NBA Accreditation Insights

Welcome to workshop on
Quality Initiatives in outcome

based Technical Education
Dr Sandeep Grover
Professor (Mech. Engg.) & Dean
YMCA University of Science & Tech.
(A State Govt. Univ. u/s 2f & 12B of UGC)
Faridabad
groversandeep@hotmail.com 1
An insight into
NBA Accreditation parameters
Need for Quality

NBA UG programme structure
Detailed parameters with evaluation
An insight into
Educational Objectives & Learning Outcomes
Introduction
Background Blooms Taxonomy
Importance of Objectives & Outcomes
Regulatory body requirements
The hierarchical structure
Writing objectives & Outcomes
Mapping the structure
Case Studies
Team Exercise & presentation
Preparing for the Accreditation
NBA Methodology for all

Team Constitution & Visit for Admin, Core Team &
Heads
Assessment Criteria for Admin, Core Team & Heads
Ownership of SAR for all
Tasks specific to Core Team
Tasks specific to Admin.
Tasks specific to HODs/Faculty
Tasks specific to Librarian
Tasks specific to T & P
Information to Students
General Issues
4
5
An insight into
NBA Accreditation parameters
Dr Sandeep Grover
Professor (Mech. Engg.) & Dean
YMCA University of Science & Tech.
(A State Govt. Univ. u/s 2f & 12B of UGC)
Faridabad
Quality
What is Quality?
What is the need of Quality in
education
system?
What factors affect education
quality ?
How it is different in education
institute &
7
Quality is conformance to specified
requirements. (Crosby)
Quality is fitness for use. (Juran)
Quality is value for money. (Weinberg)
Quality is totality of features and characteristics
of a product or service that bear on its ability to
satisfy stated and implied needs. (ISO)
Quality is customer satisfaction.
Quality is everyone's responsibility .

Quality is buzzword in industry and has
dimensions in our educational system.
The reason for this may be attributed to
Enhanced quality consciousness
Increased awareness to stakeholders
Increased competition in education
sector
Perceived justification of increased fee
structure.
Quality in industry-Quality in institute
Degree of excellence.
Although the parameters,
implementation methodology and
structure may be different in industry
and education institute but the basic
philosophy remains same.
Quality in industry and education are
compared based on common factors,
there are some inherent comparable
parameters in terms of the input,
output, performance measurement
and environment.
The basic motive of an industry is
profitability through quality and
customer satisfaction whereas
education is considered as a service.
There is a difference in the performance
indicators in industry and education.
The industry has financial indicator as
an important entity in addition to
customer and employee satisfaction
whereas the placement and result of
students becomes an important
performance indicator in an educational
institute.
Similarly, the input in an industry i.e.
raw material is controllable in terms
that better quality control techniques
can be employed to control the
quality of raw material whereas in an
education institute the input i.e. the
students are not governed by
institute but it is the students who
have choice to select institute based
on their ranking /marks.
The stakeholders of an educational
institute i.e. Staff, Students, Parents
and Alumni are responsible for the
standing of the institute in
competitive scenario, whereas in
industry it is the customer who is in
the drivers seat. However
motivation, coordination and
attitude change play an important
role in both in grooming the system.
When you're out of quality

you're out of business
The process has resulted in various
institutions opting for ISO 9000
certification and accreditation
through NBA & NAAC.
NBA NAAC
Applicable to Courses in Applicable to Universities &
Technical Institutes/ Univ. Colleges.
Can apply after becoming Can apply after becoming
eligible in terms of no. of eligible in terms of no. of
years years & getting IEQA status
Given to a particular Given to Univ./ Institute as a
programme whole
SAR SSR
Fill up a form and apply Prepare a report and apply
Objectivity Objectivity and Subjectivity
For a period of 3 & 6 For a period of 5 years
years
Apply again every time Re- accreditation
NBA Outcome Based Accreditation
Two-Tier System based on Types of Institutions.
The TierI documents: applicable to the
engineering/technology programs offered by
academically autonomous institutions and by
university departments and constituent colleges
of the universities.
Tier-II documents: for non-autonomous
institutions, i.e., those colleges and technical
institutions which are affiliated to a university.
For both: Same set of criteria have been
prescribed for accreditation.
UG Programme Tier I and Tier II
S.No Criterion Descriptor Tier 1 Tier 2
UG UG
1 Vision, Mission and Programme 50 60
Educational Objectives
2 Programme Curriculum & T-L 100 120

