The University Grants Commission (UGC), India has made a policy decision to direct all Higher Educational Institutions (HEIs) to establish Internal Quality Assurance Cell (IQAC) and to provide seed financial assistance for the same. It has also issued Guidelines for the establishment and monitoring of IQACs. Maintaining the momentum of quality consciousness is crucial in HEIs. IQAC, an internal quality assurance mechanism of the institution, is conceived as a mechanism to build and ensure a quality culture at the institutional level. Every HEI should have an internal quality assurance system, with appropriate structure and processes, and with enough flexibility to meet the diverse needs of the stakeholders. The IQAC is meant for planning, guiding and monitoring Quality Assurance (QA) and Quality Enhancement (QE) activities of the HEIs. The IQAC may channelize and systematize the efforts and measures of an institution towards academic excellence. It should not be yet another hierarchical structure or record-keeping exercise in the institution; it would be a facilitative and participative organ of the institution. The IQAC should become a driving force for ushering in quality by working out intervention strategies to remove deficiencies and enhance quality.
According to the UGC Guidelines, the IQAC shall be constituted under the chairmanship of the head of the HEI. He/She may be assisted by a Coordinator who shall be a senior faculty member. The IQAC shall have the following composition:
The senior teachers and administrative official shall be nominated by the Head of the HEI in consultation with the academic body of the HEI Academic Committee of a College. The membership of such nominated members shall be for a period of two years. The IQAC should meet at least once in a quarter. The quorum for the meeting shall be two-third of the total number of members. The agenda, minutes and Action Taken Reports are to be documented with official signatures and maintained electronically in a retrievable format.
|1.1.3||Teachers in BoS / Exam related activities|
|1.2.2||No. of Add on / Certificate Course|
|1.2.3||No. of Students enrolled in Add on / Certificate Course|
|1.3.2||% of Course for Experimental Learning|
|1.3.3||% of Students – Internship / Field Projects|
|1.4.1||Institution obtains Feedback|
|1.4.2||Action Taken on Feedback|
|2.1.1||% of Enrollment|
|2.1.2||% Seats filled against Reservation|
|2.2.2||Student : Staff Ratio|
|2.4.1||Full Time Teacher Vs Sanctioned|
|2.4.2||Number of Faculty with Ph.D|
|2.4.3||Experience in the same Institution (Retention %)|
|2.6.3||Pass % – Final Year|
|3.1.1||Funds Received – Govt. and Non-Govt|
|3.1.2||Number of Research Guides|
|3.1.3||Number of Departments having Projects|
|3.2.2||Number of Workshops / Seminars – IPR and EDC|
|3.3.1||Numbers of Ph.D – Registered and Completed|
|3.3.2||No. of Publications – UGC Journals|
|3.3.3||No. of Publications – Conferences / Books / Chapters|
|3.4.2||Number of Awards|
|3.4.3||Number of Extention Activities – NSS / YRC / Swachh|
|3.4.4||No. of Students – participation in Extention Activities|
|3.5.1||Collaborative Activities – Faculty Exchange / Internship|
|5.1.1||Scholarship – Government|
|5.1.2||Scholarship – Institution|
|5.1.4||% of Students Benefited – Competitive Exam & Career|
|5.1.5||Grievance Redressal–Sexual Harassment & Antiragging|
|5.2.1||% of Placements|
|5.2.2||% of Higher Studies|
|5.2.3||% of Students – Qualifying in Exams – GRE / GATE|
|5.3.1||Awards – Sports and Cultural|
|5.3.3||Sports and Cultural Events – Organized by Institution|
|6.2.3||Implementation of E-Governance|
|6.3.2||Financial Support for Staff to attend Conference/Workshop|
|6.3.3||Number of Prof Dev and Admin Training org by Inst|
|6.3.4||% of FDP attended – Online also|
|6.4.2||Funds from Non-Govt Bodies / Individuals / Philanthropist|
|6.5.3||Quality Assurance Initiatives – NIRF / NBA / ISO|
|1.1||Number of courses offered by the Institution across all programs during the last five years|
|1.2||Number of programs offered year-wise for last five years|
|2.3||Number of outgoing / final year students year-wise during last five years|
|3.2||Number of sanctioned posts year-wise during last five years|
|4.1||Total number of classrooms and seminar halls|
|4.2||Total Expenditure excluding salary year-wise during last five years ( INR in Lakhs)|
|4.3||Number of Computers|
|Criterion 1 : Curricular Aspects|
