09 - Chapters 1-6

1.
1 THE PARADIGM SHIFT IN EDUCATION IN INDIA
The higher education system in today’s scenario is faced with many challenges like
competitiveness, management, financing and reorientation of program by laying equal
emphasis on quality of higher education, ethics and values together with the assessment
of educational institutions and their accreditation. In the 21st century, the higher education
can be used as a powerful tool to build knowledge based society.
Higher education should be viewed as a long-term social investment for the promotion of
social cohesion, cultural development, economic growth, equity and justice. Indian higher
education system can address itself to the global challenges through maintaining the right
balance between the need and the demand and channelizing teaching, research and
extension activities. It is thus required to bring quality of highest standards in every
sphere of work. The needs and expectations of the society are changing at a fast pace and
hence the quality of higher education needs to be enhanced at a commensurate level.
Quality would depend on the quality of all the parameters and stakeholders, be it the
students, faculty, staff, infrastructure etc. For attaining quality in these regards, all the
processes, systems and policies have to be clearly directed towards making improvements
in all the relevant dimensions in a sustained manner.
Following are few challenges for the Indian education system:
(i) Innovations required – The curriculum of many of the colleges / universities is

more or less obsolete and do not impart latest knowledge to the students or do not
equip them with the necessary skills. Due to this fact, the employability of the
passed out students comes in question. It is needed to scale up the educational
efforts which would be possible when the students become successful, create
value in the society and contribute back to their alma-mater or start new institutes
of global standards themselves. The schools / colleges / universities should
regularly revise their curriculum by involving experts from different fields in
order to focus on the knowledge development. There is a need to motivate
teachers to participate by presenting research papers in workshops / seminars /
conferences and receive periodic trainings for the regular updating of their skills /
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knowledge. A feedback mechanism from the students should also be introduced in
the colleges / universities so as to assess and evaluate the teacher’s role in the
institutional developmental process.
(ii) Investment in education – The Indian government is planning to spend around Rs

25275 crore on the higher education during the year 2012-13. If we measure the
expenses on education as a percentage to Gross Domestic Product (GDP), India
lags behind some of the developing / developed nations of the world. This gap in
the investments in education in India can be filled by the private sector playing a
vital role.
(iii) Student-faculty ratio – In India, the student-faculty ratio is very high as compared
to the other countries in the world. For example, in the developed countries this
ratio stands at 11.4. In Western Asia it is 15.3 and in Latin America it is 16.6.
While in the case of India, it is as high as 22.0. Therefore, the focus should be
given to recruit the quality teachers and later on developing their skills /
knowledge through research and extensions.
(iv) Infrastructure facilities – The inability to provide the necessary physical

infrastructure to run upcoming colleges / institutions / universities (both in private
and public sectors) is the one of the main factors of low capacity utilization. It is
needed to ensure apolitical private sector participation in the establishment of
institutes for providing quality physical infrastructure. These infrastructure
facilities include real estate, library, state of the art class rooms, furniture, hostels,
transport, sport facilities, commercial buildings, laboratories etc.
(v) Competing with world – We need to study and evaluate thoroughly the models of
education being implemented in other parts of the world and work out strategies
to adopt the best models in our education system. If we wish to compete globally
in the 21st century, our education system should improve its instruction models
and administrative procedures by adopting certain benchmarking techniques.
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Benchmarking would provide benefits to Indian education system in terms of
setting right objectives, reengineering etc. We should aim at establishing world
class research facilities, recruit competent and profound academicians in colleges
/ universities to lead in economic development. It is important to transform the
younger workforce into productive ones and this can be done by providing quality
education in all parts of the country. In order to have a cutting edge over the
competitors in the globalised world, Indian higher education system should focus
on the use of technology for effective learning by the students.
(vi) Public Private Partnership model – It would be useful to explore the possibility of
Public Private Partnership (PPP) model in education sector so as to reduce the
burden of the government in incurring high cost of providing basic infrastructure
facilities. Collaborations between the colleges / universities and corporate should
also be initiated. This would help the students in getting exposure to industrial
activities through internships, organizing joint research and development,
corporate training during vacations etc. Thus making the students more job-
worthy and facilitating in image building and branding of the institutions.
(vii) Making education affordable – If we want education to reach all deserving

students, it has to be made affordable. The fee structure in government sponsored
/ owned institutions are inexpensive in India. However, this is not the case in
some of the private sector institutions due to which the fees are beyond the
capacity of poor and deserving students. To solve this issue, the educators have to
keep in mind that education should not become prohibitively expensive and
ensure that no deserving candidate is denied admission due to the lack of financial
resources.
(viii) Students studying abroad – Despite of having the largest number of higher
education institutions in the world, the number of students interested in pursuing
higher studies abroad is on rise in India. The various factors which encourage
Indian students to seek admission abroad are (a) increasing prosperity and
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aspirations (b) quality of education (c) exposure and experiences gained (d) social
prestige. We should recognize these short-comings while building our educational
institutions for a reversal of trend.
(ix) Ethics in education – Equipping the students with ethical values besides imparting
skills and knowledge is the most important objective of an educational institution.
A disturbing trend in respect of repayment of loans by students can be observed.
It may be noted that if the students do not repay the educational loans after they
falls due, the non-performing assets of the banks will increase and in the process,
banks would be skeptical in sanctioning educational loans. To reduce default of
education loans, the School Alumni Association of students has to become active
in inculcating ethics and values among students.
(x) Upgrading the quality of education – Instead of mere lecture methods, we should
use case studies, group discussions, paper presentations, assignments, seminars,
preparation of reports, curriculum related quiz etc. so as to make the teaching
learning process more effective, student-centered, interesting and activity
oriented. We should focus on improving the pedagogy. The teaching learning
process has to be planned based on the science of active learning and motivate the
students to develop a spirit of enquiry. This would result in more reasoning, self
confidence and learning. Due emphasis should also be given to improve the
student assessment system. The existing student assessment system is inadequate
to gauge the different degrees of excellence achieved by the students and to
increase the competence level among the students.
(xi) Reviewing teachers’ performances – The performance of the teachers should be

reviewed in terms of their subject knowledge up gradation, their ability to work
effectively in a team and to act as mentors for the students. Teachers should
actively participate in the departmental activities so as to assist their heads and the
institution in the College improvement plans. There should be a provision for
scientific assessment of the teachers. In order to promote sharing of mutual
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experience and help in creating a congenial atmosphere, there should be intra-
college and inter-college teacher experience sharing sessions or activities. This
will provide a good learning experience to all the participating teachers.
Continuous development of training modules on various aspects like use of
computers and audio / video aids in teaching, effective communication and
teaching skills, academic up gradation and personality development should be
done. Measurement of the performance after training by monitoring and suitable
quantification techniques is also required at each stage.
(xii) Strengthening performance reviews / appraisals – What cannot be measured,

cannot be managed. Thus the performance reviews are a must. The parameters
should be worked out, against which the performance is to be evaluated. The
scope would include the students, teachers, departments and the institution. The
parameters which has to be focused are demand in the student community to seek
admission to the institution, admission rates, absenteeism, dropout rates, student
unrest, quality of entrance tests, passing percentage, ranks procured, distinctions
conferred, innovative and improved teaching method, use of library /
infrastructure, learning outcomes, academic counseling and monitoring,
functioning of various student development clubs / associations, extra efforts put
in to encourage creative thinking in students etc.
(xiii) Creating research culture – If the Indian education has to make an impact in the
global competitive market, it is important that in every technology institution the
research culture should be promoted. Most of the research efforts in India are
discipline oriented and there are hardly any interdisciplinary groups existing even
in the top ranking institutions.
1.2 BODIES FOR QUALITY ASSURANCE IN INDIA
Following are the three central government agencies involved in quality assurance for
higher education in India:
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(i) The University Grants Commission (UGC) – It was established by an Act of
Parliament in 1956. The UGC is responsible for coordinating, determining and
maintaining the standards of university education. It provides guidance on
governance of tertiary institutions and curriculum development. The UGC
provides grants to centrally funded universities and colleges. The UGC
oversees the functioning of the All India Council of Technical Education
(AICTE), the National Assessment and Accreditation Council (NAAC), and
the professional councils which engage in research and quality assurance. The
UGC has seven main objectives in order to promote quality and excellence for
the improvement of universities and colleges:
• Promoting effective and flexible governance
• Using a more flexible credit based system for enhancing the quality of
learning at undergraduate and postgraduate levels
• Achieving excellence in teaching and research by strengthening
academic and physical infrastructure
• Focusing on networking between departments, laboratories and
research centres around India
• Approving the delivery of foreign non-technical degree programmes in
India
• Promoting the academic programmes which are beneficial to the
economic and social needs of India
• Improving undergraduate education in colleges through better
connection and coordination with post graduate programmes in the
universities
All India Council of Technical Education (AICTE)
The AICTE was established in 1954 by an Act of Parliament as a national level advisory
body. It was responsible for conducting surveys of technical education facilities within
India and also to promote and help in the development of technical education in a well
coordinated manner. The AICTE oversees the technical education sector in India. It also
grants approvals for the delivery of foreign technical programmes in India. To support
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AICTE, it was given a statutory authority for funding in priority areas, for maintaining
the parity of certification and areas, for the formulation and maintenance of standards, for
monitoring and evaluation and for quality assurance through accreditation. The National
Board of Accreditation (NBA) oversees the quality of engineering education in India and
it sits within the AICTE.
The AICTE oversees technical education programmes like training and research in
engineering, management, applied arts and crafts, technology, pharmacy, town planning,
architecture, and hotel management and catering technology from certificate through to
post-graduate research levels. The AICTE has regional offices in four places i.e. North,
South, East and West of the Country, and the head office is in New Delhi.
AICTE Act No. 2 was passed in 1987 in Parliament which gave it stronger compliance
functions to de-register the technical education institutions if they do not meet their
quality assurance standards.
The agency comprises of the following nine Bureaus:
• Academic Bureau
• Faculty Development Bureau
• Research and Institutional Development Bureau
• Quality Assurance Bureau
• Administration Bureau
• Undergraduate Education Bureau
• Finance Bureau
• Postgraduate Education and Research Bureau
• Planning and Coordination Bureau
Each Bureau has an Adviser as its Head who is assisted by technical officers and staff.
The members of the supporting staff are usually from government departments, academic
institutions or University Grants Commission.
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(ii) National Assessment and Accreditation Council (NAAC) – The NAAC,
Bangalore is an autonomous body under the UGC. NAAC was established in
1994 as an autonomous institution of the UGC. The mandate of NAAC as
reflected in its vision statement is in making quality assurance an integral part
of the functioning of Higher Education Institutions (HEIs). The NAAC
functions through its General Council (GC) and Executive Committee (EC)
where educational administrators, policy makers and senior academicians
from a cross-section of Indian higher education system are represented. The
Chairperson of the UGC is the President of the GC of the NAAC, the
Chairperson of the EC is an eminent academician nominated by the
President of GC (NAAC). The Director is the academic and administrative
head of NAAC, and is the member-secretary of both the GC and the EC. In
addition to the statutory bodies that steer its policies and core staff to support
its activities, NAAC is advised by the advisory and consultative
committees constituted from time to time.
Vision and Mission

The vision of NAAC is: To make quality the defining element of higher education in
India through a combination of self and external quality evaluation, promotion and
sustenance initiatives.
The mission statements of the NAAC aim at translating the NAAC’s vision into action
plans and define specific tasks of NAAC engagement and endeavor as given below:
• To arrange for periodic assessment and accreditation of institutions of higher education
or units thereof, or specific academic programmes or projects;
• To stimulate the academic environment for promotion of quality in teaching-learning

and research in higher education institutions;
• To encourage self-evaluation, accountability, autonomy and innovations in higher

education;
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• To undertake quality-related research studies, consultancy and training programmes,
and
• To collaborate with other stakeholders of higher education for quality evaluation,

promotion and sustenance.
Striving to achieve its goals as guided by its vision and mission statements, NAAC
primarily focuses on assessment of the quality of higher education institutions in the
country. The NAAC methodology for Assessment and Accreditation is very much similar
to that followed by Quality Assurance (QA) agencies across the world and consists of
self-assessment by the institution and external peer assessment by NAAC.
(iii) Association of Indian Universities (AIU) – The AIU was established in 1924
and it was registered as a society in 1967 under the Societies Registration Act.
The AIU acts as a facilitation body and inter-university support by providing
evaluation and assessments of foreign qualifications to Indian Universities.
Following are the main objectives of the AIU:
• To assist the universities in obtaining recognition for their dip, degrees and
examinations from other universities, Indian as well as foreign
• To facilitate communication and coordination between the universities by acting
as a bureau of information
• To help the universities in maintaining their autonomous character
• To act as a liaison point between the universities and Central government as well
as the State governments
• To provide and facilitate for the publication of research papers, newsletters, books
and journals
• To act as the representative of Indian universities overseas
• To facilitate exchange of teaching and research staff
• To undertake or promote programmes that would help in improving standards of
instruction, research, examination, scholarly publications, textbooks and library
organization
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• To establish and maintain bodies dealing with student services, sport, youth
welfare, adult education, cultural programmes and such other activities for the
betterment and welfare of students, teachers and others who are linked with the
universities
• To organize and facilitate lectures, seminars, workshops, conferences and
research in higher learning
1.3 OVERVIEW OF AREA
Education plays a vital role in the empowerment and development of the human resource
in a nation. Education is essential in imparting values, knowledge and developing skills
so as to increase the growth and productivity of the nation. Schools are the most
important means of transforming the reservoir of skills and knowledge from one
generation to another. However in the modern world, the role of institutions has become
more challenging with the innovations and technological developments. Investment in
educational institutions is an investment for economic prosperity. As higher cost is
involved in the establishment of higher educational institutions, we can see the entry of
private sector in this scenario.
Quality in the context of education is achieving the desirable characteristics of output

against some specified criteria or objectives. To ensure quality, every higher institution
has a road map of its own. This road map contains the vision and the mission statements,
norms and standards, and the programmes of action supported by continuous review and
monitoring system. To ensure quality, every institution must be equipped with sufficient
learning resources, infrastructure, supportive academic environment, need based
curriculum design, competent and dedicated teaching faculties and a planning system
with diversity and flexibility. Due emphasis should also be given on the use of
technology, promotion of research and development, and appropriate teaching learning
experience.
Quality education can be achieved by (a) conforming to comparable standards with an

innovative approach (b) adequate capability to consistently cope with the demands of the
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world of work and scope for employability (c) development of innate qualities to an
optimum level (d) fulfilling the academic intellectual requirements with the optimal
degree of excellence (e) satisfying all the stakeholders as per the social expectations.
Higher education has become both a repository and a creator of knowledge. It has
become a focal point for learning in the society and a driving force for economic
development of the nation. In the future, due to privatization and liberalization in
education sector the non qualified institutions will automatically die down. The
universities will no longer have the monopoly of higher learning. A large number of
satellite institutions will come up to supplement the need of higher education. The
national system of higher education will become varied and complex.
1.4 MOTIVATION
There is a wide spread view in the country that our graduates and post graduates passing
out from universities are not employable and the industry often complaints that they have
to spend a lot of effort, time and money to suitably train the new recruits. This sad
situation is attributable to lack of quality enforcement in our education system. Thus there
is a pressing and imperative need to enhance the quality level of our education system.
Lack of quality in education system results in unemployment, under employment and a
number of societal problems.
This aspect has provided motivation this research work to be undertaken which deals
with enhancement of quality level in our education system.
1.5 PROBLEM FORMULATION
It is a grass root level study in which the perceptions of the end users i.e. the students and
the faculty members have been studied. Quality education concept has been
operationalized in terms of students’ and faculty members’ satisfaction levels for the
different parameters. The study is a matter of perceived quality rather than technical
quality.
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The present study makes an attempt to enlist various factors that affect the quality of
Technical Education, so the problem can be stated as An Analytical Study of Parameters
Affecting Quality of Undergraduate Engineering Programmes in Haryana.
1.6 OBJECTIVES OF THE THESIS
• To study the perception of students about “Selection Process”, “Academic

Excellence”, “Infrastructure”, “Personality Development & Industry Exposure”,
“Placements” and “Management & Administration” parameters in undergraduate
engineering programmes in Haryana.
• To study the perception of faculty members about “Selection Process”,
“Academic Excellence”, “Infrastructure”, “Personality Development & Industry
Exposure” and “Management & Administration” parameters in undergraduate
engineering programmes in Haryana.
• To study the multi-paradigm framework of the teaching-learning, student
progression, leadership development, research and extension, learning resources
development in undergraduate engineering programmes in Haryana.
1.7 ORGANIZATION OF THE THESIS
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Research Methodology
Chapter 4: Data Analysis and Interpretations
Chapter 5: Results
Chapter 6: Conclusions and Further Scope of the Study
References
Appendix
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The premier work carried out by different researchers in the present research area is
enlarged as under:
Sharma, H. and Goswami, V.K. (2013) The study inferred that Foreign direct investment
would be an useful tool for developing quality and its sustenance in the realm of higher
education, particularly for the poor and developing nations as well as the developed
countries all over the globe.
Dharini, S. et al (2013) The study discusses the perceptions of the students undergoing
higher education in a reputed institution. Motivational level of the students, transactional
style and student satisfaction level influence the academic performance of the students to
a great extent.
Melissa, H. (2013) The study concluded that there is a need for professionally training the
students in soft skills. The training programs would be more effective if the trainers
would be sent to train the teachers in their mid-career, who are engaged in the courses
like soft skills / personality development.
Kanjilal, U. (2013) The study inferred that the concept of Open Educational Resources
(OER) is new to the country and it is at a stage of development. The OER can help a
University to evolve as a system leader on the Open & Distance Learning (ODL) front.
Indira Gandhi National Open University (IGNOU) would have to play an important role
in building awareness about OER, and possibly help other ODL institutions in India to
adopt OER policies.
Gafoor, S.F. and Khabeer, Q. (2013) The study concluded that the Information and
Communication Technologies is essential for quality assurance in Higher Education. It
can be used as a model for assessing the quality of education in colleges. It also fastens
the process of assessment and audit with greater transparency.
Bairagi, A. and Shrivastava, A. (2013) The study explained that there has been a
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consistent demand for Free and Compulsory Education, right from the period around the
freedom struggle. In order to create a 'common language' and maintain uniform standards
across India, it is imperative to enact skeletal Central-level legislation in such a manner
that it allows room for local need based innovations.
Khamkar, S.B. (2013) The study concluded that the quality of education not only depend
upon the curriculum, infrastructure, aims, objectives, goal and mission, but it also
depends upon the art of creating, shaping human capital into accountable, socially
responsible, reliable individuals responsible to the society on the whole.
Sindhwani, A. and Kumar, R. (2013) The study recommended that education can be used
to infuse human values among students so as to make the world as a place of peace,
security and prosperity.
Sain, S.K. and Kaware, S.S. (2013) The study inferred that there would be a continuous
evolution of various kinds and generations of technology which would serve as prime
enabling factors in dissemination of instructional material as well as providing for
interaction between students and teachers separated by geographical distance.
Subrahmanyam, V. and Ravichandran, K. (2013) The study concluded that in order to get
the best results, the Institutions or Universities offering Online Distance Learning has to
take up the hybrid learning as a tool in their course offerings. The costs incurred due to
the implementation of hybrid learning can be recovered in a short span of time.
Sant, S.V. (2013) The study concluded that it is essential to redesign and reorient the
curricula of Vocational Education (VE) to instill in students and trainees the basic skills
along with cognitive digital literacy skills, problem solving, respect for conservation and
sustainable use of resources and the competencies to practice sustainable tasks at the
workplace of today and tomorrow. The proper policy, planning, framework and the
support from government and all stake holders is essential for successful implementation
of VE system.
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Chomal, V.S. and Saini, J.K. (2013) The study concluded that the introduction and
development of new information technology in teaching and learning has impacted the
traditional classroom activities. The newly introduced technologies produce a greater
level of interaction between and among teachers and students. They provide enrichment
in the learning experience and thus help to improve the educational environment.
Kayte, C.N. et al (2013) The study concluded that the Indian Education needs to compete
globally, especially with its neighborhood. The comparison with the Asian Universities,
which were easily outranked by their Indian counterparts a few decades ago, is not
favorable.
Sakran, T.M. and Mesanovic, M. (2013) The study identified differences in students’
perceptions of English for engineering course by gender and year of study. Female
respondents show a higher mean than males regarding overall course contents relevance.
The perceptions of graduate students are more positive than those indicated by junior and
senior students.
Sundareswari, S. (2013) The study inferred that although the electronic resources offer
wider access, cost saving over local maintenance and storage, ease of use, more rapid
updating, but the librarians find difficulty in defining issues related to policy of
collection, development and archiving of the Electronic Resources.
Bakshi, R. (2013) The study demonstrated that Knowledge Management helps in making
a learning society by enabling the students face the problems with courage and inner
strength. In India, we need to study the problems of Knowledge Management initiatives
through actual case studies and experiences. We need to explore the tools and techniques
for evaluating the results.
Patel, J.I. (2013) The study emphasizes that the Indian education system should be
learning-centric rather than exam-centric. The students should be made to interact in
groups and express their views on various topics apart from gaining knowledge from the
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lectures and voluminous books. Moreover, the students must be allowed to choose
subjects according to their interests.
Shinde, V.V. and Inamdar, S.S. (2013) The study emphasized that Problem Based
Learning (PBL) has been found to be an useful way to engage students in learning and to
achieve Learning Objectives (LOs). The authors have successfully implemented PBL in
an institute in India which has been practicing the instruction based pedagogy since
decades. The authors have recommended conducting a few more experiments in order to
form more concrete conclusions.
Dhanarajan, G. and Porter, D. (2013) The study was conducted at International

