learn. In this way, AoL enhances students
learning and quality of educational outcome. The existing AoL
Committee of the institute is comprised of the following:
Members of AoL Committee
Dr Prabhat Pankaj, Director, Jaipuria Institute of Management,
Jaipur—Chairman
Dr Anurag Singh, Dean (Academics)—Member
Dr Prashant Gupta, Professor—Member
Dr Somayajulu Garimella, Former Professor, IMT-Ghaziabad and
Member, Academic Council—External Member
Vision & Mission
PEOs / PLOs
Graduate
Attributes
Course Level
Outcomes (CLOs)
Assessment
Assurance of Learning
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Page No. 22
CRITERION 2 Governance, Leadership & Financial Resources
100
2.1 Governance and Leadership (60)
2.1.1. Governance Structure and Policies (25)
2.1.1.1. Governing Structure (10)
(List the governing, senate, and all other academic and
administrative bodies; their memberships, functions, and
responsibilities; frequency of the meetings; and attendance
therein, details of monitoring of performance done by the BoG. A
few sample minutes of the meetings and action-taken reports should
be annexed)
The governing structure of the institute is based on the
principle of ‘collective leadership’ and ‘inclusiveness of decision
making’. The collective leadership is ensured through participation
of all the important stakeholders’ in the decision making process
at various levels. The inclusiveness of decision-making is about
ensuring that decisions at various levels are made through
consensus to the maximum possible. The stakeholder-based
decision-making is achieved by co-opting members of alumni body,
industry professionals, recruiters, and academic experts in all
major decision making bodies. Faculty of the institute is fairly
represented and they act as a seat-anchor for providing inputs for
decision making as well as voicing out their views in
decision-making bodies. Flow Diagram 2.1 provides the institute’s
structure of governance and feedback flow which ensures that upward
communication is smoothly held and downward communication is
appropriately disseminated for action and closing of the loop.
Flow Diagram 2.1: Flow chart of Governance and Feedback
Note: Bold lines in the above flow chart represent reporting
system, while dotted lines represent two-way flow of communication
and views sharing.
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Page No. 23
Board of Governors: The Board of Governors (BoG) is the highest
decision making body of the institute. The BoG is comprised of
eminent personalities from academia, industry and different
national and international organizations of repute. They are
personalities with rich experience who are accomplished thought
leaders and well respected in their field for their contributions.
The Board of Governors meets once in each quarter. The schedule of
the meetings for the entire year is announced at the beginning of
the year. The BoG discusses and takes decisions on all issues
related to the institute.
The BoG has a participative decision making process involving
different stakeholders. The Director, who is one of the members of
BoG, regularly meets parents, students, alumni, industry experts
etc., discusses relevant developments, and seeks their opinion for
further improvement. Director presents “Institute’s Update”
incorporating action taken report to BoG in each quarterly meeting,
which is taken note of by the BoG. Further suggestions are brought
back, communicated, and implemented at the institute’s level and
the same is reported back to the BoG in the form of next action
taken report.
The list of BoG members is provided in Table 2.1:
Table 2.1: List of members of BOARD OF GOVERNORS
Name of the Board Members Designation in Board
Shri Sharad Jaipuria Chairman & Managing Director, Ginni
International Ltd.
Chairman
Shri Shreevats Jaipuria Executive Director, Ginni International
Ltd.
Vice-Chairman
Shri Anurag Dalmia Vice Chairman, Dalmia Bros. (P) Ltd.
Member
Shri Ashutosh Garg Chairman and MD, Guardian Lifecare
Member
Shri Ravi Jhunjhunwala Chairman, LNJ Bhilwara Group
Member
Shri Salil Bhandari Corporate Consultant
Member
Dr. Kamal Gupta Corporate Consultant, Former Technical Director,
ICAI
Member
Shri Mahesh Gupta Chairman, Kent RO Systems
Member
Dr. Rajan Sexena Vice Chancellor, NMIMS University
Member
Sudhir Jalan Co. – Chairperson, Rieter India (P) Ltd.
Member
Dr. Dayanand Pandey Director, Jaipuria Institute of Management,
Noida
Member
Dr. Harshvardhan Halve Director, Jaipuria Institute of
Management, Indore
Member
Dr. Kavita Pathak Director, Jaipuria Institute of Management,
Lucknow
Member
Dr. Prabhat Pankaj Director, Jaipuria Institute of Management,
Jaipur
Member
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Page No. 24
The BoG members are torchbearers who bring in their collective
pool of knowledge and insight for the institute’s academic and
institutional growth. They review periodically and shape our
academic policies and procedures in the light of future
requirements of employability skills and innovative practices.