|1.1.3||Number of courses offered by the Institution across all programs during the last five years|
|1.2.3||Number of programs offered year-wise for last five years|
|1.4.1||Institution obtains feedback on the syllabus and its transaction|
|1.4.2||Feedback process of the Institution|
|Criterion 2 : Teaching, Learning & Evaluation|
|2.2.2||Student- Full time teacher ratio (Data for the latest completed academic year)|
|2.4.2||Average percentage of full time teachers with Ph.D.|
|2.6.3||Average pass percentage of Students during last five years|
|Criterion 3 : Research, Innovation & extension|
|3.1.3||Percentage of departments having Research projects funded by government and non-government agencies|
|3.2.2||Number of workshops/seminars conducted on Research Methodology, Intellectual Property Rights (IPR) and entrepreneurship|
|3.3.2||Number of research papers per teachers in the Journals notified on UGC website during the last five years|
|3.3.3||Number of books and chapters in edited volumes/books published and papers published in national/ international conference proceedings per teacher during last five years|
|3.4.2||Number of awards and recognitions received for extension activities from government/ government recognized bodies during the last five years|
|3.4.3||Number of extension and outreach programs conducted by the institution through NSS/NCC, Government and Government recognised bodies during the last five years|
|3.4.4||Average percentage of students participating in extension activities|
|3.5.1||Number of Collaborative activities for research, Faculty exchange, Student exchange/ internship per year|
|Criterion 4 : Infrastructure & learning Resources|
|4.1.4||Average percentage of expenditure, excluding salary for infrastructure augmentation during last five years|
|4.2.3||Average annual expenditure for purchase of books/e-books and subscription to journals/e- journals during the last five years|
|4.2.4||Percentage per day usage of library by teachers and students ( foot falls and login data for online access) during the latest completed academic year|
|4.3.2||Student – Computer ratio (Data for the latest completed academic year)|
|4.4.1||Average percentage of expenditure incurred on maintenance of infrastructure|
|Criterion 5 : Students Support & Progression|
|5.1.1||Average percentage of students benefited by scholarships and freeships|
|5.1.2||Average percentage of students benefited by scholarships, freeships etc.|
|5.1.4||Average percentage of students benefited by guidance for competitive examinations and career counselling offered by the Institution|
|5.1.5||The Institution has a transparent mechanism for timely redressal of student grievances including sexual harassment and ragging|
|5.2.2||Average percentage of students progressing to higher education during the last five years|
|5.3.1||Number of awards/medals won by students for outstanding performance in sports/cultural activities at inter-university/state/national / international level|
|5.3.3||Average number of sports and cultural events/competitions in which students of the Institution participated during last five years|
|Criterion 6 : Governance, Leadership & Management|
|6.3.2||Average percentage of teachers provided with financial support to attend conferences/workshops and towards membership fee of professional bodies|
|6.3.3||Average number of professional development /administrative training programs organized by the institution for teaching and non-teaching staff|
|6.3.4||Average percentage of teachers undergoing online/ face-to-face Faculty Development Programmes (FDP) during the last five years|
|Criterion 7 : Institutional Values & Best Practices|
|7.1.4||Water conservation facilities available in the Institution|
|7.1.5||Green campus initiatives|
|7.1.6||Quality audits on environment and energy are regularly undertaken by the Institution and any awards received for such green campus initiatives|
|7.1.10||The Institution has a prescribed code of conduct for students, teachers, administrators and other staff and conducts periodic programmes|
The mode of teaching by implementing the best practices plays a vital role for sustained progress of students. Our Institution implements such best practices viz., “Mentor System” and “Pre Placement Training” which ensures great scope for students’ personality development and thereby to gain wider industry exposure.
