Compiled Self Assessment Report ENGLISH

PORT CITY INTERNATIONAL UNIVERSITY
Self-Assessment Report
Bachelor of Arts in English (BA) Program
Prepared by:
Self-Assessment Committee
Department of English
Port City International University
Abbreviations and Acronyms
CLO Course Learning Outcomes

CV Curriculum Vitae
EPRT External Peer Review Team
GoB Government of Bangladesh
HEI Higher Education Institution
HEQEP Higher Education Quality Enhancement Project
ILO Intended Learning Outcome
IQAC Institutional Quality Assurance Cell
KPI Key Performance Indicator
MoE Ministry of Education
NEP National Education Policy
PSAC Program Self-Assessment Committee
QA Quality Assurance
QAC Quality Assurance Committee
QAACB Quality Assurance & Accreditation Council,
Bangladesh
QAU Quality Assurance Unit in the UGC
QF Qualifications Framework
RPI Research Performance Indicator
SA Self-Assessment
SAC Self-Assessment Committee
SAR Self-Assessment Report
TPI Teaching Performance Indicators
UGC University Grants Commission
UIC University Industry Collaboration
VC Vice Chancellor
WB World Bank
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Glossary
Academic Program Academic program refers any combination of courses for educational
attainment, which fulfils the requirements of any degree or certificate etc.
It may also be called Study Program.
Accreditation The process by which a government or private agency evaluates the
quality of a higher education institution as a whole or a specific study
program in order to formally recognize it as having met certain pre-
determined minimal criteria or standards.
Assessment The process of systematic gathering, quantifying, and using of
information in view of judging the instructional effectiveness and the
curricular adequacy of a higher education institution as a whole or
academic program. Assessment is necessary in order to validate a formal
accreditation decision, but it does not necessarily lead to an accreditation
outcome. It also means a technically designed process for evaluating
student learning outcomes and for improving student learning and
development as well as teaching effectiveness.
Audit A fair and transparent assessment or evaluation of a faculty or
department, system, process or service either internally or externally. The
purpose of which is for improvement.
Best Practices A method or an innovative process involving arrange of safe and
reasonable practices resulting in the improved performance of a higher
education institution or an academic program, usually recognized as best
by other peer institutions. A best practice does not necessarily represent
an absolute, ultimate example or pattern, its application assures the
improved performance of a higher education institution or program;
rather it identifies the best approach to a specific situation, as institutions
and programs vary greatly in compositions and scope.
Benchmark The benchmark is a standard, a reference point, or a criterion against
which the quality of something can be measured, judged, and evaluated.
It is a measure of best practice performance.
Benchmarking Benchmarking is a standardized process of collecting and reporting
critical operational data that enables comparison of inputs, processes or
outputs between institutions (or parts of institutions) or within a single
institution over time with a view of establishing good practices,
diagnosing problems in performance, and identifying areas of strength. It
is important for a university to compare its functioning with equivalent
institutions in the country, the region and internationally.
Department Department means an academic unit in a university that offers academic
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and research programs. It may also refer to a non-academic unit IT
Center and department of Student Affairs.
Document Procedures that are represented in a written form.
ed
Procedure
Faculty An academic entity which includes departments, centers, institutes,
academies and other such academic bodies, such as School of Pharmacy
or Center for Business Management Studies. Faculty may also offer
academic and research programs.
HEI Higher Education Institution
Intended Statements of what students are expected to learn as a result of engaging
Learning in the learning process during studying a lecture/course/program. It
Outcomes(ILO) reflects achievement attained by students.
National Generally, a NQF is designed to provide nationally recognized and
Qualifications homogeneous standards and qualifications, as well as recognition for all
Framework(NQ learning of knowledge and competencies and a basis for further review,
F) articulation and development of existing and impending qualifications.
Also, among other purposes, it should facilitate curricular change and
allow for the improvement of access and social inclusion, as well as the
integration of changing societal needs. A NQF is primarily developed by
the National Quality Assurance and Accreditation Council through a
medium-term process of policy development and public consultation.
Outcomes Anticipated or achieved results of programs or the accomplishment of
institutional objectives, as demonstrated by a wide range of indicators,
such as, student knowledge, cognitive skills and attitudes. Outcomes are
direct results of the instructional program, planned in terms of learner
growth in all areas.
Key A range of parameters representing a measure of the extent to which a
Performance higher education institution or a study program or a staff member is
Indicators performing in a certain quality dimension. They allow HEIs to
benchmark their own performances or allow comparison among HEIs.
Procedure Procedure is a sequential arrangement of actions or steps established and
accepted as way of doing a particular task and to achieve set target with
accuracy and efficiency in a logical manner. Procedures Include policies,
regulations, processes, systems and rules that fall within the purview of
aQAbodysuchasstudentregulations,registrationprocessandpublicationofre
sults.
Program Program Offering Entity means an academic unit in a university that
Offering Entity offers academic and research programs. It may be a department, faculty,
institute or discipline.
3
QA Culture QA culture represents a set of shared and recognized values, attitude and
behavioral pattern supporting quality education, which will be extended
to the incoming members of the university or institution.QA culture
guides the way of thinking and discharging responsibilities of members
of
theuniversityorinstitutioninallaspectsofoperations.Thefundamentalaspect
of QA culture is strong commitment for continuous improvement with a
holistic approach and harmony recognizing the contribution of all
involved in the process.
Quality Assurance A system that supports and guides performance according to the
established criteria or standards.
Institutional A cell set up by the university authority for establishing quality culture at
Quality Assurance the university through internal quality assurance.
Cell(IQAC)
Quality The committee set up by the university authority for institutional
Assurance oversight of the IQAC.
Committee(QA
C)
Qualification Any higher education award, i.e., degree, diploma or other type of formal
certification, issued by a competent authority attesting to the
successfulcompletionofacourseprogram.Itcoversawidevarietyofhigheredu
cation awards at different levels and across countries, e.g., Bachelors’
and Masters’ Degree, the Doctorate, Baccalaureate etc. A qualification is
important in terms of what it signifies: competencies and range of
knowledge and skills.
Qualificatio A comprehensive policy framework defining all nationally recognized
ns qualifications in higher education in terms of work load, level, quality,
Framework learning outcomes and profiles. It should be designed to be
comprehensible through the use of specific descriptions for each
qualification covering both its breadth (competencies associated with
learning outcomes) and its depth(level).It is structured horizontally in
order to cover all qualifications awarded in a system, and, vertically, by
level. Its purpose is to facilitate: (i) curriculum development and design
of study programs; (ii) student and graduate mobility; and (iii)
recognition of periods of study and credentials.
Rubric A set of scoring criteria is used to determine the value of a student's
performance on assigned tasks. The criteria are written so that students
are able to learn what must be done to improve their performance in the
future.
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Self-Assessment Self-Assessment is a systematic process of evaluating the various aspects
of institution or academic programs whether quality standards are being
met. For the purpose of further improvement SA collects information and
evidences from the stakeholders, reviews those and identify the
weaknesses and areas need further improvement to enhance quality of
teaching learning and education.
Stakeholder A person or a group of persons having interest or concern in the activities
of the graduates produced by the university.
Standards Statements regarding an expected level of requirements and conditions

against which quality are assessed or that must be attained by higher
education institutions and their programs in order for them to be
accredited or certified. The term standard means both fixed criteria against
which an outcome can be matched, and a level of attainment.
Strategic Plan A plan that puts in place the targeted achievements of objectives within a
marked timeline. It is a road map which contains broadly defined goals
and objectives that are represented in a sequence of steps for achieving the
desired objective.
Study Program A core modular component of higher education including all the activities,
i.e., design, organization, management, as well as the process of teaching,
learning and research, carried out in a certain field and leading to an
academic qualification. Study programs are established by higher
educationinstitutionsandmaydifferbylevelofacademicqualification,e.g.,
Diploma, Bachelor, Master, Doctorate, Baccalaureate, etc., study mode,
e.g., full-time, part-time, distance learning, etc., and field of knowledge
specialization, in accordance with academic and professional division of
labor. A study program is accomplished through; (i)a curriculum,
including all disciplines leading to an academic qualification, distributed
by year of study, their weight being expressed in type of study credits;
(ii) Syllabi or course programs, containing a description of the teaching
and learning themes and practices associated with teaching, learning and
evaluation; (iii) the organizational chart of students and teaching staff
covering the period of implementation of study program; (iv) the system
of academic quality assurance for all activities necessary for the
completion of the study program.
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Contents Page
No.
Abbreviations & Acronyms 2
Glossary 3-6
Chapter-1:Introduction (1)12-17
1. About the University 12
1
1. About Faculty of Business Studies 12
2
1. About the Department of English 13
3
1. Background of the study 13
4
1. Objective of Self-Assessment 14
5
1. Methodology of the Study 15-16
6
1. Limitations of the Study 17
7
1. Chapter Preview 17
8
Chapter-2:Governance (2) 1-35
2. Introduction 2
1
2. Vision of the University 2
2
2. Mission of the University 2
3
2. Vision of the Department of English 2
4
2. Mission of the Department of English 3
5
2. Objectives of the Department of English 3
6
2. Program Educational Objectives (PEO) of Bachelor of English Program 3
7
2. Program Learning Outcomes (PLOs): 4
8
6
2. Survey Report and Data Analysis 5-35
9
Chapter-3: Curriculum Design and Review (3) 1-20
3. Introduction 2
1
3. Assessment of the changes in the program and course contents 2
2
3. Curriculum Design 3-9
3
3. Program Leaning Outcomes (PLOs) 10
4
3. List of Committee Members to Design the Curriculum 11
5
3. Committee for Curriculum Review 11-12
6
7
Chapter-4: Student Entry qualifications, (4) 1-15
Admission procedure, Progress and
Achievements
4. Entry Qualification 2
1
4. Admission Procedure 2-5
2
4. Progress and Achievement 5
3
4
Chapter-5: Structure and Facilities (5)1-27
5. Introduction 2
1
5. Classroom Facilities 2-3
2
5. Library Facilities 3-4
3
5. Computer Lab 4-5
4
7
5. Medical Facilities 5-6
5
5. Other Facilities 6-9
6
7
(6) 1-27
Chapter-6: Teaching Learning and Assessment
6. Teaching Learning 2
1
6. Quality Staff 2
2
6. Teaching-Learning Methods 2-3
3
6. Practices of Teaching, Learning Methods in PCIU 3-5
4
6. Uses of lesson plan 5
5
6. Technology Integration 6
6
6. Assessment of Student Performance 6-8
7
6. Letter Grading System 8-9
8
9
(7) 1-14
Chapter-7: Student Support Service
7. Academic Guidance and Counseling 2-3
1
7. Co-curricular and extra-curricular activities 3-5
2
7. Career and Placement 5-6
3
7. Alumni Services 6
4
7. Community Services 6
5
6
8
Chapter-8: Staff and Facilities: Recruitment (8)1-19
and Staff development
8. Recruitment of staff 2
1
8. Rules for selection and promotion of teachers 2-5
2
8. Staff Development Policy 6
3
8. Career development 6-7
4
5
Chapter-9: Research & Extension Services (9) 1-10
9. Introduction 2
1
9. Policy and Program 2
2
9. Fund and Facilities 2
3
9. Fund hunting and collection 2
4
9. Promotion of Research 3
5
6
Chapter-10: Process Control (Quality Assurance and (10) 1-7
Continuous Quality Improvement)
1 Introduction 2
0.
1
1 Self-Assessment Process 2
0.
2
1 Improvement Plan 2-5
0.
3
9
1 Survey Report and Data Analysis 5-7
0.
4
11(1-3)
Chapter-11: Conclusions & Recommendations
Appendix
10
Chapter- One
Introduction
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1.1 About the University
Since the establishment, Port City International University (PCIU) has been focusing on assisting the
students in facing the challenges of the ever-advancing world. PCIU is a platform where students can rise
up to the highest level of their capability. It provides an outstanding and supportive environment for both
undergraduate and postgraduate students. A talented and dedicated group of academics provide appropriate
guidelines and counsel the students to excel their research, academic and career endeavor. The dynamic
teaching and learning environment of PCIU brims with talent, creativity and international connections.
PCIU has been doing excellent community services by engaging distinguished academics in public lectures
where the students get the opportunity to exchange and share their classroom experiences with the invited
guest speakers from home and abroad.
We are committed to creating a congenial study friendly campus with all modern facilities including e-
library and state of the art classrooms and laboratories. PCIU has not only focused on the academic
strength of its students but also on the cultural and sporting activities of the students.
We have different indoor and outdoor game facilities including debating club, cultural forum and robotics
club. We have set up a free medical center for the students and the employees of the university. PCIU has
also created a homely environment for the foreign students and opened up language center for them so that
they can easily communicate and understand local language and culture.
PCIU is moving in the right direction to be one of the leading universities in this region with the co-
operations of the students, guardians, academics, professionals, officials, staffs and well-wishers.
1.2 About Faculty of Faculty of Humanities, Social Sciences and Law
Faculty of Humanities, Social Sciences and Law give students opportunity to learn to communicate, to solve
problems and to think critically and analytically. Humanities graduates are highly skilled and able to work in almost
any field. The private sector is constantly on the look-out for successful graduates to take up positions in middle
management because it values the proficiency in problem-solving and communications that a student develops while
studying at undergraduate and postgraduate levels. The ability to think critically and imaginatively and to convey
ideas clearly is valued in any profession. The Faculty of Humanities strives to: train high-level Humanities students
by ensuring that the teaching programmes are internationally competitive and locally relevant, produce outstanding
teaching and research outputs in the Humanities by employing the best possible academics and supporting staff and
developing and utilising them to their full potential; apply management principles, guidelines, processes and
practices to maintain and improve excellent academic achievements in the field of teaching and research; ensure by
our achievements and services that values are strived at to the benefit of the individual, the University and the
community we serve; significantly enrich students with the unique added values offered by studies in the
Humanities.
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1.3 About the Department of English
The Department of English is one of the leading departments at PCIU. A wide variety of undergraduate
degree programs namely Bachelor of English (BA) and post-graduate degree program namely Master of
English (MBA) are designed by the department to reflect the requirements and desires of the students
and those of society and industry, whilst retaining academic rigor. A number of students are currently
studying under BA and MA Programs. It offers BA Honours and MA in English. Courses have been
designed highlighting theoretical and practical orientation to discover the leading edge of knowledge in the
fields of English language, grammar, linguistics, continental, postcolonial literature etc. Well-experienced
and dynamic faculties from distinguished universities are conducting classes with passion and dedication.
It facilitates the way for developing excellence in higher education keeping pace with the changing global
world. Faculties have been engaging in extensive research activities with a view to adding insights into the
frontier of knowledge. Besides, continual efforts of all pave the way for connecting the brightest minds to
find innovative solutions to the world’s greatest challenges. The Department of English always organizes
workshops, seminars, business quiz contests, usually at the end of every trimester. The department also
patronizes students’ development of extracurricular activities like stage drama, cultural competition,
recitation festival, debate, SPSS training etc. to prepare the graduates for future career. It looks forward to
achieving individual goals for the students as well as organizational goals for the university.
1.4 Background of the Study

The quality of education refers to the fitness of the university graduates to meet the needs of
stakeholders in terms of knowledge, skills, attitudes and performance. Quality of education depends
on the institutional fitness for the purposes in terms of capacity & process to attain intended learning
outcomes (ILOs). The institutional capacity & process includes quality of learners with commitment
and interest, environments, content that is reflected in relevant curricula and processes to facilitate
attainment of learning outcomes. Governance, curriculum design and review process, physical
facilities, quality of students, progress and achievement, teaching-learning and assessment etc. have
immense impact on the capacity of the educational institutions and process to provide quality
education Self-Assessment is a systematic process of evaluating the various aspects of institution or
academic programs including the major QA areas in respect of national qualifications framework
and criteria whether quality standards are being met. For the purpose of further improvement SA
collects information and evidences from the stakeholders, reviews those and identify the weaknesses
and areas need further improvement to enhance quality of teaching learning and education. Self-
Assessment does not mean that evidences of quality education are not available. It provides
direction to continuous improvement through gradual internalization of the standards and good
practices. Self-Assessment examines the state of practices and quality using a well-structured survey
framework. Self-Assessment serves as a preparation for external peer review and validation for
approval and accreditation.
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1.5 Objective of Self-assessment Exercise
The general objective of the Self-Assessment is to improve the quality of education addressing the
needs of the major stakeholders and national relevance. The specific objectives of self-assessment
exercise are to:
I. Identify learning needs: Employability of the graduates and ability to contribute to
organizations and national development are very critical to ensure quality in education.
Education is very important to understand what the students need to learn to develop
the required skills for life and career.
II. Assess the teaching learning capacity of the institution: Teaching learning is the core of
all academic institutions. It is very important to assess the capacity of teaching learning
to attain the learning objectives.
III. Review the existing procedures: To provide quality education in respect of changing
needs of the society, it is important to measure the effectiveness of existing procedures
and provisions in practice in the university.
IV. Identify the areas need to be improved: Quality in education is the outcome of a
comprehensive process composed of several distinctive but interrelated elements. All
the elements or component of the process must be up to the mark to meet the quality
standard. Self-assessment is to identify the areas of the process or individual
practitioners, which need reinforcement and further improvement to enhance the
capacity of the institutions or individuals to make the total system effective to provide
and maintain quality in education.
V. Create a basis for external assessment and validation.
VI. Provide guidelines or direction to the program offering entity or to the University for
strategic planning.
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1.5 Methodology of the Study
The active role of major stakeholders, particularly employers and students, in the higher
education process is highly important for quality assurance. In terms of designing curriculum,
teaching-learning methods and assessment procedure, stakeholders should have the
opportunity to give their opinion on issues such as what the students should learn and how
they should learn. More specially, stakeholders must be offered the opportunity to provide the
feedback regarding the effectiveness of academic programs, teaching learning practices and
overall performance of the institution. In this survey, we considered five stakeholders:
employers, existing students, alumni, academic staff and non-academic staff of the Business
Department. Questionnaires have been prepared to collect primary data from those five
groups. Most of the data are qualitative in nature. A 5-point Likert scale has been used: 5=
extremely important, 4= very important, 3= important, 2= less important, 1= not important.
Again to evaluate the dimensions of competence of graduates based on their performance at a
different organization, the following 5-point Likert scale has been used: 5= Strongly agree, 4=
Agree, 3= Undecided, 2= Disagree, 1= Strongly disagree. After collecting the data, they have
been transcribed, tabulated and analyzed.
1.5.1 Participants of the Survey

The proposed study is conducted through the survey method by using questionnaires. There
are five distinct target groups included in this assessment process. The categories of
participants are:
I. The employers,
II. The alumni,
III. The existing students,
IV. The academic staff and
V. Non-academic staff of Business Department.
1.5.2 Sampling Techniques
Sampling techniques for the categories of participants were as follows:
I. Employers- Employers were surveyed based on alumni data and the willingness
and availability of the employers to complete the survey. All willing and available
employers were surveyed.
II. Alumni- Alumni were surveyed by organizing an alumni get-together and the
attending alumni were surveyed.
15
III. Existing students-
IV. Academic Staff- All available academic staff was surveyed.
V. Non-academic staff- All available non-academic staff was surveyed.
The numbers of respondents are presented in Table 1.

Table 1
S/L Study Group Sample
Size
1. Employers 09
2. Alumni 43
3. Existing Students 60
4. Non-academic staff 20
5. Academic staff 16
1.5.3 Data Collection Procedures

A modus operandi consisting of a questionnaire was used to collect the data. In the investigation
questionnaires from the HEQEP manual were adopted and modified as per the need of the study.
1.6 Activity Plan by SAC

1. Organizing awareness building workshop on self-assessment and quality assurance in higher
education to ensure the co-operation and participation of all staff members of the entity under
assessment.
2. Preparing questionnaire for major stakeholders, i.e. existing students, alumni members,
employers, academic staff and non-academic staff.
3. Sample selection from the targeted population.
4. Take surveys.
5. Data entry, analysis and preparing Self-assessment Report (SAR).
6. SAC will organize a workshop to share the self-assessment result with the faculty members and
the representatives of the major stakeholders in the presence of the QAC.
7. SAC will submit the final program self-assessment report to the head of the program offering
entity and to the QAC for approval and endorsement.
8. PSAC will propose the panel for external peer review to the IQAC. IQAC director will make the
necessary arrangements for the selection and hiring of the peer reviewer and the signing of
contract with him/her.
9. Concerned PSAC will make all the arrangements including meeting with the major stakeholders
separately and ensuring necessary supports for external peer review so that the reviewers can
16
conduct the review process smoothly within the stipulated time.
10. After completion of the peer review the PSAC will prepare a draft improvement plan with
benchmarking in respect of the SA report findings and recommendation of the external peer
review panel.
11. PSAC will organize a workshop to share the draft improvement plan with the faculty members to
set priority and timeline.
12. Finally, the PSAC will submit the improvement plan to the head of the program offering entity
for the further necessary actions. The PSAC will prepare and submit the improvement plan
within 3 weeks of receiving of external peer review report.
1.7 Limitations of the Study
The study suffers from the following limitations:
 Inclusion of stakeholders like students parents, community people, policy-makers, etc. could
make the report more accurate
 Time was a limiting factor. The job was enormous but time was limited.
 Collecting data from the busy alumni and employers was really very tiresome.
 The report was prepared on the basis of simple statistical analyses; advanced statistical
analyses could be done.
1.8 Chapter Preview
The entire report consists of eleven chapters. Chapter I presents the introductory and background
materials including methodological issues. Chapters II to X deal with specific dimensions of
quality in higher education. For example, Chapter II covers the issues relating to governance.
Issues about the program curriculum are described in Chapter III. Chapter IV deals with student
admission, progress and achievements. Institutional structures and facilities are discussed in
Chapter V. The atmosphere of teaching-learning and learning assessment are highlighted in
Chapter VI. The student support services are the subject matter of Chapter VII. Chapter VIII
highlighted the issues like staff facilities and staff development. Research and extension services
are focused in Chapter IX. The topic on quality assurance and continuous improvement is
presented in Chapter X. Finally, Chapter XI concludes the study by offering some
recommendations based on the major findings in the earlier Chapters.
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18
Chapter -Two
Governance
19
2.1 Introduction
In the face of dramatic changes over recent decades in higher education landscape governance has
become a crucial issue in quality assurance in higher education. Governance at university encompasses
the organizational structures, legislative framework and processes through which, policies and programs
are developed, managed and delivered. Governance facilitates the achievement of the stated mission and
objectives of the university. The central administration and statutory bodies like the Vice Chancellor,
Board of Trustees, Syndicate, and Academic Council are the powerful actors in university’s governance
system.
Since the establishment, Port City International University has been focusing on assisting the
students in facing the challenges of the ever advancing world. PCIU is a platform where students
can rise to the highest level of their capability. It provides an outstanding and supportive
environment for both undergraduate and postgraduate students. A talented and dedicated group
of academics provide guidance and tutelage the students need to pursue their research and
academic goals. The dynamic teaching and learning environment of PCIU brims with talent,
creativity and international connections. The curriculum encourages students to sharpen their
analytical and communication skills, placing a balanced emphasis on quantitative and qualitative
approaches. With innovative academic programs, the Department of English strives to reach
University’s diverse range of students by offering both Language courses and Creative courses,
to express themselves in an innovative, interesting and lucid style. Hardworking and devoted
core faculty members in the department equally play a considerable role to ensure students’
educational, cultural & personal growth that will promote a knowledge-based society.
2.2 Vision of the University
To make the Port City International University a leading global university where the students, faculty and the
staffs will be able to contribute in the development process and will be benefited from the advancement in
higher learning and research.
2.3Mission of the University
The missions of the university are to provide:

M1 Transformative education that will inspire and nurture creative individuals who are ready to grab
opportunities to make a difference.
M2 Advanced research that will enhance the boundary of knowledge and change the quality of life.
M3 Dedicated service as a leading university that will contribute to social, economic and national
development.
2.4 Vision of the Department of English
The vision of the Department of English is to enlighten the hearts of the learners with the knowledge of
language and literature and to provide modern and broad education in English by preparing student as well-
20
trained English professionals to meet the demand of national and international English professionals.
2.5 Mission of the Department of English
The missions of the Department of English are:
M1 To instill learners’ mental faculty of perception, reasoning and imagination.
M2 To enable the learners to analyze things and situations and find out solutions to them by the
development of learner’s generic skills.
M3 To make some world citizens molded with humanity and integrity, endowed with knowledge
and skill, with a view to achieving leadership and multifaceted dynamism.
2.6. Objectives of the Department of English
The objectives of the program offering entity are:
▪ To teach students standard English.