Members of BoG are academicians of repute, Dr Rajen Saxena is
Vice-Chancellor of Narsee Monjee Institute of Management Studies
(NMIMS), Dr. Kamal Gupta is a doctorate and a famous management
consultant, Shri Ashutosh Garg is an author and published a best
seller from Collins publisher, and Shri Salil Bhandari is an
accomplished management consultant and member of BoG, IIM,
Indore.
Brief profile of the BoG members is attached as Annexure-1
The minutes of the meetings are prepared and are systematically
maintained. The average attendance of the BoG members in last three
meetings is 63%.
Contributions of BoG in the institute’s development
A lot of focus of the BoG discussion is strategic in nature
wherein analysis is done and future course of action is suggested.
For example, Table 2.2 provides strategic discussions made in the
last three BoG meetings and based on the suggestions, actions taken
up at the institute level:
Table 2.2: Action Taken Report based on BoG Suggestions
Date of BoG Meeting
Strategic area of discussion and analysis done
Suggestions and Action Taken Report
Attendance of the Members in BoG meeting
11th January, 2019
The BoG members discussed challenges and opportunities in
management development programmes
Jaipur being a close nit society, it is suggested that the
institute prepares management and leadership development programmes
for the government officials. Following the suggestion, the
institute launched Summer School 2019.
Attended: 9
Absent: 7
% of members present: 56
26th October, 2018
The BoG members discussed admission quality improvement
The suggestion was to expand the scholarship base for attracting
meritorious students. Following the suggestion, institute expanded
the scholarship base and the institute’s alumni body instituted
special scholarship based on merit and means.
Attended: 10
Absent: 6
% of members present: 63
21st July, 2018
The BoG members discussed placement challenges and
opportunity
The competitiveness of the institute was discussed and
suggestions were given on how to
It was suggested that the institute focuses on international
placement opportunities and improve conversion rate in companies
like Deloitte. The institute pursued on the suggestions and was
able to achieve international placement for students as well as a
marked
Attended: 11
Absent: 5
% of members present: 69
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Page No. 25
Date of BoG Meeting
Strategic area of discussion and analysis done
Suggestions and Action Taken Report
Attendance of the Members in BoG meeting
improve the rankings of the institute
improvement in conversion rate.
Based on the detailed comparative analysis of NIRF and other
rankings, priority areas have been identified in medium term
planning for the institute.
The BoG members facilitate visits of faculty and students to
their manufacturing plants and visit the institute for
deliberations, leadership meet, seminars, conferences etc. to share
their knowledge and experience with faculty and students.
Impact of BoG suggestions on Institute’s ranking and profile
Some of the suggestions emanating from BoG have been
transformative and helped the institute attain the next level in
quality and performance. One such suggestion by the BoG has been
about how to improve external branding and positioning of the
institute. The suggestion was to aim at achieving number 1 position
in the state and create good branding and word-of-mouth publicity.
Following the suggestion, we increased the budget on external
branding and started focusing on creating on-campus
student-experience. We also started focusing on parents as an
important stakeholder and established good communications with them
through different channels, including creating of whatsapp group.
The institute also tied up with Times of India for publication of
institute’s student magazine, Jaipurian’s World and used it as a
tool to disseminate activities and works of the institute to
various stakeholders. As a result of these changes, the institute
is able to improve its ranking and rating in surveys conducted by
various agencies and started figuring in top 50 institutions in the
country. The following table provide ranking status of the
institute in last 4 years:
Survey Agency Rankings in the Years 2015-2019
2018-19 2017-18 2016-17 2015-16
NIRF (Ministry of HRD, Govt of India)
71st Rank In 51-75 Band Did not participate Did not
participate
GHRDC (CSR)
3rd Rank (Top B- Schools of Eminence) 2nd Rank (Top B-Schools in
Rajasthan)
13th Rank( Top B-Schools of Super Eminence) 2nd Rank (Top
B-Schools in Rajasthan)
3rd in India’s top outstanding B-Schools of Excellence
14th Rank in India’s top outstanding B-Schools of Excellence
NHRDN
45th Rank (Top- B-Schools)
46th Rank (Top- B-Schools)
46th Rank (Top- B-Schools)
Best Emerging B-School
Great Place to Work Certification
On the suggestion from the BoG members, institute participated
in Great Place to Work survey conducted by the Great Place to Work
Institute. The institute received certification of Great Place to
Work in small/medium category of organization for 2018-19, with
highest score on factors such as transparency and trust.
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Page No. 26
Most Preferred B-School of the Year Jaipuria Institute of
Management has been awarded the "Most Preferred B-School of the
Year—in North India" at 12th ASSOCHAM National Education Summit
2019.