Objective – of the “Mentor System” is achieving congenial teacher-student relationship by counseling the students to address their academic and personal issues by imparting human values and thereby guiding them to choose their further career coupled with ethics.
Context – means the “Mentor System” as an ideal platform for students to develop their strength for achieving the academic excellence and to get rid of the societal challenges. The system is intended in addressing the conflicts in their attitudes, habits and knowledge towards learning practices. It supports students in coordinating lectures, tutorials and practical sessions which enables them to work collaboratively towards the end of semester to be good at their organising capabilities.
The Practices – that are unique in education and the constraints being faced during implementation are explored. Maintaining the “Mentor Card” System for each student is in practice as the record keeping document by the mentor for monitoring and regularly analysing the practice of each student. “Mentor Card” contains all details pertaining to a particular student including both academic and personal. Each faculty/mentor is assigned with a batch comprising 10-15 students and the mentor commences and maintains their history cards till the end of programme. The mentor maintains good rapport with the students’ parents/ guardians and informs them the status of their wards in academic and non-academic activities. The mentor calls the parents in person, if required, discusses the prevailing issues and finds out solution in their association. The Mentor takes necessary initiatives for the remedial/ tutorial classes for slow learners and also for accomplishing the students’ needs and requirements received from the feedback and often discusses academic and non-academic issues and thereby ensure progress.
Evidence of Success – is the fruits being enjoyed from the roots of “Mentor System” by achieving the academic excellence coupled with ethics through teacher-student affability in addressing the issues faced by students in academia and personal which results in choosing the right career imbibed with ethics. “Mentor System” insists a sense of discipline among students proved often in achieving at least 80% of students’ attendance. The system promotes the direct interaction between the faculty/mentor and students nurturing the relationship between them ultimately resulting the students’ academic performance improvement and employability skills, apart from their participation in extra-curricular activities
Problems Encountered and Resources Required – are that in the midst of busy schedule of regular theory and practical classes for both students and faculty/mentor allocating adequate time for face to face communication between them often become seldom. However, in order to motivate the mentor for getting them involved in shaping students through “Mentor System”, annual budgetary is drafted for organising numerous workshops on mentorship, organisational behaviour and stress management etc., presented by eminent personalities.
It is obvious that a student could attain his professional success only when his academic knowledge is imbibed with professional skills for which pre placement training is mandate.
Objective of the Pre Placement Training is to impart competent training to students for expertizing them in engineering and thereby equipping them to fulfil industrial requirements and it aims to transform students as the complete professionals. (50-36)
Context – As the Industries are always looking for vibrant and dynamic students with good academic background, the Pre Placement Training Programme has been drafted in such a way so as to sharpen their spirit and talents to compete the industry requirements. The Pre Placement cell trains the students promoting their interview skills by developing their personality to be confident with positive attitude aligned with right and quick decision making skills.
The Practice – The uniqueness of our pre placement training cell is that it insists the mode of training which the students to be excel in interviews and recruitment process. Regular Academic Time Table has been framed allocating two hours per week for placement training. Further, prior to on/off campus placement drive, the students are given domain oriented specific training and thereby their placement in that particular company is ensured. Students are constantly motivated to maintain good academic profile which plays major role in recruitment by conducting several workshops and programs. Our Institute aims at our students’ development from the industrial perspective and in order to achieve this target, several training modules have been designed for developing technical, logical, analytical, behavioral and managerial skills in every student. The Cell conducts various major training programme viz., Soft Skill Training, Aptitude Skill Training and Technical Skill which enables students to become industry ready.
Evidence of success – After imparting Pre Placement training for students, voluminous improvement could be perceived among students in academic, personal and technical skills. Good progress could also be observed in their communication skills, attitude in facing interviews and their level of confidence. For instance, during the academic year 2017-2018, out of 188 students had opted for placement 173 of them secured placements, the standing proof for the success of Pre Placement Training Cell in moulding the students to be industry ready.
