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Metric ID |
Deviation Details and HEI Response |
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2.1.1 |
Enrolment percentage Response:94.37 2.1.1.1. Number of sanctioned seats year wise during last five years
2.1.1.2. Number of seats filled year wise during last five years (Only first year admissions to be considered)
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2.1.2 |
Percentage of seats filled against reserved categories (SC, ST, OBC etc.) as per applicable reservation policy for the first year admission during the last five years Response:100 2.1.2.1. Number of actual students admitted against the reserved categories in the first year of the programme year-wise during the last five years
2.1.2.2. Total number of seats earmarked for reserved category as per GOI or State Government rule year-wise during the last five years
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2.2.1 |
The institution assesses the learning levels of the students and organises special Programmes to cater to differential learning needs of the student
Response:
The student intake at K.R. Mangalam University reflects a diverse community, representing more than 25 states and UTs in India. KRMU stands as a beacon of educational excellence, guided by its commitment to nurturing students' holistic development and fostering an environment where ordinary aspirations transform into extraordinary achievements. At the heart of the institution's ethos lies a dedication to understanding and addressing the diverse learning needs of its students through tailored programs and inclusive practices.
Central to the university's mission is the realisation that students are not merely recipients of knowledge but active participants in their educational journey. As a practice, the university prioritises differentiated instruction and inclusive practices, ensuring that every student receives the support and guidance necessary to thrive academically and personally.
To cater to the diverse learning needs of its student body, K.R. Mangalam University employs a comprehensive assessment framework to identify both slow and advanced learners. Students' learning levels are continually assessed based on their performance at various stages. If a student's performance in internal assessments falls below or equal to 55%, they are categorized as slow learners. Conversely, if a student's performance score in internal assessments is greater than or equal to 80%, they are identified as advanced learners. Such students are encouraged to participate in advanced learning activities. Through periodic evaluations and the utilization of modern management systems, the institution adeptly tracks students' performance across various courses, allowing for targeted interventions and support mechanisms.
For slow learners, the university offers a range of remedial measures designed to provide tailored assistance and foster academic progress. From specialised tutorials and remedial classes to access to digital resources and peer-led support initiatives, faculty members leave no stone unturned in ensuring that every student receives the attention and resources they need to succeed.
Advanced learners, on the other hand, benefit from enriched learning experiences and opportunities for academic acceleration. Many advanced learners work alongside faculty members on joint projects and product and prototype design. They are also encouraged to participate in national and international conferences to present research papers. Few advanced learners have filed patents through our IPR Cell, and some also get involved in company-led live projects to gain hands-on experience.
The university organises special programmes to enhance the student's learning experience and provide holistic development. The schools organize sessions on Capacity Building to provide hands-on training to the students. Sessions on skill development, entrepreneurship, research, life skills, etc., are organised regularly.
At K.R. Mangalam University, inclusivity and excellence go hand in hand, with a firm belief that every student deserves the opportunity to realise their full potential. By fostering a culture of support, mentorship, and innovation, the institution remains steadfast in its commitment to transforming ordinary aspirations into extraordinary achievements, one student at a time. |
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2.2.2 |
Student - Full time teacher ratio (Data for the latest completed academic year) Response:15.39 |
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2.3.1 |
Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experience and teachers use ICT- enabled tools including online resources for effective teaching and learning process
Response:
The university is committed to creating a learning-centered environment for students to encourage participation, critical thinking, and the development of practical abilities. To enhance students' learning experiences, pedagogies like experiential learning, participatory learning, and problem-solving methodologies are used. Continuous efforts are made to improve overall learning, which are aided by the widespread use of ICT-enabled tools and other online sources.
Experiential Learning:The University's Educational Philosophy's primary principle is experiential learning. Students are engaged through practical activities, moving beyond conventional classroom lectures. Students acquire practical information and abilities beyond the realm of the textbooks by implementing "Learning by Doing," "Activity-based Learning," and "Project-driven Learning" into their curriculum framework.