Sample of Minutes of BoG Meeting is attached as Annexure-2
Academic Council: The Academic Council (AC) is an advisory body
responsible for advising on all academic matters e.g. framing of
academic policy, providing advice and inputs on Institute’s vision
and strategic direction; provide feedback and advice on programmes,
curriculum, syllabi and related matters; provide advice and
guidance for institution of new programmes, modifications of
existing programmes and dropping off existing programme(s); make
recommendations to BOG for award of PG Diploma, medals and honours
to students on their successful completion of the requirements;
provide approval of courses, regulations and syllabi, etc. The AC
involves faculty at all levels and also experts from outside,
including representatives from the academia and the government. The
Director of the institute is the chairperson of Academic
Council.
The Academic Council is comprised of the known experts in the
field of management from within or outside the State, alumni
member, and industry/recruiters. The term of appointment of the AC
members is two year, which can be extended with the consent of the
Director.
The Academic Council meets twice in the academic year. The
minutes of the meetings along with action taken report is recorded
and kept as a separate file. List of the Academic Council members
is provided in Table 2.3:
Table 2.3: List of Members of Academic Council
S No. Members Detail Representation Area
1. Dr Devi Singh, Former Director, IIM-Lucknow Academics
2. Dr. R. L. Raina, Vice-Chancellor, J.K. Lakshmipat University,
Jaipur Academics
3. Shri Rajendra Bhanawat, (Rtd. I.A.S.), Former Managing
Director, RIICO, Jaipur
Government/Industry
4. Shri Pankaj Dobhal, Vice President - Finance &
Accounting, Genpact, Jaipur
Industry/Recruiter
5. Dr. Kamal Singh, Executive Director of UN Global Compact
Network India
Academics/International Organization
6. Dr. Somayajulu Garimella, Former Dean, IMT, Ghaziabad,
currently an Independent Management Consultant
Academics/Consultant
7. Brig (Dr.) S. S. Pabla, President, Bharatiya Skill
Development University, Jaipur
Academics/Skill Expert
8. Dr. V P Singh, Former Advisor, Patanjali Industry
9. Dr. UdayKumar R Yaragatti, Director, Malviya National
Institute of Technology (MNIT), Jaipur
Academic
10. Dr. Ashok Bapna, Former President, NHRDN-Jaipur Chapter
& Former Member, State Planning Board, Government of
Rajasthan
Government/Academics
11. Mr Nitin Srivastava, HR Manager , Mahindra Finance,
Rajasthan Industry/Recruiter
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Page No. 27
S No. Members Detail Representation Area
12. Mr. R. Anand, Senior Vice President-HR, HCL Technologies,
Noida Industry/Recruiter
13. Mr. Atul Khandelwal, CEO,, Anoop Arcade, Khandelwal
Associates, Jaipur
Alumni/Entrepreneur
14. Dr. Anil Mehta, Former Professor, Department of Business
Administration, University of Rajasthan, Jaipur
Academic
15. Dr. N. D. Mathur, Former Professor, Department of Business
Administration, University of Rajasthan
Academic
16. Dr. Kavita Pathak, Director, Jaipuria Institute of
Management, Lucknow
Academic
17. Dr. D. N. Pandey , Director, Jaipuria Institute of
Management, Noida
Academic
18. Dr. Harshvardhan Halve, Director, Jaipuria Institute of
Management, Indore
Academic
19. Dr. Prabhat Pankaj, Director, Jaipuria Institute of
Management, Jaipur
Director/Academic
20. Dr. Prashant Gupta, Professor, Jaipuria Institute of
Management, Jaipur
Internal Faculty Representative/Academic
21. Dr. Anurag Singh, Dean Academics, Jaipuria Institute of
Management, Jaipur
Internal Faculty Representative/Academic
The Academic Council is comprised of internal as well as
external members, constituting renowned experts, recruiters, alumni
and industry professionals. There are 10 members out of total 21
from academics with 6 external members. Eminent experts such as Dr.
Devi Singh, former Director, IIM-Lucknow and Vice Chancellor, FLAME
University; Dr. R. L. Raina, former Dean, IIM-Lucknow, and Dr
Somayajulu Garimella, former Dean, IMT-Ghaziabad are members of
Academic Council. There is a fair representation of industry,
recruiters, and alumni in the AC. As many as 8 members are from
industry, recruiters and alumni. The AC also has members
representing skill expertise, entrepreneur, PSU experts and
government representative. This makes the AC broad based and
comprehensive.
