IARE Best Engineering College In Hyderabad
Campus Placements 2023 : AMAZON (10)    ||     EPAM (11)    ||     AMADEUS (2)    ||     JSW GROUP (2)    ||     SEARS (31)    ||     DBS Bank (13)    ||     ACCOLITE DIGITAL (3)    ||     VIRTUSA (126)    ||     LUMEN (4)    ||     TCS (63)    ||     TASL (3)    ||     TATA TECHNOLOGIES (6)    ||     HEXAWARE TECHNOLOGIES (7)    ||     LEGATO HEALTH (5)    ||     DXC TECHNOLOGY (219)    ||     TVARANA (4)    ||     MPHASIS (4)    ||     YAMAHA (20)    ||     ACCENTURE (216)    ||     ERNST & YOUNG (38)    ||     COGNIZANT (131)    ||     LTI (51)    ||     TECH MAHINDRA (5)    ||     DELTAX (1)    ||     SMARTSOC SOLUTIONS (1)    ||     BYTERIDGE (1)    ||     TECHNOVERT (6)    ||     QUEST GLOBAL (4)    ||     VERZEO (5)    ||     CES IT (5)    ||    
It is a matter of great pride that the Institute of Aeronautical Engineering (IARE) is ranked one among the Top 200 best Engineering colleges as per NIRF (National Institutional Ranking Framework), Ministry of Education (MoE), Govt. of India since 2017.

Quality Assurance Systems

  • Programme Quality Assurance
  • Teaching, Learning and Assessment
  • Monitoring and Collection of feedback

1 Program Quality Assurance

1.1 Student Admission

The Quality Assurance procedures for student admission are established to:

  • Monitor the overall student recruitment process so as to admit students in line with the College admission requirements and to ensure the fairness and transparency of the recruitment process and selection criteria
  • Ensure that applicants are considered solely on their academic excellence, abilities and potential regardless of gender, national origin and disability etc.

1.2 Student Admission Process

Student recruitment involves collection of application forms from candidates, basic check for meeting the minimum entrance requirement for the applied programme by the College General Office, arrangement of interviews, collection of application recommendations from the academic departments, final approval from the Registrar and announcement of application results.

1.3 Programme Quality Assurance           

The Programme Quality Assurance systems is established to

  • Maintain and enhance the academic standard and quality of the programmes through periodic review and regular monitoring, with appropriate reference to local and international benchmarking standards.
  • Evaluate whether the programmes align with the College mission and vision

1.4 Programme Committee

The Programme Committee in an academic department is established to develop, manage, monitor and review the running of the programme by incorporating input from academic staff, students and external assessors such as external examiners, academic advisors or industrial advisors.

1.5 Programme Review 

In order to maintain and enhance the quality of the programmes offered by the College, programme review always plays a critical role in the quality assurance systems.  Programme review covers an overview of the present form and the latest condition of the programme, its academic validity of meeting the programme aims and objectives, and other factors concerning the programme.

It is important that while programme monitoring is undertaken on the basis of the internal resources available to the Programme Committee, programme review requires external expertise be brought in to look into the different aspects of the programme. The expertise may be the academic staff within the College, members of related professions and senior academics from other universities. In some cases, professional bodies will be a major source of external scrutiny of the programmes.

1.6 Offering New Degree Programmes

All the programmes offered to students must have at first undergone a process of programme development and a procedure of academic approval. This mechanism aims to ensure that the all the programmes in the College are well established, and their academic standards are at internationally comparable standards. The programme development procedures involves three stages: (1) Planning and Initial Evaluation Stage (2) Approval Stage, and (2) Implementation and Resource Allocation Stage.

This system of programme design and proposal is proven successful in the past years via successful programme validation and re-validation exercises by HKCAAVQ. Besides, the line of decision-making in different layers is explicit, and all the relevant issues listed above are properly considered and scrutinized in the whole process of programme development. The College has full confidence and absolute capability to accept all forms of challenges from the operation of learning programmes in the programme areas.  