Participative Learning:KRMU promotes participative learning by fostering a collaborative learning environment where students actively engage with course material and interact with peers and instructors.
Problem-Solving Learning
By applying problem-solving methodologies to its curriculum and extracurricular activities, K.R. Mangalam University prepares students to tackle complex issues effectively for curricular excellence.
Use of ICT-Enabled Tools
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2.3.2 |
The institution adopts effective Mentor-Mentee Schemes to address academics and student- psychological issues
Response:
K.R. Mangalam University places significant emphasis on its Mentor-Mentee Program as a pivotal mechanism for nurturing successful academic journeys and fostering a conducive university environment. This program serves as a vital bridge between faculty and students, offering crucial emotional and instrumental support, guidance, and encouragement. By facilitating mentorship relationships, the university aims to enhance students' academic success, personal development, and career exploration.
The Mentor-Mentee Program at K R Mangalam University operates with several objectives. It focuses on the development of knowledge and skills, where mentors transfer their expertise to mentees, aiding them in acquiring essential academic, professional, and personal qualities. The program aims to bolster academic success by providing guidance on effective study methods, time management, and course selection. Additionally, it endeavours to aid in career exploration and development by offering insights into various industries, assisting in finding internships, and organizing networking events. Moreover, the program prioritizes personal development and support, providing mentees with a safe space to discuss challenges, build confidence, and acquire life skills.
Both mentors and mentees have specific responsibilities within the program. Mentors are tasked with introducing the mentor-mentee system, holding regular group meetings, monitoring academic progress, advising on career development, maintaining contact even post-graduation, and ensuring adherence to university instructions. On the other hand, mentees are expected to define their goals, be proactive in initiating meetings, maintain open communication, practice active listening, seek advice, and remain open-minded to new perspectives.
The implementation procedure of the Mentor-Mentee Program involves organizing students into groups, assigning each group a mentor, and mentors maintaining diaries containing essential student information. Mentor-mentee meetings are scheduled regularly to encourage activities fostering a comfortable relationship. Reports on these interactions are compiled and forwarded to respective deans for further consideration. K. R. Mangalam University's Mentor-Mentee Program stands as a testament to its commitment to holistic student development. By providing a structured framework for mentorship, the university aims to empower students academically, professionally, and personally, thereby equipping them with the tools necessary for success both during their university years and beyond. |
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2.4.1 |
Average percentage of full time teachers appointed against the number of sanctioned posts year wise during the last five years Response:95 2.4.1.1. Total Number of Sanctioned year wise during the last five years
Attached Documents :
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2.4.2 |
Percentage of full time teachers with Ph.D./D.M/M.Ch./D.N.B/ Superspeciality/L.L.D/D.S.C/D.Litt. during the last five years Response:71.62 2.4.2.1. Number of full time teachers with Ph.D./D.M/M.Ch./D.N.B/ Superspeciality/L.L.D/D.S.C/D.Litt Superspecialist during the last five years : 217
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2.4.3 |
Average teaching experience of full time teachers (Data to be provided only for the latest completed academic year, in number of years) Response:15.24 2.4.3.1. Total teaching experience of full-time teachers as of latest completed academic year : 3124
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2.5.1 |
Average number of days from the date of last semester-end/ year- end examination till the last date of declaration of results during the last five years Response:13.2 2.5.1.1. Number of days from the date of last semester-end/ year- end examination till the last date of declaration of results year wise during the last five years
Attached Documents :
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2.5.2 |
Percentage of student complaints/grievances about evaluation against total number of students appeared in the examinations during the last five years Response:0.33
2.5.2.1. Number of complaints/grievances about evaluation
year-wise during the last five years
2.5.2.2. Number of students appeared in the examination conducted by the institution year wise during the last five years
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2.5.3 |
Status of automation of Examination division along with approved Examination Manual/ordinance Response:A. 100% automation of entire division & implementation of Examination Management System (EMS)
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2.6.1 |
The institution has stated learning outcomes (Program and Course outcomes)/graduate attributes which are integrated into the assessment process and widely publicized through the website and other documents and the attainment of the same are evaluated by the institution
Response:
The K. R. Mangalam University meticulously defines the learning outcomes for its academic programs and courses, aligning them with Bloom's taxonomy to fulfil the institution's mission and objectives. In crafting these outcomes, several key considerations are taken into account:
Firstly, course outcomes are crafted to be measurable, employing active verbs within the framework of Bloom's taxonomy. These outcomes are articulated as comprehensive declarative sentences, elucidating the knowledge, skills, and competencies expected from students upon completion of their respective programs.