Brief profile of the Academic Council members are attached as
Annexure-3
Contributions of Academic Council in the institute’s
development
Table 2.4 below provides records of action taken report
following suggestions of the Academic Council:
Table 2.4: Action Taken Report on the Suggestions given by the
Academic Council
Date of AC Meeting
Strategic area of discussion and analysis
done
Suggestions and Action Taken Report
Attendance of the Members in AC meeting
29th November, 2018
The AC suggested inclusion of newer technology development like
artificial intelligence, analytics in the
As a result of this suggestion, the course on Business Analytics
has been added as full elective with 5-6 courses and offered to
students.
Attended: 12 Absent: 8 % of members present: 60
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Page No. 28
Date of AC Meeting
Strategic area of discussion and analysis
done
Suggestions and Action Taken Report
Attendance of the Members in AC meeting
curriculum
26th April, 2018
The AC suggested to work on international summer program and
international placement
The institute started working on internationalization and as a
result more than 40 students visited in countries such as South
Africa, Singapore, France, Dubai, Bhutan etc and undertook summer
programs, internship, and study programs. Students have also been
placed internationally for full summer internship as well as final
placement has been secured for them.
Attended: 11 Absent: 9
% of members present: 55
11th May, 2017
The AC strongly recommended for social engagement programs and
exposure for students in the form of project / work.
The institute launched a systematic program called Winter
Internship for Societal Happiness (WISH) wherein MoUs have been
signed with 16 NGOs. Students have been placed in these NGOs where
they put in 40 hrs to 100 hrs of work over a period of 4-5 months
and prepared a formal report for presentation.
Attended: 12 Absent: 8
% of members present: 60
Impact of AC’s suggestions on Institute’s development
Many of the AC members directly helped the institute in many
activities and planning. Some of the best examples of their direct
guidance and involvement is as follows:
Dr Somayajulu Garimella: Guided the process of Outcome Based
Education (OBE) in the institute. He anchored the entire process
and handhold faculty for designing and implementing learning
outcomes and its measurement.
Dr V. P. Singh: Conducted ‘Mentoring the Mentors’ sessions for
faculty wherein psychometric profiling has been created. This
facilitated the preparation of ‘Individual Development Plan’ for
the faculty and writing of ‘My Teaching Philosophy’ by the
faculty.
Dr Devi Singh and Dr R. L. Raina: Conducted several rounds of
faculty development sessions on topics such as research and
publications, case development and teaching, and specific subject
orientation in the area of business communication and finance.
Dr Prateem Tamboli: Facilitated the singing of MoU with Fortis
Hospital under which a course names ‘Hospital Management’ has been
launched.
Atul Khandelwal: As member of the institute’s alumni committee,
launched scholarship scheme for students. There are two types of
scholarships launched—1. Merit-cum-Means Scholarship, 2. Startup
Scholarship (subsistence support if a student opt for starting own
venture)
R. Anand: As an expert in happiness at workplace, R. Anand is
helping as resource person in Summer Boot Camp Program on
‘Happiness & Wellbeing’ for corporates.
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Page No. 29
Many of the AC members regularly engage sessions in management
development programs conducted for corporate and industry employee
in the institute.
Area Advisory Committees: The Area Advisory Committee (AAC) is
constituted as the body to discuss, deliberate, and finalize course
curriculum. The scope of AAC is not only confined to curriculum
revision but it also acts a guide, mentor, and facilitator for
faculty in the area in all major pursuits of academics such as
research, faculty development, and teaching methods. The curriculum
review process at Jaipuria Institute of Management, Jaipur has
two-fold objectives:
1. To benchmark curriculum with the best practices in India and
abroad.
2. To make curriculum relevant and practical oriented in order
to bring it closer to the real world of work and business.
The first objective necessitates that best of business schools
in India and abroad are looked at and benchmark the institute’s
curriculum against them in terms of courses, syllabi, and teaching
pedagogy. The second objective underlies that the curriculum and
its delivery is discussed with major stakeholders and feedback is
taken from them to make it relevant and practical oriented. Three
major stakeholders need to be consulted—Domain Expert, Industry
Professional, and Alumni of the institute.
Tenure of the AAC members is for a minimum of 2 years, which can
be revised further as per suggestion from the area and as approved
by the Director.
The process of calling the meeting of AAC shall be as
follows:
The Academic Area Chair in consultation with members of the area
proposes a list of External Members comprised of domain expert,
industry professional, and alumni of the institute to the Director
with proposed date(s) of the meeting.
Director of the institute approves External Experts from the
list proposed by the Academic Area Chair.
Letter of appointment/invitation as External Expert Member of
AAC is issued from the Director’s office to concerned experts.
The Academic Area Chair coordinates with the appointed members
and facilitate the conduction of the meeting.
The minutes of the meetings are recorded and kept in a
designated file.