▪ To teach students to read more analytically.
▪ To teach students to think more critically and logically.
▪ To teach students to write more effectively.
▪ To teach students basic research techniques.
▪ To teach students basic speechmaking techniques.
▪ To introduce students to the major literary movements and periods, films, genres, authors and
representative works and critical theories.
▪ To develop in students an aesthetic appreciation for literature and its contribution to the
humanizing process of civilization.
▪ To provide students with the tools for literacy criticism, analysis and evolution.
▪ To teach students the basics of reading, speaking, writing and understanding a foreign
language.
▪ To facilitate an understanding of other countries and cultures.
▪ To prepare students for graduate and professional study.
▪ To encourage students to participate in departmental forums and in other literary and cultural
activities.
▪ To encourage students to work on student publications.
▪ To develop in students a humanities-centered, interdisciplinary understanding of and
appreciation for the diverse and unifying forces shaping Bangladeshi and English culture from
its colonial beginning to the present.
2.7. Program Educational Objectives (PEO) of Bachelor of English Program
21
22
PEO 1 To satiate the thirst for knowledge by sharp observation and figurative language to
explore the essence of human heart.
PEO 2 To have the necessary theoretical learning and discourse input to think critically and
to evaluate appropriately.
PEO 3 To comprehend the grammatical structures in order to apply the language

appropriately that will help them in different competitive academic and professional
examinations in real life situation.
PEO 4 To listen carefully, speak eloquently, read meticulously, think critically and write
English language effectively.
PEO 5 To attain pragmatic and sublime knowledge in ethics.
PEO 6 To recognize the diversity of different literary ages and the contemporary social,
political and cultural transformation of the world.
PEO 7 To enrich communicative and interpersonal skills to articulate English sounds with
appropriate pronunciation, stress, and intonation.
PEO 8 To correspond professionally and effectively through writing.
PEO 9 To explore the people, culture, history and literature of Bangladesh.
PEO 10 To develop strong personality, leadership and other generic skills to be a competent
cosmopolitan citizen.
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2.8. Program Learning Outcomes (PLOs): The PLOs of the department are as follows:
Program learning outcomes (PLOs)
PLO1 Understand literature through denotative and connotative approaches to acquire

cognitive and meta-cognitive skills for intellectual growth.
PLO2 Acquire the ability to think critically and analyze with reasoning to evaluate
literary theories and ideas.
PLO3 Build up a good command over English Language for academic and professional
growth.
PLO4 Ascribe a strong moral philosophy and practice ethics with the eastern and
western thoughts in order to promote the society.
PLO5 Comprehend the objectives, methods, techniques and significance of research.
PLO6 Perform efficiently and approach analytically in different professions.
PLO7 Develop team work, presentation and project skills to be self-driven, enthusiastic
and cooperative.
PLO8 Excel in leadership and management skills for decision making, problem solving
and administrative roles in future.
PLO9 Recognize the limitations involved in recent literary theories and modern
teaching techniques to explore beyond.
2.9 Survey Report and Data Analysis
Students’ Response on Governance:
Vision, mission and objectives of the entity clearly stated
24
Cum
Frequen Percen Vali ulati
cy t dPer vePe
cent rcen
t
Valid Disagree
0 0 0 0
Undecide 1
d 2 2.5 12.5 12.5
Agree 6
10 2.5 62.5 75.5
Strong
2 100.
lyAgre
4 5.5 25.5 0
e
Total 100.0 100.0
16
Table:2.9.1.1 Figure:2.9.1.1
In this section, students are taken as a sample population. Table and chart 2.9.1.1 revealed that 25.5%
of the respondents Strongly Agreed, 62.5% of respondents Agreed, 12.5% of the respondents are
undecided as courses in the curriculum from lower to higher levels are consistently arranged.
Academic decisions are taken by the entity with
fairness and transparency
25
Cum
Freque Percen Vali ulati
ncy t dPer vePe
cent rcen
t
Valid Disagre 2 13.3 13.3 13.3
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngla
0
gree
Total 15 100.0 100.0
Table:2.9.1.2
Figure:2.9.1.2
26
On the above table and chart it is seen that 66.7% of the respondents are agreed with that academic
decisions are taken by the entity with fairness and transparency. 6.7% of the respondents are strongly
agreed with the statement whereas 13.3% is undecided and 13.3% is disagreed with the statement
respectively.
The intended learning outcomes (ILOs) satisfy the

stated mission and objectives of the entity
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.1.3
Figure:2.9.1.3
On the above table and chart it is seen that 66.7% of the respondents are agreed with that the intended
learning outcomes (ILOs) satisfy the stated mission and objectives of the entity. 6.7% of the respondents
are agreed with the statement whereas 13.3% is undecided.
27
The entity has adequate infrastructures to satisfy its
mission and objectives
Cumulati
Vali vePercen
Frequenc Perce dPer t
y nt cent
Valid Disagree 2 8 8 8
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
gly 2 8 8 100.0
Agree
Total 25 100. 100.
0 0
Table:2.9.1.4
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
disagree undecided agree strongly agree
Figure:2.9.1.4
On the above table and chart it is seen that 76% of the respondents are agreed with that the entity has
adequate infrastructures to satisfy its mission and objectives. 8% of the respondents are agreed with the
statement whereas 8% is undecided.
Academic calendars are maintained strictly by the entity
28
Cumulati
Vali vePercen
y nt cent
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
gly 2 8 8 100.0
Agree
Total 25 100. 100.
0 0
Table:2.9.1.5
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
Figure:2.9.1.5
On the above table and chart it is seen that 76% of the respondents are agreed with that academic
calendars are maintained strictly by the entity.8% of the respondents are strongly agreed with the
statement whereas 8% is undecided.
Results are published timely in compliance with the
ordinance
Cumulati
Vali vePercen
y nt cent
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
gly 2 8 8 100.0
Agree
Total 25 100. 100.
0 0
Table:2.9.1.6
29
Figure:2.9.1.6
On the above table and chart it is seen that 8% of the respondents are strongly agreed with that results are
published timely in compliance with the ordinance. 76% of the respondents are agreed with the statement
whereas 8% is undecided.
30
The entity reviews its policy and procedures periodically for
further improvement
Val Cumulati
Frequency Percent id vePercent
Per
cent
valid Disagree 0 0 0 0
Undecide 2 8 8 8
d
Agree 18 72 72 80
Strongl
yAgree 5 20 20 100.0
Total 25 100.0 100.0

Table:2.9.1.7
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
undecided agree strongly agree disagree
Figure:2.9.1.7
On the above table and chart it is seen that 20% of the respondents are strongly agreed with that
the entity reviews its policy and procedures periodically for further improvement. 72% of the
respondents are agreed with the statement whereas 8% is undecided.
31
Codes of conduct for the students and employees are well
communicated
Val Cumulati
Per
cent
valid Disagree 8
2 8 8
Undecide 2 8 8 16
d
Agree 92
19 76 76
Strongl
yAgree 100.0
2 8 8
Total 25 100.0 100.0

Table:2.9.1.8
Figure:2.9.1.8
On the above table and chart it is seen that 76% of the respondents are agreed with that codes of
conduct for the students and employees are well communicated.8% of the respondents are agreed
with the statement whereas 8% is undecided.
32
Disciplinary rules and regulations are explicitly defined and
well circulated
Val Cumulati
Per
cent
valid Disagree 8
2 8 8
Undecide 2 8 8 16
d
Agree 92
2 8 8
Strongl
yAgree 100.0
19 76 76
Total 25 100.0 100.0

Table:2.9.1.9
Figure:2.9.1.9
disciplinary rules and regulations are explicitly defined and well circulated.8% of the
respondents are agreed with the statement whereas 8% is undecided.
33
Website is updated properly
Val Cumulati
Per
cent
valid Disagree 8
2 8 8
Undecide 2 8 8 16
d
Agree 92
2 8 8
Strongl
yAgree 100.0
19 76 76
Total 25 100.0 100.0
Table:2.9.1.10
Figure:2.9.1.10
website is updated properly. 8% of the respondents are agreed with the statement whereas 8% is
undecided and 8% is disagreed with the statement respective
34
The entity provides comprehensive guidelines to the
students in advance by means of a
brochure/handbook
Val Cumulati
Per
cent
valid Disagree 8
2 8 8
Undecide 2 8 8 16
d
Agree 92
2 8 8
Strongl
yAgree 100.0
19 76 76
Total 25 100.0 100.0

Table:2.9.1.11
Figure:2.9.1.11
the entity provides comprehensive guidelines to the students in advance by means of a
brochure/handbook.8% of the respondents are agreed with the statement whereas 8% is
undecided.
35
The entity ensures a conducive learning environment
Val Cumulati
Per
cent
valid Disagree 8
2 8 8
Undecide 2 8 8 16
d
Agree 92
2 8 8
Strongl
yAgree 100.0
19 76 76
Total 25 100.0 100.0

Table:2.9.1.12
Figure:2.9.1.12
On the above table and chart it is seen that 76% of the respondents are strongly agreed with that the entity
ensures a conducive learning environment.8% of the respondents are agreed with the statement whereas 8% is
undecided and 8% is disagreed with the statement respectively.
36
Students opinion regarding academic and extra-
academic matters are addressed properly
Val Cumulati
Per
cent
valid Disagree 8
2 8 8
Undecide 2 8 8 16
d
Agree 92
2 8 8
Strongl
yAgree 100.0
19 76 76
Total 25 100.0 100.0

Table:2.9.1.13
Figure:2.9.1.13
students opinion regarding academic and extra-academic matters are addressed properly. 8% of the
respondents are agreed with the statement whereas 8% is undecided and 8% is disagreed with the
statement respectively.
37
Alumni’s Response onGovernance:
Vision, mission and objectives of the entity are clearly

stated
Cum
Va ulati
Frequen Perce lidP vePe
cy nt erce rcent
nt
Disagree 2 13.3 13.3 13.3
Valid
Undecided 2 13.3 13.3 26.6
Agree 10 66.7 66.7 93.3
Strongl
1 6.7 6.7 100.0
yAgree
Total 15 100.0 100.0
Table:2.9.2.1
120
100 frequency
80
percent
60
valid percentcumulative
percent
40
20 Column1
0
disagree agree strongly agree undecided
Figure:2.9.2.1
On the above table and chart it is seen that 66.7% of the respondents are agreed with that vision,
mission and objectives of the entity are clearly stated. 6.7% of the respondents are strongly
agreed with the statement whereas 13.3% is undecided and disagree.
38
Cum
Vali ulati
Freque Percen dPer vePe
ncy t cent rcen
t
Valid Disagree 2 13.3 13.3 13.3
Undecide 2 13.3 13.3 26.6
d
Agree 10 66.7 66.7 93.3
Stron
1 6.7 6.7 100.
glyAg
0
ree
Total 15 100.0 100.0
Table:2.9.2.2
Figure:2.9.2.2
On the above table and chart it is seen that 66.7% of the respondents are agreed with that vision,
mission and objectives of the entity are clearly stated. 6.7% of the respondents are agreed with the
statement whereas 13.3% is undecided and disagree.
39
The intended learning outcomes (ILOs) satisfy the
stated mission and objectives of the entity
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.3
Figure:2.9.2.3
On the above table and chart it is seen that 66.7% of the respondents are agreed with that the
intended learning outcomes (ILOs) satisfy the stated mission and objectives of the entity.
6.7% of the respondents are strongly agreed with the statement whereas 13.3% is undecided.
40
The entity has adequate infrastructures to
satisfy its mission and objectives
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.4
Figure:2.9.2.4
On the above table and chart it is seen that 6.7% of the respondents are strongly agreed with
that the entity has adequate infrastructures to satisfy its mission and objectives. 66.7% of the
respondents are agreed with the statement whereas 13.3% is undecided
41
Academic calendars are maintained strictly by
the entity
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.5
Figure:2.9.2.5
On the above table and chart it is seen that 6.7% of the respondents are strongly agreed with that
academic calendars are maintained strictly by the entity whereas 66.7% of the respondents are
agreed with the statement.
42
Results are published timely in compliance with
the ordinance
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.6
Figure:2.9.2.6
that results are published timely in compliance with the ordinance. 66.7% of the respondents
43
The entity reviews its policy and procedures
periodically for further improvement
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 1 6.7 6.7 93.3
Stro
10 66.7 66.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.7
Figure:2.9.2.7
that the entity reviews its policy and procedures periodically for further improvement. 6.7% of
the respondents are agreed with the statement whereas 13.3% is undecided.
Codes of conduct for the students and employees are well communicated
44
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.8
Figure:2.9.2.8
codes of conduct for the students and employees are well communicated. 6.7% of the respondents
Disciplinary rules and regulations are explicitly

defined and well circulated
45
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.9
Figure:2.9.2.9
disciplinary rules and regulations are explicitly defined and well circulated. 6.7% of the
respondents are agreed with the statement whereas 13.3% is undecided.
46
Freque Cum
ncy Percen Valid ulati
t Perce vePe
nt rcen
t
e
Undecid 2 13.3 13.3 26.6

ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Table: 2.9.2.10
Figure:2.9.2.10
website is updated properly. 6.7% of the respondents are agreed with the statement whereas
13.3% is undecided.
The entity provides comprehensive guidelines to
47
the students in advance by means of a
brochure/handbook
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Table:2.9.2.11
Figure:2.9.2.11
that the entity provides comprehensive guidelines to the students in advance by means of a
brochure/handbook. 6.7% of the respondents are agreed with the statement whereas 13.3% is
undecided.
The entity ensures a conducive learning environment
48
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stro
1 6.7 6.7 100.
ngly
0
Agre
e
Total 15 100.0 100.0
Figure:2.9.2.12
that the entity ensures a conducive learning environment. 6.7% of the respondents are agreed
with the statement whereas 13.3% is undecided.

Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
49
Table:2.9.2.13
Figure:2.9.2.13
that students opinion regarding academic and extra-academic matters are addressed properly.
6.7% of the respondents are agreed with the statement whereas 13.3% is undecided.
50
Teachers’ Response on Governance:
Vision, mission and objectives of the entity are
clearly stated
Cum
ncy t d ve
Perc Perc
ent ent
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.1
Figure:2.9.3.1
vision, mission and objectives of the entity are clearly stated whereas the rest 50% of the
respondents are agreed with the statement.
51
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.2
Figure:2.9.3.2
vision, mission and objectives of the entity are clearly stated whereas the rest 50% of the
respondents are agreed with the statement.
The intended learning outcomes (ILOs) satisfy the stated mission and objectives of the entity
52
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.3
Figure:2.9.3.3
On the above table and chart it is seen that 50% of the respondents are strongly agreed with
that the intended learning outcomes (ILOs) satisfy the stated mission and objectives of the
entity. 50% of the respondents are agreed with the statement.
.The entity has adequate infrastructures to satisfy its mission and objectives
53
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.4
Figure:2.9.3.4
On the above table and chart it is seen that 50% of the respondents are strongly agreed and
50% of the respondents are agreed with the statement.
Academic calendars are maintained strictly by the entity
Table:2.9.3.5
54
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Figure:2.9.3.5
50% of the respondents are agreed with the statement that academic calendars are
maintained strictly by the entity.
Results are published timely in compliance

with the ordinance
55
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.6
Figure:2.9.3.6
On the above table and chart it is seen that 50% of the respondents are strongly agreed and 50%
of the respondents are agreed with the statement that results are published timely in compliance
with the ordinance.
The entity reviews its policy and procedures periodically for further improvement
56
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.7
Figure:2.9.3.7
On the above table and chart it is seen that 50% of the respondents are strongly agreed and 50% of
the respondents are agreed with the statement that the entity reviews its policy and procedures
periodically for further improvement.
Codes of conduct for the students and employees are well communicated
Table:2.9.3.8
57
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Figure:2.9.3.8
of the respondents are agreed with the statement that codes of conduct for the students and
employees are well communicated.
Disciplinary rules and regulations are explicitly defined and well circulated
58
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.9
Figure:2.9.3.9
On the above table and chart it is seen that 50% of the respondents are strongly agreed and 50% of
the respondents are agreed with the statement that disciplinary rules and regulations are explicitly
defined and well circulated.
59
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.10
Figure:2.9.3.10
50% of the respondents are agreed with the statement that website is updated properly.
60
The entity provides comprehensive guidelines
to the students in advance by means of a
brochure/handbook
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.11
Figure:2.9.3.11
50% of the respondents are agreed with the statement that the entity provides comprehensive
guidelines to the students in advance by means of a brochure/handbook.
61
Documentations (decisions of committees,
class attendance registers, questions, answer
scripts, marks, examination results, students
progress etc) are maintained properly
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.12
Figure:2.9.3.12
of the respondents are agreed with the statement that the documentations (decisions of
committees, class attendance registers, questions, answer scripts, marks, examination results,
students’ progress etc) are maintained properly.
Decision making procedure in the entity is participatory
62
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.13
Figure:2.9.3.13
of the respondents are agreed with the statement that decision making procedure in the entity is
participatory.
The entity ensures a conducive learning
environment
63
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.7.3.14
Figure:2.7.3.14
of the respondents are agreed with the statement that the entity ensures a conducive learning
environment.
64
Cum
ncy t dPer vePe
cent rcen
t
Valid Disagre
e 0 0 0 0
Undecid 0
ed 0 0 0
Agree 10
50 50 50
Stron
glyAg 10 100.
ree 50 50 0
Total 100.0 100.0
20
Table:2.9.3.15
Figure:2.9.3.15
of the respondents are agreed with the statement that students’ opinion regarding academic and
extra-academic matters is addressed properly.
Non Academic Staffs’ Response on Governance:
65
Vision, mission and objectives of the entity
are clearly stated
Cum
ncy t dPer vePe
cent rcen
t
Undecided 2 13.3 13.3 26.6
Agree 10 66.7 66.7 93.3
StronglyAg
ree 1 6.7 6.7 100.
0
Total 15 100.0 100.0
Table:2.9.4.1
Figure:2.9.4.1
vision, mission and objectives of the entity are clearly stated whereas 66.7% of the respondents
are agreed with the statement.
Academic decisions are taken by the entity
with fairness and transparency
Table: 2.9.4.2
66
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Figure:2.9.4.2
that academic decisions are taken by the entity with fairness and transparency. 66.7% of the
The intended learning outcomes (ILOs)

satisfy the stated mission and objectives of
the entity
Cumu
Freque Perce Vali lative
ncy nt d Perce
Perc nt
ent
Disagree 2 13.3 13.3 13.3
Valid
Undecided 2 13.3 13.3 26.6
Agree 10 66.7 66.7 93.3
Strongly
1 6.7 6.7 100.0
Agree
Total 15 100.0 100.0
67
Table: 2.9.4.3
Figure: 2.9.4.3
that the intended learning outcomes (ILOs) satisfy the stated mission and objectives of the
entity. 66.7% of the respondents are agreed with the statement whereas 13.3% is undecided.
The entity has adequate infrastructures to

satisfy its mission and objectives
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Table:2.9.4.4
68
Figure:2.9.4.4
On the above table and chart it is seen that 66.7% of the respondents are strongly agreed
with that the entity has adequate infrastructures to satisfy its mission and objectives. 6.7%
of the respondents are agreed with the statement whereas 13.3% is undecided.
Academic calendars are maintained strictly by

the entity
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Table:2.9.4.5
Figure:2.9.4.5
69
with thatacademic calendars are maintained strictly by the entity. 6.7% of the respondents
Results are published timely in compliance with the
ordinance
Table: 2.9.4.6
Cu
Freque Perce Valid mul
ncy nt Perce ativ
nt e
Perc
ent
Undecided 2 13.3 13.3 26.6
Agree 10 66.7 66.7 93.3
Strongl
1 6.7 6.7 100.
yAgree
0
Total 15 100.0 100.0
Figure: 2.9.4.6
with that results are published timely in compliance with the ordinance.6.7% of the
The entity reviews its policy and procedures

periodically for further improvement
70
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Table:2.9.4.7
Figure:2.9.4.7
with that the entity reviews its policy and procedures periodically for further
improvement. 6.7% of the respondents are agreed with the statement whereas 13.3% is
undecided.
Codes of conduct for the students and

employees are well communicated
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
71
Table:2.9.4.8
Figure:2.9.4.8
with that codes of conduct for the students and employees are well communicated. 6.7%
of the respondents are agreed with the statement whereas 13.3% is undecided.
Disciplinary rules and regulations are explicitly
defined and well circulated
Table:2.9.4.9
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Figure:2.9.4.9
72
with that disciplinary rules and regulations are explicitly defined and well
circulated.6.7% of the respondents are agreed with the statement whereas 13.3% is
undecided.
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Table: 2.9.4.10
Figure:2.9.4.10
with that website is updated properly. 6.7% of the respondents are agreed with the
statement whereas 13.3% is undecided and 13.3% is strongly disagreed with the
statement respectively.
The entity provides comprehensive guidelines to the

students in advance by means of a
brochure/handbook
73
Cum
ncy t dPer vePe
cent rcen
t
e
Undecid 2 13.3 13.3 26.6
ed
Agree 10 66.7 66.7 93.3
Stron
glyAg 1 6.7 6.7 100.
ree 0
Total 15 100.0 100.0
Table: 2.9.4.11
Figure:2.9.4.11
with that the entity provides comprehensive guidelines to the students in advance by
means of a brochure/handbook. 6.7% of the respondents are agreed with the statement
whereas 13.3% is undecided.
74
Chapter –Three
Curriculum Content Design and Review
75
Introduction
The curriculum for each subject or discipline is made up of a set of learning expectations that outline the
knowledge and skills students are expected to learn. Curriculum is organized into three main sections:
Program Planning (general information), Curriculum Context (information for specific curriculum),
Curriculum Expectations (what students learn) and Teacher Supports (how students might learn). The
curriculum plays a crucial role in achieving the mission and objectives of the university, including the
intended learning outcomes and the overall effectiveness of the program. The curriculum design & review
process include:
Assessment of the changes in the program and course contents
Need Assessment
A needs assessment is the process of identifying and determining how to fill in the gaps between an
organization's current and desired state. The process outlines which processes a team might like to prioritize,
improve or provide resources to meet the company's goals.
Assessment and curriculum development is a continuing, manifold process for planning and quality program
of PCIU. It
● defines program goals and expected learning outcomes;

