Annual Report 2021
In a span of 4 months
4000 3-step 125
25%
30
Applications Assessment
received
process
New
Joiners
Increase in
New PhDs
faculty
strength
153
PhDs
across UCP
To ensure well-informed new joiners with clear performance expectations, a faculty orientation
program was also launched, which included an orientation session giving university overview,
academic and HR policies, performance expectations, research & innovation guidelines,
supplemented with a 4-day rigorous Teaching Excellence Certification program and concluded
with a Q&A session allowing rapport building and an open dialogue with the Pro-Rector and the
leadership team of UCP.
1400
1200
1000
Teaching & Non-Teaching Staff
800
679
684
662
604
600
529
488
400
200
0
Non-Teaching
1,288
1,208
1,150
Teaching
Total
2019 2020
2021
Documenting Roles for Performance Management
The HR Department has also undertaken different organization development initiatives for
building employee satisfaction including development of organization charts and job descriptions
to provide clarity to employees on their roles and responsibilities. Performance Management
process is being continuously refined, with the transition to a more transparent performance
appraisal and creating a mechanism of constructive feedback, with the goal of rewarding and
retaining performing employees.
Strengthening Academic Policies
Rewarding Best Teachers at Faculty and University Level
UCP is committed to excellence in teaching by imparting quality education. The universities across
the globe, in fulfillment of their mission, reward the faculty members exhibiting outstanding
performances. UCP also gives due importance to this aspect, hence, institutionalizing the Best
Teacher Award to encourage the best faculty members and recognize their teaching abilities. UCP
has formulated the Best Teacher Award policy to acknowledge and honor the faculty members for
their specialized and outstanding contributions in teaching.
Two best teacher awards shall be awarded every year. A Best Teacher Award is proposed at the
university level, while single Best Teacher Award is recommended for each faculty. The evaluation
parameters have been defined and to support these parameters, a quantifiable mechanism and
questionnaire has been designed.
Policy for Assessment
Policy has been made across all faculties to assess the progress of the students regularly. By properly
scheduling the assessments, this initiative will provide faculty with an ongoing source of data on
student achievement of the stated course learning outcomes. In this regard, the faculty members
are expected to:
Identify methods and criteria for measuring attainment of these outcomes
TNA Driven Professional Development
For continued professional development of the faculty, a formal Training Need Assessment was
initiated for the first time in the University. It commenced with the development of an online form
which captured the key competencies required for a researcher/teacher. A comprehensive exercise
was conducted through which the relevant Deans/HODs reflected and upon the competencies of
the faculty members and rated their proficiency level for each competency. Based on the competency
gap, development area/s were identified by the Deans and a 5-day Teaching Excellence Program
was designed and conducted through seasoned external facilitators. All Deans, selected Directors
and approximately 40 faculty members were certified on Teaching Excellence Program to become
Master Trainers, which further led to training of approximately 500 permanent faculty members
on the same lines.
Policy Facilitating Higher Education
To give international exposure to our faculty, HR department has developed policies/processes to
facilitate. Employees are granted leaves with pay and without pay to pursue their Masters' degree,
PhD, and post-doctoral studies. Employees are also encouraged to participate in international
conferences and to provide consultancy services to national and international organizations.
•
.
•
•
•
Analyze the results regularly to the extent to which students are achieving the CLOS
Improve the course by utilizing the analysis of the results
The purpose of the assessment is to enable faculty to examine evidence concerning the extent
to which their students are achieving the intended learning outcomes of the course
Results are then used in planning and implementing the course and program improvements
Faculty members are expected to document their assessment activities; i.e., how they have
analyzed, reviewed, and used the assessment results to improve their courses
The Quality Enhancement Cell (QEC) incorporate data from Faculty reports of outcomes
assessment processes in its planning processes, and regularly uses these results for program
improvement
Establishing Departmental Curriculum Review Committee (DCRC)
The curriculum is said to be a set of learning that comprises course contents, evaluation, pattern
of examination/assessment, teaching methodologies. Further, it incorporates the development of
existing syllabi, changing its contents, giving guidelines to develop students' outlook and raising
their competency to meet the requirements of the changing world.
To keep our students abreast with the global changes and the research carried out in the field,
there is a need to constantly review/revise the curricula offered in universities/ degree awarding
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