development research centre of Canada. The survey was done with the help of
questionnaire method. The study concluded that the knowledge is unequally and unfairly
distributed. The author says that the knowledge should be universal and OER can help in
overcome the gaps which exist in the globalised world.
Harishankar, V.B. et al (2013b) The study concluded that the use of Digital Resources
(DR) was the highlight of the survey in terms of responses. It can be confirmed by seeing
the different stages of development of DR and OER.
Harishankar, V.B. (2013a) The study concluded that there are enough government
policies in place to encourage OER in India. The focus is to be made to provide catalysts
which can turn the government policies into educational transformation.
Tak, R.M. (2013) The study inferred that technology helps in the process of delivering
education. In order to provide a better education system, we need to introduce
modifications and Information and Communication Technology (ICT) integration in
educational system. We can thus, create a generation of students who would be up-to-
date for the modern world and its demands.
Nargunde, A.S. (2013) The study explained that the students can be deprived of good
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knowledge if a genuinely good and dedicated teacher decides to leave the institute.
Frequent job hopping by teachers would hamper the learning process of the students and
the overall working of the institutes. It was found that almost 52% of the respondents
have worked in different organizations before joining the current organization. Aspects
like career opportunities, working conditions and performance – reward relation should
be improved by the management of the institutes in order to reduce the attrition rate of
the teachers.
Bala, S. (2013) The study concluded that the public higher education institutions need to
be supported by the state and the central government to reach the minimum standards.
Collaborative activities need to be supported through public funding. Competitive grants
are required to be provided to encourage healthy competition in higher education.
Kalanidhi, A. (2013) The study explained that any form of accreditation or regulation
may not be able to improve the quality of engineering education. On the other hand, the
institutions may try to acquire better and higher accreditation credentials in order to
present a better picture.
Uma R. and Seetha (2013) The study provides practical and useful information to the
AICTE and the technical universities to improve the competencies of the students of
English in engineering colleges. This has been done by giving a fair trial to the activities
developed and successfully tried out by the investigator. The study concludes that the
intervention strategies-I developed by the investigator have significantly improved the
communicative competencies among engineering students. And the intervention
strategies-II have significantly enhanced the self-esteem among engineering students.
Faisal, A.F. (2013) The study inferred that the teacher can use the assessment strategies
to enhance the learners speaking skills. The teacher assessment sheet and score sheet
would enable the learner to know his or her proficiency in the English language. Thereby
making the learners competent to speak in any situation and develop the speaking skills
of the learners. Moreover, the transparent assessment strategies would also increase the
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motivation and confidence of the learners.
Sathya, P. (2013) The study focuses on the importance of assessing the fluency of the
learners based on the needs analysis. The study concluded that the learning should be of
fun to the learners. Teachers must employ variety in teaching methodology. Hence it is
the teacher who must create a conducive atmosphere for learning. And the speaking
should be integrated with the other skills.
Tewari, D.D. et al (2013) The study inferred that although India has the advantage of
well-established and long system of higher education unlike China where state
interference in the past had been very heavy and not so conducive, India now lags behind
China for certain in some respects.
Jain, S. (2013) The study concluded that the institutes with high turnover must
continually invest money for providing professional support for new untrained teachers
and into recruitment efforts. This way, we can build a strong and much improved
education system so as to achieve the increased organizational efficiency.
Qureshi, R. et al (2013) The study explained that it is needed to keep the employees
satisfied and motivated in order to achieve the organizational goals. Unsatisfied
employees are hard to retain in the workplace. A high attrition rate would hamper the
overall working of the organization. The employee motivation leads to an increase in the
overall efficiency of the organization and job satisfaction.
Prasad, K.G. et al (2012) The study demonstrates the application of six sigma approach
for improving the quality in an engineering educational institution by eliminating the
failure causes. The study concluded that six sigma can be used as a powerful tool to
increase customer satisfaction by improving the processes in any system, which may be
service sector or production.
Matta, P. and Singh, N. (2012) The study inferred that e-learning has become an integral
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part of Information Technology (IT) world. There is no field or industry which has
remained untouched from the effects of advancement in e-learning. e-learning plays an
important role in both day to day life and information world.
Santhi, L. and Radhakrishnan, N. (2012) The results of the study shows that the majority
of the researchers are content with E-resources available in their institutions. While some
of the research scholars felt that they need orientation to use them.
Deb, N. (2012) The study concluded that in order to achieve regulation of higher
education in India, there is a need of interaction of the profit motives of various
providers- private, domestic as well as foreign.
Mukherjee, S. (2012) The study suggested that by incorporating policy as the theoretical
as well as empirical basis of comparative research, future studies may find more effective
means of tracing important linkages between developments in electoral and non-electoral
spheres of democratic competition.
Abhilash, E. and Mohankumar, S. (2012) The study illustrated that courses like research
methodology, intellectual property rights and scientific innovations should be an integral
part in post graduate curriculum to encourage the students to take up research as a
profession. Faculty involved in research should be recognized or encouraged for their
research contributions and should be given ample opportunity to boost their confidence
level to compete internationally.
Mohanty, A. (2012) The study suggested that the colleges and universities must revisit
and redefine their vision and mission statements, assessment procedures, planning
documents in the light of new challenges of globalization and clearly specify how to
address the diversity issues. More attention is needed to be given on the aspects like the
benefits of recruiting diverse faculty in enhancing teaching-learning effectiveness,
interdisciplinary research and developing multiple abilities like cross-cultural,
pedagogical implications, leadership and technical competencies amongst the university
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students.
Mani, S. and Arun, M. (2012) The study concluded that liberalization of education has
failed to bring in the expected benefits. It is quite evident that many students who gain
admission to various engineering colleges do not have the basic capability, which can be
built only by improving school education.
Callahan, N. et al (2012) The study inferred that online delivery of programs and courses
has become a necessary ingredient in post-secondary education. Online education offers
many advantages in flexibility and convenience that can significantly improve
accessibility for students in a variety of situations.
Sandhu, H.S. and Daviet (2012) The study suggested that open access resources are
valuable and qualitative source of information. Respondents have positive attitudes
toward open access but there is a need of increased awareness about open access
materials.
Kumar, P. (2012) The study recommended that increased number of awareness

programmes should be organized to enhance the use of e-resources and to throw light on
the benefits obtainable from electronic format as compared to print. Educational
institutions should make the access to scholarly e-resources free and or highly subsidized
in order to fulfill their mission in to reality.
Vidalis, S.M. (2012) The study explained that conducting mock interviews in order to
make each student’s learning maximum is both difficult to schedule and a time-
consuming process.
Grewal, D.S. (2012) The results of the study says that if we consider an area which is
remote and rural it include both the disparities; in the form of income and the
characteristics of facilities available. An extreme disparity can be seen in Punjab, where
the students in professional education from urban: rural are in the ratio 96:4 as per a
[35]

Punjabi university Survey. Facilities wise; distance from industry, lack of
communication; poor inputs and non availability of faculty are additional problems in
remote rural areas.
Jahagirdar, G.S. (2012) The study suggested that e-learning tools provide a context for
individual and group learning. Educators construct, codify and represent knowledge as
learning materials and store it in repositories of the e-learning system.
Bhusry, M. et al (2012) The study recommended that Information Technology based

Knowledge Management intervention in Higher Education Institutions can prove to be a
promising techno management tool to enhance performance in the vital areas of teaching
and learning, administrative services and research.
Datir, R.K. (2012) The study explained that the expansion of higher education in India
has been completely unplanned and chaotic. There is imbalance and distortions in the
area of technical education in India. The public expenditure on education in India is most
inadequate.
Viji, V. (2012) The study inferred that the enrolment rate in elementary education is
higher but the dropout rate has increased from 1st standard to higher education in India.
So the government should take necessary steps and introduce techniques to reduce the
dropout rate.
Kadam, N.L. (2012) The study illustrated that due to the increase in enrolment and
General Education Requirement, the present number of institutions of higher education is
incapable to accommodate all the students suitably and conveniently. The higher
education system needs to be expanded rapidly, so that, it would reach to the last student.
Ali, M.M. and Joshi, J.D. (2012) The study recommended that quality is one of the major
aspects for sustainability in higher education. The Balanced Scorecard, Benchmarking
and Competency Mapping would support the institutions to improve and maintain the
[36]

quality and to fulfill the dreams of our nation, to become education superpower by 2030.
Deshwal, P. et al (2012) The study concluded that the perception of undergraduate

engineering students is cardinal in ensuring service quality in engineering education.
Eight factors were unveiled including satisfaction with the academics, faculty profile,
faculty teaching, library, laboratory, competitive environment, campus infrastructure and
inter-institute activities.
Malagi, V.V. (2012) The study explained that the major challenges to the Indian higher
education are teacher recruitment, faculty development, quality of undergraduate
colleges, promotion of research and doctorate programmes, promotion of humanities,
social sciences and basic sciences disciplines and internationalizing higher education.
Sahoo, B.B. and Agarwal, G.P. (2012) The study illustrated that the future plans of Indian
National Digital Library in Engineering Sciences and Technology (INDEST)-AICTE
Consortium include (i) considering a discovery solution for the INDEST-AICTE
Consortium member as well as for the other member institutions of other Consortium of
India, (ii) establishment of National coalition of all Library Consortia to have a common
e-resources policy for India etc.
Sohoni, M. (2012) The study recommended to bring an agreement on pedagogy and met
a curriculum which is broad and comprehensive and is implementable throughout the
country, to develop course materials and protocols for knowledge accumulation for local
needs, to develop projects which are executable at different colleges and develop a
common platform for discussing action-research. Last but not least to form a team of
resource persons for every course composed of academicians, experts and practitioners.
Chakraborty, S. and Ghosh, S.B. (2011) The study explained that the contributions made
by Distance Learning Universities (DLU) (Open Universities) are major creator in the
field of Open Resources. Government initiatives in the form of the contributions provided
by Information and Library Network (INFLIBNET) and National Informatics Centre
[37]

(NIC) have helped the stakeholders of the higher education community.
Sasireka, I. et al (2011) The study concluded that out of 205 engineering institutions, 145
(70.7%) colleges are providing access to electronic resources. Majority of the non
minority self financing institutions are providing e-resources facility. All private
universities have good collections of electronic resources in their library.
Saeki, A.B. (2011) The study concluded that engineering education institutions should:
(i) seek to improve the skill set of graduates; (ii) recognize the importance of soft skills,
(iii) refocus the assessments, teaching-learning process, and curricula away from lower-
order thinking skills, such as remembering and understanding, toward higher-order skills,
such as analyzing and solving engineering problems, as well as creativity; and (iv)
interact more with employers to understand the particular demand for skills in that region
and sector.
Thakkar, C.M. (2011) The study concluded that the presence of an institution shall
depend upon the type of education and training offered. Total quality can only be
achieved by establishing an innovative organization that is flexible, which can quickly
adjust to changes in its environment and is capable of learning.
Kapur, D. (2010) The study inferred that the success of the emerging surrogate education
system has (at least now) depended mainly on extreme selection mechanisms and the
ability to pay private providers. Moreover, with formal educational qualifications
becoming more dominant, the pressures to get credentialed are increasing, without the
corresponding skills and training.
Sharma, R.K. and Tewari, P.C. (2010) The study concluded that Concurrent Engineering
has been able to find the place in top ten best practices in academics. Due to the speedy
changes in technology and uncertainty, we need to take care of the extent to which
activities are to be done simultaneously or successively.
[38]

Dukkipati, U. (2010) The result of the study demonstrated that for India to maintain its
economic growth in a global market place fuelled by the knowledge economy, it needs to
nearly double its number of students in higher education by 2012. Without proper
approach to education the country’s demographic dividend could turn into a demographic
disaster.
Rani, P.G. (2010) The study concluded that it needs to emphasize on ensuring quality and
accountability of the private higher education system immediately. The ‘state’ should
raise some fundamental and forgotten essential values such as positive externalities, the
social purpose that higher education provides, the nation building role it performs, the
public good and the human right natures of higher education are to be brought back.
Mishra, S. (2010) The study inferred that some 'out of the box' thinking is required to
synergize technical and nontechnical content to meet society's new necessities. India has
seen irregular curricula reforms, most Indian engineering institutions are falling behind.
This is not certainly due to a lack of awareness but more to administrative set-up, over
centralized academic power, and rigid regulations that hinder innovative academic
practices and student learning.
Saxena, V. et al (2010) The result of the study confirmed that the universities in India can
sign Memorandum of Understanding (MoU) with foreign universities for scientific
research. Once this process sets in, serious research scholars would be drawn towards
scientific research in different areas.
Khan, S. and Dominic, J. (2009) The study concluded that the faculty members have
learnt Internet skills from colleagues, friends and training from college. The faculty use
Internet for research purpose and education.
Mantri, A. (2009) The study concluded that there is an overall need that graduates of
engineering should be creative, and the engineering industry wants thinkers and problem
solvers, so likewise we should use education techniques that foster creativity in students.
[39]

Ghosh, J. (2008) The study concluded that in India in spite of the rising costs of
education, or visa difficulties queues of students are lining up to join United States (US)
higher education institutions. And the attraction for such students seems to be not simply
the lure of eventual emigration to the US, but a genuine opinion that the system is
inherently superior.
Paranjape, M. (2008) The results of the study concluded that there is a need to broaden
the paradigm of human development to sustainable human development which includes a
holistic education system based on universalisation of elementary and secondary
education and a developed base of higher education.
Baby, M.A. (2008) The study concluded that the exceptional demand for education even
among the masses is the result of the internalization of the economic value of education
in the developing knowledge society.
Arunkumar, R. (2008) It can be determined from the study that it is time for the popular
movements to build struggles for growth of public education and build a consensus for
their agenda and defeat the implementation of the World Trade Organization (WTO)
agenda via our commerce department.
Mohanty, P.J. (2008) The study inferred that up-gradation of the production process
requires an affordable and effective higher education system for the masses and not just
for a few privileged ones. Simultaneously, it is also necessary that the government give
equal importance to universalizing primary and secondary education.
Menon, R.V.G. (2008) The study explained that the market, which goes only by capacity
utilization and returns on capital, does not realize the human costs. The pass percentage
in engineering, which was earlier around 90, has now fallen below 60. Many students
from every batch fail to pass the engineering course, at the end of four years.
Banerjee, R. and Muley, V.P. (2008) The study concluded that it is important to know the
[40]

actual trends in numbers, placements, salaries, employability, research output and
compare and benchmark performance with other institutions. An understanding of the
reality should form the beginning of policy changes that ensure that the engineering
education system meets the changing needs of the industry and society.
Morell, L. (2008) The result of the study demonstrated that if engineers are to create a
world that has never been, then we need engineers with the right set of skills,
competencies and values. It is essential that engineering education reforms and innovates,
focusing on outcomes, quality assurance and on producing engineers that society,
regions, nations and the world need.
Levy, D.C. (2008) The study explained that India’s private proportion of total enrolment
is roughly same as to the evolving global average. In regard to types of institutions, the
private sector is especially focused on non-universities and in small institutions. Elite
academic universities are uncommon in private sectors, though the future could be
distinct in both India and beyond.
Agarwal, P. (2007) The study concluded that a realistic approach is required in the
formulation of public policies to govern important components of higher education.
Although appropriate regulations could help to remove profiteering and poor quality, all
efforts to burden the overloaded regulatory bodies to maintain quality standards and
ethical practices would be wasted unless accompanied by a clear understanding of the
roles of private, public, and foreign provision in higher education.
Mishra, S. (2007) The study explained that the quality assurance system leads to
performance excellence as well as total quality management. Assuring quality is a
continuous teamwork in which standards, benchmarks, and quality audit plays a
important integrated role. Quality assurance has to be executed internally though it is
normally monitored/ assessed through external agency for accreditation.
Vohra, N. and Nair, N. (2007) The study inferred that the educational institutions thrive
[41]

on tradition and continuity and maintenance of the status quo is part of the cultural
coding. It is important for the consultant to learn continuously by seeking help from the
community of professionals (colleagues or collected knowledge available in books and
journals) and to coax the complex system to learn to unlearn and seek help to grow
further.
Arora, V. (2007) The study inferred that if a positive word-of-mouth alumni base is
achieved, greater awareness levels will be achieved with potential students who in turn
will be encouraged to pursue their higher education in the United Kingdom (UK) by this
satisfied alumni base and ultimately add to this alumni base that will further spread and
communicate the strengths and positives of studying in the UK.
Varshney, L.R. (2006) The study recommended that once the quality of engineering
education in India increases to a suitable level, the flight to foreign engineering colleges
should also decrease, thus solving the major social ills linked with adverse selection in
the engineering education market.
Goel, S. (2006) The results of the study explained that in order to further develop the
value of engineering education, it is proposed that ability to create wealth, self-
sufficiency and a sense of well being through successful engineering enterprise, ability to
assist others through philanthropic donation, and ability to work in multi-location teams
may also be added to the list of recommended competencies, especially at the master
level.
Agarwal, P. (2006) The study inferred that in order to enable the formulation of policy at
the central, state, and institutional levels, there is an instant need for conducting a
baseline survey of higher education and training system - both in the public and the
private sector. The changing national and global circumstances require that we evolve a
new concept in higher education.
Vincent, S. and Lancrin (2006) The study recommended that cross-border education has
[42]

the potential to be an effective capacity development tool for developing countries, not
only for their tertiary education systems but also for the economy as a whole. Imported
tertiary education can contribute in expanding access for domestic students and in
improving the quality of tertiary education.
Hopper, R.R. (2006) The result of the study demonstrated that even with warnings and
sanctions QA processes can move a system toward one that embraces the virtuous cycle
of quality improvement provided that initial actions are paired with clear guidance for
improvements and technical assistance to help move the program or institution towards
progress.
Tiwari, R. (2005) The study inferred that in the entire North East (NE) of India, mostly
the engineering colleges which are under state universities are in existence. The number
of engineering colleges and yearly intake of students as compared to other zone is very
less. Also, some suggestions for up-gradation of existing state Engineering Institutions in
NE can be thought off and application of the same may be made to improve the quality of
engineering education and its effectiveness to benefit the society.
Viswanadhan, K.G. (2005) The result of the study explained that Analytic Hierarchy
Process (AHP), which is a transparent method, is very useful to handle the situations
where qualitative data is involved in the decision-making. It involves the principles of
decomposition, pair wise comparisons, and priority vector generation and synthesis.
Singla, P.K. et al (2005) The study inferred that the case studies are particularly
appropriate to provide students with a learning situation, which closely resembles the
organizational context and the professional requirements. Therefore case studies are the
cornerstones of competency-oriented learning.
Hemalatha, B. et al (2005) The results of the study explained that if a student uses the
Internet tools for problem solving for his/her specific subject, then the student gains a
greater insight into the underlying concepts and is able to understand the use of web
[43]

technology.
Naik, B.M. (2005) The study recommended that if India dreams to become a superpower
by 2020 it will have to leave the old shackles and adopt a new approach. Higher
education institutions have now come in global competition, where survival of the fittest
is the law.
Bhushi, U.M. et al (2005) It can be determined from the study that Continuous
Education Programmes should provide services in terms of continuation of research by
providing funds and required infrastructure and the system should have accountability
measures in terms of design of curriculum, publication of papers, patents etc.
Balakrishnan, S. (2005) The results of the study explained some features for the future
betterment of the candidates entering into the educational system through Competency
Based Education System (CBES). They are given below: theory blended with the societal
required practical approach, improving the students to the substance learning instead of
subject learning alone, and employability of candidates into the industry and improving
the functioning and output of industry.
Harish, G. (2005) The study recommended that Continuous Education Programmes helps
the teachers of engineering college to update their knowledge. It also helps in
advancement of their career and to place themselves to higher positions. It also helps at
the time of accreditation of institute by the NBA.
Raja, M.P.N. et al (2005) The study inferred that the proposed model presented in the
investigation presents a different conceptualization of service quality. It is an attempt to
combine the various models from the available services literature in the context of higher
education services.
Venkataram, P. et al (2005) The results of the study demonstrated that we can have the
technical education institution assessment and improvement system on everyday basis
[44]

and provide the system for improvement aid in future planning of technical education in
the state and in the country.
Kumar, R. and Kaur, A. (2005) The study concluded that in order to make the Internet
more useful, the library staff who have obtained a good deal of efficiency in the
collection, organization and retrieval of information should feel duty-bound to see that
the users are able to obtain right information at the right time.
Cheney, G.R. et al (2005) The study concluded that the growing demand for higher
education is not currently being met: only ten percent of the age cohort is actually
enrolled in higher education.
Bhattacharya, B. (2004) The study concluded that India, like other countries, is aware
that a new age is emerging - one that will be characterized by incredible advances in
knowledge and synthesis of knowledge, triggering major changes in the objectives,
contents and methods of higher education.
2.1 SIGNIFICANCE OF THE STUDY
• The changing economic scenario throughout the globe has made India a major
provider of workforce to the world. So it has become an issue of utmost importance to
impart the highest quality of technical education. With increase in population and
huge investment in the education sector, a large number of private engineering
institutions have come up, while the rise in the number of seats and the number of
government engineering institutions have taken place at snail’s pace throughout India.
• Monitoring, maintaining and improving the quality of these engineering institutions
have become one of the major issues in the current scenario. Haryana being one of the
fast developing states has shown a rapid rise in the set up of new engineering
institutions over the last decade. This study focuses on the crucial parameters which
can be used as tools to monitor the quality in undergraduate engineering institutions
[45]

within Haryana to achieve a planned improvement and growth in the technical
education.
• Since the students and faculty members form the two important pillars of any
educational institute, so this study mainly focuses on the analytical study performed
on the faculty members and undergraduate students of some engineering institutions
of Haryana. Basic parameters based on which the current study has been conducted
are Selection Process, Academic Excellence, Infrastructure, Personality Development
& Industry Exposure, Placements and Management & Administration. Utmost care
has been taken while evaluating the data and interpreting the results.
• This study contributes the analytical data based on which we would be able to analyze
the short comings of some of the engineering institutions of Haryana under study and
we would be able to take some concrete steps in inducting few procedures for the
better tomorrow.
[46]

The present study has been conducted on six different education institutions in Haryana
which have been imparting education in various undergraduate engineering courses since
last two decades, among them are four Universities and two Affiliated Colleges from
Haryana.
• Sampling: The research is a descriptive type of research in nature. The sample
size for the study is 600 for the students (n=100 for each institute) and 180 for the
faculty members (n=30 for each institute). The sample has been taken on the basis
of stratified sampling technique.
• Data collection: The data has been collected with the help of Questionnaire Based
Survey. The questionnaire has been filled by the students (pursuing B.Tech) and
faculty members (teaching B.Tech) from six undergraduate engineering
institutions in Haryana.
• Scope of the study: Region and respondents included in research - The region of
the study is Haryana and the institutions which have been studied are the six
undergraduate engineering institutions in Haryana chosen randomly.
• Statistical tools: For analysis and conclusion of the results of the survey, t test on
Microsoft (MS) Excel and factor analysis on Statistical Package for Social
Sciences (SPSS) have been performed.
[47]

This chapter includes the data presentation, analysis and interpretation. This chapter has
been subdivided in two parts. The first part of this chapter deals with the data analysis
and interpretations based on t test performed on MS Excel. The second part of this
chapter deals with the data analysis and interpretations based on factor analysis
performed on SPSS. The analysis in each part has been done with respect to the two
stakeholders (students and faculty members) of institute A, B, C, D, E and F respectively.
The primary data collected from the respondents through questionnaires is analyzed here.
The respondents were requested to give their opinion by filling the required information
in their respective questionnaires. The structure of the questionnaire for two categories of
stakeholders (respondents) was same however their questions differed based on the
relevancy of issues for the respective stakeholder (respondents). The questions in the
questionnaires were based on the Likert scale where responses were sought on five point
scale. There were five columns representing Strongly Agree, Agree, Not Sure, Disagree
and Strongly Disagree in the given sequence. The responses as tick mark were to be
marked in the box [ ] printed against each question.
The primary data collected through questionnaires is separately analyzed for entire
population of students and faculty members (respondents) for the six selected institutes in
Haryana, India. The responses of the questions asked from the students and faculty
members through a structured questionnaire have been assigned weightages according to
the NAAC criteria of Assessment and Accreditation (A&A) before statistical analysis.
The following tables show the weights assigned to each question of the two
questionnaires.
Acronym:
SQi are the questions pertaining to “Selection Process” parameter
AQi are the questions pertaining to “Academic Excellence” parameter
IQi are the questions pertaining to “Infrastructure” parameter
PDQi are the questions pertaining to “Personality Development & Industry Exposure”
parameter
PQi are the questions pertaining to “Placements” parameter
MQi are the questions pertaining to “Management & Administration” parameter
[48]

Table 4.1: Weightages assigned for the student questionnaire (On a scale of 10)
Criteria Key Aspects Questions Universities Affiliated
Colleges
1.Curricular 1.1 *(U)Curriculum design
Aspects and development
1.1 *(A) Curricular planning
and implementation
1.2 Academic flexibility
1.3 Curriculum enrichment
1.4 Feedback system
2.Teaching – 2.1 Student enrolment and SQ1,SQ2,SQ3 0.10 0.30
Learning and profile
Evaluation 2.2 Catering to student SQ5,AQ8 0.20 0.50
diversity
2.3 Teaching-Learning AQ6,AQ7,AQ9 0.50 1
process
2.4 Teacher quality AQ4,AQ5 0.50 0.80
2.5 Evaluation process and AQ3,AQ13,AQ14,P 0.40 0.50
reforms Q3
2.6 Student performance
and learning outcomes
3.Research, 3.1 Promotion of research
consultancy 3.2 Resource mobilization
and extension for research
3.3 Research facilities
3.4 Research publications
and awards
3.5 Consultancy
3.6 Extension activities and
institutional social
responsibility
3.7 Collaboration PDQ11 0.20 0.20
4.Infrastructure 4.1 Physical facilities IQ2,IQ3,IQ4,IQ5,IQ 0.30 0.30
and learning 9,IQ10,IQ11,IQ12,I
resources Q13,IQ14,IQ17,IQ2
0,IQ27,IQ28,IQ29,I
Q30,IQ31
4.2 Library as a learning IQ6,IQ7 0.20 0.20
resource
4.3 IT infrastructure IQ8,IQ15,IQ26 0.30 0.30
4.4 Maintenance of campus IQ18,IQ19,IQ22 0.20 0.20
facilities
5.Student 5.1 Student mentoring and AQ11,PDQ1,PDQ2, 0.40 0.50
support and support PDQ3,PDQ8,PDQ1
progression 0,PDQ12,PQ2,MQ7
,MQ8,MQ9
5.2 Student progression PDQ6,PQ1,PQ5, 0.40 0.30
[49]