Problems encountered and Resources Required – Pre Placement Training is the high priority practice of our Institution and whenever the course faces certain issues, our management intervenes immediately and solves them effectively. Faculties updating themselves with the emerging soft skills and technical skills is the need of the hour and thereby ensuring the students are imparted with advanced training. Owing to certain reasons, some students lacking involvement which is attended on through close monitoring by the strong mentoring and counselling system.
Students Satisfaction Survey
The visionaries of Sri Shanmugha College Of Engineering and Technology inclined to establish the Institution a versatile and distinctive one capable of participating in the process of social transformation. Hence they focused on higher education, particularly the technical education for all and most especially for the poor and downtrodden from the rural areas.
The education system conceived by our Institution through imparting proper training for students and thereby instilling in them a quest for excellence and innovation with a resolute approach to productivity, global awareness with professional competence have proved its indelible mark in the field of higher education.
The Vision of Sri Shanmugha is to be an institute of repute in the field of engineering and technology by implementing the best educational practices akin to global standards for fostering domain knowledge and developing research attitude among students to make them globally competent.
Hence special education, higher education and technical education have become the priority and thrust areas of Sri Shanmugha and so the Institution is committed to promote and propagate quality education on par with international standards. It is the earnest ambition of Sri Shanmugha to excel the students’ wit and talents and thereby transform them as the jubilant professionals with highest intellectual capabilities coupled with strong moral values.
Sri Shanmugha College aims at producing distinct productive engineers with sound subject knowledge and application skills by promising rich ambiance and conducive teaching-learning process. Constant support and state of the art educational infrastructure and innovative eco system is ensured for students to enrich themselves in the fields of both academic and research aligned with the Institution’s Vision and Mission.
Hence, in order to win over the target of producing the distinct productive engineers our Institution is much concerned in sharpening the students’ caliber by imparting various apt training through MSME supported Incubation Centres that are located inside the college campus. The prime objective of imparting such training practices for the students through those incubation centres is to ensure a wider exposure for them by assuring opportunity to gain industry exposure and experience, to prepare them to compete and to become industry ready with the required standards and thereby making them globally competent.
In this era of globalised education and teaching, apart from the regular teaching learning process, lab activities, workshops, seminars and internship etc., making students getting equipped themselves and to morphing them globally competent is more imperative and thus to ensure their sustainable growth.
Sri Shanmugha has proven to be the best in training the students to achieve the ultimate success. It helps the students for imbibing themselves with industrial skills ahead of their competitors through the following six incubation center’s which are set up in our campus aligned with Corporates’ expectations through which they gain knowledge and manufacture the products required by industries.
GREEFI TECHNOLOGY – focuses on automation which makes the world better place and they are focusing on Web Development, Mobile App Development and IoT development wherein the Student Experts Team from CSE and ECE Departments develops applications and works on real time projects for IOT.
HATLET TECHNOLOGIES – is a technology driven company focusing on the ways to use mobile and web technology to make smart way of life by using the perfect combination of innovative designers and geeky developers to get certain apps done in which the students from CSE and ECE Departments work on developing and testing the products for Hatlet Clients in an intelligent way to fulfill the company’s expectations
MOLD MASTERS – INCUBATION – Students from the Mechanical Engineering Department manufacture spare parts for EDM machine which facilitates long-term relationship with the company.
E2 INFO SYSTEM – is a software engineering and consulting firm providing solutions to address the problems being developed in various business fields whose technology strategy and execution approach prepares the clients for current and future needs by piling solid foundation that offers scalability for growth and adaptability to change. In E2 Info System – Incubation, the students from Mechanical, CSE and ECE Departments create software to process high quality maintenance. Through this Centre, the students have also done their projects successfully in (i) Crafting Custom Software; (ii) Agile Development Methodology; (iii) Digital Transformation Strategy and Implementation; (iv) Cloud/Mobile Strategy and Implementation and (v) DevOps adoption and Implementation.