1.7 Making Changes to Existing Degree Programmes

As the impact of changes on an accredited academic programme may vary from one situation to another, the associated approval process therefore depends on the degree of academic and strategic implications. 

For changes with little impact, the approval authority is delegated to the Programme Committee (PC) of the Department. All major changes to programmes require a recommendation from the programme team in order to seek approval from the Faculty Board and the Academic Board and subject to the financial considerations by the College Council (CC). The College Council is the ultimate authority to approve any changes of programmes due to financial constraints and budgeting requirements as stipulated by the Board of Governors.

1.8 Outcome Based Teaching and Learning

The College is committed to employ the Outcome Based Teaching and Learning approach (OBTL) to ensure the quality of the programmes. All the College degree programmes are pitched against the relevant QF levels’ General Level Descriptors (GLDs) according to the guidelines from the HKCAAVQ and EDB for entering the Quality Register.

The following areas are guidelines for departmental reference in designing new programmes, and modifying existing programmes.

  • The proper alignment of Programme Intended Learning Outcomes (PILOs) to GLDs should be observed.
  • The proper alignment of PILOs to College Mission and Vision/Graduate Attributes should be observed.
  • The proper alignment of Course Intended Learning Outcomes (CILOs) to PILOs should be carefully conceived and executed.
  • The proper mapping from CILOs to PILOs to College Mission and Vision and to GLD should be carefully conceived and executed.
  • The proper mapping of College course levels to the relevant GLDs should be followed

1.9 Review of PILOs, CILOs and the OBTL mappings

Whenever a new programme is developed or an existing programme undergoes changes, the Programme Committee should conduct review on PILOs, CILOs and the OBTL mappings (mapping between PILOs and CILOs, mapping between PILOs and College Mission, Vision and Graduates' Attributes and mapping between CILOs and GLD). 

2 Teaching and Learning and Assessment

The College is committed to the following:

  • Provide the students with a consistently high quality teaching and learning environment
  • Enhance the teaching and learning environment periodically
  • Review the teaching and learning environment periodically for continuous enhancement

2.1 Review of Teaching and Assessment Methods

Based on input from academic staff, Subject Group Leaders shall submit Subject Reports including the summaries of the comments and suggestions on the teaching and assessment methods to Programme Committee for review at the end of each term. 

2.2 Staff Training

For newly-recruited academic staff, an induction talk will be arranged to explain the teaching requirements and general information of the Programme. In each term, the College will organize regular forum for improving teaching skills of the academic staff.  Speakers from other institutions or senior academic staff from academic departments may be invited to give seminars and share their experience on teaching.

2.3 Assessment

Assessment task are designed to

  • Be fair, consistent, reliable and constructively aligned to course (CILOs) or programme (PILOs) intended learning outcomes and possess sufficient scope and depth to enable assessment of students’ achievement in course (CILOs) and programme (PILOs) intended learning outcomes
  • Be designed in such a way NOT TO discriminate individuals according to gender, age, religion and ethnicity etc.
  • Allow students to demonstrate their learning and potential, and assist student learning through timely feedback on performance
  • Academic staff should follow the assessment methods and weightings as stated in the syllabus document; any change of assessment methods should be approved by the Head of department, Faculty Dean and Registrar
  • The academic departments should strictly follow the guidelines of the College-wide Examination Moderation Systems in order ensure the quality of assessment, and report to the Senior Management through Quality Assurance Committee about the outcomes and effectiveness of the moderation process of the departments

2.4 Examination Moderation System

The Heads of the academic departments under the supervision of Faculty Deans were responsible for the following:

  • Arrange for the internal and external moderation of examination papers and moderation of the assessment results
  • Ensure that academic staff follow up on the decisions made by the Board of Examiners.