Colleges
PQ6
5.3 Student participation PDQ4,PDQ5,PDQ, 0.20 0.20
and activities PDQ14
6.Governance 6.1 Institutional vision and MQ1,MQ2 0.10 0.10
leadership and leadership
management 6.2 Strategy development MQ4 0.10 0.10
and deployment
6.3 Faculty empowerment MQ3 0.30 0.30
strategies
6.4 Financial management
and resource mobilization
6.5 Internal quality
assurance system
7.Innovations 7.1 Environment
and best consciousness
practices 7.2 Innovations
7.3 Best practices
Acronym:
parameter
Table 4.2: Weightages assigned for the faculty member questionnaire (On a scale of 10)
Colleges
1.Curricular 1.1 *(U)Curriculum design and AQ4 0.50 NA
Aspects development
1.1 *(A) Curricular planning and AQ4 NA 0.20
implementation
1.2 Academic flexibility
1.3 Curriculum enrichment
1.4 Feedback system
2.Teaching – 2.1 Student enrolment and
Learning and profile
Evaluation 2.2 Catering to student diversity
2.3 Teaching-Learning process
[50]

Colleges
2.4 Teacher quality AQ8 0.50 0.80
2.5 Evaluation process and
reforms
2.6 Student performance and
learning outcomes
3.Research, 3.1 Promotion of research AQ15 0.20 0.20
consultancy 3.2 Resource mobilization for AQ7,AQ14 0.20 0.10
and extension research
3.3 Research facilities
3.4 Research publications and AQ9 1 0.20
awards
3.5 Consultancy
3.6 Extension activities and
institutional social responsibility
3.7 Collaboration PDQ5 0.20 0.20
4.Infrastructure 4.1 Physical facilities IQ2,IQ3,IQ9,IQ 0.30 0.30
and learning 19
resources 4.2 Library as a learning IQ7,IQ8 0.20 0.20
resource
4.3 IT infrastructure IQ1,IQ4,IQ5,IQ 0.30 0.30
6
4.4 Maintenance of campus
facilities
5.Student 5.1 Student mentoring and
support and support
progression 5.2 Student progression
5.3 Student participation and
activities
6.Governance 6.1 Institutional vision and MQ1,MQ2,MQ 0.10 0.10
leadership and leadership 3,MQ7,MQ8,M
management Q9,MQ10
6.2 Strategy development and MQ6 0.10 0.10
deployment
6.3 Faculty empowerment SQ2,SQ3,AQ6 0.30 0.30
strategies ,AQ11,AQ12,P
DQ1,PDQ2,PD
Q3,PDQ4,PDQ
6,MQ4
6.4 Financial management and MQ5 0.20 0.20
resource mobilization
6.5 Internal quality assurance MQ11 0.30 0.30
system
7.Innovations 7.1 Environment consciousness
and best 7.2 Innovations AQ10 0.30 0.30
practices 7.3 Best practices
[51]

4.1 t TEST ON THE STUDENT AND FACULTY MEMBER RESPONSES
4.1.1 Institute “A” (student)
SELECTION PROCESS
The null hypothesis; Ho states that the hypothesized value (µo) (the quantified value of
responses of sample respondents on research based on 1-5 scale) in four questions is
greater than or equal to 3. The alternative hypothesis; Hα contradicts the above claim. t
test is employed at 5 % level of significance to test if the null hypothesis can be rejected.
The test uses p-value method (based on TDIST function of MS Excel) to check if Ho can
be rejected.
Null hypothesis; Ho: µo ≥ 3

Alternative hypothesis; Hα: µo < 3
Weighted average ( x ) = 2.836
Standard deviation (s) = 0.699
µ=3
Sample size; n = 100
Standard error = s/√n = 0.070
tstat = ( x - µ)/standard error = -2.345
TDIST = IF(tstat >0,1- TDIST(tstat,n-1,1), TDIST(ABS(tstat),n-1,1)) = 0.011
Type of test t test (lower tail)
Level of significance 0.05
p value 0.011
Since p value is less than the level of significance (α = 0.05), so the null hypothesis
cannot be accepted. Hence it can be inferred that the “Selection Process” parameter is not
acceptable to the majority of the student respondents of Institute “A”.
[52]

ACADEMIC EXCELLENCE
responses of sample respondents on research based on 1-5 scale) in ten questions is
be rejected.

µ=3
t stat = ( x - µ)/standard error = -10.998
p value 0.000
cannot be accepted. Hence it can be inferred that the “Academic Excellence” parameter is
not acceptable to the majority of the student respondents of Institute “A”.
INFRASTRUCTURE
responses of sample respondents on research based on 1-5 scale) in twenty five questions
is greater than or equal to 3. The alternative hypothesis; Hα contradicts the above claim. t
[53]

be rejected.

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the “Infrastructure” parameter is not
PERSONALITY DEVELOPMENT AND INDUSTRY EXPOSURE

responses of sample respondents on research based on 1-5 scale) in twelve questions is
be rejected.
[54]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the “Personality Development &
Industry Exposure” parameter is not acceptable to the majority of the student respondents
of Institute “A”.
PLACEMENTS
responses of sample respondents on research based on 1-5 scale) in five questions is
be rejected.

[55]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the “Placements” parameter is not
MANAGEMENT AND ADMINISTRATION

responses of sample respondents on research based on 1-5 scale) in seven questions is
be rejected.

µ=3
[56]

p value 0.000
cannot be accepted. Hence it can be inferred that the “Management & Administration”
parameter is not acceptable to the majority of the student respondents of Institute “A”.
SELECTION PROCESS
SQ1. The criteria followed at the time of giving admission to the students are uniform.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The criteria followed at
[57]

the time of giving admission to the students are uniform” is not acceptable to the majority
of the student respondents of Institute “A”.
SQ2. The entrance examination conducted by the institute for the admission purpose of
students helps in the selection process.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The entrance examination
conducted by the institute for the admission purpose of students helps in the selection
process” is not acceptable to the majority of the student respondents of Institute “A”.
SQ3. The students admitted have required basic knowledge of all the subjects at entry
level to the technical courses.
[58]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The students admitted
have required basic knowledge of all the subjects at entry level to the technical courses”
is not acceptable to the majority of the student respondents of Institute “A”.
SQ5. The fee structure is such that it helps in the selection process.
µ=3
[59]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The fee structure is such
that it helps in the selection process” is not acceptable to the majority of the student
respondents of Institute “A”.
ACADEMIC EXCELLENCE
AQ3. The students come prepared for lectures/tutorials, lab/workshop classes.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The students come
prepared for lectures/tutorials, lab/workshop classes” is not acceptable to the majority of
[60]

the student respondents of Institute “A”.
AQ4. The teachers are committed, sincere and dedicated.

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The teachers are
committed, sincere and dedicated” is not acceptable to the majority of the student
AQ5. The faculty is qualified and competent.

µ=3
[61]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The faculty is qualified
and competent” is not acceptable to the majority of the student respondents of Institute
“A”.
AQ6. The teaching-learning process is carried with the aim of imparting maximum
knowledge to each & every student.
µ=3
p value 0.000
[62]

cannot be accepted. Hence it can be inferred that the question “The teaching-learning
process is carried with the aim of imparting maximum knowledge to each & every
student” is not acceptable to the majority of the student respondents of Institute “A”.
AQ7. Tutorials are conducted in such a way that all the doubts of the students are cleared.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Tutorials are conducted in
such a way that all the doubts of the students are cleared” is not acceptable to the
majority of the student respondents of Institute “A”.
AQ8. The institution adopts teaching methods to the diversity of its students' body.
µ=3
[63]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The institution adopts
teaching methods to the diversity of its students' body” is not acceptable to the majority
AQ9. The faculty is easily available to students for solving their problems.
µ=3
p value 0.000
[64]

cannot be accepted. Hence it can be inferred that the question “The faculty is easily
available to students for solving their problems” is not acceptable to the majority of the
student respondents of Institute “A”.
AQ11. The guidance, counseling and mentoring activities are taken care of by in-house
as well as external experts.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The guidance, counseling
and mentoring activities are taken care of by in-house as well as external experts” is not
AQ13. The question papers follow a fixed structure.

[65]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The question papers
follow a fixed structure” is not acceptable to the majority of the student respondents of
Institute “A”.
AQ14. The evaluation of the students is fair, transparent and open to the students and
parents.
µ=3
[66]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The evaluation of the
students is fair, transparent and open to the students and parents” is not acceptable to the
INFRASTRUCTURE
IQ2. The laboratories are well equipped with sufficient and latest equipments to impart
skills for the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The laboratories are well
[67]

equipped with sufficient and latest equipments to impart skills for the students” is not
IQ3. Facilities of sports and games are sufficient for encouraging the participation of the
students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Facilities of sports and
games are sufficient for encouraging the participation of the students” is not acceptable to
the majority of the student respondents of Institute “A”.
IQ4. The communication laboratory is modernized and well equipped.

µ=3
[68]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The communication
laboratory is modernized and well equipped” is not acceptable to the majority of the
IQ5. The class rooms are in sufficient number.

µ=3
p value 0.000
[69]

cannot be accepted. Hence it can be inferred that the question “The class rooms are in
sufficient number” is not acceptable to the majority of the student respondents of Institute
“A”.
IQ6. The library is well equipped with books, National, International & E Journals and
internet facility for the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The library is well
equipped with books, National, International & E Journals and internet facility for the
students” is not acceptable to the majority of the student respondents of Institute “A”.
IQ7. The students can visit the library whenever they find time during the holidays,
weekends and off hours.
[70]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The students can visit the
library whenever they find time during the holidays, weekends and off hours” is not
IQ8. The reading and internet facilities are available in the hostel.
µ=3
[71]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The reading and internet
facilities are available in the hostel” is not acceptable to the majority of the student
IQ9. The mess food is hygienic and homely.

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The mess food is hygienic
and homely” is not acceptable to the majority of the student respondents of Institute “A”.
[72]

IQ10. The toilets for the students (for both males & females) are in adequate number at
strategic locations.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The toilets for the students
(for both males & females) are in adequate number at strategic locations” is not
IQ11. The institute has boys & girls common rooms in adequate number.
µ=3
[73]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The institute has boys &
girls common rooms in adequate number” is not acceptable to the majority of the student
IQ12. The institute has stationary store and reprography facility in centralized location.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The institute has
stationary store and reprography facility in centralized location” is not acceptable to the
[74]

IQ13. The institute has first aid cum sick room with required facilities.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The institute has first aid
cum sick room with required facilities” is not acceptable to the majority of the student
IQ14. The Auditorium / Amphitheater is well equipped.

µ=3
[75]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The Auditorium /
Amphitheater is well equipped” is not acceptable to the majority of the student
IQ15. A secured Wi-Fi facility for the students is well channelized to provide easy
access.
µ=3
p value 0.000
[76]

cannot be accepted. Hence it can be inferred that the question “A secured Wi-Fi facility
for the students is well channelized to provide easy access” is not acceptable to the
IQ17. Potable water supply and outlets for drinking water at strategic locations is
available in plenty.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Potable water supply and
outlets for drinking water at strategic locations is available in plenty” is not acceptable to
IQ18. Back up electric supply is available in the institute when required.

[77]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Back up electric supply is
available in the institute when required” is not acceptable to the majority of the student
IQ19. Facility for sewage disposal is sufficient and appropriate.

µ=3
[78]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Facility for sewage
disposal is sufficient and appropriate” is not acceptable to the majority of the student
IQ20. Parking facility for the students’ vehicle is spacious.

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Parking facility for the
students’ vehicle is spacious” is not acceptable to the majority of the student respondents
[79]

IQ22. Institute has adequate safety provisions including fire and other calamities.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Institute has adequate
safety provisions including fire and other calamities” is not acceptable to the majority of
the student respondents of Institute “A”.
IQ26. Enterprise Resource Planning (ERP) Software for Student-Institution-Parent

interaction is well developed.
µ=3
[80]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Enterprise Resource
Planning (ERP) Software for Student-Institution-Parent interaction is well developed” is
not acceptable to the majority of the student respondents of Institute “A”.
IQ27. The transport facility is adequate in number to help students to commute from
remote areas.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The transport facility is
[81]

adequate in number to help students to commute from remote areas” is not acceptable to
IQ28. The Post, Banking Facility / Asynchronous Transfer Mode (ATM) is located in a
centralized location.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The Post, Banking Facility
/ ATM is located in a centralized location” is not acceptable to the majority of the student
IQ29. Closed Circuit Television (CCTV) Security System covers all the vital areas of the
institute.
[82]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “CCTV Security System
covers all the vital areas of the institute” is not acceptable to the majority of the student
IQ30. Liquid Crystal Display (LCD) (or similar) projectors equipped classrooms are
adequate in number.
µ=3
[83]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “LCD (or similar)
projectors equipped classrooms are adequate in number” is not acceptable to the majority
IQ31. The hostel, residential, canteen and other recreational facilities are satisfactory for
the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The hostel, residential,
canteen and other recreational facilities are satisfactory for the students” is not acceptable
[84]

to the majority of the student respondents of Institute “A”.

PDQ1. There are enough opportunities for Industry Institute Interaction for the students’
development.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “There are enough
opportunities for Industry Institute Interaction for the students’ development” is not
PDQ2. The entrepreneurship cell / programmes conduct sufficient activities for creating
& nurturing entrepreneurial mindset.
[85]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The entrepreneurship cell
/ programmes conduct sufficient activities for creating & nurturing entrepreneurial
mindset” is not acceptable to the majority of the student respondents of Institute “A”.
PDQ3. The Industry Institute Partnership Cell (IIPC) is active and efficient.
µ=3
[86]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The Industry Institute
Partnership Cell (IIPC) is active and efficient” is not acceptable to the majority of the
PDQ4. The institute has sufficient clubs and societies providing developmental activities
for the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The institute has sufficient
clubs and societies providing developmental activities for the students” is not acceptable
[87]

PDQ5. Adequate activities are arranged for enhancement of soft and life skills for the
students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Adequate activities are
arranged for enhancement of soft and life skills for the students” is not acceptable to the
PDQ6. Good hands - on skills are imparted during the workshop practices.
µ=3
[88]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Good hands - on skills are
imparted during the workshop practices” is not acceptable to the majority of the student
PDQ7. Each student is encouraged to participate in co-curricular, extra-curricular

activities and event management. The students' participation is specifically acknowledged
through certificates etc.
µ=3
[89]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Each student is
encouraged to participate in co-curricular, extra-curricular activities and event
management. The students' participation is specifically acknowledged through certificates
etc.” is not acceptable to the majority of the student respondents of Institute “A”.
PDQ8. The atmosphere is conducive for the development of the requisite competencies
for the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The atmosphere is
[90]

conducive for the development of the requisite competencies for the students” is not
PDQ10. Eminent professors, senior industry executives and successful personalities are
invited for guest lectures for interaction with students from time to time.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Eminent professors, senior
industry executives and successful personalities are invited for guest lectures for
interaction with students from time to time” is not acceptable to the majority of the
PDQ11. The student exchange programmes for giving exposure to the students proves to
be beneficial.
[91]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The student exchange
programmes for giving exposure to the students proves to be beneficial” is not acceptable
PDQ12. Proper guidance is provided to the students in the live projects for research.
µ=3
[92]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Proper guidance is
provided to the students in the live projects for research” is not acceptable to the majority
PDQ14. The fresher party, farewell party, techno fests etc for the students are well
organized under disciplined environment.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The fresher party, farewell
party, techno fests etc for the students are well organized under disciplined environment”
[93]

is not acceptable to the majority of the student respondents of Institute “A”.
PLACEMENTS
PQ1. The training and placement cell is able to arrange summer training and campus
interviews in an adequate number for the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The training and
placement cell is able to arrange summer training and campus interviews in an adequate
number for the students” is not acceptable to the majority of the student respondents of
Institute “A”.
PQ2. A well established student service centre exists to provide efficient academic,
financial, administrative services to the students.
[94]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “A well established student
service centre exists to provide efficient academic, financial, administrative services to
the students” is not acceptable to the majority of the student respondents of Institute “A”.
PQ3. The project work and summer training is attached due importance.
µ=3
[95]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The project work and
summer training is attached due importance” is not acceptable to the majority of the
PQ5. A good number of recruiters visit the campus for the recruitment of the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “A good number of
recruiters visit the campus for the recruitment of the students” is not acceptable to the
[96]

PQ6. Reputed companies visit the campus for the recruitment of students in good
number.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Reputed companies visit
the campus for the recruitment of students in good number” is not acceptable to the

MQ1. A well defined Academic Policy is in place and all the stake holders are familiar
with the same.
µ=3
[97]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “A well defined Academic
Policy is in place and all the stake holders are familiar with the same” is not acceptable to
MQ2. The Director/Head of Departments / Officers have the academic, financial and
administrative freedom.
µ=3
p value 0.000
[98]

cannot be accepted. Hence it can be inferred that the question “The Director/Head of
Departments / Officers have the academic, financial and administrative freedom” is not
MQ3. Decisions are taken by the duly constituted Board of Governors (BOG) / Board of
Studies (BOS) / Board of Faculty (BOF) assisted by various committees and represented
by faculty and experts.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Decisions are taken by the
duly constituted Board of Governors (BOG) / Board of Studies (BOS) / Board of Faculty
(BOF) assisted by various committees and represented by faculty and experts” is not
MQ4. There is transparency in overall working of the institution.

[99]

µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “There is transparency in
overall working of the institution” is not acceptable to the majority of the student
MQ7. The student grievances’ are timely addressed by the authority.

µ=3
[100]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The student grievances’
are timely addressed by the authority” is not acceptable to the majority of the student
MQ8. Institute has an efficient Grievance Redressal Committee for the students.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Institute has an efficient
Grievance Redressal Committee for the students” is not acceptable to the majority of the
[101]

MQ9. Institute focuses on the prevention and prohibition of ragging.
µ=3
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Institute focuses on the
prevention and prohibition of ragging” is not acceptable to the majority of the student
4.1.2 Institute “A” (faculty member)
SELECTION PROCESS
responses of sample respondents on research based on 1-5 scale) in two questions is
be rejected.
[102]

µ=3
Sample size; n = 30
tstat = ( x - µ)/standard error = -6.127
p value 0.000
cannot be accepted. Hence it can be inferred that the “Selection Process” parameter is not
acceptable to the majority of the faculty respondents of Institute “A”.
ACADEMIC EXCELLENCE
be rejected.

[103]

µ=3
Sample size; n = 30
p value 0.073
Since p value is more than the level of significance (α = 0.05), so the null hypothesis gets
accepted. Hence it can be inferred that the “Academic Excellence” parameter is
INFRASTRUCTURE
be rejected.

µ=3
Sample size; n = 30
[104]

p value 0.000
cannot be accepted. Hence it can be inferred that the “Infrastructure” parameter is not

responses of sample respondents on research based on 1-5 scale) in six questions is
be rejected.

µ=3
Sample size; n = 30
[105]

p value 0.027
cannot be accepted. Hence it can be inferred that the “Personality Development &
Industry Exposure” parameter is not acceptable to the majority of the faculty respondents

responses of sample respondents on research based on 1-5 scale) in eleven questions is
be rejected.

µ=3
Sample size; n = 30
[106]

p value 0.000
cannot be accepted. Hence it can be inferred that the “Management & Administration”
parameter is not acceptable to the majority of the faculty respondents of Institute “A”.
SELECTION PROCESS
SQ2. Selection process of faculty is fair and standardized.
µ=3
Sample size; n = 30
t stat = ( x - µ)/standard error =-22.722
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Selection process of
faculty is fair and standardized” is not acceptable to the majority of the faculty
[107]

SQ3. The criteria followed for faculty recruitment is uniform.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The criteria followed for
faculty recruitment is uniform” is not acceptable to the majority of the faculty
ACADEMIC EXCELLENCE
AQ4. The faculty is encouraged to participate in curriculum development.
µ=3
Sample size; n = 30
[108]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The faculty is encouraged
to participate in curriculum development” is not acceptable to the majority of the faculty
AQ6. Faculty Development Programmes (FDP) are organized on a regular basis within
the campus to ensure employment of latest technology.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Faculty Development
[109]

Programmes are organized on a regular basis within the campus to ensure employment of
latest technology” is not acceptable to the majority of the faculty respondents of Institute
“A”.
AQ7. Research and Development (R & D) support available for the faculty members is
sufficient and well equipped for successful innovation.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “R & D support available
for the faculty members is sufficient and well equipped for successful innovation” is not
AQ8. There are adequate numbers of PhD holders in each department.

[110]

µ=3
Sample size; n = 30
Standard error = s/√n =0.027
p value 0.000
cannot be accepted. Hence it can be inferred that the question “There are adequate
numbers of PhD holders in each department” is not acceptable to the majority of the
faculty respondents of Institute “A”.
AQ9. The faculty has good number of publications of research papers.

µ=3
Sample size; n = 30
[111]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The faculty has good
number of publications of research papers” is not acceptable to the majority of the faculty
AQ10. The institution holds an adequate number of patents.

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The institution holds an
adequate number of patents” is not acceptable to the majority of the faculty respondents
[112]

AQ11. The salary structure of the faculty is satisfactory and motivating.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The salary structure of the
faculty is satisfactory and motivating” is not acceptable to the majority of the faculty
AQ12. The appraisal is given on the basis of past performance and future potential.
µ=3
Sample size; n = 30
[113]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The appraisal is given on
the basis of past performance and future potential” is not acceptable to the majority of the
AQ14. Seminar Grant (SG) given to the faculty proves to be motivational.

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Seminar Grant (SG) given
to the faculty proves to be motivational” is not acceptable to the majority of the faculty
[114]

AQ15. The Institute gives Teacher Research Fellowship (TRF) in optimum number.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The Institute gives
Teacher Research Fellowship (TRF) in optimum number” is not acceptable to the
majority of the faculty respondents of Institute “A”.
INFRASTRUCTURE
IQ1. The communication cell for internal and external communication towards students,
faculty, staff and stakeholders through modern means of communication like emails, etc.
is well equipped and up to the standard.
µ=3
Sample size; n = 30
[115]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The communication cell
for internal and external communication towards students, faculty, staff and stakeholders
through modern means of communication like emails, etc. is well equipped and up to the
standard” is not acceptable to the majority of the faculty respondents of Institute “A”.
IQ2. The hostel, residential, canteen and other recreational facilities are satisfactory for
the faculty.
µ=3
Sample size; n = 30
[116]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The hostel, residential,
canteen and other recreational facilities are satisfactory for the faculty” is not acceptable
to the majority of the faculty respondents of Institute “A”.
IQ3. The faculty / staff rooms in the institute are spacious, well furnished and adequate in
number.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The faculty / staff rooms
in the institute are spacious, well furnished and adequate in number” is not acceptable to
[117]

the majority of the faculty respondents of Institute “A”.
IQ4. The faculty members are provided with sufficient necessary facilities for doing their
academic work (e.g. PC, Internet, Library support, etc).
Standard deviation (s) =0.102
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The faculty members are
provided with sufficient necessary facilities for doing their academic work (e.g. PC,
Internet, Library support, etc)” is not acceptable to the majority of the faculty respondents
IQ5. The printers are in adequate number within the departments.