Sample of AC meeting’s minutes attached as Annexure-4
Curriculum Revision Process
The area faculty benchmarks courses and curricula against the
globally renowned B-schools. The faculty develops comprehensive
course outlines citing learning outcomes and its mapping with
program level outcomes and program educational outcomes, modules,
session plan, evaluation, references, books, readings, cases,
caselets. Special emphasis will be laid on aligning session
learning outcomes with course learning outcomes. Learning outcomes
are mapped with session outcome.
The review of programme and the courses are done through the
established mechanism of developing faculty teams within Academic
Areas and inviting suggestions of all the major stakeholders. The
outcomes are validated by industry professional who joins eminent
academician during the academic area meeting of the course
annually. The final approval is granted by the Academic Council,
comprised of external members of industry, and eminent
academicians. The area faculty take lead in revision exercise of
curriculum by taking suggestions from stakeholders and deliberate
within the area.
Stage 1: Deliberation in Area Advisory Committee (AAC) which is
comprised of duly appointed members of alumni, industry
professional, and academic expert.
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Page No. 30
Stage 2: Presentation to the Faculty Council where it is
examined from the point of view of conformity with vision and
mission and overall integration.
Stage 3: Finally ratified by the Academic Council, comprised of
eminent academicians and industry professionals.
Feedback generated during guest talks and placement sessions by
the training & placement department of the
institute also forms an input for review and revision. Calendar
for curriculum design and course review process is
as follows:
Calendar for Curriculum Design and Course Review Process
December – January Area planning for curriculum
Architecture.
Area planning for course review for next academic year based on
inputs from industry & academicians from time to time.
February - April Course outline discussion and validation by
AAC, inviting designated external members--alumni, industry, and
academic.
May - June Approval by Faculty Council & Academic
Council.
Course outlines are sent to programme office for
circulation.
Sample of AAC meeting’s minutes is attached as Annexure-5
Faculty Council: The Faculty Council is the apex decision making
body at the institute level. The Faculty Council meets at least
once in a given term, while at practical level it may meet as many
times as the need arises. Some of the common agenda items of the
Faculty Council is as follows:
Ratification of results
Admission policy
Placement policy
Program policy
Examination policy
New initiatives
Plan of action on mission and goals
The details of the number of Faculty Council Meetings (FCMs)
held in the last 3 terms are presented below as Table 2.5 along
with the illustrative agenda items taken up in the meetings.
Table 2.5: Record of Faculty Council Meeting held and agenda
discussed
Term Number of FCMs Agenda
Term III (Jan-March
2019)
5
Academic, Committees and
Activities/Events review.
Review of the preparation for the
forthcoming International Youth
Conference.
Review of the preparation for the
forthcoming Annual Seminar on
Rajasthan 2030
Area Academic Meeting
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Term Number of FCMs Agenda
Curriculum Review
Briefing about convocation dates and
preparation
Review of Alumni sponsored
Scholarship.
Briefing about Summer School
Term II ( Oct-Dec 2018) 2 Starting the process of curriculum
review and preparing for Area Advisory
Committee Meetings
Measurement of CLOs and PEOs
Term I ( July-Sept 2018) 3 Adoption and signing of
citizenship
pledge.
Briefing about orientation programme.
Review meeting about the progress of
courses in Term I and Term IV
Briefing about placement.
Review of progress of youth conference
scheduled on 15th and 16th Feb 2019
Sample of FCM meeting’s minutes is attached as Annexure-6
Academic and Administrative Committees: At the operational
level, institute works through various academic and administrative
committees. All such committees are announced at the beginning of
the year through a notification from the Director’s office. The
members of various committees are decided by the Director who in
turn takes opinions from Deans and Program Directors and also speak
to the faculty concerned for the kind of role they would like to
have in next year.
The list of various committees and members for the year 2018-19
is attached as Annexure 7.
2.1.1.2. Service Rules (5)
(Service rules should be published, employees should be made
aware and its compliance)
The institute has a well-designed Service Rules and it is
incorporated in the document called “Handbook of Service Rules
2018-19” (Revised). The Handbook of Service Rules are reviewed
every year. Service rules book broadly cover following:
Recruitment and selection process
Work timings and working days
Salary and benefits
TA/DA rules
Holidays
Leave rules
Accountability and performance appraisal policy and process
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Career advancement scheme
Policies related to involvement in MDP, Consultancy, Research
& Publications, and faculty development scheme
General rules and Code of conduct
Anti-sexual harassment policy
The institute shares the service rules with all its employee in
following manners:
The institute uses HRIS system for leave and other purposes, to
be used by all our employees. The “Handbook of Service Rules” is
uploaded on the HIRS system, which can be accessed and downloaded
by all the employees.