● creates a framework that provides a way to evaluate and improve student learning; provides
information that can be used to determine whether or not included outcomes are being achieved; and
● Uses a variety of methods of assessment to measure student learning.
Additionally, the committees assist faculty in the creation and documentation of the following:
● program outcomes for all programs

● master course outlines for all courses at the PCIU
● Course/program/department assessment plans.
76
Curriculum Design
Structure of the Program
a) Duration of the 12 trimesters (4 years)

program:
b) ● Minimum GPA 2.50 in both S.S.C and H.S.C or equivalent.
Admission ● Minimum 5 subjects in O-Level and 2 subjects in A-Level with a
Requiremen minimum grade of B in 4 subjects and C in 3 subjects.
ts:
c) Total minimum 127 (123+4) Credits
credit requirement to
complete
the program:
d) Total class weeks d) Total class weeks in a
in a Year/trimester: Year/trimester: 12 class weeks per
trimester
e) Minimum 2.50
CGPA
requirements for
graduation:
f) Maximum 6 years (Regular 4 years with extra 2 years)
academic years of
completion:
g) Category of Courses: I. English Foundation & Professional Courses
II. General Education Courses
III. Core courses
IV. Major courses
V. Internship/Project/Thesis/Research Study
English Foundation & Professional Courses 15.0 Credit Hours

(5 courses × 3 Credit Hours each)
General Education (12 courses × 3 Credit Hours each) 36.0 Credit Hours
Core Courses (21 courses × 3 Credit Hours each) 63.0 Credit Hours
Specialization/Major Courses (4 courses × 3 Credit Hours each) 12.0 Credit Hours
Thesis 03.0 Credit Hours
Total 129.0 Credit Hours
Term-wise distribution of courses
77
Freshman
Year (First
Year) 1st
Trimester
Cou Course PoE Cre Pre- Marks
rse dit Requi CIE Mid- Final T
Cod s sit Term - ot
e e Term al
ENG Composition ENG 3 None 30 30 40 10
101 0
MIS 100 Computer Concept 3 None 30 30 40 10
ENG 0
3 ENL History of English ENG 3 None 30 30 40 100

102 Literature – 1
Total 09 90 90 120 300
Freshman Year (First

Year) 2nd Trimester
S Cou Course PoE Cre Pre- Marks

l rse dit Requis CIE Mid- Final Total
N Cod s ite Term -
o e Term
1 HIST History of Emergence of ENG 3 None 30 30 40 100
101 Independent Bangladesh
2 ENG Public Speaking ENG 3 None 30 30 40 100
102
3 ENL Introduction to Literary ENG 3 None 30 30 40 100
101 Genres and Terms
4 ENL Elizabethan Drama ENG 3 None 30 30 40 100
103
Total 12 120 120 160 400
78
Freshman Year (First
Year) 3rd Trimester

l rse dit Requis CIE Mid- Final Total
N Cod s ite Term -
o e Term
1 ENG Advanced Reading ENG 3 None 30 30 40 100
103 Strategy
& Writing
2 ENL Elizabethan and ENG 3 None 30 30 40 100
104 Seventeenth Century
Poetry
3 ENL English Short Stories ENG 3 None 30 30 40 100
105
4 HUM Bangladesh Studies ENG 3 None 30 30 40 100
100
Total 12 120 120 160 400
Sophomore Year (Second

Year) 4th Trimester
S Cou Course Po Cre Pre- Marks

l rse E dit Requis CIE Mid- Final Total
N Cod s ite Term -
o e Term
1 HIS History of Western Thoughts EN 3 None 30 30 40 100
102 G
2 ENL 17th – 19th Century American EN 3 None 30 30 40 100

106 Literature G
3 ENL Elizabethan and Restoration EN 3 None 30 30 40 100
205 Drama G
4 ENG Business English/English EN 3 None 30 30 40 100
202 G
Total 12 120 120 160 400
79
Year) 5th Trimester

l rse dit Requis CI Mid- Final Total
N Cod s ite E Term -
o e Term
1 ENL 204 Eighteenth Century ENG 3 None 30 30 40 100
Literature
2 ENL 202 Seventeenth Century ENG 3 ECO 100 30 30 40 100
Prose and Drama
3 ENL 203 Romantic Literature - 1 ENG 3 STS 100 30 30 40 100
4 ACC 100 Principles of Accounting/ ENG 3 MGT 200 30 30 40 100

Financial Accounting
Total 12 12 120 160 400
0

Year) 6th Trimester

L rse dit Requis CIE Mid- Final Total
Cod s ite Term -
N e Term
O
1 ENL 303 American Literature - ENG 3 None 30 30 40 100
1
2 ENL 301 Romantic Literature - 2 ENG 3 ENL 203 30 30 40 100
3 HIS 203 General History and ENG 3 None 30 30 40 100

Western History
Highlights
4 MGT 200 Principles of ENG 3 None 30 30 40 100
Management
Total 12 120 120 160 400
80
Junior Year (Third
Year) 7th Trimester
N Cod s ite Term -
e Term
O
1 ENL 201 History of English EN 3 ENL 30 30 40 100
Literature-2 G 102
2 MKT Principles of Marketing EN 3 30 30 40 100
200 G None
3 ENL 302 19th Century Literature - 1 EN 3 None 30 30 40 100
G
4 HIS 202 History of Eastern EN 3 None 30 30 40 100
Thoughts and Religion G
Total 12 120 120 160 400
Junior Year (Third
Year) 8th Trimester

Cod s ite Term -
N e Term
O
1 ENL 304 Classics in Translation- 1 ENG 3 None 30 30 40 100
2 ENL 307 19th Century Literature - ENG 3 None 30 30 40 100

2
3 ENL 401 19th Century Literature - ENG 3 ENL 307 30 30 40 100
3
4 FIN 200 Principles of Business ENG 3 None 30 30 40 100
Finance
Total 12 120 120 160 400
81
Junior Year (Third
Year) 9th Trimester

Cod s ite Term -
N e Term
O
1 ENL Literary Theory -1 ENG 3 None 30 30 40 100
306
2 ENL 20th Century English ENG 3 None 30 30 40 100
403 Literature-1
3 BAG Introduction to Bengali ENG 3 None 30 30 40 100
201 Literature
4 ENL 402 20th Century Poetry ENG 3 None 30 30 40 100
Total 12 120 120 160 400
Senior Year (Fourth

Year) 10th Trimester

Cod s ite Term -
N e Term
O
1 ENL 406 Classics in Translation ENG 3 None 30 30 40 100
2
2 ENL 407 Twentieth Century Lit. -2 ENG 3 None 30 30 40 100
3 ENL 305 Intro. To Linguistics ENG 3 None 30 30 40 100

4 ECO Economics ENG 3 None 30 30 40 100
100
Total 12 120 120 160 400
Senior Year (Fourth

Year) 11th Trimester

Cod s ite Term -
N e Term
O
1 ENG Technical Writing ENG 3 None 30 30 40 100
201
82
ENL Literary Theory -2 ENG 3 None 30 30 40 100
405
ENL Intro. To Old and Middle ENG 3 None 30 30 40 100
408 English Literature
Total 3 90 90 120 300
Senior Year (Fourth Year) 12th Trimester

Cod s ite Term -
N e Term
O
1 Internship/Project/Thesis/ ENG 3 None 100
Research Study
Total 3 100
Specialization (Major) Courses

ENG Program
Specialization/Major Courses (4 courses × 3 Credit Hours each) 12.0 Credit Hours

Thesis 03.0 Credit Hours
Total 129.0 Credit Hours
Category of Courses:
A. English Foundation and Professional Courses (Each course consists of 3.00 Credit Hours)
i. Foundation Courses & Language

S Course Code Course Title
l
1. ENG 101 Composition
2. ENG 102 Public Speaking
3. ENG 200 Advanced Reading Strategy and Writing
ii. English Professional Courses

Sl Course Code Course Title
1. ENG 202 English For professional Purpose/Business English
2. ENG 201 Technical Writing
B. General Education (Each course consists of 3.00 Credit Hours)

l
83
1. MIS 100 Computer Concept
2. HIS 102 History of Western Thoughts
3. HUM 100 Bangladesh Studies
4. HIST 101 History of the Emergence of Independent Bangladesh
5. BAG 201 Introduction to Bengali literature
6. HIS 202 History of Eastern Thoughts and Religion
7. HIS 203 General History & Western History Highlights
8. MKT 200 Principles of Marketing
9. MGT 200 Principles of Management
10. ECO 100 Economics
11. ACC 100 Principles of Accounting/Financial Accounting
12. FIN 200 Principles of Business Finance
C. English Courses/ Core Courses (Each course consists of 3.00 Credits Hours)
Sl Course Code Course Title

1. ENL 102 History of English Literature-I
2. ENL 101 Introduction to Literary Genres and Terms
3. ENL 201 History of English Literature-2
4. ENL 403 20th Century English Literature-I
5. ENL 203 Romantic Literature-I
6. ENL 103 Elizabethan Drama
7. ENL 104 Elizabethan and Seventeen Century Poetry
8. ENL 202 Seventeenth Century Prose and Drama
9. ENL 204 Eighteen Century English Literature
10. ENL 302 19th Century Literature-I
11. ENL 305 Introduction to Linguistics
12. ENL 303 American Literature-I
13. ENL 306 Literary Theory-I
14. ENL 205 Elizabethan and Restoration Drama
15. ENL 301 Romantic Literature-II
16. ENL 304 Classics in Translation-I
17. ENL 307 Nineteenth Century Literature-II
18. ENL 401 Nineteenth Century Literature – 3
84
19. ENL 402 Twentieth Century Poetry
20. ENL 105 English Short Stories
21. ENL 106 17th to 19th Century American Literature
D. Specialization/Major/Elective
A student will have to choose four courses from the following specialization area (each course consists of 3.00
credit hours):
Area: English Literature
l
1. ENG 405 Literary Theory-II
2. ENG 406 Classics in Translation-2
3. ENG 407 Twentieth Century Literature-II
4. ENG 408 Introduction to Old and Middle English
Literature
E. THESIS
l
1. ENL 400 Thesis
Program Learning Outcomes (PLOs): Followings are the PLOs for BBA program of the Department of
Business Administration PCIU:
Program learning outcomes (PLOs)
85
PLO1 Understand literature through denotative and connotative approaches to acquire cognitive
and meta-cognitive skills for intellectual growth.
PLO2 Acquire the ability to think critically and analyze with reasoning to evaluate literary theories
and ideas.
PLO3 Build up a good command over English Language for academic and professional growth.
PLO4 Ascribe a strong moral philosophy and practice ethics with the eastern and western thoughts
in order to promote the society.
PLO5 Comprehend the objectives, methods, techniques and significance of research.
PLO6 Perform efficiently and approach analytically in different professions.
PLO7 Develop team work, presentation and project skills to be self-driven, enthusiastic and
cooperative.
PLO8 Excel in leadership and management skills for decision making, problem solving and
administrative roles in future.
PLO9 Recognize the limitations involved in recent literary theories and modern teaching
techniques to explore beyond.
List of Committee Members to Design the Curriculum
Department of English Sub Committee for Curriculum Design:
Name Designation Committee

Status
1. Mainul Hasan Chowdhury Dean, Faculty of Humanities and Convener
Social Science
2. Md. Iftekarul Azam Chowdhury Assistant Professor Member
3. Md. Rashed Khan Assistant Professor Member
4. Mrs. Fahamida Akter Senior Lecturer Member
5. Muhammad Ishtiaq Senior Lecturer Member
6. Mrs. Priyanka Muhury Senior Lecturer Member
7. Ms. Sadatun Nesa Senior Lecturer Member
8. Mrs. Asma Yeasmin Lecturer Member
9. Mrs. Bithy Saha Lecturer Member
10. Subrina Kamal Tisha Lecturer Member
11. Sadia Farzana Lecturer Member
86
Committee for Curriculum Review
Name Designation Committee
Status
1. Mainul Hasan Chowdhury Dean, Faculty of Humanities and Convener
Social Science
2 A.S.M. Iftekarul Azam Chowdhury Assistant Professor Member
3. Md. Rashed Khan Assistant Professor Member
4. Mrs. Fahamida Akter Senior Lecturer Member
5. Muhammad Ishtiaq Senior Lecturer Member
6. Mrs. Priyanka Muhury Senior Lecturer Member
7. Ms. Sadatun Nesa Senior Lecturer Member
8. Mrs. Asma Yeasmin Lecturer Member
9. Mrs. Bithy Saha Lecturer Member
10. Subrina Kamal Tisha Lecturer Member
11. Sadia Farzana Lecturer Member
87
Survey Report & Data Analysis
: Students’ Response on Curriculum Content, Design and Review
❖ 3.1.1 Courses in the curriculum from lower to
higher levels are consistently arranged:
Cumu
Vali lat ive
Frequenc Percen d Perce
y t Perc nt
ent
Disagree 2 8 8 8
Valid
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
2 8 8 100.0
gly
Agree
Total 25 100.0 100.0
Table: 3.1.1
120
100
80
60
40
frequency
20 percent
valid percent
0 cumulative percent
disagree undecided agree strongly
agree
Figure: 3.1.1
In this section, students are taken as a sample population. Table and chart 3.1.1 revealed that 8% of the respondents
Strongly Agreed, 76% of respondents Agreed, 8% of the respondents are undecided, and , 8% of the respondents
disagreed as courses in the curriculum from lower to higher levels are consistently arranged.
❖ 3.1.2 Teaching strategies are clearly stated in the curriculum:
Table: 3.1.2
88
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 0 0 0 0
Valid
Undecide 2 8 8 8
d
Agree 18 72 72 80
Stron
5 20 20 100.0
gly
Agree
Total 25 100.0 100.0
120
100
80 frequency percent
60
40
valid percent cumulative percent
20
0
Figure: 3.1.2
The table and chart 3.1.2 showed that, 20% of the respondents are Strongly agree, 72% of the respondents
are Agree, and8% of the respondents are Undecided as teaching strategies are clearly stated in the
curriculum.
3.1.3Assessment strategies are explicit in the curriculum:
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 0 0 0 0
Valid
Undecide 2 8 8 8
d
Agree 18 72 72 80
Stron
5 20 20 100.0
gly
Agree
Total 25 100.0 100.0
Table: 3.1.3
89
120
100
80 frequency percent
60
40
valid percent cumulative percent
20
0
Figure: 3.1.3
The table and chart 3.1.3 showed that 20% of the respondents are Strongly Agree, 72% are agree and 8% of
the respondents are undecided as assessment strategies are explicit in the curriculum.
Curriculum load is optimum and exerts no pressure :
Cumulative
Vali Percent
Frequenc Percen d
y t Perc
ent
Disagree 2 8 8 8
Valid
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
2 8 8 100.0
gly
Agree
Total 25 100.0 100.0
Table: 3.1.4
90
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
Figure: 3.1.4
The table and chart 3.1.4 showed that, 8% of the respondents are Strongly Agree, 76% are agree, 8% disagree
and 8% of the respondents are undecided as curriculum load is optimum and exerts no pressure.
Alumni’s Response on Curriculum Content, Design and Review
● Courses in the curriculum from lower to higher levels are consistently arranged
Table: 3.2.1
Cumulat ive
Vali Percent
Frequenc Percen d
y t Perc
ent
Disagree 2 8 8 8
Valid
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
2 8 8 100.0
gly
Agree
Total 25 100.0 100.0
Figure: 3.2.1
91
In this section, The table and chart 3.2.1 revealed that 8% of the respondents are Undecided, 76% of the
respondents are Agree, 8% disagree and 8% of the respondents are Strongly Agree as courses in the
curriculum from lower to higher levels are consistently arranged.
Teaching Strategies are clearly stated in the curriculum :
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 0 0 0 0
Valid
Undecide 2 8 8 8
d
Agree 18 72 72 80
Stron
5 20 20 100.0
gly
Agree
Total 25 100.0 100.0
Table: 3.2.2
Figure: 3.2.2
The table and chart 3.2.2 revealed that20% of the respondents are Strongly Agree, and72% of the
respondents are Agree, as teaching strategies are clearly stated in the curriculum.
❖ Assessment strategies are explicit in the curriculum:
92
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 2 8 8 8
Valid
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
2 8 8 100.0
gly
Agree
Total 25 100.0 100.0
Table: 3.2.3
Figure: 3.2.3
The table and chart 3.2.3 revealed that 8% of the respondents are Undecided, 76% of the respondents are agreed, 8% disagree
and 8% of the respondents are Strongly Agree as assessment strategies are explicit in the curriculum.
Curriculum load is optimum and exerts no pressure :
Table: 3.2.4
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 2 8 8 8
Valid
Undecide 2 8 8 16
d
Agree 19 76 76 92
Stron
2 8 8 100.0
gly
Agree
Total 25 100.0 100.0
93
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
Figure: 3.2.4
The table and chart 3.2.4 showed that 8% of the respondents are Undecided, 76% of the respondents are
Agreed , , 8% disagree and 8% of the respondents are Strongly Agree as curriculum load is optimum and
exerts no picture.
The curriculum is effective in achieving day-one skill (which happens right at the beginning in the first
day at job place):
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 2 13.3 13.3 13.3
Valid
Undecide 2 13.3 13.3 26.6
d
Agree 10 66.7 66.7 93.3
Stron
1 6.7 6.7 100.0
gly
Agree
Total 15 100.0 100.0
Table: 3.2.5
Figure: 3.2.5
The table and chart 3.2.5 stated that 13.3% of the respondents are Disagree, 66.7% of the respondents are
94
agreed, and 6.7% of the respondents are Strongly Agree as the curriculum is effective in achieving day-one
skill (which happens right at the beginning in the first day at job place).
Academic’s Data analysis for Curriculum content, design and review
Curriculum is reviewed and updated at regular intervals in compliance with the rules of the universities:
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 0 0 0 0
Valid
Undecide 2 8 8 8
d
Agree 18 72 72 80
Stron
5 20 20 100.0
gly
Agree
Total 25 100.0 100.0
Table: 3.3.1
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
Figure: 3.3.1
In this section, table and chart 3.3.1 revealed that 72% of the respondents are Agree, and 20% of the
respondents are Strongly Agree, and 8% are undecided as Curriculum is reviewed and updated at regular
intervals in compliance with the rules of the universities.
95
Opinions from the relevant stakeholders (students, teachers, employers and alumni) are duly considered during
review of the Curriculum :
Table: 3.3.2
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 2 13.3 13.3 13.3
Valid
Undecide 2 13.3 13.3 26.6
d
Agree 10 66.7 66.7 93.3
Stron
1 6.7 6.7 100.0
gly
Agree
Total 15 100.0 100.0