µ=3
[118]

Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The printers are in
adequate number within the departments” is not acceptable to the majority of the faculty
IQ6. A secured Wi-Fi facility for the faculty is well channelized to provide easy access.
µ=3
Sample size; n = 30
p value 0.000
[119]

cannot be accepted. Hence it can be inferred that the question “A secured Wi-Fi facility
for the faculty is well channelized to provide easy access” is not acceptable to the
IQ7. The library is well equipped with books, National, International & E Journals and
internet facility for the faculty for their research & development.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The library is well
equipped with books, National, International & E Journals and internet facility for the
faculty for their research & development” is not acceptable to the majority of the faculty
IQ8. The faculty can visit the library with ease whenever they find time during the
holidays, weekends and off hours.
[120]

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The faculty can visit the
library with ease whenever they find time during the holidays, weekends and off hours”
is not acceptable to the majority of the faculty respondents of Institute “A”.
IQ9. The toilets for the faculty (for both males & females) are hygienic and in adequate
number.
µ=3
Sample size; n = 30
[121]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The toilets for the faculty
(for both males & females) are hygienic and in adequate number” is not acceptable to the
IQ10. Parking facility for the faculty vehicle is spacious.

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Parking facility for the
faculty vehicle is spacious” is not acceptable to the majority of the faculty respondents of
Institute “A”.
[122]

PDQ1. There is adequate Industry Institute Interaction for the faculty development.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “There is adequate Industry
Institute Interaction for the faculty development” is not acceptable to the majority of the
PDQ2. Various activities are arranged for enhancement of soft and life skills of the
faculty.
µ=3
Sample size; n = 30
[123]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Various activities are
arranged for enhancement of soft and life skills of the faculty” is not acceptable to the
PDQ3. The faculty has a conducive atmosphere for the development of the requisite
competencies.
µ=3
Sample size; n = 30
p value 0.000
[124]

cannot be accepted. Hence it can be inferred that the question “The faculty has a
conducive atmosphere for the development of the requisite competencies” is not
PDQ4. Eminent professors, senior industry executives and successful personalities are
invited for guest lectures for interaction with faculty from time to time.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Eminent professors, senior
industry executives and successful personalities are invited for guest lectures for
interaction with faculty from time to time” is not acceptable to the majority of the faculty
PDQ5. The faculty exchange programmes for giving exposure to the faculty provide
platform for their academic growth.
[125]

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The faculty exchange
programmes for giving exposure to the faculty provide platform for their academic
growth” is not acceptable to the majority of the faculty respondents of Institute “A”.
PDQ6. Proper guidance is provided to the faculty in the live projects.

µ=3
Sample size; n = 30
[126]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Proper guidance is
provided to the faculty in the live projects” is not acceptable to the majority of the faculty

MQ1. The institution has a well defined HR policy for teaching, technical and
administrative staff which includes their integration, career paths, conditions of service
and welfare.
µ=3
Sample size; n = 30
p value 0.000
[127]

cannot be accepted. Hence it can be inferred that the question “The institution has a well
defined HR policy for teaching, technical and administrative staff which includes their
integration, career paths, conditions of service and welfare” is not acceptable to the
MQ2. A well defined Academic Policy is in place and all the stake holders are familiar
with the same.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “A well defined Academic
Policy is in place and all the stake holders are familiar with the same” is not acceptable to
the majority of the faculty respondents of Institute “A”.
MQ3. The Director/Head of Departments / Officers have the academic, financial and
administrative freedom.
[128]

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The Director/Head of
Departments / Officers have the academic, financial and administrative freedom” is not
MQ4. Decisions are taken by the duly constituted Board of Governors (BOG) / Board of
Studies (BOS) / Board of Faculty (BOF) assisted by various committees and represented
by faculty and experts.
µ=3
Sample size; n = 30
[129]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Decisions are taken by the
duly constituted Board of Governors (BOG) / Board of Studies (BOS) / Board of Faculty
(BOF) assisted by various committees and represented by faculty and experts” is not
MQ5. Sufficient surplus is available for cost recovery as well as for expansion, quality
and efficiency improvement.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “Sufficient surplus is
[130]

available for cost recovery as well as for expansion, quality and efficiency improvement”
is not acceptable to the majority of the faculty respondents of Institute “A”.
MQ6. There is transparency in overall working of the institution.

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “There is transparency in
overall working of the institution” is not acceptable to the majority of the faculty
MQ7. Communication flow between management and faculty is easier.

µ=3
Sample size; n = 30
[131]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “Communication flow
between management and faculty is easier” is not acceptable to the majority of the faculty
MQ8. The leadership style exhibited by the Dean and Director is participative.
µ=3
Sample size; n = 30
p value 0.000
[132]

cannot be accepted. Hence it can be inferred that the question “The leadership style
exhibited by the Dean and Director is participative” is not acceptable to the majority of
the faculty respondents of Institute “A”.
MQ9. The working relationships between the Head of Departments and their faculty
members are synchronized for growth of institute.
µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The working relationships
between the Head of Departments and their faculty members are synchronized for growth
of institute” is not acceptable to the majority of the faculty respondents of Institute “A”.
MQ10. The working relationships between the Dean and the faculty members are good.
[133]

µ=3
Sample size; n = 30
p value 0.000
cannot be accepted. Hence it can be inferred that the question “The working relationships
between the Dean and the faculty members are good” is not acceptable to the majority of
the faculty respondents of Institute “A”.
MQ11. The Quality Improvement Programme (QIP) is updated on regular intervals.

µ=3
Sample size; n = 30
[134]

p value 0.000
cannot be accepted. Hence it can be inferred that the question “The Quality Improvement
Programme (QIP) is updated on regular intervals” is not acceptable to the majority of the
To avoid repeatitive work, the details of the analysis are not repeated in the body of text.
The tables showing the p value for Institutes “B”, “C”, “D”, “E” and “F” have been given
in the appendix 4.
4.2 FACTOR ANALYSIS
4.2.1 Institute “A” (student)

Principal Component Analysis with varimax rotation was performed through SPSS on the
63 items. Six factors were extracted.
ROTATED COMPONENT (FACTOR) MATRIX

Acronym:
parameter
[135]

Table 4.3: Showing the Rotated Component Matrix for 6 components for Institute “A”
(students)
Component
1 2 3 4 5 6
SQ1 .302 .094 .349 -.036 .126 .028
SQ2 .428 .056 .278 -.020 .215 .036
SQ5 .525 -.349 .012 .171 .173 .317
AQ3 .176 -.175 .335 .423 -.069 -.059
AQ4 .034 .064 .641 .221 .111 .226
AQ5 .080 .221 .622 .241 .291 -.109
AQ6 .039 .006 .780 .080 .077 .113
AQ7 -.074 .046 .625 .352 .175 -.028
AQ8 .245 -.129 .555 .272 .023 .226
AQ9 .162 .194 .611 -.065 .164 .270
AQ11 .331 -.011 .555 .010 .017 .327
AQ13 -.048 .022 .163 .006 .150 .354
AQ14 -.127 .046 .185 .270 .514 .267
IQ2 .637 .303 .058 .109 .135 -.077
IQ3 .638 .229 .133 .171 -.011 .066
IQ4 .474 .102 -.158 .050 -.013 -.028
IQ5 .046 .542 .098 -.112 -.057 .503
IQ6 .041 .369 .116 .218 -.144 .046
IQ7 .088 .388 -.083 .375 -.109 .288
IQ8 .332 .064 -.014 .239 -.068 .199
IQ9 .345 .112 .036 .077 .064 .518
IQ10 .078 .533 -.091 .204 -.288 .180
IQ11 .345 .245 .123 .223 -.104 .001
IQ12 .222 .439 .179 .101 .113 .489
IQ13 -.081 .238 -.045 .388 .032 .596
IQ14 .105 .593 .178 .038 .067 -.192
IQ15 .256 .188 .110 .582 .116 .087
IQ17 -.078 .703 .026 -.037 .158 .042
IQ18 -.008 .749 .100 -.160 -.086 .047
IQ19 -.044 .667 .143 -.145 .062 .030
IQ20 .415 .345 .265 .025 .132 .357
IQ22 .253 .530 .002 .080 .096 -.064
IQ26 .267 .211 .076 .464 .391 -.142
IQ27 .177 .320 -.038 .476 .144 -.073
IQ28 .145 .388 -.170 .313 .513 .073
IQ29 .183 .465 -.064 .330 .000 -.018
IQ30 .313 .029 .185 .468 .061 .219
IQ31 .292 .504 -.135 .134 .149 .146
PDQ1 .422 -.018 .252 .063 .252 .425
PDQ2 .202 -.037 .131 .032 .487 .478
[136]

Component
1 2 3 4 5 6
PDQ3 .353 -.138 .163 -.110 .238 .484
PDQ4 .532 -.164 .249 .161 .293 .128
PDQ5 -.005 -.054 .226 .147 .581 .146
PDQ6 -.080 .065 .366 .050 .420 .112
PDQ7 .236 -.106 -.048 .156 .485 .322
PDQ8 .134 .007 .297 .151 .438 .379
PDQ10 .347 .074 .352 .062 .467 .089
PDQ11 .305 -.028 .040 .318 .449 -.052
PDQ12 .240 .053 .075 -.035 .756 -.026
PDQ14 .243 -.076 .131 .208 .601 .059
PQ1 .532 .180 .122 .107 .250 .308
PQ2 .370 -.029 .164 .241 .321 .288
PQ3 .243 .303 .480 .198 .216 .054
PQ5 .482 .024 .189 .192 .166 .342
PQ6 .417 .105 .251 .128 .199 .393
MQ1 .212 .121 .194 .388 .159 .173
MQ2 -.162 -.040 .080 .519 .074 .315
MQ3 -.046 .152 .356 .526 .293 .109
MQ4 .014 -.092 .152 .646 .213 .011
MQ7 .310 -.056 .136 .622 .173 .155
MQ8 .465 -.111 .228 .499 .197 -.050
MQ9 -.052 .242 .188 -.005 .346 .163
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 37 iterations.
[137]

Table 4.4: Showing the factor loadings for 6 factors for Institute “A” (students)
Factor Factor
Items
Name Loadings
SQ2 Entrance examination helps in the selection process 0.428
SQ5 Fee structure helps in the selection process 0.525
IQ2 Laboratories are well equipped 0.637
IQ3 Facilities of sports are sufficient 0.638
IQ4 Communication laboratory is modernized and well equipped 0.474
IQ8 Reading and internet facilities are available in the hostel 0.332
IQ9 Mess food is hygienic and homely 0.345
Factor IQ11 Boys & girls common rooms are in adequate number 0.345
1 IQ20 Parking facility for the students’ vehicle is spacious 0.415
PDQ4 Sufficient clubs and societies providing developmental activities 0.532
Training and placement cell is able to arrange summer training
PQ1 and campus interviews in an adequate number 0.532
Student service centre exists to provide efficient academic,

PQ2 0.37
financial, administrative services
PQ5 A good number of recruiters visit the campus 0.482
PQ6 Reputed companies visit the campus for the recruitment 0.417
IQ5 Class rooms are in sufficient number 0.542
IQ6 Library is well equipped 0.369
IQ7 Students can visit the library whenever they find time 0.388
IQ10 Toilets for the students are in adequate number 0.533
IQ14 Auditorium / Amphitheater is well equipped 0.593
Factor Potable water supply and outlets for drinking water at strategic
IQ17 0.703
2 locations
IQ18 Back up electric supply is available when required 0.749
IQ19 Facility for sewage disposal is sufficient and appropriate 0.667
IQ22 Adequate safety provisions for calamities 0.53
IQ29 CCTV Security System covers vital areas of the institute 0.465
IQ31 Recreational facilities are satisfactory for the students 0.504
SQ1 Uniform criteria followed at the time of giving admission 0.349
AQ4 Teachers are committed, sincere and dedicated 0.641
AQ5 Faculty is qualified and competent 0.622
Factor AQ6 Effective teaching-learning process 0.78
3 AQ7 Students’ doubts are cleared through tutorials 0.625
AQ8 Flexible teaching methods 0.555
AQ9 Faculty is easily available to students 0.611
AQ11 Presence of guidance, counseling and mentoring activities 0.555
[138]

Factor Factor
Items
Name Loadings
PQ3 Project work and summer training is attached due importance 0.48
AQ3 Students come prepared for classes 0.423
IQ15 A secured Wi-Fi facility for the students 0.582
Enterprise Resource Planning (ERP) Software for Student-
IQ26 0.464
Institution-Parent interaction is well developed
IQ27 Transport facility from remote areas 0.476
IQ30 LCD projectors equipped classrooms are adequate in number 0.468
A well defined Academic Policy is in place
Factor MQ1 0.388
4
The Director/Head of Departments / Officers have the academic,
MQ2 0.519
financial and administrative freedom
Decisions are taken by the duly constituted BOG / BOS /BOF
MQ3 0.526
assisted by committees and represented by faculty and experts
MQ4 Transparency in working of the institution 0.646
MQ7 Student grievances’ are timely addressed by the authority 0.622
MQ8 Efficient Grievance Redressal Committee 0.499
AQ14 Fair & transparent evaluation system 0.514
IQ28 Post, Banking Facility / ATM is located in a centralized location 0.513
PDQ2 Entrepreneurship cell conduct sufficient activities 0.487
PDQ5 Adequate activities for enhancement of soft and life skills 0.581
Good hands - on skills are imparted during the workshop
PDQ6 0.42
practices
Students are encouraged to participate in co-curricular & extra-
PDQ7 0.485
Factor curricular activities
5 Atmosphere is conducive for the development of the requisite
PDQ8 0.438
competencies
Eminent professors, senior industry executives are invited for
PDQ10 0.467
guest lectures
PDQ11 Student exchange programmes are beneficial 0.449
PDQ12 Proper guidance is provided in the live projects for research 0.756
Fresher party, farewell party, techno fests etc are well organized
PDQ14 0.601
under disciplined environment
MQ9 Institute focuses on the prevention and prohibition of ragging 0.346
SQ3 The students admitted have required basic knowledge 0.428
AQ13 Question papers follow a fixed structure 0.354
IQ12 Stationary store and reprography facility in centralized location 0.489
Factor
6 IQ13 First aid cum sick room with required facilities 0.596
Enough opportunities for Industry Institute Interaction
PDQ1 0.425
PDQ3 Industry Institute Partnership Cell (IIPC) is active and efficient 0.484
[139]

Interpretations: Looking at the above table, it can be seen that SQ2, SQ5, IQ2, IQ3, IQ4,
IQ8, IQ9, IQ11, IQ20, PDQ4, PQ1, PQ2, PQ5 and PQ6 are substantially loaded on
Factor 1, IQ5, IQ6, IQ7, IQ10, IQ14, IQ17, IQ18, IQ19, IQ22, IQ29 and IQ31 are
substantially loaded on Factor 2, SQ1, AQ4, AQ5, AQ6, AQ7, AQ8, AQ9, AQ11 and
PQ3 are substantially loaded on Factor 3, AQ3, IQ15, IQ26, IQ27, IQ30, MQ1, MQ2,
MQ3, MQ4, MQ7 and MQ8 are substantially loaded on Factor 4, AQ14, IQ28, PDQ2,
PDQ5, PDQ6, PDQ7, PDQ8, PDQ10, PDQ11, PDQ12, PDQ14 and MQ9 are
substantially loaded on Factor 5, while SQ3, AQ13, IQ12, IQ13, PDQ1 and PDQ3 are
substantially loaded on Factor 6.
Factor analysis for each set of student respondents is done based on the factor loadings.
In all six factors have been extracted through Principal Component Analysis. Each factor
represents the group of similar and coherent aspects for which response is sought through
questionnaire. Following is the range of each of the six factors with the list of the aspects
which the individual factors include:
Factor – 1: The factor loadings ranged between 0.332 - 0.638. The aspects included
namely:
a) Entrance examination helps in the selection process
b) Fee structure helps in the selection process
c) Laboratories are well equipped
d) Facilities of sports are sufficient
e) Communication laboratory is modernized and well equipped
f) Reading and internet facilities are available in the hostel
g) Mess food is hygienic and homely
h) Boys & girls common rooms are in adequate number
i) Parking facility for the students’ vehicle is spacious
j) Sufficient clubs and societies providing developmental activities
k) Training and placement cell is able to arrange summer training and campus
interviews in an adequate number
l) Student service centre exists to provide efficient academic, financial,
administrative services
[140]

m) A good number of recruiters visit the campus
n) Reputed companies visit the campus for the recruitment
namely:
a) Class rooms are in sufficient number
b) Library is well equipped
c) Students can visit the library whenever they find time
d) Toilets for the students are in adequate number
e) Auditorium / Amphitheater is well equipped
f) Potable water supply and outlets for drinking water at strategic locations
g) Back up electric supply is available when required
h) Facility for sewage disposal is sufficient and appropriate
i) Adequate safety provisions for calamities
j) CCTV Security System covers vital areas of the institute
k) Recreational facilities are satisfactory for the students
namely:
a) Uniform criteria followed at the time of giving admission
b) Teachers are committed, sincere and dedicated
c) Faculty is qualified and competent
d) Effective teaching-learning process
e) Students’ doubts are cleared through tutorials
f) Flexible teaching methods
g) Faculty is easily available to students
h) Presence of guidance, counseling and mentoring activities
i) Project work and summer training is attached due importance
[141]

namely:
a) Students come prepared for classes
b) A secured Wi-Fi facility for the students
c) Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
interaction is well developed
d) Transport facility from remote areas
e) LCD projectors equipped classrooms are adequate in number
f) A well defined Academic Policy is in place
g) The Director/Head of Departments / Officers have the academic, financial and
administrative freedom
h) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
committees and represented by faculty and experts
i) Transparency in working of the institution
j) Student grievances’ are timely addressed by the authority
k) Efficient Grievance Redressal Committee
namely:
a) Fair & transparent evaluation system
b) Post, Banking Facility / ATM is located in a centralized location
c) Entrepreneurship cell conduct sufficient activities
d) Adequate activities for enhancement of soft and life skills
e) Good hands - on skills are imparted during the workshop practices
f) Students are encouraged to participate in co-curricular & extra-curricular
activities
g) Atmosphere is conducive for the development of the requisite competencies
h) Eminent professors, senior industry executives are invited for guest lectures
i) Student exchange programmes are beneficial
j) Proper guidance is provided in the live projects for research
k) Fresher party, farewell party, techno fests etc are well organized under
[142]

disciplined environment
l) Institute focuses on the prevention and prohibition of ragging
namely:
a) The students admitted have required basic knowledge
b) Question papers follow a fixed structure
c) Stationary store and reprography facility in centralized location
d) First aid cum sick room with required facilities
e) Enough opportunities for Industry Institute Interaction
f) Industry Institute Partnership Cell (IIPC) is active and efficient
4.2.2 Institute “A” (faculty member)

39 items. Five factors were extracted.

Acronym:
parameter
[143]

Table 4.5: Showing the Rotated Component Matrix for 5 components for Institute “A”
(faculty members)
Component
1 2 3 4 5
SQ2 .446 .463 .414 .168 .045
SQ3 .490 .582 .447 .226 .006
AQ4 .475 .532 .301 .165 -.049
AQ6 .637 .513 .050 .067 .379
AQ7 .102 .794 -.204 .044 -.017
AQ8 .231 .736 -.112 .094 .103
AQ9 .204 .690 .056 .034 .149
AQ10 .012 .797 -.130 -.155 .018
AQ11 -.083 .839 .246 .153 -.132
AQ12 .126 .664 .260 .163 .131
AQ14 -.372 .109 -.336 .578 -.041
AQ15 .516 .152 -.018 .490 .225
IQ1 .345 .206 .114 .598 -.014
IQ2 .591 .417 -.257 .299 -.033
IQ3 .450 .292 .136 .328 .217
IQ4 .504 -.036 .391 .177 -.475
IQ5 .193 .005 .157 .517 .011
IQ6 -.123 .306 -.098 .139 -.744
IQ7 .400 .433 .377 -.005 -.053
IQ8 .372 .154 .109 .105 .553
IQ9 .281 .141 .453 .584 .031
IQ10 .026 -.034 .848 -.141 .275
PDQ1 .901 -.006 -.054 .084 .007
PDQ2 .526 .057 -.121 .188 .576
PDQ3 .489 .196 .353 .413 .130
PDQ4 .224 .069 .177 .428 .677
PDQ5 .075 -.067 -.025 .858 .237
PDQ6 .728 .065 -.117 .194 .263
MQ1 .572 .457 .309 .271 .119
MQ2 .650 .314 .379 .166 .239
MQ3 .621 .436 .231 .041 .091
MQ4 .761 .310 .161 .029 .149
MQ5 .696 .037 .235 .178 .373
MQ6 .473 .454 .526 .122 .353
MQ7 .130 .291 .220 .434 .591
MQ8 .249 .737 .121 .098 -.084
MQ9 -.022 .009 .740 .310 -.024
MQ10 .254 .483 .379 .416 .103
MQ11 .666 .358 .335 .136 .357
[144]

Table 4.6: Showing the factor loadings for 5 factors for Institute “A” (faculty members)
Factor Factor
Items
Name Loadings
Faculty Development Programmes are organized on a regular
AQ6 0.637
basis
Institute gives Teacher Research Fellowship (TRF) in optimum
AQ15 0.516
number
IQ2 Recreational facilities are satisfactory for the faculty 0.591
Faculty / staff rooms are spacious, well furnished and adequate in
IQ3 0.45
number
Faculty members are provided with sufficient necessary facilities
IQ4 for doing academic work 0.504
PDQ1 Adequate Industry Institute Interaction for the faculty development 0.858
Faculty has a conducive atmosphere for the development of the
PDQ3 requisite competencies 0.576
Factor
1 PDQ6 Proper guidance is provided to the faculty in the live projects 0.728
MQ1 Institution has a well defined HR policy 0.572
MQ2 A well defined Academic Policy is in place 0.65
Director/Head of Departments / Officers have the academic,
MQ3 financial and administrative freedom 0.621

MQ4 assisted by committees and represented by faculty and experts 0.761
Sufficient surplus is available for cost recovery as well as for

MQ5 expansion, quality and efficiency improvement 0.696
Quality Improvement Programme (QIP) is updated on regular

MQ11 0.666
intervals
SQ2 Selection process of faculty is fair and standardized 0.463
SQ3 Criteria followed for faculty recruitment is uniform 0.582
AQ4 Faculty is encouraged to participate in curriculum development 0.532
R & D support available is sufficient and well equipped for
AQ7 0.794
successful innovation
AQ8 Adequate numbers of PhD holders in each department 0.736
AQ9 Faculty has good number of publications of research papers 0.69
Factor
AQ10 Institution holds an adequate number of patents 0.797
2
AQ11 Salary structure of the faculty is satisfactory and motivating 0.839
Appraisal is given on the basis of past performance and future
AQ12 0.664
potential
MQ8 Leadership style exhibited by the Dean and Director is participative 0.737
Working relationships between the Dean and the faculty members
MQ10 0.483
are good
[145]

Factor Factor
Items
Name Loadings
IQ10 Parking facility for the faculty vehicle is spacious 0.848
Factor MQ6 Transparency in working of the institution 0.526
3 Working relationships between the Head of Departments and their
MQ9 faculty members are synchronized 0.74
AQ14 Seminar Grant (SG) is given to the faculty 0.578