Processes
3 Course Outcomes & Program 175 120
Outcomes
4 Students Performance 100 150
5 Faculty Information & Contributions 200 200
6 Facilities and Technical Support 80 80
7 Continuous Improvement 75 50
8 First Year Academics 50 50
9 Student Support System 50 50
10 Governance, Institutional Support & 120 120

Financial resources
1000 1000 18
Criterion I: Vision, Mission and
Programme
Educational Objectives
(50/60)
Criteria I
S. Item Description Tier 1 Tier 2

No UG UG (60)
(50)
1.1 Vision and Mission 5 5
Availability(1) Relevance(2)
Consistency(2)
1.2 Programme Educational Objectives 5 5
1.3 Publish & disseminate Vision, 15 10
Mission & PEO Adequacy, Process,
Extent of awareness (3+3+9)
(2+2+6)
1.4 Process of Vision, Mision & PEO 15 25
(7+8) (10+15)
1.5 Consistency of PEO with Mision of 10 15

the department Matrix,
Justification (5 +5) (5+10) 20
Criterion II: Programme Curriculum & T-
L Processes (100/120)
Criteria II
S. Item Description Tier Tier
N 1 UG 2 UG
(120
o
(100 )
)
2. Programme Curriculum 30 20
1.
2. Teaching Learning Processes 70 100

2
22
Criterion III: Course Outcomes &
Program Outcomes (175/120)
Criteria III
S.N Item Description Tier Tier
o 1 UG 2 UG
(175 (120)
)
3.1 Correlation between CO, PO and PSOs 25 20
3.2 Attainment of Course Outcomes 75 50
3.3 Attainment of POs & PSOs 75 50
24
Criterion IV: Students Performance
( 100/150)
Criteria IV