120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
Figure: 3.3.2
The table and chart 3.3.2 revealed that 13.3% respondents are undecided, 66.7% of the respondents are
Agree, and 6.7% of the respondents are Strongly Agree and, 13.3% disagree as opinions from the relevant
stakeholders (students, teachers, employers and alumni) are duly considered during review of the
curriculum.
Courses in the curriculum from lower to higher levels are consistently arranged:
96
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 2 13.3 13.3 13.3
Valid
Undecide 2 13.3 13.3 26.6
d
Agree 10 66.7 66.7 93.3
Stron
1 6.7 6.7 100.0
gly
Agree
Total 15 100.0 100.0
Table: 3.3.3
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
Figure: 3.3.3
The table and chart 3.3.3 revealed that66.7% of the respondents are Agree, 6.7% of the respondents are
Strongly Agree and 13.3% respondents are undecided, and 13.3% disagree as courses in the curriculum
from lower to higher levels are consistently arranged.
Teaching strategies are clearly stated in the curriculum :
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 0 0 0 0
Valid
Undecide 2 8 8 8
d
Agree 18 72 72 80
Stron
5 20 20 100.0
gly
Agree
Total 25 100.0 100.0
97
Table: 3.3.4
120
100
80
frequency
60 percent
valid percent
cumulative percent
40
20
0
Figure: 3.3.4
The table and chart 3.3.4 revealed that72% of the respondents are Agree, 20% of the respondents are Strongly
Agree and 8% respondents are undecided, as teaching strategies are clearly stated in the curriculum.
Assessment Strategies are explicit in the curriculum:
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 2 13.3 13.3 13.3
Valid
Undecide 2 13.3 13.3 26.6
d
Agree 10 66.7 66.7 93.3
Stron
1 6.7 6.7 100.0
gly
Agree
Total 15 100.0 100.0
Table: 3.3.5
120
100
80
frequency
60 percent
valid percentcumulative percent
Column1
40
20
0
disagree agree strongly agree undecided
Figure: 3.3.5
The table and chart 3.3.5 revealed that66.7% of the respondents are Agree, 6.7% of the respondents are
Strongly Agree, 13.3% disagree and 13.3% respondents are undecided, as assessment strategies are explicit
in the curriculum.
98
Curriculum addresses the program objectives and program learning outcomes :
Table: 3.3.6
Cumu
Vali lat ive
y t Perc nt
ent
Disagree 2 13.3 13.3 13.3
Valid
Undecide 10 66.7 13.3 26.6
d
Agree 1 6.7 66.7 93.3
Stron
2 13.3 13.3 100.0
gly
Agree
Total 15 100.0 100.0
Figure: 3.3.6
The table and chart 3.3.6 showed that 66.7% are agree and 13.3% of the respondents are Strongly Agree,
13.3% of the respondents are disagree and 66.7% of the respondents are undecided, as curriculum addresses
the program objectives and program learning outcomes.
The curriculum is effective in achieving day-one skill (which happens right at the beginning in the
first day at job place):
99
Cumulat
Vali ive
Frequenc Percen d Percent
y t Perc
ent
Disagree 2 13.3 13.3 13.3
Valid
Undecide 6.7 13.3 26.6
d 1
Agree 10 66.7 66.7 93.3
Stron
2 13.3 13.3 100.0
gly
Agree
Total 15 100.0 100.0
Table: 3.3.7
Figure: 3.3.7
The table and chart 3.3.7 showed that 66.7% are agree, 13.3% of the respondents are Strongly Agree and
6.7% of the respondents are undecided, as the curriculum is effective in achieving day-one skill (which
happens right at the beginning in the first day at job place) .
100
101
Chapter- 4
Student Entry qualifications,

Admission Procedure, Progress
and
Achievements
101
102
4.1 Entry Qualification

There are specific entrance requirements for some courses, so please check the requirements for
your course. The qualifications below will only be sufficient alternatives to PCIU where they
cover the same content as the required program, to the appropriate standard.
4.1.1 Entry Requirement for BA in English
If you plan to attend the Bachelor’s Degree Programs at PCIU we recommend students
complete our requirements for admission. All applications are evaluated by the same
criteria. You should focus on the following requirements:
● Minimum GPA 2.50 in both S.S.C and H.S.C or equivalent
● Minimum 5 subjects in O-Level and 2 subjects in A-Level with minimum grade of B in 4

subjects and C in 3 subjects
4.2 Admission Procedure

4.2.1 Admission Procedure for BA and MA Program
4.2.1.1 Admission Schedule
Admission Form:
Admission forms are available in admission office of the university at 7-14, Nikunja
Housing Society, South Khulshi, Chittagong by paying Tk. 500.00.
4.2.1.2 Direct Admission
Bachelor’s Degree Programs
Applicants who have total GPA 7.00 or above in SSC & HSC together may be admitted
directly by exempting them from written test. However, they will be required to appear at
the viva voce and have to attend the Placement Test on English. Students seeking
scholarship on the basis of performance in admission test may sit for written test. English
section of Admission Test of relevant program will be considered as Placement Test.
Master’s Degree Programs
Applicants of M. A. in English (Prel. & Final), M. A. in English (Final), programs may
be admitted directly. However, they will be required to appear at the viva voce.
4.2.1.3 Online Admission:
Applicants may apply for online admission in the following link:
HTTP://119.18.149.45/PCIUONLINEADMISSION
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4.2.2 Admission Test

Every student must take the admission test unless he/she meets the requirements of direct
admission criteria set forth by the university. Students, having outstanding results in their
previous examinations, may be allowed to get admitted in the university directly but it is
not a fundamental right. Students will be selected for admission considering their
admission tests, previous academic results, moral character and some other related
factors. Admission test includes written examination as well as viva voce.
4.2.2.1 Exemption of Written Test
Applicants who have total GPA 7.00 or above in SSC & HSC combined may be
exempted from written test. However, they will be required to appear at the viva voce.
All applicants exempted from written test will have to attend the Placement Test on
English. Students seeking scholarship on the basis of performance in admission test may
sit for written test. English section of Admission Test of relevant program will be
considered as Placement Test.
4.2.2.2 Distribution of Marks for Admission Test
Distribution of marks for admission test is as follows:
5. Written examination for B.A in English program:
i. English (SAT based) 70 marks
ii. Aptitude Test 30 marks
Total 100 marks

4.2.3 Documents Required for Admission
4.2.3.1 Bachelor’s Degree Programs:
If you plan to attend the Bachelor’s Degree Programs at PCIU we recommend
students complete our requirements for admission. All applications are evaluated
by the same criteria. You should focus on the following requirements:
Necessary papers & photographs to be submitted at the time of form
submission:
● Filled out application form
● Attested photocopies of S.S.C. or equivalent Marks sheet and Certificate or
Testimonial
● Attested photocopies of H.S.C. or equivalent Marks sheet and Certificate or
Testimonial
● Attested photocopies of National ID or Birth Certificate or Passport
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Necessary papers & photographs to be submitted at the time of admission:
● Original Marks sheet & Certificate or Testimonial of both S.S.C and H.S.C or
equivalent must be shown at the time of admission.
● 04 (four) copies of pp size attested & 03 (three) copies of stamp size color
photographs
● Attested photocopies of H.S.C. or equivalent Marks sheet and Certificate or
Testimonial
4.2.4 Online Admission
HTTP://119.18.149.45/PCIUONLINEADMISSION
4.2.4.1 Instructions for Applicants
1. Please apply with all required information.
2. Admission Office will verify your application information and confirm your
application status.
3. As per the guidelines of the Admission Office, please pay the required amount and add
the payment information.
4. After payment verification, Admission Office will confirm your admission.
5. For further information, following persons are available :
Mr. Khaled Minhaz, In-Charge, Mobile: 01701221165
Mr.Ashekul Quader (Ashik), Sr. Executive, Mobile: 01881075183
Mr. Tapas Chakma, Executive, Mobile: 01881075172
Md. Rezaul Karim, Executive, Mobile: 01827304970
Ms. Farjana Arfeen, Executive, Mobile: 01630615538
Office Mobile: 01851120791, 01773225500, 01773225511
4.3 Progress and Achievement

Achievement is the extent to which a student has demonstrated knowledge, skills, values and
attitudes as the result of the teaching learning process. It is measured by assessing how well
students performed in relation to stated standards. On the other hand, progress is measured by
how much achievements students make over a specific period of time (i.e. year-to-year,
semester-to-semester, trimester-to-trimester). Progress and achievement present a complete
picture of the student learning. Program offering entities have to indentify and keep records of
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the students’ achievements. It will determine the progress students are making toward the
attainment of learning goals against the set standards. Tracking and recording of students’
progress and achievement help to decide on the pre-requisite qualifications of the students for the
next steps of learning in the process. Overall of the achievements, at the ends, will fulfill the
degree requirements and form the basis of qualification. Students who achieve well and showing
satisfactory progress are more likely to be successful at the next stage of their education and in
their lives beyond the university. This information is used to make decision in school-wide,
cohort, classroom, group and individual level. Effective use of data is linked to improve decision
making in the governing, learning, managing, and effective teaching dimensions. Self-
assessment is a key mechanism through which schools and teachers can gather and analyze the
information on the effectiveness of what they do, and their progress towards their goals and
targets. It involves investigating evidence about students’ engagement, achievement and
progress, and current ways of doing things to find out where improvement is needed. Schools
and teachers use to inform their decisions about priorities for improving engagement,
achievement, and progress.
4.4 Survey Report & Data Analysis
4.1 Student’s Data Analysis for Student Entry Qualifications, Admission procedure,
Progress and Achievements
4.1.1 Admission policy ensures entry of quality students
Valid Cumulative
Frequency Percent Percent Percent
Undecided 11 18.3 18.3 21.7
Agree 21 35.0 35.0 56.7
Strongly
26 43.3 43.3 100.0
Agree
Total 60 100.0 100.0
Table: 4.1.1
Figure: 4.1.1
The table and chart 4.1.1 revealed that,35% respondents are Agreed, 43.3% of the respondents
are Strongly, 3,3% are disagreed, 18.3% of the respondents are undecided as admission policy
ensures entry of quality students.
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4.1.2 Commitment among students is observed to ensure desired

progress and achievement
Valid Cumulative
Valid Undecided 9 15.0 15.0 15.0
Agree 32 53.3 53.3 68.3
Strongly
19 31.7 31.7 100.0
Agree
Total 60 100.0 100.0
Table: 4.1.2
Figure: 4.1.2
The table and chart4.1.2 revealed that53.3% respondents are Agreed,31.7% of the respondents
are Strongly Agreed and, 15% of the respondents are undecided, as Commitment among students
is observed to ensure desired progress and achievement.
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4.1.3 Admission procedure is quite fair
Valid Cumulative
Undecided 16 26.7 26.7 31.7
Agree 17 28.3 28.3 60.0
Strongly
24 40.0 40.0 100.0
Agree
Total 60 100.0 100.0
Table: 4.1.3
Figure: 4.1.3
The table and chart4.1.3 revealed that, 40% of the respondents are Strongly Agreed, 28.3%
respondents are Agreed, 5% respondents are disagreed and 26.7% of the respondents are
undecided and as admission procedure is quite fair.
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4.1.4 Students progress are regularly recorded and monitored
Valid Cumulative
Agree 26 43.3 43.3 56.7
Strongly
26 43.3 43.3 100.0
Agree
Total 60 100.0 100.0
Table: 4.1.4 Figure: 4.1.4
The table and chart4.1.4 revealed that 43.3% respondents are Agree and 43.3% of the
respondents are Strongly Agreed and 13.3% of the respondents are undecided, as student’s
progress are regularly recorded and monitored.
4.1.5 Teachers provide regular feedback to the students about

their progress
Table: 4.1.5
Valid Cumulative
Agree 24 40.0 40.0 51.7
Strongly
29 48.3 48.3 100.0
Agree
Total 60 100.0 100.0
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Figure: 4.1.5
The table and chart4.1.5 revealed that, 48.3% of the respondents are Strongly Agreed, 40%
respondents are Agree and 11.7% of the respondents are undecided, as teachers provide regular
feedback to the students about their progress.
4.1.6 The entity maintains individual student’s records properly
Valid Cumulative
Undecided 5 8.3 8.3 10.0
Agree 17 28.3 28.3 38.3
Strongly
37 61.7 61.7 100.0
Agree
Total 60 100.0 100.0
Table: 4.1.6
The table and chart 4.1.6 revealed that, 61.7% of the respondents are Strongly Agreed, 28.3%
respondents are Agreed, 1.7% respondents are disagree and 8.3% of the respondents are
undecided , as the entity maintains individual student’s record properly.
4.2 Alumni’s Data Analysis for

Student Entry Qualifications, Admission procedure, Progress and Achievements
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4.2.1 Admission policy ensures entry of quality students

Cumul
ative
Valid Percen
Frequency Percent Percent t
Agree 3 7.0 7.0 14.0
Strongly
37 86.0 86.0 100.0
Agree
Total 43 100.0 100.0
Table: 4.2.1 Figure 4.2.1
The table and chart 4.2.1 showed that 7% of the respondents are undecided, 7% are agree and
37% of the respondents are Strongly Agree as admission policy ensures entry of quality students.

Cumulative
Frequency Percent Valid Percent Percent
Agree 23 53.5 53.5 67.4
Strongly
14 32.6 32.6 100.0
Agree
Total 43 100.0 100.0
Table: 4.2.2
Figure: 4.2.2
The table and chart 4.2.2 showed that 14% of the respondents are undecided, 53.5% are agree
and 32.6% of the respondents are Strongly Agree as commitment among students is observed to
ensure desired progress and achievement
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Cumulative
Agree 21 48.8 48.8 72.1
Strongly
12 27.9 27.9 100.0
Agree
Total 43 100.0 100.0
The table and chart 4.2.3 showed that 23.3% of the respondents are undecided, 48.8% are agree
and 27.9% of the respondents are Strongly Agree as admission procedure is quite fair.
4.2.4 Students progress are regularly recorded and monitored

Cumulative
Valid Agree 26 60.5 60.5 60.5
Strongly
17 39.5 39.5 100.0
Agree
Total 43 100.0 100.0
Table: 4.2.4
Figure: 4.2.4
The table and chart 4.2.4 showed that, 60.5% are agree and 39.5% of the respondents are
Strongly Agree as students progress are regularly recorded and monitored.
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their progress
Cumulative
Agree 19 44.2 44.2 51.2
Strongly
21 48.8 48.8 100.0
Agree
Total 43 100.0 100.0
Table: 4.2.5
Figure: 4.2.5
The table and chart 4.2.5 showed that 7% of the respondents are undecided, 44.2% are agree and
48.8% of the respondents are Strongly Agree as teachers provide regular feedback to the students
about their progress.
4.2.6 The entity maintains individual student’s records

properly
Table: 4.2.6
Frequen Valid Cumulative
cy Percent Percent Percent
Undecided 6 14.0 14.0 20.9
Agree 16 37.2 37.2 58.1
Strongly
18 41.9 41.9 100.0
Agree
Total 43 100.0 100.0
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Figur: 4.2.6
The table and chart 4.2.6 stated that 7% of the respondents are disagree, 14% of the respondents
are undecided ,37.2% respondents are Agree and 41.9% of the respondents are Strongly Agreed
as the entity maintain individual student’s records properly.
4.3 Academic’s Data Analysis for Student Entry Qualifications, Admission procedure, Progress and
Achievements
4.3.1 Admission policy ensures entry of quality students.
Valid Cumulative
Undecided 3 18.8 18.8 25.0
Agree 8 50.0 50.0 75.0
Strongly
4 25.0 25.0 100.0
Agree
Total 16 100.0 100.0
Table: 4.3.1
Figure: 4.3.1
The table and chart4.3.1 revealed that50% respondents are Agree, 25% of the respondents are
Strongly Agreed, , 6.2% respondents are disagree and 18.8% of the respondents are undecided ,
as admission policy ensures entry of quality students.
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Valid Cumulative
Agree 9 56.2 56.2 81.2
Strongly
3 18.8 18.8 100.0
Agree
Total 16 100.0 100.0
Table: 4.3.2
Figure: 4.3.2
The table and chart 4.3.2 shows that, 56.2% respondents are Agree, 18.8% of the respondents are
Strongly Agreed and 25% of the respondents are undecided, as commitment among students is
observed to ensure desired progress and achievement.
Valid Cumulative
Agree 11 68.8 68.8 87.5
Strongly
2 12.5 12.5 100.0
Agree
Total 16 100.0 100.0
Table: 4.3.3
Figure: 4.3.3
Strongly Agreed and 18.8% of the respondents are undecided, as admission procedure is quite
fair.
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4.3.4 Students' progress are regularly recorded and

monitored
Frequenc Valid Cumulative

y Percent Percent Percent
Agree 7 43.8 43.8 56.2
Strongly
7 43.8 43.8 100.0
Agree
Total 16 100.0 100.0
Table: 4.3.4
Figure: 4.3.4
Strongly Agreed and 12.5% of the respondents are undecided, as commitment among students is
observed to ensure desired progress and achievement.

their progress
Valid Cumulative
Agree 10 62.5 62.5 75.0
Strongly
4 25.0 25.0 100.0
Agree
Total 16 100.0 100.0
Table: 4.3.5
Figure: 4.3.5
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4.3.6 The entity maintains individual student’s records properly
Valid Cumulative
Agree 12 75.0 75.0 81.2
Strongly
3 18.8 18.8 100.0
Agree
Total 16 100.0 100.0
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Chapter- Five
Structure & Facilities
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5.1 Introduction:
The purpose of the university is to provide education, which does not occur in a vacuum. High-
quality physical infrastructure is a crucial component of the university's high-quality educational
possibilities. Physical infrastructure helps students achieve their learning goals and creates a
conducive learning environment. The following physical facilities are crucial for supporting
successful teaching, learning, and the provision of quality education:
5.2 Classroom Facilities:
A student spends a significant amount of time in a classroom. They will learn the different
talents deemed appropriate and required for them to succeed in society here. They will learn
about their place in the world and the contributions they may make in the classroom. The student
develops their vision for the future during this time, as well as the knowledge of the abilities
required to accomplish that vision. Given how crucial the classroom is to a student's
development, it is crucial to comprehend how to impact this setting in order to improve the
effectiveness of instruction.
Every effort should be made to ensure that the learning environment is one that fosters student
achievement if universities truly do play a significant role in educating the future generation on
how to be successful members of society.
A classroom can be set up in a manner that stifles innovation or does not support a good learning
environment if the correct approach is not followed. Multiple factors have the potential to change
this environment. Physical components include things like desk arrangements, wall art, and
supplies. Intangible components include things like the rules, the atmosphere, and the sounds in
the room. Each of these things may affect a student's ability to concentrate and do well in class.
They may also influence a teacher's demeanor in front of the class. The emotional climate in the
classroom is one of these components. Students will have either positive or bad effects
depending on how their teacher manages their class. In order to organize their classroom to foster
a better learning environment, teachers must comprehend this cause and effect relationship.
At PCIU the classrooms are completely air conditioned and well geared up with enough area for
the scholars. It performs a important position in keeping students engaged and letting them
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achieve success in the school room. The classrooms are neat and smooth for the scholars, every
and each floor of the university constructing there are enough cleaners engaged in cleaning. The
lecture rooms have good enough lighting fixtures and fans to keep the teaching environment.
Each study room has a specious white board for demonstration in addition to enough markers.
Furthermore, present day multimedia projectors and overhead projectors are used for analytical
and picture primarily based lectures within the teaching- getting to know system. Presently,
PCIU the usage of 3rd era multimedia projectors that can function without the help of computers
or laptops. There may be a logical sitting arrangement in the PCIU classrooms. Every and every
class has 40 to 50 seats arranged for the scholars that are preferred for the Bangladesh context.
5.3 Library Facilities:

Students may borrow textbooks, reference volumes, periodicals, and audio-visual materials from
PCIU's extensive library. Recourses in libraries include books, movies, videos, and CDs. The
library has more than 11,689 text books, 511 magazines, 339 journals, and 2015 report/thesis
papers.
ID card for borrowers:
To borrow resources from the library, faculty members, students, and other users must provide
the unique library ID card provided by the university authorities.
Photocopy Service:
The library also provides photocopying services.
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Teachers' Book Issue Counter: Using an ID card, books may be borrowed, renewed, and returned
from this counter.
Student Reading Corner, Main Library:
The main library has a student reading corner with books from 12 different academic fields,
including business administration, English, sociology, statistics, mathematics, political science,
economics, law, anthropology, social work, and Islamic studies.
Main Library Reference Reading Corner:

The library has another area designated as a reference reading corner. Reference collections
include thorough research and reference materials in the fields of business, humanities, religion,
Islamic philosophy, language, literature, and history as well as biographies, bibliographies,
dictionaries, and encyclopedias. Teachers and scholars can access the non-issuable thesis and
reference materials in this room.
The most recent newspaper for the reading room:

All of Bangladesh's widely read daily newspapers are preserved by PCIU Library. These
newspapers are available for reading in the main library from 8 am to 5 pm.
5.4 Computer Lab:

We use technology in term of education at Port City International University. PCIU has
completely air-conditioned programming labs in two locations, microprocessor labs in one, and
digital labs in two. Students can test out the internet for free in the computer lab. The Digital
Labs are completely developed with the most cutting-edge technology, and the Programming
Labs are furnished with highly configured desktop PCs running the most advanced and up-to-
date software. One-on-one PCs are offered in the classroom so that students can study effectively
and practically. The most exciting and humorous news is that PCIU will establish a top-notch,
cutting-edge technology lab on its permanent site (Kolpoplok). All the PCs have advanced
configurations (Core i5 and Core 2 Quad processor) and all advanced and latest software.
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Printing Facility:
PCIU have provided a B/W Laser printer to all the students for their class notes, assignment or
research purpose.
IT Support:
On the first floor of the main building, PCIU has qualified computer and network engineers and
lab assistants who are typically present from 9 am to 7 pm.
5.5 Medical Facilities:

PCIU medical center is adjacent to the main structure. The medical facility provides all
University employees including faculty, staff, and students with free medical care. Three doctors
work.
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5.6 Other Facilities:

i. Transport:
The authority has already taken the effort to establish the transportation facilities for the
students on a big scale and to improve the transport facilities for the faculty members as
well. Currently, PCIU only offers transportation services for teachers under four different
routes.
ii. Auditorium:
On the third level of the main building, PCIU features an auditorium with seating for
about 400 people. However, PCIU will build an auditorium on its main campus in
Kolpolok with seating for up to 1000 people and access to all contemporary audiovisual
equipment. Various conferences, symposiums, cultural programs, workshops,
presentations, festivals, exhibitions, educational movie screenings, and other pertinent
events are held in the auditorium.
The following guidelines apply to using PCIU auditoriums:
A. General Rules:
1. The Vice Chancellor must give his or her approval before any use of the PCIU
auditorium can take place.
2. Prospective PCIU auditorium users should submit an application on a template form to
the Registrar.
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3. Prospective users who the authority deems deserving, given the significance and
benefit to the institution, shall be given preference when granting permits. Second, the
potential users who are university staff and faculty.
B. Specific Rules:
1. PCIU Auditorium is not accessible to outside individuals or groups.
2. Internal users must apply to the Registrar's office at least 72 hours (3 days)
beforehand.
3. The user, or his representative, and the appropriate PCIU authority will jointly
establish the amount of financial loss due to damage, and the user will pay the
same amount at a later date, if any damage is produced by the user during the
function within the center or in the premises.
4. The user must be familiar with the method of carrying out the function in
conjunction with the authority in order to utilize the auditorium. Band show or
alike musical function or high sound, creating musical instrument will not be
allowed in the auditorium.
5. Any political actions, anti-social activities, or events that the authority thinks
are not appropriate to hold will not be permitted in the auditorium.
6. The authority retains the ability to revoke the allocation without providing any
justification.
iii. Common Rooms (Students):
There is a nicely furnished common room for the students' indoor games and recreational
activities. Daily newspapers and monthly magazines are also given to the students so they
can stay informed about local, national, and international news as well as current social,
political, economic, and literary developments for the improvement of their faculties. The
female students have access to a separate common area.
iv. Cafeteria:
PCIU authority constructed a beautifully furnished cafeteria next to their main structure.
The cafeteria is available every day from 9 am to 8 pm.
v. Prayer Room :
On campus, both male and female prayer rooms are accessible.
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vi. Facilities for Indoor and Outdoor Games:

Teachers and students at PCIU have access to both indoor and outdoor game facilities.
The university organizes various tournaments for its teachers and students each year.
Outdoor Games: Behind its main building, PCIU has a playground where the university
administration hosts various events each year for sports including cricket, badminton, and
football.
Indoor Sports: Table tennis, carom, and chess are just a few of the indoor sports that
may be played on the main campus.
vii. Security Facilities:

PCIU has cameras and security on duty around-the-clock. A valid ID must be worn at all
times while on campus by all faculty, staff, and students. Nobody can access the
university.
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Student’s Response on Physical Facilities
Classroom facilities are suitable for ensuring
effective learning
Frequenc Percen Valid Cumulativ

y t Percent e Percent
Valid
Undecide 2 1.5 1.5 1.5
d
Agree 50 75.8 75.8 77.3
Strongly
14 21.2 21.2 98.5
Agree
Total 66 100.0 100.0
Table: 5.7.1
Classroom facilities are suitable for ensuring effective learning Percent
80
70
60
50
40
30
20
10
0
Undecided Agree Strongly Agree
Valid
Figure: 5.7.1
The above table and chart revealed that, 21.2% of the respondents strongly agreed, 75.8% of the
respondents agreed and 1.5 % of the respondents were neutral to the statement that classroom
facilities are suitable for ensuring effective learning.
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Laboratory facilities are congenial for practical

teaching-learning
Cumul
Valid
Freque Perc ative
Percen
ncy ent Percen
t
t
Valid
Disagree 1 1.7 1.7 1.7
Undecided 8 13.3 13.3 15
Agree 42 70 70 85
Strongly
Agree 4 6.7 6.7 91.7
100 100
Total 60
Table: 5.7.2
Laboratory facilities are congenial for practical teaching-learning Percent
80
70
60
50
40
30
20
10
0
Disagree Undecided Agree Strongly Agree
Figure: 5.7.2
The above table and chart revealed that, 30% of the respondents strongly agreed, 36.7% of the
respondents agreed, 31.7% of the respondents were neutral, and 1.7% of the respondents
disagreed that laboratory facilities are congenial for practical teaching-learning.
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Facilities for conducting research are adequate
Valid Cumulative
Frequency Percent
Percent Percent
Valid
Disagree 1 1.5 1.5 1.5
Undecided 1 1.5 1.5 3
Agree 55 85.9 85.9 88.9
Strongly
Agree 5 2.8 2.8 91.7
Total 62 100 100
Table: 5.7.3
Facilities for conducting research are adequate Percent

100
90
80
70
60
50
40
30
20
10
0
Figure: 5.7.3
The above table and chart revealed that, 2.8% of the respondents strongly agreed, 85.9 % of the
respondents agreed, 1.5 % of the respondents were neutral and 1.5% of the respondents
disagreed that facilities for conducting research are adequate.
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The library has adequate up-to-date reading and

reference materials to meet the
academic & research needs
Valid Cumulative
Frequency Percent
Percent Percent
Valid
Disagree 1 10.6 1.5 1.5
Undecided 1 1.5 1.5 3
Agree 45 68.2 85.9 88.9
Strongly
Agree 12 18.2 2.8 91.7
Total 62 100 100

Table: 5.7.4
The library has adequate up-to-date reading and reference materials to meet the
academic & research needs Percent
80
70
60
50
40
30
20
10
0
Figure: 5.7.4
The above table and chart revealed that, 31.7% of the respondents strongly agreed, 30% of the
respondents agreed 33.3% of the respondents were neutral and 5% of the respondents disagreed
that the library has adequate up-to-date reading and reference materials to meet the academic &
research needs.
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Indoor and outdoor medical facilities are adequate

Valid Cumulative
Valid 1 1.5 1.5 1.5
Disagree
Undecided 12 18.5 18.5 20
Agree 48 73.8 73.8 93.8
Strongly 1 1.5 1.5 95.3

Agree
Total 60 100 100
Table: 5.7.5
80
Indoor and outdoor medical facilities are adequate Percent
70
60
50
40
30
20
10
0
Figure: 5.7.5
respondents agreed, 18.5% of the respondents were neutral and 1.5% of the respondents
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disagreed that indoor and outdoor medical facilities are adequate.

There are adequate sports facilities
(indoor and outdoor)
Table: 5.7.6
Frequ Valid Cumulativ

ency Percent Percent e Percent
12 18.5 18.5 18.5
Undecided
Agree 48 73.8 73.8 92
Strongly
3 4.6 4.6 96.6
Agree
Total
65 100.0 100.0
There are adequate sports facilities (indoor and outdoor) Percent

1.2
0.8
0.6
0.4
0.2
0
Figure: 5.7.6
respondents agreed and 18.5% of the respondents were neutral that there are adequate sports facilities
(indoor and outdoor).
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Existing gymnasium facilities are good enough
Frequen Percen Valid Cumulativ

cy t Percent e Percent
Valid
Disagree 1 1.7 1.7 1.7
Undecided
26 28.3 28.3 30.0
Agree
29 40.0 40.0 70.0
Strongly
Agree 1 30.0 30.0 100.0
Total
64 100.0 100.0
Existing gymnasium facilities are good enough Percent

1.2
0.8
0.6
0.4
0.2
0
The above table and chart revealed that, 30% of the respondents strongly agreed, 40% of the
respondents agreed, 28.3% of the respondents were neutral and1.7% of the respondents
disagreed that existing gymnasium facilities are good enough.
Accesses to internet facilities with sufficient speed are available
Frequen Perce Valid Cumulativ

cy nt Percent e Percent
Valid
1 1.5 1.5 1.5
Disagree
Undecided 23 35.4 35.4 36.9
Agree 30 46.2 46.2 83.1
Strongly
4 6.2 6.2 89.3
Agree
Total 65 100.0 100.0
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Table: 5.7.8
Accesses to internet facilities with sufficient

speed are available
50
45
40
35
30
25
20
15
10
5
0
Valid Disagree Undecided Agree Strongly Agree
Figure: 5.7.8
respondents agreed, 41.7% of the respondents were neutral and 3.3% of the respondents
disagreed that access to internet facilities with sufficient speed are available.
5.8 Alumni’s Response on Physical Facilities:

Effective learning
Freque Percen Valid Cumulativ
ncy t Percent e Percent
Valid
Disagree 1 7.0 7.0 7.0
Agree 7 58.3 58.1 65.1

Strongly
4 34.9 34.9 100.0
Agree
Total 12 100.0 100.0
Classroom facilities are suitable for ensuring Percent
70
60
50
40
30
20
10
132
133
The table and chart above revealed that 34.9% of the respondents strongly agreed, 58.1% of the
respondents agreed and 7% of the respondents disagreed that classroom facilities are suitable for
ensuring effective learning.
Freque Perce Valid Cumulativ

ncy nt Percent e Percent
Valid
2 34.9 34.9 34.9
Undecided
Agree 5 41.7 41.7 72.1
Strongly
5 27.9 27.9 100.0
Agree
Total
12 100.0 100.0
Laboratory facilities are congenial for practical

teaching-learning
Laboratory facilities are congenial for practical teaching-learning Percent
45
40
35
30
25
20
15
10
0
Table: 5.7.10 Figure: 5.7.10
The table and chart above revealed that 27.9% of the respondents are strongly agreed, 37.2% of
the respondents are agree and 41.7% of the respondents are undecided that laboratory facilities
are congenial for practical teaching-learning.
Table: 5.7.11
133
134
Frequen Percen Valid Cumulative

cy t Percent Percent
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total
13 100.0 100.0
Facilities for conducting research are adequate Percent
90
80
70
60
50
40
30
20
10
0
Figure: 5.7.11
the respondents are agreed and 8.5% of the respondents are undecided that facilities for
conducting research are adequate.
The library has adequate up-to-date reading and reference materials to meet the academic & research needs
Frequen Percen Valid Cumulative

cy t Percent Percent
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total
13 100.0 100.0
The library has adequate up-to-date reading and reference materials to meet the academic &
90 research needs
80
70
60
50
40
30
20
10
0
Table: 5.7.12 Figure: 5.7.12
134
135
the respondents are agreed and 8.5 % of the respondents are undecided that the library has
adequate up-to-date reading and reference materials to meet the academic & research needs.
Frequen Percen Valid Cumulativ Indoor and outdoor medical facilities are adequate
cy t Percent e Percent Indoor and outdoor medical facilities are adequate Percent
Valid 90
Undecided 1 8.5 8.5 8.5 80
70
Agree 11 83.3 83.3 91.8
60
Strongly
1 8.5 8.5 100.0 50
Agree
40
Total 13 100.0 100.0
30
20
10
0
Table: 5.7.13 Figure: 5.7.13
There are adequate sports facilities (indoor and outdoor )

Valid
Undecided 1 8.5 8.5 8.5
Agree 11 83.3 83.3 91.8

Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Table: 5.7.14
135
136
90
80
70
60
50
40
30
20
10
0
Figure: 5.7.14
the respondents are agreed and 8.5 % of the respondents are undecided that there are adequate
sports facilities (indoor and outdoor)

Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
90
80
70
60
50
40
30
20
10
0
Table: 5.7.15 Figure: 5.7.15
136
137
the respondents are agreed and 8.5 % of the respondents are undecided that existing gymnasium
facilities are good enough.
Access to internet facilities with sufficient
speed are available
Strongly
1 8.5 8.5 8.5
Disagree
Valid
Undecide 1 8.5 8.5 8.5
d
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Access to internet facilities with sufficient

speed are available
90
80
70
60
50
40
30
20
10
0
Strongly Disagree Valid Undecided Agree Strongly Agree
Table: 5.7.16 Figure: 5.7.16

the respondents are agreed 8.5% of the respondents are strongly disagreed and 8.5% of the
respondents are undecided as access to internet facilities with sufficient speed are available.
Teaching-learning is interactive and supportive
137
138

Strongly
1 8.5 8.5 8.5
Disagree
Valid
Undecide 1 8.5 8.5 8.5
d
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Teaching-learning is interactive and supportive
90
80
70
60
50
40
30
20
10
0
Table: 5.7.17 Figure: 5.7.17

the respondents are agreed 8.5 % of the respondents are strongly disagreed and 8.5% of the
respondents are undecided as access to internet facilities with sufficient speed are available.
Class size is optimum for interactive

teaching learning
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
138
139
Class size is optimum for interactive teaching learning

90
80
70
60
50
40
30
20
10
0
Table: 5.7.18 Figure: 5.7.18

Entity provides adequate opportunities for practical

exercises to apply in real life situation.
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Entity provides adequate opportunities for practical exercises to apply in real life situation.
90
80
70
60
50
40
30
20
10
0
Table: 5.7.19 Figure: 5.7.19

The table and chart above revealed that 8.5% of the respondents are strongly agreed, 3.3% of the
respondents are agreed and 8.5 % of the respondents are undecided that entity provides adequate
opportunities for practical exercises to apply in real life situation.
Students attained additional practical ideas apart

from class room teaching
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140

Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Students attained additional practical ideas apart from class room teaching
90
80
70
60
50
40
30
20
10
0
Table: 5.7.20 Figure: 5.7.20

respondents are agreed and 8.5 % of the respondents are undecided that students attained
additional practical ideas apart from class room teaching.
Modern devices are used to improve

teaching-learning process

Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
140
141
Modern devices are used to improve teaching-learning process

90
80
70
60
50
40
30
20
10
0
Table: 5.7.21 Figure: 5.7.21

respondents are agreed and 8.5 % of the respondents are undecided that modern devices are used
to improve teaching-learning process.
Diverse methods are practiced to achieve

learning objectives
Frequ Perce Valid Cumulativ

ency nt Percent e Percent
Strongly
1 8.5 8.5 8.5
Disagree
Valid
Undecided 1 8.5 8.5 8.5
Agree 11 83.3 83.3 91.8

Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Diverse methods are practiced to achieve learning objectives

90
80
70
60
50
40
30
20
10
0
Table: 5.7.22 Figure: 5.7.22

the respondents are agreed, 8.5% of the respondents are undecided and 8.5% of the respondents
disagree that diverse methods are practiced to achieve learning objectives.
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142
Lesson plans/course outlines are provided to

the students in advance

Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Lesson plans/course outlines are provided to the students in advance
90
80
70
60
50
40
30
20
10
0
Table: 5.7.23 Figure: 5.7.23

respondents are agreed and 8.5 % of the respondents are undecided that Lesson plans/course
outlines are provided to the students in advance.
Assessment systems are duly communicated to

students at the outset of the term/semester
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
142
143
Table: 5.7.24 Figure: 5.7.24

respondents are agreed and 8.5 % of the respondents are disagreed that assessment systems are
duly communicated to students at the outset of the term/semester.
Assessment procedures meet the objectives

of the course
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
Assessment procedures meet the objectives of the course
90
80
70
60
50
40
30
20
10
0
Table: 5.7.25 Figure: 5.7.25

respondents are agreed and 8.5 % of the respondents are undecided that assessment procedures
meet the objectives of the course.
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144
Table: 5.7.26 Figure: 5.7.26

Diverse methods are used for assessment
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
90
80
70
60
50
40
30
20
10
0
Table: 5.7.27 Figure: 5.7.27

respondents are agreed and 8.5 % of the respondents are undecided that indoor and outdoor
medical facilities are adequate.
The students are provided feedback immediately

after assessment
Valid
1 8.5 8.5 8.5
Undecided
Agree 11 83.3 83.3 91.8
Strongly
1 8.5 8.5 100.0
Agree
Total 13 100.0 100.0
90
80
70
60
50
40
30
20
10
0
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145
respondents are agreed and 8.5 % of the respondents are undecided that the students are provided
feedback immediately after assessment.
5.9 Teacher’s Response on Physical Facilities:
effective learning
Valid
1 8.1 8.1 8.1
Undecided
Agree 9 85.5 85.5 93.6
Strongly
1 8.1 8.1 100.0
Agree
Total 11 100.0 100.0
Classroom facilities are suitable for ensuring Percent
1.2
0.8
0.6
0.4
0.2
0
Valid Undecided Agree Strongly Agree
Table: 5.7.29 Figure: 5.7.29

The table and chart above revealed that 8.1% of the respondents strongly agree and 85.5% of the
respondents agree and 85.5% of the respondents are undecided that classroom facilities are suitable for
ensuring effective learning.
Laboratory facilities are congenial for practical teaching-learning

Cumula
Freque Percen Valid tive
ncy t Percent Percent
Valid
1 12.5 12.5 12.5
Undecided
Agree 6 75 75.0 85.5
Strongly
1 12.5 12.5 12.5
Agree
Total 8 100.0 100.0
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146
Laboratory facilities are congenial Percent

80
70
60
50
40
30
20
10
0
Table: 5.7.30 Figure: 5.7.30

The table and chart above revealed that 12.5% of the respondents strongly agree, 75.0% of the
respondents agree and 12.5% of the respondents are undecided that laboratory facilities are congenial for
practical teaching-learning.

Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 6 75 75.0 85.5
Strongly
1 12.5 12.5 12.5
Agree
Total 8 100.0 100.0

80
70
60
50
40
30
20
10
0
Table: 5.7.31 Figure: 5.7.31
respondents agree and 12.5% respondents are disagreed, that facilities for conducting research are
adequate.
reference materials to meet the academic
& research needs
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147
Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 6 75 75.0 85.5
Strongly
1 12.5 12.5 12.5
Agree
Total 8 100.0 100.0
The library has adequate up-to-date reading and reference materials to meet the academic
& research needs
80
70
60
50
40
30
20
10
0
Table: 5.7.32 Figure: 5.7.32
respondents agree and 12.5% of the respondents are undecided that the library has adequate up-to-date
reading and reference materials to meet the academic & research needs.
Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 7 87.0 87.0 99.5
Strongly
1 12.5 12.5 100.0
Agree
Total 9 100.0 100.0

80
70
60
50
40
30
20
10
0
Table: 5.7.33 Figure: 5.7.33
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148
respondents agree and 12.5% of the respondents are undecided that indoor and outdoor medical facilities
are adequate.
Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 7 87.0 87.0 99.5
Strongly
1 12.5 12.5 100.0
Agree
Total 9 100.0 100.0

80
70
60
50
40
30
20
10
0
Table: 5.7.34 Figure: 5.7.34
respondents agree and 12.5% of the respondents are undecided that there are adequate sports facilities
(indoor and outdoor ).

Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 7 87.0 87.0 99.5
Strongly
1 12.5 12.5 100.0
Agree
Total 9 100.0 100.0
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149

80
70
60
50
40
30
20
10
0
Table: 5.7.35 Figure: 5.7.35

respondents agree and 12.5% of the respondents are disagreed as existing gymnasium facilities are good
enough .
Office equipment are adequate to support the students need
Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 7 87.0 87.0 99.5
Strongly
1 12.5 12.5 100.0
Agree
Total 9 100.0 100.0
Office equipment are adequate to support the students need
80
70
60
50
40
30
20
10
0
Table: 5.7.36 Figure: 5.7.36
respondents agree and 12.5% of the respondents are undecided that office equipment are adequate to
support the students need.
Entity has competent manpower to run the academic affairs
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150
Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 7 87.0 87.0 99.5
Strongly
1 12.5 12.5 100.0
Agree
Total 9 100.0 100.0
Entity has competent manpower to run the academic affairs
80
70
60
50
40
30
20
10
0
Table: 5.7.37 Figure: 5.7.37
respondents agree and 12.5%of the respondents are undecided, that entity has competent manpower to run
the academic affairs.
Accesses to internet facilities with sufficient speed are available
Cumula
Valid
1 12.5 12.5 12.5
Undecided
Agree 7 87.0 87.0 99.5
Strongly
1 12.5 12.5 100.0
Agree
Total 9 100.0 100.0
Access to internet facilities with sufficient speed are available
80
70
60
50
40
30
20
10
0
Table: 5.7.38 Figure: 5.7.38
150
151
respondents agree and 12.5% of the respondents are undecided that access to internet facilities with
sufficient speed are available
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152
Chapter-Six
Teaching-Learning and Assessment
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153
This chapter offers a critical analysis of the state of teaching, learning, and assessment in the
Department of English at Port City International University. It includes two major components –
one is concerned with teaching and learning, and the other with assessment in practice in the
department.
6.1 Teaching Learning
Teaching learning is the centre of quality education. Educational institutions should have the
sense of responsibility to ensure effective teaching learning methods in higher education. For the
purpose of effective teaching learning following factors are necessary:
∙ Proper use of lesson plan/course outline

● Application of modern devices (IT integrated) in teaching
● Achieving Learning Objectives
● Skill Development mechanism

6.2 Quality Staff
Quality teaching is essential for quality learning. Educators should provide quality and
excellence when it comes to teaching. PCIU believes that teachers at all levels of education must
be appropriately trained and qualified. The teaching learning environment is designed in such a
way that it supports teachers and students in their missions.
Teachers should maintain high professional standards and should be accountable to society. To
this end, professional standards should be established with the full involvement of the teaching
profession and they can feel confident in their professional field and their professional
development should be relevant to their teaching.
PCIU has qualified teaching staff that completed study from home and abroad. Most of the
faculty members either are PhD or enrolled in the PhD or pursuing for PhD. The Department of
English at PCIU possesses some highly qualified, experienced, competent and renowned
academic staff as well as a good number of qualified, skilled, honest and sincere non-academic
staff. PCIU always ensures quality education having some qualified educators. Only qualified
educators can guarantee the best methods of teaching.
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154
6.3 Teaching-Learning Methods
Teaching learning method sets everything in terms of learning outcomes. Efforts in this area pay
great dividends in terms of attainment of learning goals and quality of education as well.
Attainment of learning goals depends on the involvement of students and teachers. Teachers
need to be diligent in transferring new knowledge to the students effectively so that the goal of
teaching learning succeeds. The teachers should use innovative teaching techniques to make the
students keen, focused and interested to learn the subjects taught, and are able to maintain a
scholarly approach for engaging students in academic activities.
Teaching is a process of interaction through organized strategies and activities, with a view to
engaging students in thinking and activities, which will enable them to learn and acquire
intended knowledge and skills and enhance values and attitudes. Department of English, PCIU
intends to provide a teaching-learning friendly environment so that it can meet major principles
of teaching-learning and helps students grow. Assessment, on the other hand, denotes the
instrumentation used for testing, evaluating, and grading learners’ aptitude, achievement and
proficiency.
Efficient teaching, learning, and assessment include:
● Professional and committed academic staff
● Updated teaching methods and materials
● Learning-friendly environment
● Transparent assessment system
With proper teaching learning support, students can have an atmosphere to communicate with
the teachers and get engaged in the class. A significant number of current students appear to be
happy with the range of extra-curricular activities as well as the optimum class size. The extent
has been measured from the perspective of students, alumni and teachers. The teachers in the
Department follow teaching methods which are interactive and supportive. For example the
lecture method, students’ presentation, assignments, group work, pair work etc is applied.
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155
❖ PCIU believes that teaching should:

▪ Focus on learning outcomes in the form of knowledge, understanding, skill and attitudes;
▪ Assist students to form broad conceptual understandings while gaining depth of
knowledge;
▪ Encourage critical questioning of accepted theories;
▪ Develop an awareness of the provisional nature of the current knowledge in all fields;
▪ See how understanding evolves to meet future challenges;
▪ Engage students in the learning process, while acknowledging that all learning must
involve a complex interplay of active and receptive processes;
▪ Engage students in discussion;
▪ Respect students views and opinions;
▪ Incorporate a concern for the welfare and progress of individual students;
▪ Encompass a range of perspectives from different ethnic background, socioeconomic
status;
▪ Attempt to meet the demands of students with disabilities;
▪ Encourage an awareness of the ethical dimensions of problems;
▪ Utilize instructional strategies to enable different styles of learning; and
▪ Adopt assessment methods appropriate to the desired learning outcomes of the course.
6.4 Practices of Teaching, Learning Methods in PCIU
1. Encourages interactive learning
Frequent student-faculty contact is the most important factor in students’ motivation and
involvement. This may be achieved through online communication and peer support. It is
especially important during the first year of study. PCIU has well practice student-teacher
interaction. Every faculty member of the department of English has consultative hour where
students come to resolve their problems or share their views.
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156
2. Develops sense of Cooperation among Students
Learning is enhanced when it is more like a team effort than a sole race. Good learning, like
good work, is collaborative and social, not competitive and isolated. Working with others often
increases involvement in learning. Sharing one's own ideas and responding to others' reactions
sharpens thinking and deepens understanding.
3. Encourages active Learning
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to
teachers, memorizing pre-packaged assignments, and completing on-line quizzes. Students need
opportunities about what they are learning, write about it, relate it to past experiences and apply
it to their daily lives. They must make sense of what they learn for themselves. This does not
necessarily mean more class time, much of this sort of activity can happen outside the class but it
needs to be encouraged and valued by the academic staff.
4. Gives prompt feedback
Students need appropriate feedback on performance to get benefits from courses. When getting
started, students need help in assessing existing knowledge and competence. Students need
frequent opportunities to perform and receive suggestions for improvement. At various points
during their course, and at the end, students need chances to reflect on what they have learned,
what they still need to know, and how to assess themselves.
5. Emphasizes time on task
There is no substitute for time on task. Learning to use one's time well is critical for students and
professionals alike. Students need to learn effective time management. Allocating realistic
amounts of time means effective learning for students and effective teaching for faculty.
6. Communicates high expectations
High expectations are important for everyone -- for the poorly prepared, for those unwilling to
exert themselves, and for the bright and well-motivated. Expecting students to perform well
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157
becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for
them and make extra efforts.
7. Respects diverse talents and ways of learning
There are many roads to learning. People bring different talents and styles of learning to
university. Brilliant students in the seminar room may be all thumbs in the lab or art studio.
Students rich in hands-on experience may not do as well with theory. Students need the
opportunity to show their talents and learn in ways that work for them. Once they gain
confidence it is possible to encourage them to take risks and learn in new ways that are more
challenging.
6.5 Use of lesson plan
Use of lesson plan is a growing practice in teaching learning internationally. It specifies the
subject matter to be taught, learning objectives and assessment for every class. As a result, at the
beginning of a session students become very clear regarding what will be taught, how will it be
taught, how will the attainment of learning be assessed and subjects they are supposed to learn.
Documentation of lesson plans will enable one to determine the level of students‟ learning in any
particular course and help the students to plan for learning of a course at the next level of
academic life.
❖ Lesson planning is essential because:

● It helps the teachers conduct their lesson effectively and it allows students to know what
they are going to learn and how it fits into the course syllabus.
● Students also feel that the lessons are sequenced properly. Having a good lesson plan will
also increase confidence. In addition, a detailed plan clearly demonstrates that the teacher
has taken the time, as well as, put in the thought and effort into making the lesson.
● Teachers who do not produce a lesson plan are often lazy, or feel that they can create a
lesson based on what is happening in the room at that moment. This can sometimes work,
but to continue to never have a lesson plan proves to be ineffective. Besides, students will
become frustrated and feel a sense of negligence or carelessness on the teacher's part as
well as not getting their money's worth.
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158
● Planning of detailed lessons will avoid problems in class. This will give the teacher
confidence that they have done their best to plan for any eventuality, or at least minimize
some problems.
6.5.1 Course Outline/Lesson plan describing the contents and various methods and
approaches that are followed in the class:
Course Code: ENL 307, Course Title: 19th Century Literature 2
Credit Hr.: 3.00, Contact Hr.: 3.00, Course Type: Core
Pre-requisites (if any): ENL 301
Rationale:
This course introduces the learners with remarkable Victorian Literature to read a text critically and
evaluate personal responses of a writer as well as scrutinize language to understand.
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159
Course Objectives:
The objectives of this course are:
1. To introduce the students to the study of Victorian novels, the rise of newspaper, press &
publication.
To improve understanding of Victorian age in a way that demonstrates their close engagement to
2.
social and historical backgrounds.
To demonstrate the change in literature through modernism, fascination for scientific discoveries
3.
more specially transformation of civilization.
Course Outcomes (CO):

The Course Learning outcome would be to:
CO1
Apply an efficient critical analysis of Victorian age.
CO2 Remember the artistic and aesthetic characteristics of English society, culture and principle.
CO3 Evaluate the ability to think analytically.
CO4 Analyze formal and thematic characteristics of Victorian crisis.
Understand and successfully deploy a range of rhetoric terms, concepts and illuminate literary
criticism
CO5
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160
Mapping Course Learning Outcomes (CLOs) with the Program Learning Outcomes (PLOs)
CLO PLO
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8

PLO9
CLO1 √ √ √ √ √ √
CLO2 √ √ √ √ √
CLO3 √ √ √ √
CLO4 √ √ √ √ √
CLO5 √ √ √ √ √ √
Course Content and Mapping CLOs with the Teaching-Learning& Assessment Strategy
Wee Teaching- Assessmen

Contents CO
k Learning Strategy t Strategy
Introduction to Victorian age: Introduction to
Victorian age and literature, historical background,
Lecture,
1. Discussion Class Test CO1
political and social context, discussion on Industrial
Revolution.
Jane Eyre- Author’s background, setting,
rhetoric devices, characterization, detail Lecture,
2. Class Test CO1, CO2
discussion of the text. Discussion
Jane Eyre- Author’s background, setting,

Lecture, Assignmen
3. rhetoric devices, characterization, detail CO2
Discussion t
discussion of the text.
Silas Marner- Author’s background, setting,

literary terms, characterization, detail Lecture,
4. Exam CO2, CO4
discussion of the text. Discussion
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161
Silas Marner-Interpretation of the text, critical

Lecture,
5. analysis exploration, themes, , quotation Exam CO3, CO4
Discussion
analysis.
Lecture,
Detailed Discussion on important explanations, Exam CO2, CO4
Discussion
6. related literary Terms and Genres and question
analysis Lecture,
CO1, CO2,
Discussion Exam
Review and makeup class (If any) CO5
Problem Solving
7. CO1, CO2,
Mid Term Exam and Feedback
&8. CO5
Contribution of 19th Century novelists in English
Lecture, Class Test,
9. Literature, detail discussion of rising women CO1, CO2
Discussion Exam
novelists in this age.
Tess of the D’urbervilles- Literature in
transition, context & content, author’s
background, setting, rhetoric devices, Lecture,
10. Class Test CO2
characterization. Discussion
Tess of the D’urbervilles - Interpretation of the

Lecture,
11. text, critical analysis exploration, themes, Exam CO4
Discussion
question analysis, quotation analysis
A Tale of Two Cities- Literary genre, reading &
Lecture,
12. interpreting the text, author’s background, Exam CO4
Discussion
setting, rhetoric devices, characterization.
A Tale of Two Cities- detail discussion of the Lecture,
13. Exam CO2, CO4
texts, motifs, critical analysis exploration. Discussion
Detailed Discussion on important explanations, Lecture, Assignmen CO3, CO4,

related literary Terms and Genres and question Discussion t CO5
14. analysis Lecture,
CO2, CO4,
Discussion Exam
Review and makeup class (If any) CO5
Problem Solving
15 & CO2, CO4,
Final Term Exam and Feedback
16. CO5
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Assessment Strategy Course Evaluation Process and Mark Distributions
S Category
l Mark %
.
Continuous Assessment: 1 Attendance:

10%
.
Class Test, Assignment, Presentation
2
Summative: Mid Term
.
Mid-Term and Final Term Exams
0. Class Test: 5%
b. Assignment/Presentation: 5%
c. Exam 30%
3
Make-up Procedures Final Term
.
Repeat Course, Mid-Term Incomplete Exam, Final 0. Class Test 5%

Term Incomplete Exam b. Assignment/ Presentation: 5%
c. Exam 40%
Total: 100%
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Learning Materials:
1. Bronte, Charlotte. Jane Eyre. Friends’ Book Corner, 3rd Edition, 2009
2. Eliot, George. Silas Marner. Penguin Classics ,Reissued Edition, 2003
3. Hardy, Thomas. Tess of the D’urbervilles. Friends’ Book Corner, 2nd Edition, 2008
4. Dickens, Charles. A Tale of Two Cities. Dover Publications, 3rd Edition, 1998
5. O'Gorman, Francis :The Victorian Novel: A Guide to Criticism
Recommended Readings: 1,2,3,4 Supplementary Readings: 5
6.6 Sample Lecture Notes
Lecture: 10
Course Title: 19th Century Literature 2
Course Code: ENL 307
Tess of the d'Urbervilles
Plot
The Maiden
Tess Durbeyfield, a country girl of sixteen, is the eldest child of John Durbeyfield, a haggler, and
his wife Joan. When the local parson tells John that "Durbeyfield" is a corruption of
"D'Urberville", and that he is descended from an ancient Norman family, John celebrates by
getting drunk. Tess drives to market in her father's place, but falls asleep at the reins; the wagon
crashes and the family's only horse is killed. Feeling guilty, she agrees to visit Mrs d'Urberville, a
rich widow, to "claim kin", unaware that the widow's late husband, Simon Stoke, had merely
adopted the surname to distance himself from his tradesman's roots.
Alec d'Urberville, the son, is attracted to Tess and finds her a job as his mother's poultry keeper.
Tess resists Alec's manipulative attentions, but her youth and inexperience obscure from her the
real threat to her virtue. One night, on the pretence of rescuing her from a fight, Alec takes her on
his horse to a remote spot and it is implied that he rapes her.[2]
Maiden No More
The following summer, Tess gives birth to a sickly boy. Unable to find a parson prepared to
christen a child born out of wedlock, Tess attempts to do it herself, naming her dying child
Sorrow.
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The Rally
Some years later, Tess finds employment as a milkmaid at Talbothays Dairy, where her past is
unknown. She falls in love with Angel Clare, an apprentice gentleman farmer who is studying
dairy management.
The Consequence
Angel's father, a clergyman, is surprised that his son wishes to marry a milkmaid but makes no
objection, understanding Tess to be a pure and devout country maiden.
Feeling she has no choice but to conceal her past, Tess is reluctant to accept Angel's marriage
proposal, but eventually agrees. She later tries several times to tell Angel of her history, but he
says that they can share confidences after the wedding.
The couple spend their wedding night at an old d'Urberville mansion. When Angel confesses that
he once had a brief affair with an older woman, Tess finally tells him about Alec, sure now he
will understand and forgive.
The Woman Pays
Angel is appalled. Tess is not the pure maiden he took her for and, although he concedes she was
"more sinned against" than sinning, he feels that her "want of firmness" amounts to a character
flaw. The couple separate after a few days, with Tess returning home and Angel travelling to
Brazil to try farming there.
Tess's family soon exhaust the funds Angel has given her and she is forced to take field work at
the starve-acre farm of Flintcomb-Ash.
The Convert
Alec d'Urberville continues to pursue Tess although she is already married. When Tess learns
from her younger sister 'Liza-Lu that her parents are ill, she rushes home. Her mother recovers
but her father dies, and the destitute family is evicted from their home. Alec tells Tess that her
husband will never return and he offers to house the Durbeyfields on his estate. She refuses.
Angel's farming venture fails, he repents of his treatment of Tess, and he decides to return to
England.
Fulfilment
After a long search, Angel finds Tess elegantly dressed and living in a boarding house in the
fashionable seaside resort of Sandbourne, under the name of "Mrs d'Urberville". In anguish, Tess
tells him he has arrived too late. Angel reluctantly leaves.
Tess and Alec argue, and Tess leaves the house. Sitting in her parlour beneath the d'Urbervilles'
rented rooms, the landlady notices a spreading red spot – a bloodstain – on the ceiling. Tess has
stabbed Alec to death in his bed.
Tess chases after Angel and tells him of the deed. The couple find an empty house and stay there
for five days in blissful and loving seclusion before being forced to move on to evade capture. In
the night they stumble upon Stonehenge. Tess asks Angel to marry and look after 'Liza-Lu when
she is gone. She sleeps on an ancient stone altar. At dawn, while Tess sleeps on, Angel sees they
are surrounded. Tess's final words on waking are "I am ready."
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The novel closes with Angel and 'Liza-Lu looking down at 8 a.m. from a nearby hill over the
town of Wintoncester (Winchester) as a black flag signalling Tess's execution is raised over the
prison. Angel and 'Liza-Lu go on their way hand in hand.
Characters
● Tess Durbeyfield, the novel's protagonist, a country girl

● John and Joan Durbeyfield, Tess's parents
● Eliza Louisa ('Liza-Lu) Durbeyfield, the eldest of Tess's younger
siblings
● Angel Clare, intending farmer who becomes Tess's husband
● Alec d’Urberville, Tess's seducer/rapist and father of her child
● Mrs d’Urberville (or Stoke-d’Urberville), Alec's mother
● Marian, Izz Huett and Retty Priddle, milkmaids, friends of Tess
● Reverend and Mrs Clare, Angel's parents
● Reverends Felix and Cuthbert Clare, Angel's brothers
● Mercy Chant, schoolteacher whom Angel's family initially hopes
he will marry
Symbolism and themes

The Vale of Blackmore, the main setting for Tess. Hambledon Hill towards Stourton Tower
Hardy's writing often explores what he called the "ache of modernism", a theme notable in Tess,
which as one critic noted,[3] In depicting this Hardy draws on imagery associated with hell to
describe modern farm machinery, and suggests the effete nature of city life, as milk sent there
must be watered down before townspeople can stomach it. Angel's middle-class fastidiousness
makes him reject Tess, a woman whom Hardy presents as a sort of Wessex Eve, in harmony with
the natural world. When he parts from her and goes to Brazil, the handsome young man gets so
ill that he becomes a "mere yellow skeleton". All these signs have been interpreted as negative
results of humanity's separation from nature, in creating destructive machinery and in failing to
rejoice in pure and unadulterated nature.[citation needed]
On the other hand, the Marxist critic Raymond Williams in The English Novel from Dickens to
Lawrence questions the identification of Tess with a peasantry destroyed by industrialization.
Williams sees Tess not as a peasant, but as an educated member of the rural working class, who
suffers a tragedy through being thwarted in her hopes to rise socially and desire for a good life
(which includes love and sex), not by industrialism, but by the landed bourgeoisie (Alec), liberal
idealism (Angel) and Christian moralism in her family's village (see Chapter LI). Earlier
commentators were not always appreciative. Henry James and Robert Louis
Stevenson in Bournemouth "loved to talk of books and bookmen: Stevenson, unlike James, was
an admirer of Thomas Hardy, but agreed that Tess of the D'Urbervilles was 'vile'."[4]
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Another role of Tess's only true friend and advocate, pointedly subtitling the book "a pure
woman faithfully presented" and prefacing it with Shakespeare's words from The Two Gentlemen
of Verona: "Poor wounded name! My bosom as a bed/Shall lodge thee." However, though Hardy
clearly means to criticize Victorian notions of female purity, the double standard also makes the
heroine's tragedy possible and so serves as a mechanism of Tess's broader fate. Hardy variously
hints that Tess must suffer either to atone for the misdeeds of her ancestors, or to provide
temporary amusement for the gods, or because she possesses some small but lethal character
flaw inherited from her ancestors.
Because of the numerous pagan and neo-Biblical references made about her, Tess has been seen
variously as an Earth goddess or a sacrificial victim. [5] For example, early in the novel, she takes
part in a festival for Ceres, the goddess of the harvest, and when she baptises her dead child she
chooses a passage from Genesis, the book of creation, rather than more traditional New
Testament verses.[citation needed] Then when Tess and Angel come to Stonehenge, which was
commonly believed in Hardy's time to be a pagan temple, she willingly lies on a stone
supposedly associated with human sacrifice.[citation needed]
Tess has been seen as a personification of nature, an idea supported by her ties with animals
throughout the novel. Tess's misfortunes begin when she falls asleep while driving Prince to
market and causes the horse's death; at Trantridge she becomes a poultry-keeper; she and Angel
fall in love amid cows in the fertile Froom valley; on the road to Flintcomb-Ash, she kills some
wounded pheasants to end their suffering.[6]
Yet Tess emerges as a powerful character not through this symbolism but because "Hardy's
feelings for her were strong, perhaps stronger than for any of his other invented personages."
6.7 Technology Integration
Technology integration is the use of technology resources- computer, mobile devices multimedia
projectors, digital cameras, social media platforms and networks, software applications, the
internet, etc. in daily classroom practices, and in the management of the university. IT integration
in teaching learning will make it easier, attractive and more effective to communicate ideas and
complex subjects meaningfully in class rooms. In addition, use of IT in teaching will encourage
students to use e-contents to improve learning, access e-resources for study and research, use
information technology for academic preparation and problem solving.

Successful technology integration is achieved when the use of technology is:
● Routine and transparent

● Accessible and readily available for the task
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● Supporting the curricular goals, and helping the students effectively to reach their goals.
When effectively integrated into the curriculum, technology tools can extend learning in
powerful ways.
These tools can provide students and teachers with:
● Access to up-to-date primary source material
● Methods of collecting/recording data.
● Ways to collaborate with students, teachers, and experts around the world.
● Opportunities for expressing understanding via multimedia.
● Learning that is relevant and assessment that is authentic.
● Training for publishing and presenting their new knowledge
PCIU has integrated technology in teaching learning process. The university has adequate 3 rd
generation multimedia projectors for effective classes. Moreover, the university campus is
entirely Wi-Fi internet connectivity so that the students can practice lessons. Another important
thing is that PCIU has well equipped class rooms and a computer lab where students can assess
internet facility free of cost. The most appreciable thing is that by using technology PCIU has
tried to transform the lecture based class to interactive classes.
6.8 Sample Question
Port City International University

Final Term Examination, Spring-2020
Course Code: ENL 307 Course Title: 19th Century Literature 2

Department: English Batch: ENG 14
Time: 2 Hours Full Marks: 40
[Answer any Five (5) of the following Questions including Question No: 7.]
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1. What is Thomas Hardy’s attitude towards love in Tess of the D’Urbervilles? 8
2. Write down the narrative technique used in Tess of the D’Urbervilles? 8
3. How is the life of Tess a constant movement between “hope and despair “in 8
Tess of the D’Urbervilles?
4. Evaluate the relationship between Lucie and her father, Doctor Manette in A 8
Tale of Two Cities
5. How is 'Honor' defined in A Tale of Two Cities? 8
6. Analyze Dickens's descriptions of mobs in England and in France in A Tale of 8

Two Cities.
7. Locate and explain on: (any two) 4×2=8
a. A multitude of people and yet a solitude.
b. It was to be. There lay the pity of it.
c. Neither saw the difference between local truth and universal truth; that
what the inner world said in their clerical and academic hearing was a
quite a different thing from what the outer world was thinking.
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6.9 Assessment of Student Performance
The purpose of higher education is to make the students capable of using knowledge and
understanding to identify, clarify and provide best possible solutions to the emerging problems
related to individual, workplace, society and the country. Students are required to gain the
multiple skills to make them capable of serving the purposes of higher education. Students gain
these multiple skills through the achievement of intended learning outcomes. Assessment of
student performance is a systematic process of collecting, analyzing and interpreting
information to determine the extent which intends to achieve learning outcomes. Assessment
creates a basis for judgment on the performance of student. Effective and appropriate
assessment procedure is very important to judge the level of attainment of learning outcomes
and skill development.
6.9.1 Summative (High-Stakes) Assessments:

Summative assessment techniques evaluate student learning. These are high- stakes assessments
that occur at the end of an instructional course and measure the extent to which students have
achieved the desired learning outcomes.
Exams
This includes midterm exams, final exams, and tests at the end of course units. The best tests
include several types of questions – short answer, multiple-choice, true- false, and short essay,
creative questions- to allow students to fully demonstrate what they know.
Papers, Projects and Presentations

These give students the chance to go deeper with the material to put the knowledge they’ve
acquired to use or create something new from it. This level of application is an extremely
important and often overlooked part of the learning process. These types of projects also give
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students who do not test well a chance to shine.
Portfolios
Submitting a portfolio at the end of a course can be a powerful way for students to see the
progress they have made. More than just a collection of students’ work for the semester, good
portfolios also include reflections on their learning.
Not only at Port City International University but all over the world most of the students often
complain about their grade when the basis for their assessment is unclear to them. Clear
communication also makes courses more inclusive for students from underrepresented.
Student’s ability to “guess” what they will be assessed on does not indicate mastery of course
content. Day-to-day class activities and assignments should reflect the instructor’s assessment
method. This is not to say that the assessment must be a “regurgitation” of class work and
readings, but it should fall within the same general framework of the course. Ungraded trial
tests can be useful tools both to alert the instructor as to the student’s abilities and to provide the
students with an understanding of the assessment method.
There are many methods of grading. Numeric methods are not necessarily more “objective”
than those that rely on writing comments or holistic approaches. It is important for instructors
think through their grading philosophy and purposes before deciding on a grading scheme.
Before selecting a grading method, it is also advisable to check relevant course or departmental
policies.
PCIU has followed different assessment methods for getting effective results of the students and
tried to eliminate such complain. The Honorable Vice-chancellor has introduced some
assessment tools for PCIU to assess successfully.
6.10 Letter Grading System

PCIU has used Letter Grading System that should be familiar to anyone who has attended a
traditional high school, college or university. Defining what constitutes each level of
performance is the responsibility of the relevant course teachers. This method is used for
assessing final examination results. The Letter Grade system is given below which PCIU
follows for student’s assessment.
6.11 Evaluation System
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The evaluation is based on: (1) a final examination, (2) a midterm test, (3) quizzes, assignments
and class tests/ or term papers/presentation/reports. The exact distribution of marks may vary
from course to course.
Marks Range Letter Grade Grade Point Interpretation