Communication cell for internal and external communication is well
IQ1 0.598
Factor equipped
4 IQ5 Printers are in adequate number within the departments 0.517
IQ9 Toilets for the faculty are hygienic and in adequate number 0.584
PDQ5 Faculty exchange programmes for giving exposure to the faculty 0.677
IQ6 A secured Wi-Fi facility is well channelized to provide easy access 0.744
IQ8 Faculty can visit the library with ease whenever they find time 0.553
Activities are arranged for enhancement of soft and life skills of the
Factor PDQ2 0.901
faculty
5
PDQ4 guest lectures for interaction with faculty 0.489
MQ7 Communication flow between management and faculty is easier 0.591
Interpretations: Looking at the above table, it can be seen that AQ6, AQ15, IQ2, IQ3,
IQ4, PDQ1, PDQ3, PDQ6, MQ1, MQ2, MQ3, MQ4, MQ5 and MQ11 are substantially
loaded on Factor 1, SQ2, SQ3, AQ4, AQ7, AQ8, AQ9, AQ10, AQ11, AQ12, IQ7, MQ8
and MQ10 are substantially loaded on Factor 2, IQ10, MQ6 and MQ9 are substantially
loaded on Factor 3, AQ14, IQ1, IQ5, IQ9 and PDQ5 are substantially loaded on Factor 4,
while IQ6, IQ8, PDQ2, PDQ4 and MQ7 are substantially loaded on Factor 5.
Factor analysis for each set of faculty respondents is done based on the factor loadings. In
all five factors have been extracted through Principal Component Analysis. Each factor
questionnaire. Following is the range of each of the five factors with the list of the
aspects which the individual factors include:
namely:
a) Faculty Development Programmes are organized on a regular basis
[146]

b) Institute gives Teacher Research Fellowship (TRF) in optimum number
c) Recreational facilities are satisfactory for the faculty
d) Faculty / staff rooms are spacious, well furnished and adequate in number
e) Faculty members are provided with sufficient necessary facilities for doing
academic work
f) Adequate Industry Institute Interaction for the faculty development
g) Faculty has a conducive atmosphere for the development of the requisite
competencies
h) Proper guidance is provided to the faculty in the live projects
i) Institution has a well defined HR policy
j) A well defined Academic Policy is in place
k) Director/Head of Departments / Officers have the academic, financial and
l) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
m) Sufficient surplus is available for cost recovery as well as for expansion,
quality and efficiency improvement
n) Quality Improvement Programme (QIP) is updated on regular intervals
namely:
a) Selection process of faculty is fair and standardized
b) Criteria followed for faculty recruitment is uniform
c) Faculty is encouraged to participate in curriculum development
d) R & D support available is sufficient and well equipped for successful
innovation
e) Adequate numbers of PhD holders in each department
f) Faculty has good number of publications of research papers
g) Institution holds an adequate number of patents
h) Salary structure of the faculty is satisfactory and motivating
i) Appraisal is given on the basis of past performance and future potential
[147]

j) Library is well equipped
k) Leadership style exhibited by the Dean and Director is participative
l) Working relationships between the Dean and the faculty members are good
namely:
a) Parking facility for the faculty vehicle is spacious
b) Transparency in working of the institution
c) Working relationships between the Head of Departments and their faculty
members are synchronized
namely:
a) Seminar Grant (SG) is given to the faculty
b) Communication cell for internal and external communication is well equipped
c) Printers are in adequate number within the departments
d) Toilets for the faculty are hygienic and in adequate number
e) Faculty exchange programmes for giving exposure to the faculty
namely:
a) A secured Wi-Fi facility is well channelized to provide easy access
b) Faculty can visit the library with ease whenever they find time
c) Activities are arranged for enhancement of soft and life skills of the faculty
d) Eminent professors, senior industry executives are invited for guest lectures
for interaction with faculty
e) Communication flow between management and faculty is easier
4.2.3 Institute “B” (student)

[148]

Acronym:
parameter
Table 4.7: Showing the Rotated Component Matrix for 6 components for Institute “B”
(students)
Component
1 2 3 4 5 6
SQ1 .154 .227 -.029 -.118 .101 .707
SQ2 .108 .016 -.102 -.178 .323 .549
SQ3 .017 .020 .018 .322 -.037 .499
SQ5 .153 -.260 -.036 .207 .246 .249
AQ3 .281 -.047 .105 .281 -.179 .398
AQ4 .583 .029 .221 -.159 -.074 .116
AQ5 .425 .169 .139 -.131 -.095 .522
AQ6 .551 .004 .189 .195 -.075 .181
AQ7 .658 .216 -.058 -.033 -.084 -.151
AQ8 .581 -.007 -.082 -.159 .283 .070
AQ9 .488 .321 .145 .211 -.141 .105
AQ11 .658 .128 .118 .022 .064 .162
AQ13 .332 .107 .292 .042 .141 .013
AQ14 .092 .224 .132 .596 .070 -.083
IQ2 .067 .256 .287 .239 .366 .341
IQ3 .154 .051 .484 .200 .117 .111
IQ4 .173 -.078 .352 .202 .474 .092
IQ5 .220 .297 .417 -.162 .064 -.067
IQ6 .236 .257 .431 -.132 .029 .213
IQ7 .042 .362 .126 -.075 .089 .099
IQ8 .131 .378 .125 .308 .094 -.145
IQ9 -.022 .301 .154 .086 .575 -.033
IQ10 -.035 .667 .222 -.040 .046 .145
IQ11 .095 .424 .308 .074 .189 .283
IQ12 -.229 .619 .096 .142 -.004 .201
[149]

Component
1 2 3 4 5 6
IQ13 .009 .171 .130 -.031 .520 .000
IQ14 .020 .356 .550 .080 -.051 .317
IQ15 .022 .234 .286 .213 .594 .072
IQ17 .051 .534 .104 .014 .079 .044
IQ18 .185 .532 .103 .009 -.218 -.017
IQ19 .103 .660 -.217 .065 .170 -.036
IQ20 .137 .526 .171 .228 .149 -.268
IQ22 .150 .591 .231 .126 .136 .014
IQ26 .377 .147 .524 -.195 .127 -.001
IQ27 .077 .290 .592 .173 .161 .037
IQ28 .119 .275 .288 -.121 .453 .057
IQ29 .112 .038 .351 -.025 .314 -.288
IQ30 -.134 .124 .611 .094 .224 -.179
IQ31 .039 .193 .655 .190 .066 -.155
PDQ1 .415 -.142 .432 .317 -.147 .183
PDQ2 .642 .002 .179 .229 .020 .169
PDQ3 .342 .127 .529 .259 -.058 .185
PDQ4 .127 .466 -.009 .111 .159 -.065
PDQ5 .078 .393 .323 .501 -.003 .048
PDQ6 .505 .206 .079 .262 .117 -.129
PDQ7 .003 .237 .053 .523 .243 -.215
PDQ8 .097 .328 .239 .528 .119 .280
PDQ10 .419 .102 .316 .408 .176 .041
PDQ11 .463 -.148 .033 .403 .215 -.116
PDQ12 .455 -.029 .187 .196 .389 -.155
PDQ14 .290 -.256 .114 .071 .441 .200
PQ1 .042 -.094 .306 .553 .132 .128
PQ2 .491 -.019 -.005 .408 .268 -.001
PQ3 .121 -.142 .048 .537 .155 .171
PQ5 .159 -.128 .510 .277 .167 .507
PQ6 .077 -.083 .358 .210 .345 .426
MQ1 .584 .094 .063 .327 .223 .084
MQ2 .300 .211 -.070 .104 .410 -.030
MQ3 .435 .241 .121 .088 .269 .223
MQ4 .493 -.052 .255 .200 .297 .194
MQ7 .150 .030 -.122 .336 .534 .114
MQ8 .572 .013 -.145 -.045 .365 .228
MQ9 .102 .269 -.212 .518 -.218 .024
[150]

Table 4.8: Showing the factor loadings for 6 factors for Institute “B” (students)
Factor Factor
Items
Name Loadings
AQ6 Effective teaching-learning process 0.551
AQ7 Students’ doubts are cleared through tutorials 0.658
PDQ6 0.505
practices
Factor Eminent professors, senior industry executives are invited for
PDQ10 0.419
1 guest lectures
PQ2 0.491
MQ1 0.584

MQ3 0.435
IQ11 Boys & girls common rooms are in adequate number 0.424
Factor
2 Potable water supply and outlets for drinking water at strategic
IQ17 0.534
locations
IQ20 Parking facility for the students’ vehicle is spacious 0.526
Factor
3
[151]

Factor Factor
Items
Name Loadings
IQ26 0.524
PDQ1 0.432
PDQ7 0.523
curricular activities
Atmosphere is conducive for the development of the requisite
Factor PDQ8 0.528
competencies
4
IQ13 First aid cum sick room with required facilities 0.52
Factor
5 IQ28 Post, Banking Facility / ATM is located in a centralized location 0.453
PDQ14 0.441
MQ2 0.41
Factor
6
[152]

Interpretations: Looking at the above table, it can be seen that AQ4, AQ6, AQ7, AQ8,
AQ9, AQ11, AQ13, PDQ2, PDQ6, PDQ10, PDQ11, PDQ12, PQ2, MQ1, MQ3, MQ4
and MQ8 are substantially loaded on Factor 1, SQ5, IQ7, IQ8, IQ10, IQ11, IQ12, IQ17,
IQ18, IQ19, IQ20, IQ22 and PDQ4 are substantially loaded on Factor 2, IQ3, IQ5, IQ6,
IQ14, IQ26, IQ27, IQ29, IQ30, IQ31, PDQ1 and PDQ3 are substantially loaded on
Factor 3, AQ14, PDQ5, PDQ7, PDQ8, PQ1, PQ3 and MQ9 are substantially loaded on
Factor 4, IQ2, IQ4, IQ9, IQ13, IQ15, IQ28, PDQ14, MQ2 and MQ7 are substantially
loaded on Factor 5, while SQ1, SQ2, SQ3, AQ3, AQ5, PQ5 and PQ6 are substantially
loaded on Factor 6.
namely:
a) Teachers are committed, sincere and dedicated
b) Effective teaching-learning process
c) Students’ doubts are cleared through tutorials
d) Flexible teaching methods
e) Faculty is easily available to students
f) Presence of guidance, counseling and mentoring activities
g) Question papers follow a fixed structure
h) Entrepreneurship cell conduct sufficient activities
i) Good hands - on skills are imparted during the workshop practices
j) Eminent professors, senior industry executives are invited for guest lectures
k) Student exchange programmes are beneficial
l) Proper guidance is provided in the live projects for research
m) Student service centre exists to provide efficient academic, financial,
[153]

n) A well defined Academic Policy is in place
o) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
p) Transparency in working of the institution
q) Efficient Grievance Redressal Committee
namely:
a) Fee structure helps in the selection process
b) Students can visit the library whenever they find time
c) Reading and internet facilities are available in the hostel
d) Toilets for the students are in adequate number
e) Boys & girls common rooms are in adequate number
f) Stationary store and reprography facility in centralized location
g) Potable water supply and outlets for drinking water at strategic locations
h) Back up electric supply is available when required
i) Facility for sewage disposal is sufficient and appropriate
j) Parking facility for the students’ vehicle is spacious
k) Adequate safety provisions for calamities
l) Sufficient clubs and societies providing developmental activities
namely:
a) Facilities of sports are sufficient
b) Class rooms are in sufficient number
c) Library is well equipped
d) Auditorium / Amphitheater is well equipped
e) Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
f) Transport facility from remote areas
g) CCTV Security System covers vital areas of the institute
[154]

h) LCD projectors equipped classrooms are adequate in number
i) Recreational facilities are satisfactory for the students
j) Enough opportunities for Industry Institute Interaction
k) Industry Institute Partnership Cell (IIPC) is active and efficient
namely:
b) Adequate activities for enhancement of soft and life skills
c) Students are encouraged to participate in co-curricular & extra-curricular
activities
d) Atmosphere is conducive for the development of the requisite competencies
e) Training and placement cell is able to arrange summer training and campus
f) Project work and summer training is attached due importance
g) Institute focuses on the prevention and prohibition of ragging
namely:
a) Laboratories are well equipped
b) Communication laboratory is modernized and well equipped
c) Mess food is hygienic and homely
e) A secured Wi-Fi facility for the students
f) Post, Banking Facility / ATM is located in a centralized location
g) Fresher party, farewell party, techno fests etc are well organized under
h) The Director/Head of Departments / Officers have the academic, financial and
i) Student grievances’ are timely addressed by the authority
[155]

namely:
b) Entrance examination helps in the selection process
c) The students admitted have required basic knowledge
d) Students come prepared for classes
e) Faculty is qualified and competent
f) A good number of recruiters visit the campus
g) Reputed companies visit the campus for the recruitment
4.2.4 Institute “B” (faculty member)


Acronym:
parameter
Table 4.9: Showing the Rotated Component Matrix for 5 components for Institute “B”
(faculty members)
Component
1 2 3 4 5
SQ2 .022 .494 .134 .614 .176
SQ3 .158 .613 .390 .183 .001
AQ4 -.050 .433 -.050 .633 .109
AQ6 .180 .862 -.015 .114 -.026
AQ7 .118 .879 -.043 .191 .128
AQ8 .062 .882 -.051 .126 .181
AQ9 .025 .881 -.103 .142 -.047
[156]

Component
1 2 3 4 5
AQ10 .223 .706 .290 -.074 .146
AQ11 -.174 .344 -.622 .115 -.196
AQ12 .059 .879 -.194 .227 .095
AQ14 .169 .615 .157 -.018 -.064
AQ15 .219 .679 -.114 -.138 .008
IQ1 .433 .164 -.066 .088 .767
IQ2 .282 .178 .231 -.033 .881
IQ3 .213 -.062 -.443 .614 -.198
IQ4 .529 .030 -.197 .400 -.429
IQ5 .083 .086 .030 .784 -.076
IQ6 .552 .222 .625 -.114 -.390
IQ7 .908 .113 -.125 -.164 .256
IQ8 .918 .084 -.162 .019 .114
IQ9 .848 .089 -.338 .060 -.057
IQ10 .800 .180 .381 .204 -.117
PDQ1 .891 .216 .243 .219 .147
PDQ2 .936 .140 .044 -.148 .196
PDQ3 .916 .120 .037 .173 -.024
PDQ4 .775 .271 .337 .198 .334
PDQ5 .808 .268 .405 .162 .005
PDQ6 .823 .249 .280 .203 .173
MQ1 .784 .234 .373 -.077 -.056
MQ2 .827 .121 .225 .029 .211
MQ3 .339 .083 .351 .581 .435
MQ4 .756 .244 .460 -.019 .325
MQ5 .746 .276 .510 .191 -.005
MQ6 .418 .671 .352 -.005 .037
MQ7 .279 .614 -.306 -.034 .410
MQ8 .456 -.164 .546 .285 .297
MQ9 .669 -.373 .295 .436 .016
MQ10 .924 .057 .207 .135 .116
MQ11 .856 .284 -.186 .019 .229
[157]

Table 4.10: Showing the factor loadings for 5 factors for Institute “B” (faculty members)
Factor Factor
Items
Name Loadings

PDQ2 0.936
faculty

Factor
1
PDQ6 Proper guidance is provided to the faculty in the live projects 0.823

Working relationships between the Head of Departments and their


MQ10 0.924
are good
MQ11 0.856
intervals
AQ6 0.862
basis
AQ7 0.879
Factor AQ8 Adequate numbers of PhD holders in each department 0.882
2
AQ12 0.879
potential
[158]

Factor Factor
Items
Name Loadings
AQ15 0.679
number
Factor
3
Factor IQ3 0.614
number
4
IQ5 Printers are in adequate number within the departments 0.784

Factor IQ1 0.767
equipped
5
Interpretations: Looking at the above table, it can be seen that IQ4, IQ7, IQ8, IQ9, IQ10,
PDQ1, PDQ2, PDQ3, PDQ4, PDQ5, PDQ6, MQ1, MQ2, MQ4, MQ5, MQ9, MQ10 and
MQ11 are substantially loaded on Factor 1, SQ3, AQ6, AQ7, AQ8, AQ9, AQ10, AQ12,
AQ14, AQ15, MQ6 and MQ7 are substantially loaded on Factor 2, AQ11, IQ6 and MQ8
are substantially loaded on Factor 3, SQ2, AQ4, IQ3, IQ5 and MQ3 are substantially
loaded on Factor 4, while IQ1 and IQ2 are substantially loaded on Factor 5.
namely:
a) Faculty members are provided with sufficient necessary facilities for doing
academic work
[159]

c) Faculty can visit the library with ease whenever they find time
e) Parking facility for the faculty vehicle is spacious
g) Activities are arranged for enhancement of soft and life skills of the faculty
h) Faculty has a conducive atmosphere for the development of the requisite
competencies
i) Eminent professors, senior industry executives are invited for guest lectures
j) Faculty exchange programmes for giving exposure to the faculty
k) Proper guidance is provided to the faculty in the live projects
l) Institution has a well defined HR policy
m) A well defined Academic Policy is in place
n) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
o) Sufficient surplus is available for cost recovery as well as for expansion,
p) Working relationships between the Head of Departments and their faculty
q) Working relationships between the Dean and the faculty members are good
r) Quality Improvement Programme (QIP) is updated on regular intervals
namely:
a) Criteria followed for faculty recruitment is uniform
b) Faculty Development Programmes are organized on a regular basis
c) R & D support available is sufficient and well equipped for successful
innovation
d) Adequate numbers of PhD holders in each department
e) Faculty has good number of publications of research papers
[160]

f) Institution holds an adequate number of patents
g) Appraisal is given on the basis of past performance and future potential
h) Seminar Grant (SG) is given to the faculty
i) Institute gives Teacher Research Fellowship (TRF) in optimum number
j) Transparency in working of the institution
k) Communication flow between management and faculty is easier
namely:
a) Salary structure of the faculty is satisfactory and motivating
b) A secured Wi-Fi facility is well channelized to provide easy access
c) Leadership style exhibited by the Dean and Director is participative
namely:
b) Faculty is encouraged to participate in curriculum development
c) Faculty / staff rooms are spacious, well furnished and adequate in number
d) Printers are in adequate number within the departments
e) Director/Head of Departments / Officers have the academic, financial and
namely:
a) Communication cell for internal and external communication is well equipped
b) Recreational facilities are satisfactory for the faculty
4.2.5 Institute “C” (student)

[161]

Acronym:
parameter
Table 4.11: Showing the Rotated Component Matrix for 6 components for Institute “C”
(students)
Component
1 2 3 4 5 6
SQ1 .091 .530 .464 .219 .022 .220
SQ2 .120 .571 .421 .211 -.093 -.127
SQ3 .354 .464 .354 .167 .110 .015
SQ5 .155 .480 .232 .208 -.011 -.343
AQ3 .157 .436 .315 .130 .012 -.069
AQ4 .323 .213 .586 .248 .031 .182
AQ5 .380 .378 .403 .057 .172 .118
AQ6 .255 .291 .706 .058 .151 -.024
AQ7 .141 .278 .544 .271 .149 -.028
AQ8 .219 .035 .614 .234 .377 .003
AQ9 .300 .160 .390 .107 .309 .348
AQ11 .286 .553 .268 .006 .164 .158
AQ13 .300 .108 .327 .482 -.137 .099
AQ14 .081 .106 .218 .663 .271 .004
IQ2 .409 .200 .543 .236 .217 .334
IQ3 .520 .244 .308 .278 .299 .211
IQ4 .639 .218 .337 .187 .081 .133
IQ5 .456 .227 .355 .111 .361 .282
IQ6 .659 .109 .091 .276 .077 .118
IQ7 .649 .104 .249 .149 .178 .069
IQ8 .689 -.008 .129 .143 .325 -.026
IQ9 .536 .418 .071 -.065 .331 -.365
IQ10 .381 .174 .259 -.063 .670 -.159
IQ11 .323 .155 .301 .259 .237 -.058
IQ12 .470 .146 .568 .122 .204 .075
[162]

Component
1 2 3 4 5 6
IQ13 .712 .340 .145 .231 .060 .042
IQ14 .808 .240 .113 .013 .010 .144
IQ15 .603 .342 -.014 .056 .226 .120
IQ17 .683 .099 .034 .133 .497 -.043
IQ18 .721 .250 .167 .021 .054 .111
IQ19 .526 .216 .358 .141 .297 -.055
IQ20 .615 .166 .423 .088 .037 .146
IQ22 .780 .202 .209 .029 .175 -.006
IQ26 .717 .194 .311 .003 .100 .058
IQ27 .449 .145 .518 .047 .172 .153
IQ28 .698 .154 .379 .117 -.107 -.052
IQ29 .677 .000 .336 .227 .102 -.309
IQ30 .527 .251 .293 .069 .137 -.513
IQ31 .446 .293 .511 -.107 .088 -.189
PDQ1 .053 .547 .201 .587 .053 -.025
PDQ2 -.025 .397 .380 .560 .193 .023
PDQ3 .028 .387 .281 .386 .398 .070
PDQ4 .317 .160 .247 .203 .588 .266
PDQ5 .204 .257 .127 .212 .633 .195
PDQ6 .296 .422 .250 .225 .035 .322
PDQ7 .462 .386 .017 .342 .061 .148
PDQ8 .502 .313 .020 .440 -.090 .126
PDQ10 .464 .253 .059 .536 .254 -.066
PDQ11 .213 .428 .047 .191 .386 .391
PDQ12 .160 .379 .224 .356 .306 .282
PDQ14 .396 .225 .297 .239 .187 .105
PQ1 .327 .546 .014 .470 .034 -.015
PQ2 .326 .508 -.144 .502 -.014 .007
PQ3 .441 .605 -.122 .019 .245 -.068
PQ5 .221 .449 .101 .502 .126 .144
PQ6 -.036 .263 .223 .494 .482 -.164
MQ1 .032 .729 .271 .172 .252 .058
MQ2 .171 .575 .206 .303 .180 .159
MQ3 .268 .584 .090 .092 .211 .146
MQ4 .172 .703 .043 .255 .182 -.003
MQ7 .241 .703 .237 .193 .028 .097
MQ8 .197 .685 .232 .025 .156 -.034
MQ9 .290 .166 .307 .007 .139 .600
[163]

Table 4.12: Showing the factor loadings for 6 factors for Institute “C” (students)
Factor Factor
Items
Name Loadings
Potable water supply and outlets for drinking water at strategic
IQ17 0.683
Factor locations
1 IQ18 Back up electric supply is available when required 0.721
IQ26 0.717
PDQ7 0.462
PDQ8 0.502
competencies
PDQ14 0.396
Factor
2 AQ3 Students come prepared for classes 0.436
PDQ6 0.422
practices
[164]

Factor Factor
Items
Name Loadings

PQ2 0.508
MQ1 0.729

MQ2 0.575
MQ3 0.584
Factor
3
PDQ1 0.587

Factor
4 PDQ10 0.536
guest lectures
Factor PDQ3 Industry Institute Partnership Cell (IIPC) is active and efficient 0.398
5 PDQ4 Sufficient clubs and societies providing developmental activities 0.588
Factor
6
[165]

Interpretations: Looking at the above table, it can be seen that IQ3, IQ4, IQ5, IQ6, IQ7,
IQ8, IQ9, IQ11, IQ12, IQ13, IQ14, IQ15, IQ17, IQ18, IQ19, IQ20, IQ22, IQ26, IQ28,
IQ29, IQ30, PDQ7, PDQ8 and PDQ14 are substantially loaded on Factor 1, SQ1, SQ2,
SQ3, SQ5, AQ3, AQ11, PDQ6, PDQ11, PDQ12, PQ1, PQ2, PQ3, MQ1, MQ2, MQ3,
MQ4, MQ7 and MQ8 are substantially loaded on Factor 2, AQ4, AQ5, AQ6, AQ7, AQ8,
AQ9, AQ13, AQ14, IQ2, IQ27 and IQ31 are substantially loaded on Factor 3, PDQ1,
PDQ2, PDQ10, PQ5 and PQ6 are substantially loaded on Factor 4, IQ10, PDQ3, PDQ4
and PDQ5 are substantially loaded on Factor 5, while MQ9 is substantially loaded on
Factor 6.
namely:
c) Class rooms are in sufficient number
d) Library is well equipped
e) Students can visit the library whenever they find time
i) Stationary store and reprography facility in centralized location
j) First aid cum sick room with required facilities
k) Auditorium / Amphitheater is well equipped
l) A secured Wi-Fi facility for the students
m) Potable water supply and outlets for drinking water at strategic locations
n) Back up electric supply is available when required
[166]

o) Facility for sewage disposal is sufficient and appropriate
p) Parking facility for the students’ vehicle is spacious
q) Adequate safety provisions for calamities
r) Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
s) Post, Banking Facility / ATM is located in a centralized location
t) CCTV Security System covers vital areas of the institute
u) LCD projectors equipped classrooms are adequate in number
v) Students are encouraged to participate in co-curricular & extra-curricular
activities
w) Atmosphere is conducive for the development of the requisite competencies
x) Fresher party, farewell party, techno fests etc are well organized under
namely:
d) Fee structure helps in the selection process
e) Students come prepared for classes
g) Good hands - on skills are imparted during the workshop practices
h) Student exchange programmes are beneficial
i) Proper guidance is provided in the live projects for research
j) Training and placement cell is able to arrange summer training and campus
k) Student service centre exists to provide efficient academic, financial,
l) Project work and summer training is attached due importance
[167]

n) The Director/Head of Departments / Officers have the academic, financial and
q) Student grievances’ are timely addressed by the authority
r) Efficient Grievance Redressal Committee
namely:
b) Faculty is qualified and competent
c) Effective teaching-learning process
d) Students’ doubts are cleared through tutorials
e) Flexible teaching methods
f) Faculty is easily available to students
h) Fair & transparent evaluation system
i) Laboratories are well equipped
j) Transport facility from remote areas
k) Recreational facilities are satisfactory for the students
namely:
a) Enough opportunities for Industry Institute Interaction
b) Entrepreneurship cell conduct sufficient activities
c) Eminent professors, senior industry executives are invited for guest lectures
d) A good number of recruiters visit the campus
e) Reputed companies visit the campus for the recruitment
[168]

namely:
a) Toilets for the students are in adequate number
b) Industry Institute Partnership Cell (IIPC) is active and efficient
c) Sufficient clubs and societies providing developmental activities
Factor – 6: The factor loading is 0.6. The aspect included namely:

a) Institute focuses on the prevention and prohibition of ragging
4.2.6 Institute “C” (faculty member)