On the day of joining of the employee, a soft copy of the
“Handbook of Service Rules” is sent to them in their email. The
joining protocol has been created which includes—1. Welcoming by
the Director, HR, and Departmental Head with a ‘Green Certificate”
(Note: Green Certificate is part of the institute’s policy of
supporting green environment wherein a tree is planted in the name
of the person to whom a certificate to this effect is issued).
A printed version of the “Handbook of Service Rules” is kept
with HR department, Director’s office, and also with the respective
department heads which is easily accessible to employees as and
when demanded.
2.1.1.3. Policies (5)
(There should be well-defined and implemented policies of
governance with stakeholders participating in the development of
these policies. Also, state the extent of awareness among the
faculty and students)
The institute has well defined process of policy making which is
based on—1. Learning from past process, 2. Seeking opinion of the
stakeholders, and 3. Suggestions from the faculty group. All major
areas of governance and operations are guided by pre-designed
policies. Review of the policies are made periodically on annual
basis to accommodate learnings and experiences from the past. Some
of the major areas which is governed by the policies are as
follows:
Admission Policy: Admission Policy outlines the admission
process, selection criteria, scholarship policy and criteria, and
process for conducting CAPI (Case Analysis and Personal Interview).
The admission policy review is initiated by the Admission Committee
and it is discussed in the Faculty Council Meeting for
finalization. The admission committee is comprised of faculty
chair, admission staff members, and student members of Student
Council who are part of the admission committee. After discussion
in the faculty council, the policy is ratified by the Director.
Admission Policy is well communicated, shared to faculty through
faculty council minutes. Students are communicated the part of the
policy related to scholarship details through Dean’s letter as well
as part of admission counseling.
Placement Policy: Placement Policy outlines the placement
process, criteria, and guidelines for students training. The
placement policy review is initiated by the Placement Committee and
it is brought to the Faculty Council for discussion and
finalization. The placement committee is comprised of faculty
chair, placement staff members, and student members of Student
Council who are part of the placement committee. After discussion
in the faculty council, the policy is ratified by the Director. The
Placement Policy is well communicated, shared with faculty through
faculty council minutes. Students are communicated the entire
policy document by sharing the text through email and also a copy
is signed by the students as part of its acceptance.
Research Policy: Research Policy outlines incentives scheme for
publications in journals. The institute has adopted ABDC List of
journals and devised different incentives for publications in the
listed journals. The policy also provides policy on consultancy
revenue sharing with faculty and leave provisions, which a faculty
can avail
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to do consultancy work. The faculty development program
opportunity and policy on attending national and international
conference and stipulated provision of financial assistance is also
a part of the research policy. The policy also brief about the
provision and the process of Minor Research Grant to faculty. The
research policy is reviewed annually by the Director, Dean
(Academics), and Faculty Chair of Research Committee and the same
is presented in BoG Meeting for ratification. The Research Policy
is well communicated to all faculty through email and also it is
incorporated into the “Handbook of Service Rules”.
Examination Policy: The Examination Policy lays down the
effective assessment procedure, confidentiality and conduct of the
examinations. The policy is implemented through an Examination
Committee which is headed by Controller of Examinations and other
members as appointed by the Director of the institute. The
Examination Policy is well communicated to the students at the time
of joining the institute. There is a provision of separate session
on examination policy, rules and regulations during Orientation
Programme for new batch of students. It is also provided to
students in written form through email as part of the Student
Handbook. The policy is made available to students through MOODLE
as well which a student can see and download at his/her
convenience. The examinations conduct is also communicated before
each major examination through mail and it is pasted on the entry
door of the examination hall.
HR Policy: The HR Policy outlines accountability and performance
appraisal of faculty and staff of the institute, including
performance planning process, quarterly performance review, and
annual performance appraisal processes. The HR Policy also contains
general rules for defining work hours and work environment and
conduct of employees. The HR Policy is in vogue right from the
start of the campus and it is revisited at the beginning of the
academic year and amended added to the policy as per need. The
policy changes are proposed by the Director to BoG for ratification
after a due deliberation in the faculty council. The HR Policy is
well communicated to the employee at the time of joining. The
policy is shared through email to the new employee. A print copy of
the policy is kept with the HR department and the departmental
heads for ready reference and accessible to all employee. The HR
Policy is also incorporated in the “Handbook of Service Rules” and
it is uploaded on the internal HRIS system.