80% and above A+ (A Plus) 4. Outstanding
0
75% to less than A (A 3. Excellent
80% Regular) 75
70% to less than A- (A 3. Very Good
75% Minus) 50
65% to less than B+ (B Plus) 3. Go
70% 25 od
60% to less than B (B 3. Satisfactory
65% Regular) 0
55% to less than B- (B 2. Above Average
60% Minus) 75
50% to less than C+ (C Plus) 2. Average
55% 50
45% to less than C (C 2. Below Average
50% Regular) 25
40% to less than D 2. Pas
45% 0 s
Less than 40% F 0. Fai
0 l
I Incomplete
W Withdraw
PCIU has used the grade point average system to summarize student scores. These results in a
cumulative grade point average (CGPA), which is calculated based on credits and grades
earned.
❖ 6.12.1 Students’ Response on Teaching-Learning and Assessment:
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Disagree 5 10 10 10
Valid
Undecided 5 10 10 20
Agree 15 30 30 50
Strongly
25 50 50 100.0
Agree
Total 50 100.0 100.0
120
100
80
frequency
60 percent
valid percent
Cumulative percent
40
20
0
Valid disagree undecided Agree Strongly agree
Table: 6.12.1 Figure: 6.12.1

The above table and diagram revealed that, 50% of the respondents strongly agreed that the
teaching-learning at PCIU is interactive and supportive. 30% of the respondents agreed with the
statement whereas 10 % of the respondents disagreed and 10% of the respondents were neutral
about the statement respectively.
❖ 6.12.2 Class size is optimum for interactive teaching learning:
Cumulati
Freque Perce Valid ve
ncy nt Percent Percent
Vali Undecide
4 8 8 8
d d
Agree 18 36 36 44
Strongly
28 56 56 100.0
Agree
Total 50 100.0 100.0
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173
120
100
80
frequency
60 percentage
valid percentage
cumulative percentage
40
20
0
valid Agree Strongly agree
Table: 6.12.2 Figure: 6.12.2

The above table and diagram revealed that, 56% of the respondents strongly agreed that the class
size is optimum for interactive teaching learning. 36% of the respondents agreed with the
statement whereas 8% of the respondents were neutral.
❖ 6.12.3 Entity provides adequate opportunities for practical exercises to apply in real
life situation:

Disagree 5 10 10 10
Valid
Agree 15 30 30 50
Strongly
25 50 50 100.0
Agree
Total 50 100.0 100.0
120
100
80
frequency
60 percent
valid percent
Cumulative percent
40
20
0
Table: 6.12.3 Figure: 6.12.3
entity provides adequate opportunities for practical exercises to apply in real life situation.30%
of the respondents agreed with the statement whereas 10% of the respondents strongly disagreed,
10% of the respondents were neutral about the statement respectively.
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❖ 6.12.4 Modern devices are used to improve teaching learning process:

Disagree 5 10 10 10
Valid
Agree 15 30 30 50
Strongly
25 50 50 100.0
Agree
Total 50 100.0 100.0
120
100
80
frequency
60 percent
valid percent
Cumulative percent
40
20
0
Table: 6.12.4 Figure: 6.12.4

The above table and diagram revealed that, 50% of the respondents strongly agreed that modern
devices are used to improve teaching-learning process.51.7% of the respondents agreed with the
statement whereas 11.7% of the respondents were neutral about the statement.
❖ 6.12.5 Diverse methods are practiced to achieve learning objectives:
Cumulati
Freque Perce Valid ve
ncy nt Percent Percent
Undecide
4 8 8 8
Vali d
d
Agree 18 36 36 44
Strongly
28 56 56 100.0
Agree
Total 50 100.0 100.0
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175
120
100
80
frequency
60 percentage
valid percentage
cumulative percentage
40
20
0
valid Agree Strongly agree
Table: 6.12.5 Figure: 6.12.5
The above table and diagram revealed that, 56% of the respondents strongly agreed that diverse
methods are practiced to achieve learning objectives. 36% of the respondents agreed with the
statement whereas 8% of the respondents were neutral about the statement respectively.
❖ 6.12.6 Lesson plans/course outlines are provided to the students in

advance:
Frequen Percen Valid

cy t Percent Cumulative Percent
Disagree 5 10 10 10
Valid
Agree 15 30 30 50
Strongly
25 50 50 100.0
Agree
Total 50 100.0 100.0
Table: 6.12.6
120
100
80
frequency
60 percent
valid percent
Cumulative percent
40
20
0
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Figure: 6.12.6
The above table and diagram revealed that, 50% of the respondents strongly agreed that lesson
plans/course outlines are provided to the students in advance.30% of the respondents agreed with
the statement whereas 20% of the respondents were neutral about the statement and 10%
students disagreed on this.
❖ 6.12.7 The students provide feedback immediately after assessment:
Frequen Percen Valid

cy t Percent Cumulative Percent
Disagree 5 10 10 10
Valid
Agree 15 30 30 50
Strongly
25 50 50 100.0
Agree
Total 50 100.0 100.0
Table: 6.12.7
120
100
80
frequency
60 percent
valid percent
Cumulative percent
40
20
0
Figure: 6.12.7
students provide feedback immediately after assessment. 30% of the respondents agreed with the
statement whereas 20% of the respondents were neutral about the statement and 10% students
disagreed on this.
❖ Alumni’ Response on Teaching-Learning and Assessment:
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❖ 6.12.8 Entity provides adequate opportunities for practical exercises to

apply in real life situation:

Undecide
3 20 20 20
Vali d
d
Agree 5 33.33 33.33 53.33
Strongly
7 46.66 46.66 100.0
Agree
Total 15 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.8 Figure: 6.12.8

The above table and diagram revealed that, 46.66% of the respondents strongly agreed as entity
provides adequate opportunities for practical exercises to apply in real life situation. 33.33% of
the respondents agreed with the statement whereas 20% of the respondents were neutral about
the statement.
❖ 6.12.9 Students attained additional practical ideas apart from class room teaching:

Undecide
3 20 20 20
Vali d
d
Agree 5 33.33 33.33 53.33
Strongly
7 46.66 46.66 100.0
Agree
Total 15 100.0 100.0
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178
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.9 Figure: 6.12.9
The above table and diagram revealed that, 46.66% of the respondents are strongly agreed that
students attained additional practical ideas apart from class room teaching.33.33% of the
respondents agreed with the statement whereas 20% of the respondents were neutral about the
statement.
❖ 6.12.10 Diverse methods are used for assessment:

Undecide
0 0 0 0
Vali d
d
Agree 6 40 40 40
Strongly
9 60 60 100.0
Agree
Total 15 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.10 Figure: 6.12.10

The above table and diagram revealed that, 60% of the respondents strongly agreed that diverse
methods are used for assessment.40% of the respondents agreed with the statement whereas 0%
of the respondents were neutral about the statement.
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❖ Teachers’ Response on Teaching-Learning and Assessment:

❖ 6.12.11 Teaching-learning is interactive and supportive:

Vali Undecided 0 0 0 0
d
Agree 9 45 452 45
Strongly
11 55 55 100
Agree
Total 20 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.11 Figure: 6.12.11
The above table and diagram revealed that, 55% of the respondents strongly agreed that
teaching-learning is interactive and supportive.45% of the respondents agreed with the statement
whereas 0% of the respondents were neutral about the statement.
❖ 6.12.12 Teaching-learning process encompasses co-curricular activities to

enrich students personal development:

d
Agree 9 45 452 45
Strongly
11 55 55 100
Agree
Total 20 100.0 100.0
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180
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.12 Figure: 6.12.12
The above table and diagram revealed that, 55% of the respondents are strongly agreed that
teaching-learning process encompasses co-curricular activities to enrich students’ personal
development. 45% of the respondents agreed with the statement whereas 0% of the respondents
were neutral about the statement.
❖ 6.12.13 Assessment systems are duly communicated to students at the

outset of the term/semester:

Vali Undecide
0 0 0 0
d d
Agree 7 35 35 35
Strongly
13 65 65 100.0
Agree
Total 20 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.13 Figure: 6.12.13
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assessment systems are duly communicated to students at the outset of the term/semester.35% of
the respondents agreed with the statement whereas 0% of the respondents were neutral about the
statement.
❖ 6.12.14 Assessment procedures meet the objectives of the course:

Vali Undecide
0 0 0 0
d d
Agree 7 35 35 35
Strongly
13 65 65 100.0
Agree
Total 20 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.14 Figure: 6.12.14
assessment procedures meet the objectives of the course .35% of the respondents agreed with the
statement whereas 0% of the respondents were neutral about the statement.
❖ 6.12.15 The assessment system is reviewed at regular intervals:
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d
Agree 9 45 452 45
Strongly
11 55 55 100
Agree
Total 20 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.15 Figure: 6.12.15
assessment system is reviewed at regular intervals.45% of the respondents agreed with the
❖ 6.12.16 Both formative (quizzes, assignments, term papers, continuous

assessments, presentations etc.) and summative assessment (final
examination) strategies are followed:

d
Agree 9 45 452 45
Strongly
11 55 55 100
Agree
Total 20 100.0 100.0
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183
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.16 Figure: 6.12.16
The above table and diagram revealed that, 55% of the respondents strongly agreed that both
formative (quizzes, assignments, term papers, continuous assessments, presentations etc.) and
summative assessment (final examination) strategies are followed.45% of the respondents agreed
with the statement whereas 0% of the respondents were neutral about the statement.
❖ 6.12.17 Diverse methods are used for assessment:

d
Agree 9 45 452 45
Strongly
11 55 55 100
Agree
Total 20 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.17 Figure: 6.12.17
The above table and diagram revealed that, 55% of the respondents strongly agreed and 45% of the
respondents agreed that diverse methods are used for assessment.
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❖ 6.12.18 Fairness and transparency is maintained in assessment system:

d
Agree 9 45 452 45
Strongly
11 55 55 100
Agree
Total 20 100.0 100.0
120
100
80
Frequency
60 percent
valid percent
cumulative percent
40
20
0
Table: 6.12.18 Figure: 6.12.18
The above table and diagram revealed that, 55% of the respondents strongly agreed that fairness
and transparency is maintained in assessment system .45% of the respondents agreed with the
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Chapter-Seven
Student Support Services
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7.1 Academic Guidance and Counseling
Since the launch of Port City International University (PCIU) the culture here is
very interactive in term of teacher student interaction even after the classes and
apart from academic counseling, like seeking advices in extracurricular activities,
going abroad for higher education or for jobs etc.
Courses are structured in the board of studies before start of each semester. Faculty
members frequently interact with each other and with the students and appreciating
students to participate in providing the feedback about the course contents during
and after the classes.Coordinator guides the students to choose the appropriate
courses and also provide guidance on different issues and share some experiences
of the old students. He also maintains the list of the guidance points provided to the
students during the semester and program and is being evaluated at the end of the
program to necessary improvement. The students’ Academic Guidance and
Counseling Service is an indispensable part of the instructional application of
students of the University. Port City International University (PCIU) places
remarkable value on this service as its goal is to guide students to gain the best
results, adapt with the university environment and take advantage of the
opportunities available to them and solve individual problems through counseling.
The programs that the Guidance and Counseli.ng Services run are as follows:
Student Orientation Program:
Orientation Program begins in the start of every semester. In the orientation class,
concerned faculty members provide a document containing program mission,
objectives, outcomes, curriculum design & organization, assessment-
methodology and attendance criteria. Similarly, the contents of the document
having program mission, objectives, outcomes are available to all the students of
the concerned course in shape of module description. A faculty member is
assigned responsibility to discuss and coordinate with students in taking the right
decision about their career.
Psychological Counseling:
University students must adapt to environments plagued by rapid change, ambiguity,

uncertainty, and depleted support systems. Students must also cope with a myriad of
personal and psychological problems that range from basic adjustment and developmental,
academic and learning, and career concerns to clinical-level mental illness.Some benefits
of receiving counseling from university include:
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● Increased ability to manage difficult emotions

● Decreased anxiety and improved mood
● Improved self-esteem and self-confidence
● Learning how to cope with life challenges
● Better ability to manage stress effectively
● Improved sleep
● Improved relationships and communication skills
● Ability to identify and change counterproductive habits/behaviors
● Improved time management and problem-solving skill
Monitoring and Encouraging Students' Development:
Student progress monitoring is an important part of our education system — and it’s not just
about the students! Regular formal and informal assessments provide teachers with
valuable information on the progress and achievements of their students. Not only this, but
monitoring student progress also gives teachers the opportunity to reflect on their own teaching
and assess the impact of the instructional strategies they use. Monitoring student progress on a
regular basis also enables the teacher to analyze a student’s current performance level, as well as
evaluate growth throughout a school year.
Career Guidance:
Through career guidance session our university provides direction, provision, and ability to
students to have career readiness, able to plan, making career decisions and achieving career
maturity.
Career guidance helps students to fulfill their aspirations by setting up realistic goals. As
mentioned earlier, career choice will determine the students' future by providing them with their
dream job and providing them a better lot with job satisfaction. Career guidance with an expert
counselor helps to develop a clear road map to fulfill future dreams. Special guest speakers are
often invited to motivate the students.
Career Tests:
The Department of English at PCIU offers several types of career assessments, including tests
for skill, personality, interest, and values. These tests can help individuals determine which
career paths may be a good fit for them.
Academic Follow up System:
The administration of PCIU places a strong emphasis on helping students develop important
skills such as time management and organization. This is a common approach in many
educational settings, as these skills are essential for success in school and in life. By working
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closely with teachers, coordinators, and parents, the administration at PCIU is able to identify
students' individual needs and provide them with the support they need to develop these skills
and succeed academically.
7.2 Co curricular and extra-curricular activities
PCIU places a strong emphasis on providing students with a well-rounded educational

experience that includes both academic and non-academic activities. This can be beneficial for
students as it allows them to develop a variety of skills and interests outside of the classroom,
and can also help to foster a sense of community and belonging among students. Participating in
extracurricular activities can also help students to build their confidence and leadership skills,
which can be valuable assets both in their academic pursuits and in their future careers. Overall,
the PCIU's commitment to student life and success through its co-curricular and extracurricular
programs is admirable and can help students to achieve their full potential.
Port City Cultural Forum (PCCF):
Port City Cultural Forum (PCCF) serves as a platform for cultural and talent rejuvenation. The
forum is highly dedicated to practicing Bengali culture, customs and ethnic traditions. From the
beginning days of PCIU, the forum has been the leader of the University’s cultural arena by
organizing different events and programs. The main objectives of PCCF are to foster and uphold
the cultural heritage of the country through various cultural activities like music, drama,
recitation, dance, etc, to exchange cultural views, norms, and traditions among different cultural
communities. PCCF has been leaving its footprints by outstanding performances in various
programs at home and abroad.
Port City Debate Forum (PCDF):
Port City Debate Forum has been a flagship platform for learners with new vision, reasoning and
diverse thoughts. It was established in 2014 with a view to providing learners with a persona of
creativity, logical arguments and oratory skills. With the passage of time, it has become a
nationally acclaimed body of debate with its outstanding inclusiveness. PCDF arranges different
interdepartmental contests regularly. Students from different departments take active part in the
competitions. As part of co-curricular activities, PCDF has been playing a critical role in
developing learners’ interpretation skills and knowledge of the global issues. Students manage
their time to reflect on building arguments to escape from the tedium of academic toil and
routine-bound daily life. It organizes different public speaking contests, debate hunts,
workshops, fun debate etc. to pursue new debaters.
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Port City Sports Forum (PCSF):
Port City Sports Forum (PSF), since its establishment in 2014, has been maneuvering all the
sports affairs of Port City International University (PCIU). PSF is one of the oldest forums of
PCIU. The forum has represented PCIU at many Inter University sporting events and have
brought prestige for PCIU in terms of sports.The objective of PSF is to bring out the sports
talents of PCIU to spot light and prepare them well enough to represent PCIU at the Inter
University level through sports. Following this objective PSF has been successful since its
journey. PSF represented PCIU at various sporting events and walked out as champions. The
PCIU sports forum frequently organizes a range of indoor and outdoor sporting competitions in
which students, teachers and other staffs take part. Additionally, our football and cricket teams
competed in other regional tournaments.
PCIU Business Club (PBC):
Business Club is a great opportunity for students of business administration at PCIU to get
involved in activities and events related to their field of study. By participating in the club,
students can learn from each other, share their ideas and knowledge, and gain valuable
experience organizing and participating in business-related events and competitions. This can
help students to develop their skills and knowledge in a practical and hands-on setting, and can
also provide a sense of community and support among students with similar interests. Overall,
the PBC can be a valuable resource for students of business administration at PCIU, and can help
them to succeed in their academic and professional endeavors.
7.3 Career and Placement
PCIU has a strong focus on providing students with a well-rounded education that combines
theoretical training with practical experience. This approach can be beneficial for students as it
helps them to develop the skills and knowledge they need to succeed in the workforce, and can
also help to prepare them for the challenges and opportunities of the modern economy. By
providing high-quality academic instruction and practical training, PCIU can help its students to
achieve their goals and aspirations, and can support them as they pursue successful careers after
graduation.
Group Discussion, Public Speaking, and Personal Interview workshops:
PCIU places a strong emphasis on helping students develop their soft skills, including public
speaking, presentation skills, and group discussion skills. These skills are often highly valued by
employers, and can be crucial for success in a range of professional settings. By providing
opportunities for students to develop and practice these skills, the CPC can help to prepare
students for the challenges and demands of the job market, and can give them a competitive edge
in their job search. Additionally, by offering support and guidance to students as they hone their
soft skills, the CPC can help students to build their confidence and succeed in personal
interviews and other important selection processes.
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CV and Cover Letter workshops:
A curriculum vitae, or CV, is a document that summarizes your education, work experience, and
skills. It is typically used when applying for jobs, internships, and other professional
opportunities. The Career and Placement Centre at PCIU offers services to help students improve
their CVs and cover letters, which can be crucial for standing out in the job market. By providing
guidance and training on how to craft a compelling CV and cover letter, the CPC can help
students to present themselves in the best possible light to potential employers. This can increase
their chances of success in the job search and can support them as they pursue their professional
goals.
Student Clubs and Student Activities:
PCIU offers a wide range of clubs and activities for students to get involved in, both for fun and
for professional development. By joining a club, students can develop their hobbies and interests,
and can also gain valuable experience organizing and participating in events and activities. The
clubs that are run by students can be particularly beneficial, as they allow students to take on
leadership roles and gain experience in planning and managing events and projects. These clubs
can also provide opportunities for students to network with other students and professionals in
their field of interest, which can be valuable for their future careers. Overall, the clubs at PCIU
can be a great way for students to enhance their education and develop their skills and interests
outside of the classroom.
Internship Placement:
PCIU offers internships to students, which can provide valuable real-world experience in their
field of study. By participating in an internship, students can gain practical knowledge and skills,
and can also develop their professional networks and connections. Internships can be a great way
for students to gain hands-on experience in a professional setting, and can also help to prepare
them for future careers. By working with top organizations and financial institutions, students
can gain exposure to the latest trends and practices in their field, and can learn from experienced
professionals. Overall, internships can be a valuable addition to a student's education, and can
help to support their success and career development.
Job Placement & Job Search:
The department helps graduates search and find suitable jobs either immediately after graduation
or over a period of time.
Career Seminar:
Career and Placement Centre at PCIU offers a range of seminars, workshops, and training
programs for students, staff, and outside participants. These programs can provide valuable
opportunities for professional development and learning, and can help to enhance the skills and
knowledge of participants. By organizing seminars and workshops on a variety of topics, the
CPC can provide students and others with access to experts and thought leaders in their fields,
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and can help them to stay up-to-date on the latest trends and developments. Additionally, by
offering training programs, the CPC can help participants to develop new skills and
competencies that can be useful in their professional careers. Overall, the seminars, workshops,
and training programs offered by the CPC can be a valuable resource for students, staff, and
others looking to advance their careers and professional development.
7.4 Alumni Services
Port City International University has established an alumni association to connect with its
graduates and foster a sense of community among its former students. The alumni association
can provide a range of benefits to members, including access to the university's library resources,
the opportunity to participate in events and activities, and preferential treatment when applying
to graduate or doctoral programs. Additionally, members of the alumni association can use their
membership to support the education of their children and grandchildren, and can also highlight
their association with PCIU in their professional endeavors. Overall, the PCIU alumni
association can provide valuable opportunities and support for the university's graduates, and can
help to build connections and support among its former students.
7.5 Community Services
Students and faculty at PCIU are engaged in a range of community service activities, which can
provide valuable benefits to the local community. By participating in activities like blood
donation camps, winter clothing drives, and flood relief distribution, PCIU students and faculty
can help to address important social and humanitarian needs in their community. These activities
can also provide opportunities for students to learn about the issues facing their community, and
to develop important skills like leadership, teamwork, and empathy. Additionally, community
service can help to foster a sense of community and connection among PCIU students and
faculty, and can help to build a sense of pride and satisfaction in their work. Overall, the
community service activities of PCIU are admirable and can make a positive impact on the local
community.
From 5th October -25th October 2022, a survey was conducted among students, academic staffs,
non-academic staffs, alumni and employers by the Department of Business Administration of
Port City International University supplying questionnaires among the stakeholders. Surveys
were collected from 54 students, 09 from alumni and 15 from faculty members. The strategic
plan is focused on the future success of the department and the future success of its students.
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Students Response on Student Support Services:
7.6.1: There is an arrangement in the entity to provide an academic guidance and

counseling
Table: 7.6.1 120
There is an arrangement in the entity to provide an academic 100
guidance and counseling