Acronym:
parameter
[169]

Table 4.13: Showing the Rotated Component Matrix for 5 components for Institute “C”
(faculty members)
Component
1 2 3 4 5
SQ2 .191 .861 -.018 .123 .220
SQ3 .525 .510 -.253 .082 .173
AQ4 .178 .804 .083 .268 .110
AQ6 .433 .466 .285 .440 .174
AQ7 .407 .345 .295 .575 .262
AQ8 .712 .323 .098 .379 .108
AQ9 .467 .405 .250 .489 .350
AQ10 .404 .375 .543 .464 .049
AQ11 .560 .117 .675 .217 .141
AQ12 .286 .414 .658 .253 .175
AQ14 .815 .106 .268 .102 .120
AQ15 .834 .031 .230 .260 -.139
IQ1 .193 .366 .304 .737 -.038
IQ2 .095 .356 .400 .796 .019
IQ3 .110 .161 .089 .870 .078
IQ4 .309 .038 -.103 .677 .445
IQ5 .520 .314 .476 .414 .139
IQ6 .549 .017 .567 .363 .217
IQ7 .368 .166 .685 .274 .316
IQ8 .422 .022 .683 .023 .276
IQ9 .729 .156 .241 -.018 .344
IQ10 .247 .224 .455 .323 .376
PDQ1 .198 .630 .250 .355 .185
PDQ2 .355 .307 .219 .161 .322
PDQ3 .144 .578 .240 .401 .072
PDQ4 .599 .508 .229 .275 -.016
PDQ5 .618 .483 .353 .180 .148
PDQ6 .695 .466 .283 .170 .234
MQ1 .390 .520 .413 .212 .368
MQ2 .426 .194 .433 .206 .572
MQ3 .096 .207 .747 .181 .374
MQ4 -.121 .159 .296 -.071 .704
MQ5 .054 .190 .107 .165 .843
MQ6 .154 .114 .258 .241 .792
MQ7 .415 .208 .108 -.023 .677
MQ8 .181 .494 .521 .076 .328
MQ9 .119 .650 .542 .170 .160
MQ10 .080 .585 .455 .197 .354
MQ11 .125 .544 .326 .042 .469
[170]

Table 4.14: Showing the factor loadings for 5 factors for Institute “C” (faculty members)
Factor Factor
Items
Name Loadings
AQ15 0.834
number
Factor 1 IQ9 Toilets for the faculty are hygienic and in adequate number 0.729
Activities are arranged for enhancement of soft and life skills of
PDQ2 0.355
the faculty
AQ6 0.466
basis
Adequate Industry Institute Interaction for the faculty
PDQ1 0.63
development
Factor 2
Working relationships between the Head of Departments and
MQ9 their faculty members are synchronized 0.65
Working relationships between the Dean and the faculty

MQ10 0.585
members are good
MQ11 0.544
intervals
AQ12 0.658
potential
A secured Wi-Fi facility is well channelized to provide easy
IQ6 0.567
Factor 3 access
[171]

Factor Factor
Items
Name Loadings
Leadership style exhibited by the Dean and Director is
MQ8 0.521
participative
AQ7 0.575
Communication cell for internal and external communication is
IQ1 0.737
well equipped
Factor 4 Recreational facilities are satisfactory for the faculty
IQ2 0.796
Faculty / staff rooms are spacious, well furnished and adequate
IQ3 0.87
in number

Factor 5 Sufficient surplus is available for cost recovery as well as for


Interpretations: Looking at the above table, it can be seen that SQ3, AQ8, AQ14, AQ15,
IQ5, IQ9, PDQ2, PDQ4, PDQ5 and PDQ6 are substantially loaded on Factor 1, SQ2,
AQ4, AQ6, PDQ1, PDQ3, MQ1, MQ9, MQ10 and MQ11 are substantially loaded on
Factor 2, AQ10, AQ11, AQ12, IQ6, IQ7, IQ8, IQ10, MQ3 and MQ8 are substantially
loaded on Factor 3, AQ7, AQ9, IQ1, IQ2, IQ3 and IQ4 are substantially loaded on Factor
4, while MQ2, MQ4, MQ5, MQ6 and MQ7 are substantially loaded on Factor 5.
namely:
[172]

b) Adequate numbers of PhD holders in each department
c) Seminar Grant (SG) is given to the faculty
d) Institute gives Teacher Research Fellowship (TRF) in optimum number
e) Printers are in adequate number within the departments
f) Toilets for the faculty are hygienic and in adequate number
i) Faculty exchange programmes for giving exposure to the faculty
j) Proper guidance is provided to the faculty in the live projects
namely:
c) Faculty Development Programmes are organized on a regular basis
d) Adequate Industry Institute Interaction for the faculty development
e) Faculty has a conducive atmosphere for the development of the requisite
competencies
f) Institution has a well defined HR policy
g) Working relationships between the Head of Departments and their faculty
h) Working relationships between the Dean and the faculty members are good
i) Quality Improvement Programme (QIP) is updated on regular intervals
namely:
a) Institution holds an adequate number of patents
b) Salary structure of the faculty is satisfactory and motivating
c) Appraisal is given on the basis of past performance and future potential
d) A secured Wi-Fi facility is well channelized to provide easy access
[173]

e) Library is well equipped
f) Faculty can visit the library with ease whenever they find time
g) Parking facility for the faculty vehicle is spacious
h) Director/Head of Departments / Officers have the academic, financial and
i) Leadership style exhibited by the Dean and Director is participative
namely:
a) R & D support available is sufficient and well equipped for successful
innovation
b) Faculty has good number of publications of research papers
c) Communication cell for internal and external communication is well equipped
d) Recreational facilities are satisfactory for the faculty
e) Faculty / staff rooms are spacious, well furnished and adequate in number
f) Faculty members are provided with sufficient necessary facilities for doing
academic work
namely:
a) A well defined Academic Policy is in place
b) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
c) Sufficient surplus is available for cost recovery as well as for expansion,
d) Transparency in working of the institution
4.2.7 Institute “D” (student)

[174]

Acronym:
parameter
Table 4.15: Showing the Rotated Component Matrix for 6 components for Institute “D”
(students)
Component
1 2 3 4 5 6
SQ1 .084 .172 .350 .154 -.099 .024
SQ2 -.188 .481 .111 .267 -.063 .065
SQ3 .015 .329 .042 .400 .160 .074
SQ5 .110 .013 -.145 -.180 .343 .194
AQ3 .412 .083 .161 .129 .373 -.267
AQ4 .078 .109 .035 .665 .365 -.086
AQ5 .148 .444 -.113 .126 .092 .142
AQ6 .379 .281 -.344 .120 .125 .209
AQ7 .003 -.054 .052 .003 .089 .620
AQ8 -.091 .176 .143 .006 .405 -.043
AQ9 .177 .307 .196 .289 .153 .044
AQ11 .330 .462 .044 .110 .235 -.150
AQ13 .235 .485 .232 -.063 .214 .172
AQ14 .142 .283 -.106 .150 .179 .403
IQ2 .065 .086 .082 .364 .233 .230
IQ3 -.019 .027 -.073 .221 .571 -.085
IQ4 -.126 .186 .058 .359 .319 .005
IQ5 .026 .234 -.059 .248 .436 .167
IQ6 -.095 .585 .103 .101 .212 .143
IQ7 .138 .634 .138 -.019 .111 .112
IQ8 .074 .214 .065 .471 .091 .377
IQ9 .221 .276 .143 .073 .516 .094
IQ10 .019 .055 .288 .214 .376 .320
IQ11 .329 .426 .071 .165 .292 -.289
IQ12 .230 .391 -.043 .223 .272 -.050
[175]

Component
1 2 3 4 5 6
IQ13 .330 .035 -.009 .272 .318 .151
IQ14 .100 .486 -.064 .178 .165 .354
IQ15 .082 .203 .052 .149 .516 .215
IQ17 .215 -.034 -.246 .231 .459 .203
IQ18 .046 .165 .241 -.067 .399 .214
IQ19 .100 .310 .132 .020 .103 .504
IQ20 .131 .396 .142 .488 .043 -.117
IQ22 .446 .416 .107 -.069 -.103 .191
IQ26 .631 .124 .079 .014 .027 .220
IQ27 .239 -.057 .180 .222 .127 .443
IQ28 .352 .011 .277 .012 .492 .066
IQ29 .247 .033 .296 .067 .003 .427
IQ30 .233 .371 .240 .393 -.048 -.159
IQ31 .475 -.118 .321 .121 -.046 .120
PDQ1 .138 .048 .736 -.085 .081 .130
PDQ2 .321 .202 .589 -.033 -.011 .029
PDQ3 .214 .063 .401 .001 .393 .254
PDQ4 .482 .186 .378 .085 .035 .000
PDQ5 .360 -.135 .258 .219 .202 .260
PDQ6 .541 .018 .085 .290 -.049 .306
PDQ7 .321 .036 .066 .385 .207 .194
PDQ8 .649 .136 .014 .196 .129 .114
PDQ10 .276 -.014 .074 .649 -.179 .216
PDQ11 .177 .273 .289 .227 -.049 .042
PDQ12 .236 .145 .119 .480 -.016 .019
PDQ14 .010 -.174 .378 .361 .224 .002
PQ1 .000 .034 .782 .249 .081 .105
PQ2 .044 .276 .666 .247 .209 .048
PQ3 .303 .112 .393 .531 .076 .054
PQ5 .600 .190 .155 .199 .223 .128
PQ6 .033 .333 .368 .013 .093 .458
MQ1 .117 -.051 .535 .200 .139 .209
MQ2 .558 .307 .063 .128 .142 .002
MQ3 .402 .152 .263 -.165 .400 -.033
MQ4 .220 .417 .115 .128 .331 -.008
MQ7 .127 .337 .102 .101 .304 .285
MQ8 .047 .153 .064 .446 .372 .256
MQ9 .270 .279 .111 .076 -.005 .541
[176]

Table 4.16: Showing the factor loadings for 6 factors for Institute “D” (students)
Factor Factor
Items
Name Loadings
IQ26 0.631
Factor 1 PDQ5 Adequate activities for enhancement of soft and life skills 0.36
PDQ6 0.541
practices
PDQ8 0.649
competencies
The Director/Head of Departments / Officers have the
MQ2 0.402
academic, financial and administrative freedom
MQ3 0.417
Factor 2
PDQ1 0.736

Factor 3 PDQ3 Industry Institute Partnership Cell (IIPC) is active and efficient 0.401
Fresher party, farewell party, techno fests etc are well
PDQ14 0.378
organized under disciplined environment
[177]

Factor Factor
Items
Name Loadings

PQ2 0.666
MQ1 0.558

Factor 4 IQ30 LCD projectors equipped classrooms are adequate in number 0.393
PDQ7 0.385
PDQ10 0.649
guest lectures
Factor 5 IQ10 Toilets for the students are in adequate number 0.376
IQ17 0.459
locations
Factor 6 IQ27 Transport facility from remote areas 0.443
[178]

Interpretations: Looking at the above table, it can be seen that AQ3, AQ6, IQ13, IQ22,
IQ26, IQ31, PDQ4, PDQ5, PDQ6, PDQ8, PQ5, MQ2 and MQ3 are substantially loaded
on Factor 1, SQ2, AQ5, AQ9, AQ11, AQ13, IQ6, IQ7, IQ11, IQ12, IQ14, MQ4 and
MQ7 are substantially loaded on Factor 2, SQ1, PDQ1, PDQ2, PDQ3, PDQ11, PDQ14,
PQ1, PQ2 and MQ1 are substantially loaded on Factor 3, SQ3, AQ4, IQ2, IQ4, IQ8,
IQ20, IQ30, PDQ7, PDQ10, PDQ12, PQ3 and MQ8 are substantially loaded on Factor 4,
SQ5, AQ8, IQ3, IQ5, IQ9, IQ10, IQ15, IQ17, IQ18 and IQ28 are substantially loaded on
Factor 5, while AQ7, AQ14, IQ19, IQ27, IQ29, PQ6 and MQ9 are substantially loaded
on Factor 6.
namely:
c) First aid cum sick room with required facilities
d) Adequate safety provisions for calamities
f) Recreational facilities are satisfactory for the students
g) Sufficient clubs and societies providing developmental activities
h) Adequate activities for enhancement of soft and life skills
j) Atmosphere is conducive for the development of the requisite competencies
k) A good number of recruiters visit the campus
l) The Director/Head of Departments / Officers have the academic, financial and
[179]

m) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
namely:
b) Faculty is qualified and competent
c) Faculty is easily available to students
d) Presence of guidance, counseling and mentoring activities
e) Question papers follow a fixed structure
f) Library is well equipped
g) Students can visit the library whenever they find time
j) Auditorium / Amphitheater is well equipped
k) Transparency in working of the institution
l) Student grievances’ are timely addressed by the authority
namely:
b) Enough opportunities for Industry Institute Interaction
c) Entrepreneurship cell conduct sufficient activities
d) Industry Institute Partnership Cell (IIPC) is active and efficient
e) Student exchange programmes are beneficial
f) Fresher party, farewell party, techno fests etc are well organized under
g) Training and placement cell is able to arrange summer training and campus
h) Student service centre exists to provide efficient academic, financial,
[180]

i) A well defined Academic Policy is in place
namely:
d) Communication laboratory is modernized and well equipped
e) Reading and internet facilities are available in the hostel
f) Parking facility for the students’ vehicle is spacious
g) LCD projectors equipped classrooms are adequate in number
h) Students are encouraged to participate in co-curricular & extra-curricular
activities
j) Proper guidance is provided in the live projects for research
k) Project work and summer training is attached due importance
l) Efficient Grievance Redressal Committee
namely:
b) Flexible teaching methods
c) Facilities of sports are sufficient
d) Class rooms are in sufficient number
e) Mess food is hygienic and homely
f) Toilets for the students are in adequate number
g) A secured Wi-Fi facility for the students
h) Potable water supply and outlets for drinking water at strategic locations
i) Back up electric supply is available when required
j) Post, Banking Facility / ATM is located in a centralized location
[181]

namely:
a) Students’ doubts are cleared through tutorials
b) Fair & transparent evaluation system
c) Facility for sewage disposal is sufficient and appropriate
e) CCTV Security System covers vital areas of the institute
f) Reputed companies visit the campus for the recruitment
4.2.8 Institute “D” (faculty member)


Acronym:
parameter
[182]

Table 4.17: Showing the Rotated Component Matrix for 5 components for Institute “D”
(faculty members)
Component
1 2 3 4 5
SQ2 .424 -.043 .270 .318 -.126
SQ3 .070 -.008 .171 .204 -.474
AQ4 .565 .162 -.027 -.258 .156
AQ6 .674 .219 .136 .172 -.171
AQ7 .639 .388 -.221 .245 .138
AQ8 .694 .162 -.058 -.009 .082
AQ9 .347 .389 .297 -.059 .177
AQ10 .510 .145 .301 .207 .392
AQ11 .127 .441 .024 .217 -.382
AQ12 .013 .116 .097 .239 .463
AQ14 .464 -.120 -.114 .032 .463
AQ15 .100 .653 -.122 .063 .529
IQ1 .033 .344 -.006 -.160 -.359
IQ2 .601 .282 .047 -.238 -.323
IQ3 .119 .228 .483 .108 -.384
IQ4 .805 -.009 .008 .274 -.133
IQ5 .359 .532 .205 .113 -.169
IQ6 .153 .156 -.649 -.266 -.080
IQ7 .117 .699 .177 .121 .004
IQ8 .509 -.146 .227 .346 -.064
IQ9 -.026 .635 .018 -.079 .031
IQ10 .319 .117 .002 .735 -.143
PDQ1 .101 -.093 .030 .007 -.538
PDQ2 -.265 -.168 .468 -.435 -.173
PDQ3 -.036 .636 .036 .168 .112
PDQ4 .400 .369 -.349 -.072 .151
PDQ5 .561 -.044 .141 .149 .576
PDQ6 -.023 .236 .153 .670 .334
MQ1 .538 -.132 .466 .109 .354
MQ2 .359 .046 .656 -.085 -.190
MQ3 .266 .228 .533 -.382 .081
MQ4 .031 .243 .843 .028 .007
MQ5 .123 -.021 .354 .389 .387
MQ6 .706 -.036 -.214 .393 .087
MQ7 -.108 .545 -.017 .380 -.167
MQ8 -.186 .229 .432 .427 .195
MQ9 .560 -.490 .392 -.025 -.133
MQ10 .679 -.198 .201 -.007 -.209
MQ11 .239 .131 -.028 .843 .035
[183]

Table 4.18: Showing the factor loadings for 5 factors for Institute “D” (faculty members)
Factor Factor
Items
Name Loadings
AQ6 0.674
basis
AQ7 0.639
Factor 1


MQ10 0.679
members are good
AQ15 0.653
number
Factor 2 Library is well equipped
IQ7 0.699

IQ3 0.483
in number
IQ6 0.649
Factor 3 access
PDQ2 0.468
the faculty
[184]

Factor Factor
Items
Name Loadings


MQ8 0.432
participative
Factor 4 MQ5 0.389
expansion, quality and efficiency improvement
MQ11 0.843
intervals
AQ12 0.463
potential
Factor 5 IQ1 0.359
well equipped
PDQ1 0.538
development
Interpretations: Looking at the above table, it can be seen that SQ2, AQ4, AQ6, AQ7,
AQ8, AQ14, IQ2, IQ4, AQ10, IQ8, PDQ4, MQ1, MQ6, MQ9 and MQ10 are
substantially loaded on Factor 1, AQ9, AQ11, AQ15, IQ5, IQ7, IQ9, PDQ3 and MQ7 are
substantially loaded on Factor 2, IQ3, IQ6, PDQ2, MQ2, MQ3, MQ4 and MQ8 are
substantially loaded on Factor 3, IQ10, PDQ6, MQ5 and MQ11 are substantially loaded
on Factor 4, while SQ3, AQ12, IQ1, PDQ1 and PDQ5, are substantially loaded on Factor
5.
[185]

Factor – 1: The factor loadings ranged between 0.4 - 0.805. The aspects included namely:
innovation
f) Seminar Grant (SG) is given to the faculty
g) Recreational facilities are satisfactory for the faculty
h) Faculty members are provided with sufficient necessary facilities for doing
academic work
i) Institution holds an adequate number of patents
j) Faculty can visit the library with ease whenever they find time
k) Eminent professors, senior industry executives are invited for guest lectures
m) Transparency in working of the institution
n) Working relationships between the Head of Departments and their faculty
o) Working relationships between the Dean and the faculty members are good
namely:
a) Faculty has good number of publications of research papers
b) Salary structure of the faculty is satisfactory and motivating
c) Institute gives Teacher Research Fellowship (TRF) in optimum number
d) Printers are in adequate number within the departments
e) Library is well equipped
competencies
[186]

h) Communication flow between management and faculty is easier
namely:
a) Faculty / staff rooms are spacious, well furnished and adequate in number
b) A secured Wi-Fi facility is well channelized to provide easy access
d) A well defined Academic Policy is in place
e) Director/Head of Departments / Officers have the academic, financial and
f) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
g) Leadership style exhibited by the Dean and Director is participative
namely:
a) Parking facility for the faculty vehicle is spacious
b) Proper guidance is provided to the faculty in the live projects
d) Quality Improvement Programme (QIP) is updated on regular intervals
namely:
b) Appraisal is given on the basis of past performance and future potential
[187]

4.2.9 Institute “E” (student)

Acronym:
parameter
Table 4.19: Showing the Rotated Component Matrix for 6 components for Institute “E”
(students)
Component
1 2 3 4 5 6
SQ1 .180 -.025 .137 .097 .685 -.009
SQ2 .184 -.065 .309 .335 .147 .198
SQ3 .162 .075 .065 .562 -.005 -.046
SQ5 -.074 .397 .137 .004 -.049 -.024
AQ3 .526 .256 .135 .325 -.189 .109
AQ4 .656 .110 .104 .371 .111 .288
AQ5 .711 .174 -.042 .072 -.014 .210
AQ6 .610 .060 .282 .406 .011 .060
AQ7 .511 .170 .126 .430 .207 .285
AQ8 .561 .180 .053 .274 .031 -.221
AQ9 .441 .289 .246 .158 .179 .034
AQ11 .636 .340 .123 .063 .008 .004
AQ13 -.122 .214 -.041 .242 .524 .069
AQ14 .430 .125 .225 -.077 .213 -.233
IQ2 .479 .433 .087 -.065 -.197 -.302
IQ3 .584 .433 .274 .141 .093 .011
IQ4 .493 .487 .115 .144 .136 -.244
IQ5 .068 .121 .413 .208 .213 -.145
IQ6 .396 .095 .275 -.057 -.060 -.283
IQ7 .247 .576 .188 .171 .017 -.004
IQ8 .184 .678 .220 -.143 .171 .020
[188]

Component
1 2 3 4 5 6
IQ9 .281 .741 .075 -.115 .129 -.126
IQ10 .324 .507 -.039 .297 .142 -.029
IQ11 .329 .552 -.033 .257 .222 .125
IQ12 .028 .315 .370 .402 -.085 -.251
IQ13 -.016 .312 .465 .485 -.007 -.224
IQ14 .269 .678 .088 .098 .004 -.132
IQ15 .187 .778 .203 .077 .136 -.005
IQ17 .217 .712 .184 .154 .110 -.058
IQ18 -.024 .296 .295 .349 .168 .029
IQ19 .248 .479 .193 .096 .185 -.137
IQ20 .193 -.018 .338 -.016 .066 -.073
IQ22 .143 .533 .052 .377 .129 .013
IQ26 .326 .534 .305 .215 .032 .049
IQ27 .279 .595 .007 .337 .039 .145
IQ28 -.081 .401 .078 .085 .447 .100
IQ29 .098 .337 -.110 .529 .228 .027
IQ30 .457 .350 .276 .115 -.215 .057
IQ31 .327 .660 .239 .095 .185 .011
PDQ1 .519 .165 .229 .125 .452 -.117
PDQ2 .584 .076 .272 .075 .316 -.109
PDQ3 .515 .343 .277 .140 .188 -.219
PDQ4 .189 .139 .599 .054 -.076 -.045
PDQ5 .313 .187 .551 .401 .135 -.061
PDQ6 .275 .159 .379 -.323 .166 -.153
PDQ7 .443 .103 .446 .161 .237 .181
PDQ8 .486 .049 .388 .255 .196 -.262
PDQ10 .458 .161 .368 .394 -.067 -.167
PDQ11 .441 .283 .064 -.054 .054 -.020
PDQ12 .420 .334 .489 .104 .214 -.020
PDQ14 .238 .485 .161 .268 .328 .093
PQ1 .597 .280 .183 -.057 .307 -.080
PQ2 .521 .292 .334 .394 .155 -.047
PQ3 .614 .242 .156 -.127 .281 .005
PQ5 .265 .184 .320 -.118 .712 -.056
PQ6 .356 .210 .286 -.078 .624 -.056
MQ1 .234 .230 .638 .218 .119 -.175
MQ2 -.018 .139 .688 .009 .252 .087
MQ3 .111 .142 .797 -.024 .107 .073
MQ4 .189 .343 .606 -.024 .047 .111
MQ7 -.008 -.011 -.030 -.019 -.011 .906
MQ8 .409 .362 .443 .265 -.047 -.070
MQ9 -.008 -.011 -.030 -.019 -.011 .906
[189]