The major aims of examination moderation system are:

  • To ensure the quality of examinations so as to give an objectives measurement of the student achievement in learning outcomes
  • To ensure that the design and quality of the examination papers closely align with the course learning outcomes and attain an appropriate academic standard which is comparable to that of other equivalent programmes offered by local or overseas institutions
  • To ensure that the examinations can measure the student achievement in learning outcomes accurately, consistently and fairly
  • To reinforce the reliability of assessment results by ensuring consistency and standards between course lecturers

2.5 External Examiners and Advisors

External Examiners and Advisors are appointed to monitor the quality of the examinations, the fairness and appropriateness of the student assessment and to ensure that the overall structure and the academic standard of the Programme are comparable to the relevant programmes in local and overseas universities

3 Monitoring and Collection of stakeholder's feedback

3.1 Monitoring 

All the approved programmes being offered to students are required to undertake regular monitoring of the quality of delivery and of the outcomes standards. This involves a continuous process of reflection and review, including the feedback from students, teaching staff and external examiners, and the comments on teaching and learning resources. When problems are identified, remedial action should be taken immediately. The aim of this mechanism is to continuously monitor the programme so as to provide relevant indications of how well the high standards of delivery and of outcomes are maintained, and to help identify and solve any possible problems efficiently.

3.2 Teaching Evaluation Questionnaire 

Feedback from students is always the most important element in monitoring the quality of a programme. The teaching evaluation questionnaire is used in every academic term as a common framework for all courses. A survey on the teaching performance of lecturers is conducted before the end of a term.

3.2.1 Teaching Quality Observation

In-class teaching quality observation by the Head of department or Programme Leader or other senior colleagues is a requirement related to all new teaching staff during their first term of teaching work. For existing teaching staff, a senior academic staff or the Programme Leader or the education expert from the College Quality Teaching and Learning Center will be arranged to conduct the in-class teaching observation.

3.2.2 Feedback from External Examiners and Advisors

At the end of each academic year, the academic departments will arrange a meeting with the External Examiners (EE) and Advisors (EA). The academic departments will invite the External Examiners and Advisors to visit our campus to conduct the regular programme review. The academic departments will collect the comments and feedback from the EEs and EAs on the quality of the programme.

3.2.3 Feedback from students – Term-End Student Meeting

At the end of a term, the Programme Leader will meet with the student representatives to understand more about their learning problems and to collect comments on the learning facilities and support.  This provides a good opportunity for the Programme Leader to help the students solve their immediate problems or take preventive actions for a better teaching and learning environment, and it also provides a channel for students to express their concerns. The Programme Leader can also collect feedback from students for the design of the programme curriculum, and the teaching and learning environment of the department.

3.2.4 Feedback from Subject Lecturer - Course Evaluation Form

A subject lecturer will be asked to complete the course evaluation form at the end of the term. The objectives of the course evaluation form are to collect their comments and feedback on the quality of the courses and the programmes. 

3.2.5 Graduates’ and Employer Survey

As employability of the graduates and the satisfaction rate of the employers can reflect the outcomes standard and quality of the academic programmes, a graduates’ employment survey will be conducted annually by the Student Affairs Office (SAO). The SAO will collect relevant information that includes first employment fields, monthly salaries, regional locations and satisfaction in programme outcomes etc. In order to find out the views of employers on how well the College has prepared its graduates in meeting their needs, comments are gathered from employers so that improvement can be made to the College’s academic programmes.

3.2.6 Feedback from Professional Bodies

The academic department should establish links with professional bodies so as to collect comments and feedback from the professional bodies on the quality of the programme. Their comments and feedback can enhance the programme quality and to equip the graduates with professional and practical skills for employment.

3.2.7 Follow-up Actions for the Stakeholders' feedback

Comments and feedback from students, academic staff, external examiners/advisors and professional bodies will be brought up in the Programme Committee meeting for discussion and regular programme review. Follow-up actions will be decided and carried out by the Programme Committee.

Copyright © 2024 iare.ac.in. All Rights Reserved