KTECH SOLUTIONS INCUBATION – provides software development services to organisations leveraging the latest developments in tech to bring the business the software it needs to succeed and are committed in doing Internet of Things, Online Billing and Payment solutions etc. in which the students develop IOT products and making Robotics Arm.
FIN TECH SOLUTIONS – is a full service interactive media and tech company who builds brands and design websites for talented people and the students have their projects for web page development.
During the leisure hours the students and faculty visit the Incubation Centres, implement and exchange ideas effectively in their programme and thus they become competent to launch innovations in their specialisation area and ultimately the students will develop their updated technical Skill and promote their own products. These Incubation Centres enrich our students’ caliber by gaining wider knowledge exposure which enable them to manufacture the products required for the current industries scenario.
|4||Balance Sheet||2018 – 2019|
|2017 – 2018|
|2016 – 2017|
|2015 – 2016|
|2014 – 2015|
|5||Internal Audit||2018 – 2019 Odd|
|2018 – 2019 Even|
|2017 – 2018 Odd|
|2017 – 2018 Even|
Since the inception of our Institution in the academic year 2011-2012, it always aims at to be a leading Institute of repute in the field of Engineering and Technology by implementing the best educational practices to the global standards for fostering domain knowledge and developing research attitude among students to make them globally competent. For transforming our Institute’s Vision into real time applications meticulously, extensive efforts have been exerted by ensuring quality education and good learning experience for students.
Though remarkable success have been achieved by our Institution through the extensive efforts exerted by the management, faculty and students, to assess the rate of excellence of an Institution, overall assessment and accreditation by the competent authority is mandate.
Hence our Institute adopts several novel methods including innovative robust teaching learning process to make students to analyze the real-time applications and thereby competing the current industrial requirements. “Hands-on learning”, a mode of experimental learning, is imparted to our students in real time applications by pursuing internships and industrial trainings viz., ICT and project-based learning at various industries to enable them to do industry-oriented projects.
Our Institute is promoting innovation spirit among students and faculty by encouraging their participation in programs associated with IPR, Innovation, Entrepreneur and Startups which gains them knowledge on product innovation and problem-solving. Advanced software technology labs viz., Texas Instruments 32 bit Embedded System Lab, PCB Design Lab using Altium Designer, Arduino based Development, CNC Milling & Turning Machine and Bio Energy Lab etc., are erected which ensures transferring knowledge on latest technologies and innovative ideas among students.
Our institute supports students on commercial aspects to develop innovative products and to present in National Level Project Competitions which enables them to win prizes. E-learning resources viz., Amrita Virtual Lab, Swayam prabha, NPTEL, NME -ICT, LMS and Couresera etc., are other modern platforms meant for our students to enrich their knowledge in innovative field.
EDC and Incubations:
Our Institution’s ED Cell which associated with Entrepreneurship Development and Innovation Institute, State Government autonomous society, aids in periodical interaction with industry to ascertain the students’ needs to fill the gap in curriculum by arranging Seminars/Workshops.
Moreover, our Institute has installed six Incubation Centers within our Campus viz., Greefi Technology, K Teq Solution, Hatlet Technology, E-2 Info System, Effitrac and Skyline Info System etc., which supports students to undergo Industry-Oriented Training, Internship and Live-Projects etc.
After executing the aforesaid productive activities scrupulously, our Institute had applied for NAAC accreditation in the year 2017-2018 and after assessing merits our Institution has been awarded with “B+ Grade”. After revitalising the spirit of students and faculty, on our application the NBA Expert Team visited our campus and after holding deep scrutiny over the functioning of the Departments, the Expert Committee awarded NBA accreditation for ECE Department in the academic year 2018-2019 and for Mechanical Engineering and CSE Departments during the academic year 2019-2020 and thus our Institute is quite successful in deploying its strategies/Perspective Plan effectively.
|1||Annual Report 2020-2021|
|2||Annual Report 2017-2018|
|3||Annual Report 2016-2017|
|4||Annual Report 2015-2016|