Table 4.20: Showing the factor loadings for 6 factors for Institute “E” (students)
Factor Factor
Items
Name Loadings
Factor 1 IQ30 LCD projectors equipped classrooms are adequate in number 0.457
PDQ1 0.519

PDQ8 0.486
competencies
PDQ10 0.458
guest lectures

PQ2 0.521
Factor 2 IQ10 Toilets for the students are in adequate number 0.507
IQ17 Potable water supply and outlets for drinking water at strategic 0.712
[190]

Factor Factor
Items
Name Loadings
locations
IQ26 0.534
Fresher party, farewell party, techno fests etc are well
PDQ14 0.485
organized under disciplined environment
PDQ6 0.379
practices
PDQ7 0.446
Factor 3 PDQ12 Proper guidance is provided in the live projects for research 0.489
MQ1 0.638
The Director/Head of Departments / Officers have the

MQ2 0.688
academic, financial and administrative freedom
MQ3 0.797
Factor 4
Factor 5 IQ28 Post, Banking Facility / ATM is located in a centralized location 0.447
Factor 6
[191]

AQ7, AQ8, AQ9, AQ11, AQ14, IQ2, IQ3, IQ4, IQ6, IQ30, PDQ1, PDQ2, PDQ3, PDQ8,
PDQ10, PDQ11, PQ1, PQ2 and PQ3 are substantially loaded on Factor 1, SQ5, IQ7, IQ8,
IQ9, IQ10, IQ11, IQ14, IQ15, IQ17, IQ19, IQ22, IQ26, IQ27, IQ31 and PDQ14 are
substantially loaded on Factor 2, IQ5, IQ20, PDQ4, PDQ5, PDQ6, PDQ7, PDQ12, MQ1,
MQ2, MQ3, MQ4 and MQ8 are substantially loaded on Factor 3, SQ2, SQ3, IQ12, IQ13,
IQ18 and IQ29 are substantially loaded on Factor 4, SQ1, AQ13, IQ28, PQ5 and PQ6 are
substantially loaded on Factor 5, while MQ7 and MQ9 are substantially loaded on Factor
6.
namely:
i) Fair & transparent evaluation system
j) Laboratories are well equipped
k) Facilities of sports are sufficient
l) Communication laboratory is modernized and well equipped
m) Library is well equipped
n) LCD projectors equipped classrooms are adequate in number
[192]

o) Enough opportunities for Industry Institute Interaction
p) Entrepreneurship cell conduct sufficient activities
q) Industry Institute Partnership Cell (IIPC) is active and efficient
r) Atmosphere is conducive for the development of the requisite competencies
s) Eminent professors, senior industry executives are invited for guest lectures
t) Student exchange programmes are beneficial
u) Training and placement cell is able to arrange summer training and campus
v) Student service centre exists to provide efficient academic, financial,
w) Project work and summer training is attached due importance
namely:
b) Students can visit the library whenever they find time
c) Reading and internet facilities are available in the hostel
d) Mess food is hygienic and homely
e) Toilets for the students are in adequate number
f) Boys & girls common rooms are in adequate number
g) Auditorium / Amphitheater is well equipped
h) A secured Wi-Fi facility for the students
i) Potable water supply and outlets for drinking water at strategic locations
j) Facility for sewage disposal is sufficient and appropriate
k) Adequate safety provisions for calamities
l) Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
m) Transport facility from remote areas
n) Recreational facilities are satisfactory for the students
o) Fresher party, farewell party, techno fests etc are well organized under
[193]

namely:
a) Class rooms are in sufficient number
b) Parking facility for the students’ vehicle is spacious
c) Sufficient clubs and societies providing developmental activities
e) Good hands - on skills are imparted during the workshop practices
f) Students are encouraged to participate in co-curricular & extra-curricular
activities
g) Proper guidance is provided in the live projects for research
h) A well defined Academic Policy is in place
i) The Director/Head of Departments / Officers have the academic, financial and
j) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
namely:
b) The students admitted have required basic knowledge
e) Back up electric supply is available when required
f) CCTV Security System covers vital areas of the institute
namely:
[194]

c) Post, Banking Facility / ATM is located in a centralized location
d) A good number of recruiters visit the campus
e) Reputed companies visit the campus for the recruitment
Factor – 6: The factor loadings of the two aspects is 0.906. The aspects included namely:
a) Student grievances’ are timely addressed by the authority
b) Institute focuses on the prevention and prohibition of ragging
4.2.10 Institute “E” (faculty member)


Acronym:
parameter
[195]

Table 4.21: Showing the Rotated Component Matrix for 5 components for Institute “E”
(faculty members)
Component
1 2 3 4 5
SQ2 .480 .003 -.164 .442 .549
SQ3 .060 .392 -.451 -.322 .503
AQ4 .627 .187 -.006 .074 .489
AQ6 .176 -.117 -.094 .598 .422
AQ7 .779 .276 .041 .033 .037
AQ8 .629 -.262 -.048 .137 .474
AQ9 .513 .304 -.239 .225 -.196
AQ10 .126 .799 .118 -.083 .052
AQ11 -.002 .142 .519 .179 -.168
AQ12 -.165 .366 .403 -.595 .048
AQ14 .485 .208 -.138 -.211 .454
AQ15 -.057 .046 .694 -.285 .421
IQ1 -.043 .535 .403 -.036 -.018
IQ2 .072 .433 .567 .087 -.019
IQ3 .004 .277 .634 .019 .183
IQ4 .222 .696 .279 .169 .068
IQ5 -.007 .138 .291 .783 -.070
IQ6 .513 .372 .267 -.304 -.132
IQ7 .031 -.300 .234 .014 .638
IQ8 .646 .217 -.130 .399 .027
IQ9 .424 .036 .138 .626 .331
IQ10 .051 .323 .073 .250 .623
PDQ1 .704 .038 .232 .207 .049
PDQ2 .614 -.329 .133 .125 .174
PDQ3 .768 -.255 -.023 -.166 -.066
PDQ4 .583 -.435 .451 .258 -.146
PDQ5 .642 .190 .101 .058 .097
PDQ6 .073 .035 .763 .179 .188
MQ1 -.201 .698 -.225 .022 .051
MQ2 -.108 .456 .058 .393 -.115
MQ3 .111 .771 -.034 .119 .036
MQ4 .001 -.014 .166 .019 .700
MQ5 .118 .250 .075 .773 .045
MQ6 -.043 .376 .414 .386 .377
MQ7 -.006 .655 .197 .258 .076
MQ8 .221 -.054 .464 .102 .232
MQ9 .454 .617 .210 -.104 -.071
MQ10 .205 .445 .277 -.074 -.074
MQ11 .055 .029 .631 -.123 -.071
[196]

Table 4.22: Showing the factor loadings for 5 factors for Institute “E” (faculty members)
Factor Factor
Items
Name Loadings
AQ7 0.779
IQ6 0.513
access
Factor 1
PDQ1 0.704
development
PDQ2 0.614
the faculty

IQ1 0.535
well equipped
IQ4 0.696
for doing academic work
Factor 2


MQ10 0.445
members are good
AQ15 0.694
number
Factor 3 IQ2 Recreational facilities are satisfactory for the faculty 0.567
IQ3 0.634
in number
[197]

Factor Factor
Items
Name Loadings
MQ8 0.464
participative
MQ11 0.631
intervals
AQ6 0.598
basis
AQ12 0.595
potential
Factor 4 IQ5 Printers are in adequate number within the departments 0.783

Factor 5
AQ14, IQ6, IQ8, PDQ1, PDQ2, PDQ3, PDQ4 and PDQ5 are substantially loaded on
Factor 1, AQ10, IQ1, IQ4, MQ1, MQ2, MQ3, MQ7, MQ9 and MQ10 are substantially
loaded on Factor 2, AQ11, AQ15, IQ2, IQ3, PDQ6, MQ6, MQ8 and MQ11 are
substantially loaded on Factor 3, AQ6, AQ12, IQ5, IQ9 and MQ5 are substantially
loaded on Factor 4, while SQ2, SQ3, IQ7, IQ10 and MQ4 are substantially loaded on
Factor 5.
[198]

namely:
a) Faculty is encouraged to participate in curriculum development
b) R & D support available is sufficient and well equipped for successful
innovation
c) Adequate numbers of PhD holders in each department
d) Faculty has good number of publications of research papers
e) Seminar Grant (SG) is given to the faculty
f) A secured Wi-Fi facility is well channelized to provide easy access
g) Faculty can visit the library with ease whenever they find time
h) Adequate Industry Institute Interaction for the faculty development
i) Activities are arranged for enhancement of soft and life skills of the faculty
j) Faculty has a conducive atmosphere for the development of the requisite
competencies
l) Faculty exchange programmes for giving exposure to the faculty
namely:
a) Institution holds an adequate number of patents
c) Faculty members are provided with sufficient necessary facilities for doing
academic work
d) Institution has a well defined HR policy
e) A well defined Academic Policy is in place
f) Director/Head of Departments / Officers have the academic, financial and
g) Communication flow between management and faculty is easier
h) Working relationships between the Head of Departments and their faculty
[199]

i) Working relationships between the Dean and the faculty members are good
namely:
a) Salary structure of the faculty is satisfactory and motivating
e) Proper guidance is provided to the faculty in the live projects
f) Transparency in working of the institution
g) Leadership style exhibited by the Dean and Director is participative
h) Quality Improvement Programme (QIP) is updated on regular intervals
namely:
c) Printers are in adequate number within the departments
e) Sufficient surplus is available for cost recovery as well as for expansion,
Factor – 5: The factor loadings ranged between 0.503 - 0.7. The aspects included namely:
d) Parking facility for the faculty vehicle is spacious
e) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
[200]

4.2.11 Institute “F” (student)

Acronym:
parameter
Table 4.23: Showing the Rotated Component Matrix for 6 components for Institute “F”
(students)
Component
1 2 3 4 5 6
SQ1 -.033 .130 .128 .093 .520 -.070
SQ2 .549 -.204 .377 .007 .143 -.197
SQ3 -.023 .018 .270 -.065 .358 -.394
SQ5 .044 -.196 -.039 .451 .301 -.341
AQ3 .249 .359 .085 -.063 .427 -.195
AQ4 .142 .251 .175 .094 .652 .009
AQ5 .302 .197 .060 .091 .679 .122
AQ6 .077 .431 -.023 -.028 .529 .155
AQ7 .296 .407 .228 -.214 .465 .193
AQ8 .318 .475 .218 -.246 .394 .160
AQ9 .279 .439 .169 -.043 .301 .405
AQ11 .350 .478 .027 .169 .059 .172
AQ13 .074 .352 -.030 .034 .142 -.183
AQ14 .265 .072 .692 -.087 .162 -.003
IQ2 .620 .324 .224 .296 .030 .000
IQ3 .577 .294 .245 .125 -.079 .063
IQ4 .579 .307 .325 .241 .185 -.055
IQ5 .204 .039 .349 -.172 .348 .085
IQ6 .128 -.070 .744 .171 .040 .029
IQ7 .171 .127 .227 .125 .114 .066
IQ8 .400 .378 .145 .219 .418 .127
[201]

Component
1 2 3 4 5 6
IQ9 .705 .193 .013 .219 .400 .122
IQ10 .560 .105 .135 .308 .189 .133
IQ11 .468 .263 .156 .358 .084 .419
IQ12 .228 .012 .301 .212 .112 .614
IQ13 .172 .170 .600 .418 .138 .288
IQ14 -.232 -.314 .208 .089 .400 .540
IQ15 .321 .222 .339 .388 .342 .219
IQ17 .676 .176 .326 .105 .003 .161
IQ18 .331 .229 .592 .256 -.039 .033
IQ19 .579 .048 .458 .229 .115 .071
IQ20 -.020 .129 .678 .128 .384 .124
IQ22 .358 .090 .669 -.043 .247 .113
IQ26 .697 .270 .006 .137 .136 .057
IQ27 .479 .130 .405 .291 .269 .153
IQ28 .204 -.085 .193 .656 -.161 .145
IQ29 .132 .202 .493 .525 .184 -.113
IQ30 .584 .175 .275 .072 .299 -.139
IQ31 .501 .235 .109 .411 .035 .000
PDQ1 .603 .371 .277 .178 .225 -.231
PDQ2 .434 .431 .245 .360 .292 -.053
PDQ3 .663 .409 .123 .278 .056 .132
PDQ4 .319 .227 .549 .238 -.119 .095
PDQ5 .437 .369 .464 .201 -.152 -.031
PDQ6 .487 .247 .351 .071 .059 .101
PDQ7 .085 .481 .430 .186 .181 .307
PDQ8 .174 .310 .469 .431 .016 .265
PDQ10 .406 .354 .429 .104 .041 -.106
PDQ11 .143 .732 .120 .131 -.013 .143
PDQ12 .299 .544 .311 .029 .276 -.064
PDQ14 .110 .226 .476 .406 .209 -.178
PQ1 .159 .753 .050 .108 .155 .050
PQ2 .182 .806 .117 .055 .174 .086
PQ3 .165 .772 .185 -.058 .080 -.100
PQ5 .302 .637 .163 .264 .295 -.102
PQ6 .402 .533 .241 .164 .210 -.287
MQ1 .391 .298 .271 .507 -.236 -.108
MQ2 .353 .140 .250 .682 -.169 -.013
MQ3 .174 .188 .097 .745 .168 .074
MQ4 .159 .480 .536 .115 .154 -.066
MQ7 .147 .654 .068 .360 .173 .080
MQ8 .330 .504 .273 .415 .153 .042
MQ9 .295 .104 -.030 .580 .062 .244
[202]

Table 4.24: Showing the factor loadings for 6 factors for Institute “F” (students)
Factor Factor
Items
Name Loadings
IQ17 0.676
locations
Factor
1 Enterprise Resource Planning (ERP) Software for Student-
IQ26 0.697
PDQ1 0.603

PDQ6 0.487
practices
PDQ7 0.481
Factor PQ1 and campus interviews in an adequate number 0.753
2
PQ2 0.806
Factor AQ14 Fair & transparent evaluation system 0.692
3 IQ5 Class rooms are in sufficient number 0.349
[203]

Factor Factor
Items
Name Loadings
PDQ8 0.469
competencies
PDQ10 0.429
guest lectures
PDQ14 0.476
Factor MQ1 0.507
4
MQ2 0.682
MQ3 0.745
Factor
5
Factor
6
[204]

Interpretations: Looking at the above table, it can be seen that SQ2, IQ2, IQ3, IQ4, IQ9,
IQ10, IQ11, IQ17, IQ19, IQ26, IQ27, IQ30, IQ31, PDQ1, PDQ2, PDQ3, PDQ6 are
substantially loaded on Factor 1, AQ11, AQ13, PDQ7, PDQ11, PDQ12, PQ1, PQ2, PQ3,
PQ5, PQ6, MQ7, MQ8 are substantially loaded on Factor 2, AQ14, IQ5, IQ6, IQ7, IQ13,
IQ18, IQ20, IQ22, PDQ4, PDQ5, PDQ8, PDQ10, PDQ14, MQ4 are substantially loaded
on Factor 3, SQ5, IQ15, IQ28, IQ29, MQ1, MQ2, MQ3, MQ9 are substantially loaded on
Factor 4, SQ1, SQ3, AQ3, AQ4, AQ5, AQ6, AQ7, AQ8, IQ8 are substantially loaded on
Factor 5, while AQ9, IQ12, IQ14 are substantially loaded on Factor 6.
namely:
b) Laboratories are well equipped
g) Boys & girls common rooms are in adequate number
j) Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
k) Transport facility from remote areas
l) LCD projectors equipped classrooms are adequate in number
m) Recreational facilities are satisfactory for the students
n) Enough opportunities for Industry Institute Interaction
[205]

o) Entrepreneurship cell conduct sufficient activities
p) Industry Institute Partnership Cell (IIPC) is active and efficient
q) Good hands - on skills are imparted during the workshop practices
namely:
a) Presence of guidance, counseling and mentoring activities
c) Students are encouraged to participate in co-curricular & extra-curricular
activities
d) Student exchange programmes are beneficial
e) Proper guidance is provided in the live projects for research
f) Training and placement cell is able to arrange summer training and campus
g) Student service centre exists to provide efficient academic, financial,
h) Project work and summer training is attached due importance
i) A good number of recruiters visit the campus
j) Reputed companies visit the campus for the recruitment
k) Student grievances’ are timely addressed by the authority
namely:
b) Class rooms are in sufficient number
d) Students can visit the library whenever they find time
e) First aid cum sick room with required facilities
f) Back up electric supply is available when required
g) Parking facility for the students’ vehicle is spacious
[206]

h) Adequate safety provisions for calamities
i) Sufficient clubs and societies providing developmental activities
j) Adequate activities for enhancement of soft and life skills
k) Atmosphere is conducive for the development of the requisite competencies
l) Eminent professors, senior industry executives are invited for guest lectures
m) Fresher party, farewell party, techno fests etc are well organized under
n) Transparency in working of the institution
namely:
b) A secured Wi-Fi facility for the students
c) Post, Banking Facility / ATM is located in a centralized location
d) CCTV Security System covers vital areas of the institute
e) A well defined Academic Policy is in place
f) The Director/Head of Departments / Officers have the academic, financial and
g) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
h) Institute focuses on the prevention and prohibition of ragging
namely:
b) The students admitted have required basic knowledge
c) Students come prepared for classes
d) Teachers are committed, sincere and dedicated
f) Effective teaching-learning process
g) Students’ doubts are cleared through tutorials
[207]

h) Flexible teaching methods
i) Reading and internet facilities are available in the hostel
namely:
a) Faculty is easily available to students
b) Stationary store and reprography facility in centralized location
c) Auditorium / Amphitheater is well equipped
4.2.12 Institute “F” (faculty member)


Acronym:
parameter
[208]

Table 4.25: Showing the Rotated Component Matrix for 5 components for Institute “F”
(faculty members)
Component
1 2 3 4 5
SQ2 .055 .001 .235 .822 .284
SQ3 .088 .097 .143 .803 -.009
AQ4 .074 .264 .082 .305 .751
AQ6 .182 -.083 .649 .385 .048
AQ7 -.007 -.121 .687 -.051 -.035
AQ8 .005 .585 .671 .147 -.051
AQ9 .144 .586 .289 .085 .431
AQ10 .205 .292 .629 -.043 .187
AQ11 .038 .382 .678 .017 .075
AQ12 .446 -.078 .357 -.162 .609
AQ14 .570 -.049 .575 -.218 .340
AQ15 .161 .042 .410 .084 .273
IQ1 .199 .700 .229 -.166 .278
IQ2 -.045 .572 .493 .135 -.063
IQ3 .003 .771 .019 .225 -.043
IQ4 .187 .595 -.048 .123 -.025
IQ5 .034 .850 .114 -.066 -.106
IQ6 -.006 .751 .129 -.079 .307
IQ7 -.129 .794 .080 .068 .000
IQ8 .133 .765 -.305 .092 -.047
IQ9 .219 .589 -.148 .483 .450
IQ10 .636 -.052 -.304 -.189 -.341
PDQ1 .557 .163 .458 .080 -.494
PDQ2 .685 .249 .391 .035 .119
PDQ3 .700 .034 .330 .329 -.182
PDQ4 .534 -.129 .488 .088 .129
PDQ5 .416 .232 .623 .366 -.022
PDQ6 .437 -.157 .491 .007 -.122
MQ1 .800 .177 .294 -.168 .063
MQ2 .756 .028 .358 -.017 -.138
MQ3 .227 .406 -.193 .637 -.147
MQ4 .586 .216 .213 .200 -.328
MQ5 .768 -.028 -.028 .258 .181
MQ6 .751 .257 .221 .026 -.181
MQ7 .782 .110 -.104 .236 .105
MQ8 .783 .090 .158 .098 .116
MQ9 .721 .094 .015 -.074 .286
MQ10 .812 -.060 -.122 -.032 .263
MQ11 .760 -.058 .117 .310 .089
[209]

Table 4.26: Showing the factor loadings for 5 factors for Institute “F” (faculty members)
Factor Factor
Items
Name Loadings
AQ12 0.446
potential
PDQ2 0.685
faculty


Factor Decisions are taken by the duly constituted BOG / BOS /BOF
1 MQ4 assisted by committees and represented by faculty and experts 0.586


Working relationships between the Head of Departments and their

MQ10 0.812
are good
MQ11 0.76
intervals
IQ1 0.7
equipped
IQ3 0.771
number
Factor Faculty members are provided with sufficient necessary facilities
2 IQ4 for doing academic work 0.595

[210]

Factor Factor
Items
Name Loadings
AQ6 0.649
basis
AQ7 0.687
Factor AQ10 Institution holds an adequate number of patents 0.629
3 AQ11 Salary structure of the faculty is satisfactory and motivating 0.678
AQ15 0.41
number
Factor SQ3 Criteria followed for faculty recruitment is uniform 0.803
4 Director/Head of Departments / Officers have the academic,
Factor Faculty is encouraged to participate in curriculum development

AQ4 0.751
5
Interpretations: Looking at the table, it can be seen that AQ12, IQ10, PDQ1, PDQ2,
PDQ3, PDQ4, MQ1, MQ2, MQ4, MQ5, MQ6, MQ7, MQ8, MQ9, MQ10, MQ11 are
substantially loaded on Factor 1, AQ9, IQ1, IQ2, IQ3, IQ4, IQ5, IQ6, IQ7, IQ8, IQ9 are
substantially loaded on Factor 2, AQ6, AQ7, AQ8, AQ10, AQ11, AQ14, AQ15, PDQ5,
PDQ6 are substantially loaded on Factor 3, SQ2, SQ3, MQ3 are substantially loaded on
Factor 4, while AQ4 are substantially loaded on Factor 5.
namely:
a) Appraisal is given on the basis of past performance and future potential
b) Parking facility for the faculty vehicle is spacious
[211]

c) Adequate Industry Institute Interaction for the faculty development
d) Activities are arranged for enhancement of soft and life skills of the faculty
competencies
f) Eminent professors, senior industry executives are invited for guest lectures
g) Institution has a well defined HR policy
i) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
j) Sufficient surplus is available for cost recovery as well as for expansion,
l) Communication flow between management and faculty is easier
m) Leadership style exhibited by the Dean and Director is participative
p) Quality Improvement Programme (QIP) is updated on regular intervals
namely:
a) Faculty has good number of publications of research papers
academic work
f) Printers are in adequate number within the departments
g) A secured Wi-Fi facility is well channelized to provide easy access
h) Library is well equipped
[212]

i) Faculty can visit the library with ease whenever they find time
j) Toilets for the faculty are hygienic and in adequate number
namely:
innovation
d) Institution holds an adequate number of patents
e) Salary structure of the faculty is satisfactory and motivating
g) Institute gives Teacher Research Fellowship (TRF) in optimum number
h) Faculty exchange programmes for giving exposure to the faculty
i) Proper guidance is provided to the faculty in the live projects
namely:
c) Director/Head of Departments / Officers have the academic, financial and
Factor – 5: The factor loading of the aspect is 0.751. The aspect included namely:
[213]