Furthermore, the selection of resources such as faculty, library facilities, laboratories, and technology, as well as pedagogical approaches, is meticulously calibrated to ensure effective course delivery and facilitate student learning in accordance with the defined outcomes.
Regular assessment and measurement of these outcomes are conducted to gauge the extent of goal achievement. Any identified gaps are subsequently addressed through a structured action plan.
Moreover, the assessment plan outlines specific performance targets and criteria, serving as measurable objectives to ascertain the degree to which program educational outcomes are being realized. Assessment of student learning outcomes employs a combination of direct and indirect measurement tools.
To facilitate effective communication and implementation of these strategies:
1. Workshops are conducted at the university level to develop program educational objectives and course outcomes. 2. Course outcomes are integrated into master session plans and made accessible to course faculty. 3. Program outcomes are delineated within the program structure and disseminated to faculty members.
To ensure optimal assessment of course outcomes:
1. All questions in examination papers are mapped to defined course outcomes. 2. Faculty assess the direct attainment of course outcomes from mid-term and end-term examination script evaluations. If attainment levels fall short (1 or 2), faculty recommend appropriate actions. Conversely, if attainment is deemed satisfactory (3), faculty may propose increasing the target.
Upon course completion, an exit survey is conducted to indirectly assess each course outcome. The Program Outcome assessments is done by aggregating both direct and indirect assessments, typically assigning 80% weightage to direct assessments and 20% to indirect assessments, to compute the final course attainment. The computation of direct course attainment is facilitated through a university-developed calculation sheet, with results subsequently transmitted to the DEAN of respective schools for further action. Based on the results of implementation of outcome assessment, gaps in the desired target and the results achieved for each programme are identified. In the outcome assessment implementation report, schools also propose the action plan to address these gaps which serves as an input during the programme review and strategic planning of the university. In essence, the K. R. Mangalam University's comprehensive approach to defining, assessing, and continuously improving learning outcomes underscores its commitment to academic excellence and student success. |
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2.6.2 |
Pass percentage of students (excluding backlog students) (Data to be provided only for the latest completed academic year) Response:99.8 2.6.2.1. Total number of final year students who passed the examination conducted by Institution. : 504
Attached Documents :
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KRMU offers hands-on learning opportunities through
practical labs, workshops, internships, and industry
collaborations. These experiences allow students to apply
theoretical knowledge in real- world contexts, fostering
deeper understanding and skill development.
The university organises workshops and field trips and
encourages students to work on case studies and projects
that engage them in active exploration and
experimentation, promoting experiential learning across
various disciplines.
Activities such as laboratory sessions/hands on training,
trial advocacy, Moot Court, Legal counselling,
pharmaceutical detailing, like public awareness on various
diseases and their possible treatment/prevention strategies
etc are also included to provide students with diverse
learning.
With the help of group projects, team-based activities,
and peer-to-peer mentoring to facilitate collaborative
learning experiences that promote deeper understanding
and teamwork skills.
Providing students with exposure to acquire knowledge and
assimilate new skills is the purpose of involving them in
activities like paper presentations and publication in
conferences and journals.
As part of participatory learning, the students organize
and participate in technical fests, fashion exhibitions,
contests, educational games, extempore, etc.