Health and Fitness Policy: The institute has implemented Health
and Fitness Policy for its employee called “BeFit (Be Fit; Be
Active; Be Healthy)” in the year 2018-19. The objective of this
policy is to create fitness awareness among employees and thereby
contribute to the national cause of “Hum-fit-to-India-fit”. Under
this policy, a 5% weightage in the annual appraisal will be given
for completing the target of 120,000 steps per month (i.e about
30000 steps per week). The policy allows the employees to spend 30
minutes, thrice a week, towards fitness activities. This will be
based on self-reporting of the employees on regular basis to HR
without any formal verification system. However, if employee so
wishes, can measure steps with the help of app/band. Apart from
making fitness as part of policy, the institute has also put in
following two measures:
There is a provision of ‘hum-fit-to-India-fit’ slot in the
formal time table (once a week) wherein everyone
stops working and come out of their cabins and take part in
yoga, sports, gym, cycling etc. There is a “Citizenship Pledge”
signed by all (including faculty, staff, student) which has clause
which reads
“That, I will take utmost care of my own personal health and
hygiene. I fully understand that a healthy & productive mind
lives in a healthy body”.
Administrative Rules and Policies: The institute has a “System
Manual of Jaipuria Institute of Management” which aims to
standardize accounting, purchase, store, administrative approvals
and other associated processes. The larger objective of system
manual is to improve the efficiency and exercise better
administrative control. The system manual has been designed
considering present organizational structure, authority and
delegation level and “Tally’ accounting package being used. The
system manual is book is printed and it is available with all major
administrative departments.
Anti-sexual Harassment Policy: The institute embodies the
concept of equality and prohibits all kind of discrimination on the
grounds of religion, race, caste, sex or place of birth or any of
them. Institute values the
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right of all employees to be treated with dignity and sexual
harassment within the institute/office premises or outside,
involving its employees/students/vendors/customers/any other
persons who in any form deals with the institute. The anti-sexual
harassment policy is made according to the government rulings and
it is well communicated, both in print format as well as through
email. The composition of the committee and rulings are displayed
at various places in the campus.
2.1.1.4. Strategic Plan (5)
(Availability and implementation)
The institute has Strategic Plan 2016-20. It is presented in a
document with 4 major chapters. The chapters are related to macro
scenario analysis, industry analysis, institutional analysis and
strategic goals etc. Based on the goals set in the Strategic Plan
2016-20, plan of action has been initiated. The following Table 2.6
provides plan of action and resulted implementation report on
various goals and targets fixed:
Table 2.6: Plan of Action based on Strategic Plan 2016-20
Goal Plan of Action Timeline Implementation/Gap
To enhance student reach, participation, and achievement
Student Reach
High media exposure
More emphasis on Digital Marketing
Personality Development & Career Planning Program in UG
Colleges
Quizzes, Contests (Online / Offline) for UG students
Participation / Sponsorship in popular public events
Participation / Collaboration in professional events
Merit based Scholarship Scheme
Registration for CAT
Continuous Process
CAT 2016
The institute has made a good progress on all counts and there
is no implementation gap on this goal.
*Jaipuria is now present in all media forms, print as well as
online. There has been marked improvement in social media
presence.
*As many as 4000 students have been reached out for conducting
personality development and career planning workshops in government
UG colleges. The institute has also signed MoU with Higher
Education Department, Government of Rajasthan.
*Jaipuria Quiz League (JQL) is now established as a much sought
after event for UG students. Each year, institute is able to
involve about 5000 students across the state.
*The number of merit-based scholarship has been increased. New
scholarship schemes have been announced by the Alumni Body.
*The institute has registered for CAT.
Student Participation
Curricular Activities
Co – Curricular Activities
There has been tremendous improvement in the quantity as well as
quality of curricular, co-curricular and extra-curricular
activities for students. A
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Goal Plan of Action Timeline Implementation/Gap
Extra – Curricular Activities
Continuous Process
detailed list of activities attached as Annexure-8
There is a separate office of Dean (Student Affairs) which
prepares Annual Event Calendar (The last three years Event Calendar
is attached as Annexure-9) at the beginning of the year and
participants of students from various institutions from Rajasthan
and outside state is ensured. The institute has established
following student events as signature events for curricular,
co-curricular and extra-curricular activities:
1. Annual International Youth Conference
2. Annual Sports Meet 3. Abhyuday Student Fest
These three events witness participation of more than 1000
students, delegates from India and abroad, youth icon and youth
celebrities, alumni, scholars, educators, and industry
professionals. The events are largely organized by the institute’s
Student Council wherein students lead from the front and actively
organize events.
The institute has come up with a policy of sending students to
top institutions in the country such as IIMs and IITs for
participation and in last 3 years there has been tremendous
increase in the number of students participating in external
events. A list of student participation in external event is
provided as Annexure-10
Student Achievement
Mentorship Program
Employability Skill Enhancement
Research Grant / Fellowship
Student Exchange Program with National / International
Institutes
Continuous Process
The institute has strengthened the process of mentoring by
assigning industry professional / alumni as off-campus mentor for
the student. The external mentor has helped in improving the
Individual Development Plan (IDP) and strengthening the process in
a big way.