5.1 RESULTS ON THE BASIS OF STUDENTS’ RESPONSES
¾ Students of Institute “A”, “B”, “C”, “D”, “E” and “F” were not satisfied with the
“Selection Process” parameter.
“Academic Excellence” parameter.
¾ Students of Institute “A”, “B”, “C”, “D” and “F” were not satisfied with the
“Infrastructure” parameter. While “Infrastructure” parameter was perceived to be
satisfactory by the students of Institute “E”.
“Personality Development & Industry Exposure” parameter.
¾ Students of Institute “A”, “B”, “C” and “E” were not satisfied with the “Placements”
parameter. While “Placements” parameter was perceived to be satisfactory by the
students of Institute “D” and “F”.
“Management & Administration” parameter.
SELECTION PROCESS
• Students of Institute “A”, “B”, “C”, “D”, “E” and “F” were not satisfied with the
question “The criteria followed at the time of giving admission to the students are
uniform”.
question “The entrance examination conducted by the institute for the admission
purpose of students helps in the selection process”.
[214]

question “The students admitted have required basic knowledge of all the subjects at
entry level to the technical courses”.
question “The fee structure is such that it helps in the selection process”.
ACADEMIC EXCELLENCE
question “The students come prepared for lectures/tutorials, lab/workshop classes”.
question “The teachers are committed, sincere and dedicated”.
question “The faculty is qualified and competent”.
question “The teaching-learning process is carried with the aim of imparting
maximum knowledge to each & every student”.
question “Tutorials are conducted in such a way that all the doubts of the students are
cleared”.
question “The institution adopts teaching methods to the diversity of its students'
body”.
[215]

question “The faculty is easily available to students for solving their problems”.
question “The guidance, counseling and mentoring activities are taken care of by in-
house as well as external experts”.
question “The question papers follow a fixed structure”.
question “The evaluation of the students is fair, transparent and open to the students
and parents”.
INFRASTRUCTURE
question “The laboratories are well equipped with sufficient and latest equipments to
impart skills for the students”.
question “Facilities of sports and games are sufficient for encouraging the
participation of the students”.
question “The communication laboratory is modernized and well equipped”.
question “The class rooms are in sufficient number”.
question “The library is well equipped with books, National, International & E
[216]

Journals and internet facility for the students”.
question “The students can visit the library whenever they find time during the
holidays, weekends and off hours”.
question “The reading and internet facilities are available in the hostel”.
question “The mess food is hygienic and homely”.
question “The toilets for the students (for both males & females) are in adequate
number at strategic locations”.
question “The institute has boys & girls common rooms in adequate number”.
question “The institute has stationary store and reprography facility in centralized
location”.
question “The institute has first aid cum sick room with required facilities”.
question “The Auditorium / Amphitheater is well equipped”.
question “A secured Wi-Fi facility for the students is well channelized to provide
[217]

easy access”.
question “Potable water supply and outlets for drinking water at strategic locations is
available in plenty”.
question “Back up electric supply is available in the institute when required”.
question “Facility for sewage disposal is sufficient and appropriate”.
question “Parking facility for the students’ vehicle is spacious”.
question “Institute has adequate safety provisions including fire and other calamities”.
question “Enterprise Resource Planning (ERP) Software for Student-Institution-
Parent interaction is well developed”.
question “The transport facility is adequate in number to help students to commute
from remote areas”.
question “The Post, Banking Facility / ATM is located in a centralized location”.
question “CCTV Security System covers all the vital areas of the institute”.
[218]

question “LCD (or similar) projectors equipped classrooms are adequate in number”.
question “The hostel, residential, canteen and other recreational facilities are
satisfactory for the students”.
question “There are enough opportunities for Industry Institute Interaction for the
students’ development”.
question “The entrepreneurship cell / programmes conduct sufficient activities for
creating & nurturing entrepreneurial mindset”.
question “The Industry Institute Partnership Cell (IIPC) is active and efficient”.
question “The institute has sufficient clubs and societies providing developmental
activities for the students”.
question “Adequate activities are arranged for enhancement of soft and life skills for
the students”.
question “Good hands - on skills are imparted during the workshop practices”.
[219]

question “Each student is encouraged to participate in co-curricular, extra-curricular
activities and event management. The students' participation is specifically
acknowledged through certificates etc.”.
question “The atmosphere is conducive for the development of the requisite
competencies for the students”.
question “Eminent professors, senior industry executives and successful personalities
are invited for guest lectures for interaction with students from time to time”.
question “The student exchange programmes for giving exposure to the students
proves to be beneficial”.
question “Proper guidance is provided to the students in the live projects for
research”.
question “The fresher party, farewell party, techno fests etc for the students are well
organized under disciplined environment”.
PLACEMENTS
question “The training and placement cell is able to arrange summer training and
campus interviews in an adequate number for the students”.
[220]

question “A well established student service centre exists to provide efficient
academic, financial, administrative services to the students”.
question “The project work and summer training is attached due importance”.
question “A good number of recruiters visit the campus for the recruitment of the
students”.
question “Reputed companies visit the campus for the recruitment of students in good
number”.
question “A well defined Academic Policy is in place and all the stake holders are
familiar with the same”.
question “The Director / Head of Departments / Officers have the academic, financial
and administrative freedom”.
question “Decisions are taken by the duly constituted Board of Governors (BOG) /
Board of Studies (BOS) / Board of Faculty (BOF) assisted by various committees and
represented by faculty and experts”.
[221]

question “There is transparency in overall working of the institution”.
question “The student grievances’ are timely addressed by the authority”.
question “Institute has an efficient Grievance Redressal Committee for the students”.
question “Institute focuses on the prevention and prohibition of ragging”.
¾ Following are the most preferable aspects of the six parameters studied by the student
respondents of Institute “A”:
b) Fee structure helps in the selection process
d) Facilities of sports are sufficient
e) Communication laboratory is modernized and well equipped
i) Parking facility for the students’ vehicle is spacious
j) Sufficient clubs and societies providing developmental activities
k) Training and placement cell is able to arrange summer training and campus
l) Student service centre exists to provide efficient academic, financial,
m) A good number of recruiters visit the campus
n) Reputed companies visit the campus for the recruitment
[222]

¾ Following are the least preferable aspects of the six parameters studied by the student
e) Enough opportunities for Industry Institute Interaction
f) Industry Institute Partnership Cell (IIPC) is active and efficient
respondents of Institute “B”:
c) Students’ doubts are cleared through tutorials
d) Flexible teaching methods
e) Faculty is easily available to students
h) Entrepreneurship cell conduct sufficient activities
j) Eminent professors, senior industry executives are invited for guest lectures
k) Student exchange programmes are beneficial
l) Proper guidance is provided in the live projects for research
m) Student service centre exists to provide efficient academic, financial,
n) A well defined Academic Policy is in place
q) Efficient Grievance Redressal Committee
[223]

d) Students come prepared for classes
f) A good number of recruiters visit the campus
g) Reputed companies visit the campus for the recruitment
respondents of Institute “C”:
c) Class rooms are in sufficient number
d) Library is well equipped
e) Students can visit the library whenever they find time
j) First aid cum sick room with required facilities
k) Auditorium / Amphitheater is well equipped
l) A secured Wi-Fi facility for the students
m) Potable water supply and outlets for drinking water at strategic locations
n) Back up electric supply is available when required
o) Facility for sewage disposal is sufficient and appropriate
p) Parking facility for the students’ vehicle is spacious
q) Adequate safety provisions for calamities
r) Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
[224]

s) Post, Banking Facility / ATM is located in a centralized location
t) CCTV Security System covers vital areas of the institute
u) LCD projectors equipped classrooms are adequate in number
v) Students are encouraged to participate in co-curricular & extra-curricular
activities
w) Atmosphere is conducive for the development of the requisite competencies
x) Fresher party, farewell party, techno fests etc are well organized under
¾ Following is the least preferable aspect of the six parameters studied by the student
a) Institute focuses on the prevention and prohibition of ragging
respondents of Institute “D”:
c) First aid cum sick room with required facilities
d) Adequate safety provisions for calamities
f) Recreational facilities are satisfactory for the students
g) Sufficient clubs and societies providing developmental activities
h) Adequate activities for enhancement of soft and life skills
j) Atmosphere is conducive for the development of the requisite competencies
k) A good number of recruiters visit the campus
l) The Director/Head of Departments / Officers have the academic, financial and
m) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
[225]

a) Students’ doubts are cleared through tutorials
b) Fair & transparent evaluation system
c) Facility for sewage disposal is sufficient and appropriate
e) CCTV Security System covers vital areas of the institute
f) Reputed companies visit the campus for the recruitment
respondents of Institute “E”:
i) Fair & transparent evaluation system
j) Laboratories are well equipped
k) Facilities of sports are sufficient
l) Communication laboratory is modernized and well equipped
m) Library is well equipped
n) LCD projectors equipped classrooms are adequate in number
o) Enough opportunities for Industry Institute Interaction
p) Entrepreneurship cell conduct sufficient activities
q) Industry Institute Partnership Cell (IIPC) is active and efficient
r) Atmosphere is conducive for the development of the requisite competencies
s) Eminent professors, senior industry executives are invited for guest lectures
[226]

t) Student exchange programmes are beneficial
u) Training and placement cell is able to arrange summer training and campus
v) Student service centre exists to provide efficient academic, financial,
w) Project work and summer training is attached due importance
a) Student grievances’ are timely addressed by the authority
b) Institute focuses on the prevention and prohibition of ragging
respondents of Institute “F”:
b) Laboratories are well equipped
g) Boys & girls common rooms are in adequate number
j) Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
k) Transport facility from remote areas
l) LCD projectors equipped classrooms are adequate in number
m) Recreational facilities are satisfactory for the students
n) Enough opportunities for Industry Institute Interaction
o) Entrepreneurship cell conduct sufficient activities
p) Industry Institute Partnership Cell (IIPC) is active and efficient
[227]

q) Good hands - on skills are imparted during the workshop practices
a) Faculty is easily available to students
b) Stationary store and reprography facility in centralized location
c) Auditorium / Amphitheater is well equipped
5.2 RESULTS ON THE BASIS OF FACULTY MEMBERS’ RESPONSES
PARAMETERS
• Faculty members of Institute “A”, “B”, “C”, “D”, “E” and “F” were not satisfied with
the “Selection Process” parameter.
• Faculty members of Institute “B”, “C”, “D”, “E” and “F” were not satisfied with the
“Academic Excellence” parameter. While “Academic Excellence” parameter was
perceived to be satisfactory by the faculty members of Institute “A”.
the “Infrastructure” parameter.
• Faculty members of Institute “A”, “C”, “D”, “E” and “F” were not satisfied with the
“Personality Development & Industry Exposure” parameter. While “Personality
Development & Industry Exposure” parameter was perceived to be satisfactory by the
faculty members of Institute “B”.
the “Management & Administration” parameter.
[228]

SELECTION PROCESS
the question “Selection process of faculty is fair and standardized”.
the question “The criteria followed for faculty recruitment is uniform”.
ACADEMIC EXCELLENCE
the question “The faculty is encouraged to participate in curriculum development”.
the question “Faculty Development Programmes are organized on a regular basis
within the campus to ensure employment of latest technology”.
the question “R & D support available for the faculty members is sufficient and well
equipped for successful innovation”.
the question “There are adequate numbers of PhD holders in each department”.
the question “The faculty has good number of publications of research papers”.
the question “The institution holds an adequate number of patents”.
the question “The salary structure of the faculty is satisfactory and motivating”.
[229]

the question “The appraisal is given on the basis of past performance and future
potential”.
the question “Seminar Grant (SG) given to the faculty proves to be motivational”.
the question “The Institute gives Teacher Research Fellowship (TRF) in optimum
number”.
INFRASTRUCTURE
the question “The communication cell for internal and external communication
towards students, faculty, staff and stakeholders through modern means of
communication like emails, etc. is well equipped and up to the standard”.
the question “The hostel, residential, canteen and other recreational facilities are
satisfactory for the faculty”.
the question “The faculty / staff rooms in the institute are spacious, well furnished
and adequate in number”.
the question “The faculty members are provided with sufficient necessary facilities
for doing their academic work (e.g. PC, Internet, Library support, etc)”.
[230]

the question “The printers are in adequate number within the departments”.
the question “A secured Wi-Fi facility for the faculty is well channelized to provide
easy access”.
the question “The library is well equipped with books, National, International & E
Journals and internet facility for the faculty for their research & development”.
the question “The faculty can visit the library with ease whenever they find time
during the holidays, weekends and off hours”.
the question “The toilets for the faculty (for both males & females) are hygienic and
in adequate number”.
the question “Parking facility for the faculty vehicle is spacious”.
the question “There is adequate Industry Institute Interaction for the faculty
development”.
the question “Various activities are arranged for enhancement of soft and life skills of
the faculty”.
[231]

the question “The faculty has a conducive atmosphere for the development of the
requisite competencies”.
the question “Eminent professors, senior industry executives and successful
personalities are invited for guest lectures for interaction with faculty from time to
time”.
the question “The faculty exchange programmes for giving exposure to the faculty
provide platform for their academic growth”.
the question “Proper guidance is provided to the faculty in the live projects”.
the question “The institution has a well defined HR policy for teaching, technical and
administrative staff which includes their integration, career paths, conditions of
service and welfare”.
the question “A well defined Academic Policy is in place and all the stake holders are
familiar with the same”.
the question “The Director/Head of Departments / Officers have the academic,
financial and administrative freedom”.
[232]

the question “Decisions are taken by the duly constituted Board of Governors (BOG)
/ Board of Studies (BOS) / Board of Faculty (BOF) assisted by various committees
and represented by faculty and experts”.
the question “Sufficient surplus is available for cost recovery as well as for
expansion, quality and efficiency improvement”.
the question “There is transparency in overall working of the institution”.
the question “Communication flow between management and faculty is easier”.
the question “The leadership style exhibited by the Dean and Director is
participative”.
the question “The working relationships between the Head of Departments and their
faculty members are synchronized for growth of institute”.
the question “The working relationships between the Dean and the faculty members
are good”.
the question “The Quality Improvement Programme (QIP) is updated on regular
intervals”.
[233]

¾ Following are the most preferable aspects of the five parameters studied by the
faculty respondents of Institute “A”:
academic work
competencies
h) Proper guidance is provided to the faculty in the live projects
i) Institution has a well defined HR policy
j) A well defined Academic Policy is in place
k) Director/Head of Departments / Officers have the academic, financial and
l) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
m) Sufficient surplus is available for cost recovery as well as for expansion,
n) Quality Improvement Programme (QIP) is updated on regular intervals
¾ Following are the least preferable aspects of the five parameters studied by the faculty
a) A secured Wi-Fi facility is well channelized to provide easy access
b) Faculty can visit the library with ease whenever they find time
d) Eminent professors, senior industry executives are invited for guest lectures
[234]

faculty respondents of Institute “B”:
a) Faculty members are provided with sufficient necessary facilities for doing
academic work
c) Faculty can visit the library with ease whenever they find time
e) Parking facility for the faculty vehicle is spacious
h) Faculty has a conducive atmosphere for the development of the requisite
competencies
j) Faculty exchange programmes for giving exposure to the faculty
k) Proper guidance is provided to the faculty in the live projects
n) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
o) Sufficient surplus is available for cost recovery as well as for expansion,
p) Working relationships between the Head of Departments and their faculty
q) Working relationships between the Dean and the faculty members are good
r) Quality Improvement Programme (QIP) is updated on regular intervals
a) Communication cell for internal and external communication is well equipped
[235]

b) Recreational facilities are satisfactory for the faculty
faculty respondents of Institute “C”:
b) Adequate numbers of PhD holders in each department
c) Seminar Grant (SG) is given to the faculty
d) Institute gives Teacher Research Fellowship (TRF) in optimum number
e) Printers are in adequate number within the departments
i) Faculty exchange programmes for giving exposure to the faculty
j) Proper guidance is provided to the faculty in the live projects
a) A well defined Academic Policy is in place
b) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
d) Transparency in working of the institution
faculty respondents of Institute “D”:
[236]

innovation
g) Recreational facilities are satisfactory for the faculty
h) Faculty members are provided with sufficient necessary facilities for doing
academic work
i) Institution holds an adequate number of patents
j) Faculty can visit the library with ease whenever they find time
m) Transparency in working of the institution
faculty respondents of Institute “E”:
innovation
[237]

d) Faculty has good number of publications of research papers
e) Seminar Grant (SG) is given to the faculty
f) A secured Wi-Fi facility is well channelized to provide easy access
g) Faculty can visit the library with ease whenever they find time
h) Adequate Industry Institute Interaction for the faculty development
i) Activities are arranged for enhancement of soft and life skills of the faculty
j) Faculty has a conducive atmosphere for the development of the requisite
competencies
l) Faculty exchange programmes for giving exposure to the faculty
d) Parking facility for the faculty vehicle is spacious
e) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
faculty respondents of Institute “F”:
a) Appraisal is given on the basis of past performance and future potential
b) Parking facility for the faculty vehicle is spacious
c) Adequate Industry Institute Interaction for the faculty development
d) Activities are arranged for enhancement of soft and life skills of the faculty
competencies
f) Eminent professors, senior industry executives are invited for guest lectures
[238]

g) Institution has a well defined HR policy
i) Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
j) Sufficient surplus is available for cost recovery as well as for expansion,
l) Communication flow between management and faculty is easier
m) Leadership style exhibited by the Dean and Director is participative
p) Quality Improvement Programme (QIP) is updated on regular intervals
¾ Following is the least preferable aspect of the five parameters studied by the faculty
[239]

6.1 CONCLUSIONS
The following conclusions can be made on the basis of the statistical analysis of the
students’ and faculty members’ responses:
“Selection Process”, “Academic Excellence”, “Infrastructure”, “Personality
Development & Industry Exposure” and “Management & Administration”
parameters. Students of Institute “A”, “B”, “C” and “E” were not satisfied with
the “Placements” parameter. While the “Placements” parameter was perceived to
be satisfactory by the students of Institute “D” and “F”.
¾ Faculty members of Institute “A”, “B”, “C”, “D”, “E” and “F” were not satisfied
with the “Selection Process”, “Infrastructure” and “Management &
Administration” parameters. Faculty members of Institute “B”, “C”, “D”, “E” and
“F” were not satisfied with the “Academic Excellence” parameter. While the
“Academic Excellence” parameter was perceived to be satisfactory by the faculty
members of Institute “A”. Faculty members of Institute “A”, “C”, “D”, “E” and
“F” were not satisfied with the “Personality Development & Industry Exposure”
parameter. While the “Personality Development & Industry Exposure” parameter
was perceived to be satisfactory by the faculty members of Institute “B”.
¾ The student respondents of the six institutions gave the most favorable response
about the following aspects of the six parameters affecting quality of
undergraduate engineering programmes in Haryana:
• A secured Wi-Fi facility for the students
• A well defined Academic Policy is in place
• Adequate activities for enhancement of soft and life skills
• Adequate safety provisions for calamities
• Atmosphere is conducive for the development of the requisite competencies
• Back up electric supply is available when required
• Boys & girls common rooms are in adequate number
[240]

• Class rooms are in sufficient number
• Communication laboratory is modernized and well equipped
• Decisions are taken by the duly constituted BOG / BOS /BOF assisted by
• Effective teaching-learning process
• Efficient Grievance Redressal Committee
• Eminent professors, senior industry executives are invited for guest lectures
• Enterprise Resource Planning (ERP) Software for Student-Institution-Parent
• Entrepreneurship cell conduct sufficient activities
• Facilities of sports are sufficient
• Fee structure helps in the selection process
• Flexible teaching methods
• Fresher party, farewell party, techno fests etc are well organized under
• Good hands - on skills are imparted during the workshop practices
• Laboratories are well equipped
• LCD projectors equipped classrooms are adequate in number
• Library is well equipped
• Mess food is hygienic and homely
• Parking facility for the students’ vehicle is spacious
• Post, Banking Facility / ATM is located in a centralized location
• Potable water supply and outlets for drinking water at strategic locations
• Presence of guidance, counseling and mentoring activities
• Project work and summer training is attached due importance
• Proper guidance is provided in the live projects for research
• Reading and internet facilities are available in the hostel
• Recreational facilities are satisfactory for the students
• Student exchange programmes are beneficial
[241]

09 - Chapters 1-6

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1.

1 THE PARADIGM SHIFT IN EDUCATION IN INDIA

Following are few challenges for the Indian education system:

(i) Innovations required – The curriculum of many of the colleges / universities is

(ii) Investment in education – The Indian government is planning to spend around Rs

(iv) Infrastructure facilities – The inability to provide the necessary physical

(vii) Making education affordable – If we want education to reach all deserving

(xi) Reviewing teachers’ performances – The performance of the teachers should be

(xii) Strengthening performance reviews / appraisals – What cannot be measured,

1.2 BODIES FOR QUALITY ASSURANCE IN INDIA

All India Council of Technical Education (AICTE)

The agency comprises of the following nine Bureaus:

Vision and Mission

• To stimulate the academic environment for promotion of quality in teaching-learning

• To encourage self-evaluation, accountability, autonomy and innovations in higher

• To collaborate with other stakeholders of higher education for quality evaluation,

Following are the main objectives of the AIU:

1.3 OVERVIEW OF AREA

Quality in the context of education is achieving the desirable characteristics of output

Quality education can be achieved by (a) conforming to comparable standards with an

1.5 PROBLEM FORMULATION

1.6 OBJECTIVES OF THE THESIS

• To study the perception of students about “Selection Process”, “Academic

1.7 ORGANIZATION OF THE THESIS

Dhanarajan, G. and Porter, D. (2013) The study was conducted at International

Kumar, P. (2012) The study recommended that increased number of awareness

Bhusry, M. et al (2012) The study recommended that Information Technology based

Deshwal, P. et al (2012) The study concluded that the perception of undergraduate

2.1 SIGNIFICANCE OF THE STUDY

4.1.1 Institute “A” (student)

Null hypothesis; Ho: µo ≥ 3

Null hypothesis; Ho: µo ≥ 3

Null hypothesis; Ho: µo ≥ 3

PERSONALITY DEVELOPMENT AND INDUSTRY EXPOSURE

Null hypothesis; Ho: µo ≥ 3

MANAGEMENT AND ADMINISTRATION

Null hypothesis; Ho: µo ≥ 3

AQ4. The teachers are committed, sincere and dedicated.

AQ5. The faculty is qualified and competent.

AQ13. The question papers follow a fixed structure.

IQ4. The communication laboratory is modernized and well equipped.

IQ5. The class rooms are in sufficient number.

IQ9. The mess food is hygienic and homely.

IQ14. The Auditorium / Amphitheater is well equipped.

IQ18. Back up electric supply is available in the institute when required.

IQ19. Facility for sewage disposal is sufficient and appropriate.

IQ20. Parking facility for the students’ vehicle is spacious.

IQ26. Enterprise Resource Planning (ERP) Software for Student-Institution-Parent

PERSONALITY DEVELOPMENT AND INDUSTRY EXPOSURE

PDQ7. Each student is encouraged to participate in co-curricular, extra-curricular

MANAGEMENT AND ADMINISTRATION

MQ4. There is transparency in overall working of the institution.

MQ7. The student grievances’ are timely addressed by the authority.

4.1.2 Institute “A” (faculty member)

Null hypothesis; Ho: µo ≥ 3

Null hypothesis; Ho: µo ≥ 3

PERSONALITY DEVELOPMENT AND INDUSTRY EXPOSURE

Null hypothesis; Ho: µo ≥ 3

MANAGEMENT AND ADMINISTRATION

Null hypothesis; Ho: µo ≥ 3

AQ8. There are adequate numbers of PhD holders in each department.

AQ9. The faculty has good number of publications of research papers.

AQ10. The institution holds an adequate number of patents.