No 1 UG 2 UG
(100) (150
)
1 Enrolment Ratio 20 20
2 Success Rate 20 40
3 Academic Performance in Third Year 15
(Mean GPA/ %)
4 Academic Performance in Second Year 10 15
(Mean GPA/ %)
5 Placement, Higher Studies & 30 40
Entrepreneurship
6 Professional Activities 20 20
Professional societies/chapters & organizing
engg. events (3+2)
Publication of technical magazines,
26
newsletters, etc. Quality/ Relevance +
Criterion V: Faculty Information &
Contributions (200 /
200)
Criteria V
N UG(200 UG (200)
)
o
1 Student Faculty Ratio 20 20
20 to 10 for 15:1 to 20:1
2 Faculty Cadre Proportion 20 25
3 Faculty Qualifications 20 25
4 Faculty Retention 10 25
5 Faculty Competency with Prog. Sp. 10
Critr
6 Innovation by Faculty in T-L 10 20
7 Faculty as participant in FD/ 15 15
Training Activity/ STTPs
8 R&D 75 30
9 Faculty Performance Appraisal & 10 30
Dev. System (Existence 5/10 + 28
Criterion VI: Facilities and Technical
Support (80/80)
Criteria VI
N 1 UG 2 UG
(80) (80)
o
1 Adequate & well equipped laboratories & 40 30
Technical Manpower (25+15)/ (20+10)
2 Additional Facilities created for improving 25
the quality of learning experience in
laboratories
(Availability-10 Utilization-10 Relevance to
POs 5)
3 Laboratories: Maintenance & Overall 10 10
ambience
4 Project Laboratory 20 5
5 Safety measures in laboratories 10 10
30
Criterion VII: Continuous
Improvement
( 75/50)
Criteria VII
N 1 UG 2 UG
(75) (50)
o
1 Action taken based on results of evaluation 30 20
of each of POs & PSOs
(PO attainment 15/5 + Identify gaps 5/5 +
Bridge gap 10/10)
2 Academic audit & actions thereof 15 10
3 Improvement in placement, Higher studies 10 10
& entrepreneurship (5+3+2)
4 Improvement in quality of students 20 10
admitted
32
Criterion VIII : First Year Academics
(50/50)
Criteria VIII
N 1 2 UG
UG (50)
o
(50)
1 First Year SFR (5x 15/FYSFR) 5 5
2 Qualification of faculty teaching first year 5 5
common courses Av (5x+3Y) /RF
3 First Year Academic Performance 10 10
(Mean GPA/%)
4 Attainment of CO of first year courses 10 10
[Assessment process/tools to gather data
(5)
Record of attainment (5)]
5 Attainment of PO from first year courses 20 20
[Result of evaluation of each relevant PO
Action taken based on above (10+10)/
(15+5)]
34
Criterion IX : Student Support
Systems
( 50/50)
Criteria IX
N 1 2 UG
UG (50)
o
(50)
1 Mentoring system 5 5
2 Feedback Analysis / corrective measures 10 10
(5+5)
3 Feedback on facilities 5 5
4 Self Learning (Scope 2 + Facilities 3) 5 5
5 Career guidance, Training, Placement 10 10
Availability of career guidance facilities (2)
Counseling for higher studies (GATE/GRE, GMAT,)
(2)
Pre-placement training (3)
Placement process and support (3)
6 Entrepreneurship Cell 5 5
A. Entrepreneurship initiatives (3/1)
B. Data on students benefitted (2/4) 36
Criterion X : Governance,
Institutional
Support & Financial
Resources(120/120)
Criteria X
N UG UG(120
(120) )
o
1 Organisation, Governance & 55 40
Transparency
2 Budget allocation, Utilization & 15 30
Public Accounting
[Adequacy 5/10 + Utilization 5/15
+ Availability of audited statement
on website 5/5 ]
3 Program specific budget allocation, 30 30
utilization
[Adequacy 10/10 + Utilization
20/20 ]
4 Library & Internet 20 20
38
75% & Above Y Compliance without
concern
Grades
60% and <75% C Compliance with
concern
40% and <60% W Non compliance
-Weakness
<40% D Non compliance
-Deficiency
39
Full Accreditation for 5 years
Condition I-
Deficiency (D) -0
Award(W)-
Weakness of 0Accreditation- UG Tier I
Concerns (C)- <2
Without concern (Y)-7
3 months time to overcome weakness(es) for
full accreditation for 5 years
Condition II
Deficiency(D)-0
Weakness (W)- <2
Concerns (C)- 0
Without concern (Y)-7
40
Provisional Accreditation for 2 Years
Deficiency- > 2
Without concern- 3 ( has full compliance)
Awarda of
However, Accreditation
deficiency in Criterion - V(Faculty
UG Tier
I Contributions)
may not be recommended for accreditation.
In all such cases, the institute may submit a
compliance report after one year and request for a
re-visit to assess compliance.
No Accreditation
Deficiency - >2, Without concern- <3
41
Full Accreditation for 5 years
750 points in aggregate out of 1000 points with
minimum score of 60% in mandatory fields (criterion
1 and criteria 4 to 8)
Award of Accreditation UG Tier
Provisional Accreditation for 2 years
II
The programme with a score of minimum 600 points in
aggregate
No Accreditation
Less than 600 marks
42
Provisional Accreditation for 2 Years
Deficiency- > 2
Without concern- 3 ( has full compliance)
Awarda of
However, Accreditation
deficiency in Criterion - V(Faculty
UG Tier
I Contributions)
may not be recommended for accreditation.
In all such cases, the institute may submit a
compliance report after one year and request for a
re-visit to assess compliance.
No Accreditation
Deficiency - >2, Without concern- <3
43
THANKS
Any queries are welcome at:
groversandeep@hotmail.com

NBA Accreditation Insights

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Welcome to workshop on

Quality Initiatives in outcome

Need for Quality

NBA Methodology for all

Ownership of SAR for all

Tasks specific to Core Team

Tasks specific to Admin.

Tasks specific to HODs/Faculty

Tasks specific to Librarian

Tasks specific to T & P

NBA Accreditation parameters

Quality is everyone's responsibility .

When you're out of quality

2 Programme Curriculum & T-L 100 120

6 Facilities and Technical Support 80 80

9 Student Support System 50 50

10 Governance, Institutional Support & 120 120

S. Item Description Tier 1 Tier 2

1.5 Consistency of PEO with Mision of 10 15

2. Teaching Learning Processes 70 100

3.2 Attainment of Course Outcomes 75 50

3.3 Attainment of POs & PSOs 75 50

S. Item Description Tier Tier

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