There has been further refinement of employability skill
enhancement
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Goal Plan of Action Timeline Implementation/Gap
program undertaken with a renewed emphasis on ‘increasing the
success ratio’ of student in a placement interview. The biggest
example of this effort is selection in Deloitte which has increased
to 14 in 2019 from 7 students in 2018. For the first time in 2019,
2 students have been selected in Amazon and 1 in international
company Indica. The model of employability skill enhancement and
placement preparation is provided as Annexure-11
A provision of Jaipuria Research Studentship (JRF) has been made
and students worked with faculty under Minor Research Grant policy
of the institute. Students also worked with faculty on consultancy
and research project granted to faculty by external funding
agencies such as Airport Authority of India (AAI), and Indian
Council of Philosophical Research (ICPR), New Delhi. Several
students prepared research papers under the guidance of faculty and
presented at national and international conferences, including IIMs
and IITs.
The institute has made significant progress on student mobility
and exchange program. More than 50 students have visited abroad in
last 3 years while under a long term exchange agreement, 6 students
from Rennes Business School, France studied full trimester in the
institute with credit transfer agreement. As a reciprocal
agreement, 6 of Jaipuria students are scheduled to visit France for
full semester exchange with credit transfer at Rennes Business
School.
To create knowledge and dissemination through research,
training, and consultancy
Research & Publication Policy
Liberal Sponsorship Policy for faculty & staff members
Policies already in vogue – need to be suitably modified to make
them more attractive
A revision in the Research & Publication Policy has been
undertaken. The incentive scheme for ABDC and Scopus publication
has been revised.
The incentive for A+ and A category publication increased to Rs
1.5 lakhs and
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Goal Plan of Action Timeline Implementation/Gap
1 lakh respectively and for B category it has been increased to
Rs 50 thousand. A new incentive of Rs 25 thousand has been added
for Scopus publication.
In yet another reform, incentive scheme has been made available
for library staff as well in case they publish and qualify as per
the policy.
A separate budget has been kept for faculty development program,
organized internally and faculty being sent outside. A liberal
grant for attending national and international conferences have
been provisioned for. The grant policy takes applies not only to
faculty but also to staff for their continuous improvement and
skill enhancement.
Faculty Development Programs
Staff Development Programs
National & International Faculty Exchange
Greater interface with industry, academia, and Government
bodies
Continuous Process
The institute has made good progress on all these counts. The
number as well as quality of faculty development programs improved
considerably. Staff development programs organized from
time-to-time and staff members have been deputed to attend external
programs.
The number of faculty visiting abroad increased considerably in
the last 3 years. Faculty visited Singapore, Dubai, France,
Philippines, Bhutan and many other countries for academic programs
and exchanges.
The width and depth of faculty interaction with industry,
academic world, and government have seen a big surge in last 3
years. It is evident from the faculty’s engagement in delivering
management development program for industry professionals,
consultancy and research project undertaken and applied for.
The institute has signed MoU with the Higher Education
Department, Government of Rajasthan and undertaken quality
improvement
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Goal Plan of Action Timeline Implementation/Gap
programs for colleges. Training programs have been organized for
principals, faculty and students. The institute has been able to
reach out more than 3000 students and 100+ faculty from government
colleges.
To achieve recognition through rankings, and accreditation
Benchmarking and Identification of criterion wise gaps and
bridging the gaps to achieve the following:
NBA Accreditation
Year 2016 – 17
Achieved NBA accreditation for 4 years till 30th June 2019
SAQS Accreditation
Year 2018 -19
In the annual review of strategic plan, the goal of SAQS
accreditation was dropped and it was decided to concentrate focus
on AACSB/AMBA/EQUIS accreditation.
International accreditation – AACSB / AMBA
Year 2020 -21
The preparation for international accreditation is going on. As
part of the capacity building towards international accreditation
process, the Director of the institute attended AACSB’s Assurance
of Learning (AoL) Seminar at SKEMA Business School, Lille, France
on 20-21 November, 2018.
To improve the Institute’s Ranking to:
- No. 1 Private B-School in State
- No. 1 Private B-School in Region
- In Top 20 Private B- Schools in the Country
- In the Top 30 B – Schools in the Country
Year 2018-19
Year 2019-20
Year 2020-21
Year 2021-22
The biggest achievement of the institute in terms of ranking is
that it has made it to the MHRDN’s NIRF ranking list. The institute
has been ranked in the band 51-75 in the management list. This
makes Jaipuria as the only private institute to enter NIRF list in
the state of Rajasthan and second in the overall list after
IIM-Udaipur.
In most of the other rankings, the institute has made big stride
and mostly fall in top 5