80
Valid 60
Frequen Perce Perce Cumulativ 40

cy nt nt e Percent
20
Vali Disagree 0 0 0 0 0
d
e
ed
ee
re
re
gr
cid
Ag
Ag
sa
Undecid
de
ly
Di
Un
ng
4 7.4 7.4 7.4
ro
ed
St
Figure: 7.6.1
Agree 42 77.8 77.8 85.2
Strongly
8 14.8 14.8 100
Agree
Total 54 100 100
On the above diagram it is seen that about 14.8% students are strongly agreed with that there is
an arrangement in the entity to provide an academic guidance and counseling77.8% are agreed
with the statement whereas 7.4% are neutral and 0% are disagreed with the statement
respectively.
7.6.2: Financial grants are available to the students in case of hardship
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Financial grants are available to the students in

case of hardship
Figure: 7.6.2
Valid 120
Frequenc Percen Percen Cumulativ 100
y t t e Percent 80
Frequency
Vali Disagree 4 3.3 3.3 3.3 60
Percent
Valid percent
d 40
Cumulative Percent
Undecide
8 25.0 25.0 28.3
d 20
0
Agree 34 46.7 46.7 75.0 Undecided Agree Strongly Agree
Strongly
8 25.0 25.0 100.0
Agree
Total 54 100.0 100.0
On the above diagram it is seen that about 25.0% students are strongly agreed with that financial
grant are available to the students in case of hardship. 46.7% are agreed with the statement
whereas 25.0% are neutral and 3.3% are disagreed with the statement respectively.
7.6.3: The entity provides co-curricular and extra-curricular exposures to the students
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The entity provides co-curricular and extra-

curricular exposures to the students
Figure: 7.6.3
Valid
Frequenc Percen Percen Cumulativ
y t t e percent 120
Vali Undecide 100
d d 7 13 13 13
80
Agree 30 55.6 55.6 68.6 Frequency

60 Percent
Valid Percent
Strongly Cumulative percent
40
Agree 17 31.4 31.4 100
20
Total 54 100 100
0
Table: 7.6.3 Undecided Agree Strongly Agree
On the above diagram it is seen that about 31.4% students are strongly agreed with that the entity
provides co-curricular and extra-curricular exposures to the students. 55.6% are agreed with the
statement whereas 13% are neutral with the statement.
7.6.4: There is an organized and supportive alumni association
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There is an organized and supportive alumni 120
association 100
Valid 80
Percen Cumulative Frequency

60 Percent
Frequency Percent t Percent Valid percent
Cumulative Percent
40
Valid Undecide
d 14 25.9 25.9 25.9 20
0
Agree 36 66.7 66.7 92.6 Undecided Agree Strongly Agree
Strongly Figure: 7.6.4

Agree 4 7.4 7.4 100
Total 54 100.0 100.0
Table: 7.6.4
On the above diagram it is seen that about 7.4% students are strongly agreed with that there is an
organized and supportive alumni association. 66.7% are agreed with the statement whereas
25.9% are neutral with the statement.
7.6.5: The entity collects alumni feedback to update the learning outcomes of the program
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The entity collects alumni feedback to update the

learning outcomes of the program
Figure: 7.6.5
80
Valid
70
Percen Cumulative
Frequency Percent t Percent 60
50
Valid Disagree 5 9.3 9.3 9.3 Frequency
40 Percent
Valid Percent
Cumulative Percent
Undecide 30
d 6 11.1 11.1 20.4 20
10
Agree 22 40.7 40.7 61.1
0
Strongly
Agree 4 7.4 7.4 68.5
Total 37 68.5 68.5
Table: 7.6.5
collects alumni feedback to update the learning outcomes of the program. 40.7% are agreed with
the statement whereas 11.1% are neutral and 3.3% are disagreed with the statement respectively.
Alumni Response on Student Support Services:

counseling
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There is an arrangement in the entity to provide

an academic guidance and counseling
120
Valid 100

80
y t t e Percent
Frequency
60 Percent
Vali Undecide Valid Percent
Cumulative Percent
d d 3 33.3 33.3 33.3 40
20
Agree 6 66.7 66.7 100
0
Strongly Undecided Agree Strongly Agree
Agree 0 0 0 100 Figure: 7.6.6
Total 9 100.0 100.0
Table: 7.6.6
On the above diagram it is seen that about 0% students are strongly agreed with that there is an
arrangement in the entity to provide an academic guidance and counseling. 66.7% are agreed
with the statement whereas 33.3% are neutral with the statement.
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Financial grants are available to the students in Figure: 7.6.7

case of hardship 120
100
Valid
y t t e Percent Frequency
60 Percent
Valid Percent
Vali Undecide Cumulative Percent
40
d d 2 22.2 22.2 22.2
20
Agree 6 66.7 66.7 88.9
0
Strongly
Agree 1 11.1 11.1 100
Total 9 100.0 100.0
Table: 7.6.7
whereas 22.2% are neutral.
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200

Valid 120

100
y t t e Percent
80
Vali Undecide
4 44.4 44.4 44.4 Frequency
d d 60 Percent
Valid Percent
Cumulative Percent
40
Agree 5 55.6 55.6 100
20
Strongly
0 0 0 100.0
Agree 0
F
Total 9 100.0 100.0 igure: 7.6.8
Table: 7.6.8
On the above diagram it is seen that about 0% students are strongly agreed with that the entity
statement whereas 44.4% are neutral.
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There is an organized and supportive alumni

association
Figure: 7.6.9
Valid 120

100
y t t e Percent
80
Vali Undecide Frequency

1 11.1 11.1 11.1 60 Percent
d d Valid Percent
Cumulative Percent
40
Agree 8 88.9 88.9 100
20
Strongly
0 0 0 100.0 0
Agree Undecided Agree Strongly Agree
Total 9 100.0 100.0
Table: 7.6.9
organized and supportive alumni association. 88.9% are agreed with the statement whereas
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Figure: 7.6.10
120
Valid
y t t e Percent
80
Frequency
Vali Undecide 60 Percent
Valid Percent
d d 3 33.3 33.3 33.3 Cumulative Percent
40
Agree 3 33.3 33.3 66.6 20
0
Agree 3 33.3 33.3 100
Total 9 100.0 100.0
Table: 7.6.10
the statement whereas 33.3% are neutral with the statement.
7.6.11: There are opportunities to be involved with community services
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203
There are opportunities to be involved with 120
community services 100
Valid 80

Frequency
Percent
y t t e Percent Valid Percent
Cumulative Percent
40
Vali Undecide
4 44.4 44.4 44.4 20
d d
0
Agree 5 55.6 55.6 100
Figure: 7.6.11
Strongly
0 0 0 100.0
Agree
Total 9 100.0 100.0
Table: 7.6.11
On the above diagram it is seen that about 0% students are strongly agreed with that there are
opportunities to be involved with community services. 55.6% are agreed with the statement
whereas 44.4% are neutral with the statement.
Faculty Members Response on Student Support Services:

counseling
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204
There is an arrangement in the entity to provide

an academic guidance and counseling
120
Valid 100
y t t e Percent 80
Frequency
60 Percent
1 6.7 6.7 6.7 Cumulative Percent
d d 40
Agree 8 53.3 53.3 60 20
0
F
6 40 40 100.0
Agree igure: 7.6.12
Total 15 100.0 100.0
Table: 7.6.12
arrangement in the entity to provide an academic guidance and counseling. 53.3% are agreed
with the statement whereas 6.7% are neutral with the statement.
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205
Financial grants are available to the students in

case of hardship
120
Valid 100
y t t e Percent 80
Frequency
60 Percent
1 6.2 6.2 6.2 Cumulative Percent
d d 40
Agree 10 68.8 68.8 75.0 20
0
4 25.0 25.0 100.0
Agree Figure: 7.6.13
Total 15 100.0 100.0
Table: 7.6.13
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80
Valid 70
y t t e Percent 50
Frequency
40 Percent
2 12.5 12.5 12.5
d d 30 Cumulative Percent
20
Agree 8 50.0 50.0 62.5
10
0
Strongly Disagree Undecided Agree Strongly Agree
5 37.5 37.5 100.0 F
Agree
igure: 7.6.14
Total 15 100.0 100.0
Table: 7.6.14
statement whereas 12.5% are neutral with the statement.
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There is an organized and supportive alumni

association
120
Valid 100
y t t e Percent 80
Frequency
Percent
Vali Disagre 60
1 6.2 6.2 6.2 Valid Percent
d e Cumulative Percent
40
Agree 11 75.0 75.0 81.2 20
Strongl 0
3 18.8 18.8 100.0 Undecided Agree Strongly Agree
y Agree
Figure: 7.6.15
Total 15 100.0 100.0
Table: 7.6.15
On the above diagram it is seen that about 18.8% students are strongly agreed with that there is
an organized and supportive alumni association. 75.0% are agreed with the statement whereas
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120
Valid 100
y t t e Percent 80
Frequency
60 Percent
Vali Disagree 0 0 0 0 Valid Percent
d 40
Cumulative Percent
Undecide
d 3 20 20 20 20
Agree 10 66.7 66.7 86.7 0

F
Strongly igure: 7.6.16
Agree 2 13.3 13.3 100
Total 15 100.0 100.0
Table: 7.6.16
the statement whereas 20% are neutral and 0% are disagreed with the statement respectively.
7.6.17: There are opportunities to be involved with community services
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There are opportunities to be involved with

community services
120
Valid 100

80
y t t e Percent
Frequency
60
Percent
Vali Undecide Valid percent
2 18.8 18.8 18.8 40
Cumulative Percent
d d
20
Agree 11 68.8 68.8 87.5

0
Strongly Figure: 7.6.17

2 12.5 12.5 100.0
Agree
Total 15 100.0 100.0
Table: 7.6.17
On the above diagram it is seen that about 12.5% students are strongly agreed with that there are
opportunities to be involved with community services. 68.8% are agreed with the statement
Chapter-Eight
Staff and Facilities: Recruitment and Staff
Development
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8.1 Recruitment of staff
An effective and professional recruitment and selection process is vital to recruiting and
retaining the quality staff that the University needs to remain successful in the future. PCIU,
since its inception, have been putting emphasis on the importance of recruiting and selecting
quality staff including academic and non-academic. PCIU believes that staff quality is the key to
promoting higher education. The Office of the Registrar performs as a bridge between academic
administration and general administration of the university. The office performs various
functions that are closely related to the academic and administrative mission of the University.
This office also assists academic and administrative units in ensuring compliance to university
policies and procedures according to the academic calendar. Whenever a hiring decision is made,
PCIU management team looks for the potential candidate whose education, work values or moral
values would fit for the required position.
8.2 Rules for selection and promotion of teachers
Background
Port City International University, a new generation leading private university and an equal
opportunity employer, therefore, adopts the following rules for selection and promotion of
teachers. The rules are framed in accordance with the guidelines of University Grants
Commission (UGC). In this context, Port City International Authority deemed it appropriate to
suggest the following rules and regulations for the selection and promotion of teachers. These are
included as appendices at the end of this report.
a. Evaluation of publication by teachers (Appendix A)
b. Procedure for pay-protection of teachers availed study leave granted by the university
authority on return to the job (Appendix B)
Teaching Assistant
a. Master degree in the relevant field with at least three first classes/divisions or CGPA
3.00 throughout the academic career is the basic requirement.
b. For Engineering, the candidate must possess a B.Sc. with first class or a minimum CGPA
3.00 or equivalent degree in relevant branch of discipline.
c. Age should not be more than 30 years.
d. In special circumstances, the conditions may be relaxed. However, there should be no third
class/division throughout the academic career of the candidate.
Lecturer
a. The candidate must have Master Degree in the relevant field with at least three first
classes/divisions or CGPA 3.00 throughout the academic career.
3.00 or equivalent degree in relevant branch of discipline.
c. One (1) year of teaching experience as Teaching Assistant (TA) at the university level.
d. For Engineering, candidate having Master’s Degree with at least three first
classes/divisions or a minimum CGPA of 3.00 throughout the academic career may be
directly appointed as Lecturer.
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e. Candidate having Master’s Degree from foreign university with at least three first
classes/divisions or a minimum CGPA of 3.00 throughout the academic career may also
be directly appointed as Lecturer and may be given at least one extra increment.
f. Age should not be more than 31 years. In case of experiences, age may be relaxed.
g. In special circumstances, the conditions may be relaxed. However, there should be no
third class/division throughout the academic career of the candidate.
Senior Lecturer
classes/divisions or CGPA 3.00 throughout the academic career and three (3) years of
teaching experiences of which at least two (2) years as lecturer at the university level.
3.00 or equivalent degree in relevant branch of discipline and three (3) years of teaching
experiences of which at least two (2) years as lecturer at the university level.
c. Candidate having Master’s Degree from foreign university with at least three first
classes/divisions or a minimum CGPA of 3.00 throughout the academic career and two
(2) years of teaching experience as lecturer.
d. At least one (1) publication in a peer-reviewed journal or in a recognized edited book as
first author or must have an individually authored textbook during the period as lecturer.
e. The candidates having M. Phil degree may be directly be appointed as a Senior Lecturer.
However, no third class/division at any level of study will be accepted
/acceptable.
f. In special circumstances, the conditions may be relaxed. However, there should be no
third class/division throughout the academic career of the candidate.
Assistant Professor
classes/divisions or CGPA 3.00 throughout the academic career and three (3) years of
teaching experience as Senior Lecturer at the university level, or a minimum of seven (7)
years of teaching experience at the university level of which six (6) years as lecturer.
b. At least two (2) publications in a peer-reviewed journal or in a recognized edited book.
Of the two publications, at least one should be as first author.
c. Ph.D. degree holder may be directly appointed. However, no third class will be
acceptable at any level.
Associate Professor
a. The candidate having Ph. D or equivalent (D.Lit./D. Phil./D.Sc.) must have Eight (8)
years of teaching experience at university level of which at least 4 years as Assistant
Professor. Must have five publications of which 3 as Assistant Professor and one (1) as
first author.
b. M.Phil. or equivalent must have ten years of teaching experience with at least 5 years as
Assistant Professor .5 publications,3 as Assistant Professor of which one (1) as first
author.
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c. Master degree must have twelve (12) years of teaching experience with at least 7 years as
Assistant Professor .8 publications, of which 5 as Assistant Professor and one
(1) as first author.
Professor
a. With Ph.D. or equivalent (D. Lit/D. Phil./D. Sc): 12 years teaching experience at
university level of which 4 years as Associate Professor and at least 8 publications of
which 4 as Associate Professor, of which two (2) should be individually authored. Of the
two, in case of joint authorship, at least one should be as first author.
b. With M.Phil. or equivalent: 14 years of teaching experience of which 4 years as
Associate Professor and at least 10 publications of which 4 as Associate Professor, of
which two (2) should be individually authored.
c. For internal candidate not having Ph.D. or M.Phil. degree: A total of 20 years of teaching
experience of which 5 years as Associate Professor and at least 10 publications of which
4 as Associate Professor, of which two (2) should be individually authored.
The total number of publications may be relaxed in case of having two (2) international
publications whether individually or jointly authored. Publications should be in a peer reviewed
journal or in a recognized edited book (See. Appendix A). No online publications or degrees will
be considered at any stage of appointment/promotion /or any other benefit.
Notes
1. In all cases, the candidates must have degrees from recognized university/institutions at
home and abroad.
2. Authorized study leave for higher degree availed by internal candidates may be counted
towards active service provided one has successfully completed the courses for the award
of degree. In this case, (a) in order to avoid salary anomaly with incumbent’s colleagues
joining on the same date, (b) since the incumbent was on leave ‘without pay’ and (c) in
order to provide pay-protection and to encourage teachers to return and join back to the
university, it is proposed that:He/she may be given the advantage of having regular
increment added to the salary on joining from study leave. In addition, he/she might also
be given one additional increment for Master/M.Phil. Degree and two increments for
Ph.D. degree earned. However, this will be effective upon submission of certificate of
award degree. In this case, an agreement is to be signed stipulating that he/she will have
to serve the university for at least two years on joining from study leave (See: Appendix
B). This condition will not be applicable for those overstaying abroad without permission
of the university authority or taking up any remunerative job after/before the completion
of studies.
3. (a) In case of candidate having served in a private university or in recognized research
and related organizations seeking teaching position in this university fifty percent (50%)
of the candidate’s total service in such organizations may be counted against teaching
experience. However, for those from public university total teaching experience may be
considered for appointment. These rules will be applicable only for core departmental
candidates.
(b) Candidates with higher degrees (i.e., M.Phil. and Ph.D.) serving in leading established
research organizations may be appointed as Adjunct teacher as per specific requirement
of a department having the same qualification
212
4. The terminal degrees with 5 years Bachelor Program may be treated as equivalent to
Master degree. In this case, candidates having Master degree may be considered as
equivalent to M.Phil. degree.
5. In every position, one year probation is mandatory.
Appendix: A
Publications Guideline for selection and promotion of teachers
In public universities, single and jointly authored publications are given equal weightage. There
is no specific guideline of the UGC, Bangladesh as to giving weight to jointly authored
publications.
The following will be treated as ‘publications’:

(a) Articles in referred journals or edited books
(b) Research monographs published by recognized research /scientific bodies,
(c) Research based books, and
(d) Text books for graduate and postgraduate studies. The relevant book/journals
mush have UNESCO approved catalogue numbers (ISSN or ISBN).
Papers presented in conference/symposium published as proceedings, and papers or abstracts

published in conference/symposium proceedings or souvenirs will not be regarded as
publication. Likewise, multi-media presentation or contribution to poster session in
conference/symposium will not be regarded as publication. However, participation in conference
and symposium at home and abroad by a teacher may be evaluated separately as evidence of
academic exposure and excellence in case of comparing more than one selection and/or
promotion of teachers in a department having the same qualification.
Appendix: B
Consideration of study leaves in case of promotion of teachers

It is a set pro-academic practice of enhancing teaching quality in Port City International
University by granting study leave to teachers. However, there is every likely hood of
encountering anomaly in salary level of teachers joining at the same time between one leaving
for higher study and returning after the tenure of study leave, and the other stayed back in PCIU.
This is primarily because the study leave is ‘without pay’. In contrast to the practice in public
universities, this anomaly may be readdressed by the following manner:
(a) He/she may be given the advantage of having regular increments/s added to the salary
when rejoining the university after study leave.
(b) In addition, he/she may also be given one additional increment for Master/Ph.D.
degree and two increments for Ph.D. degree earned. However, this will be effective
upon submission of certificate of degree. No arrear pay is admissible. In this case, as
practiced in public universities for at least two (2) years from the date of joining back.
This condition will not be applicable for those overstaying abroad without permission
of the university authority or taking up a remunerative job after/before the completion
of studies.
213
8.3 Staff Development Policy
PCIU have been trying to improve the skills of academic staffs through providing training to the
teachers which is conducted by “Centre for Training and Development (CTD)” of PCIU.CTD
arranges training for newly appointed teachers at every trimester as well as provide certificate at
the end of the training program. The duration of this training program is seven (7) days.
Distinguished faculties from renowned public universities conduct session on teaching in every
day. After the completion of the training, the newly appointed teachers are allowed to take class.
With respect to non-academic staff, PCIU hires staffs based on their academic qualification and
experience depending on the position sought. PCIU ensures quality at every position of staffs as
these staffs perform the administrative tasks as well as solve the problems of students regarding
course registration.
8.4 Career development
In order to develop the career of the teachers, PCIU encourages teachers to participate
conference, seminars as well as motivate to publish article in well-reputed journals. PCIU
motivates teachers to avail the opportunity of scholarship from well-reputed foreign universities.
Key performance indicators
PCIU evaluates the performance of the teachers using some indicators. These indicators are the
time management, knowledge of the teachers on a particular subject, class room management, as
well as ensuring discipline in the classroom.
Teamwork
Working in a team is more fruitful than working in isolation. PCIU staffs work in team
consisting of member within same departments and beyond departments. Since its inception,
PCIU has been organizing program such as seminar, workshop, conferences, and celebration of
national days as well as orientation/farewell programs for the students. Before organizing these
programs, PCIU segments the required task and assign those to the teams formed by the PCIU
authority based on some key performance indicators. The team members will give feedback to
the team coordinator and the team coordinator submits that feedback to the PCIU administrator.
PCIU administrator will evaluate the performance of the teams based on certain performance
indicators.
Job skills
Job skills of the staffs are essential in ensuring the quality services to the university. The
indicators of the job skills vary from one position to another. Job skill consists of resilience, good
communication skill, effective management and leadership skill, planning and research skills,
teamwork and interpersonal skill as well as working experience. PCIU considers these job skills
in selecting, evaluating, and promoting staffs.
214
Decision-making
PCIU encourages academic and non-academic staffs to put their valuable decision in any
concerning issues of the university. Faculties can make decision regarding the pursuing of higher
education at abroad with the cooperation of university administration.
Communication
Effective channels of communication are important for the smooth running of the administrative
as well as academic function. Whether planning and organizing or heading and monitoring,
university administrators communicate with and through other people. PCIU believes that One
essential characteristic of successful universities is the proper channels of communication. Good
academic performance is made up not of a series of isolated processes but closely interrelated
channels of communication, which combine to produce an effective academic production. PCIU
maintain an effective communication channel with students, faculties, and Non-academic staffs
by using verbal, non-verbal, and electronic modes of communication.
Work-hour policy
PCIU authority has developed some practices regarding the work hour policy of its staffs. It
requires every staff to follow a fixed work hours per week, that would meet operational
requirements while considering employees preferences and external obligations. Hours of work,
work schedules, lunch breaks and other related work time decisions fall within the University’s
discretionary authority. Decisions regarding these matters shall be governed by the operational
and service requirements of the University. The University reserves the right to alter work-time
arrangements, as it deems necessary, but shall exercise this right in a fair and reasonable manner.
In order to achieve its mission, the University must use its resources effectively and efficiently.
One of the most important resources is our employees. Flexible work hours can allow us to
support our employees’ need to balance work and personal responsibilities, without additional
cost. Normally, the workweek at the University consists of 36 hours spread over six days
resulting in a 6 hours’ workday.
Research interest
PCIU always motivates the faculty to publish articles in reputed journals. Faculties have been
engaging in extensive research activities with a view to adding insights into the frontier of
knowledge. Some of the PCIU faculties Participated and presented research papers in Dhaka
International Business and Social Science Research Conference (DIBSSRC) in 2016. In addition,
with a view to facilitating further research activities of the faculties, PCIU Received Life
Member Certificate from Dato Prof. Dr. Che Musa Che Omar, Head of Research and Innovation,
University of Kualalumpur and Advisor of Australian Academy of Business Leadership
(AABL), Asia Region. PCIU also conducts research series program were faculties present
research papers by rotation.
215
From 5th December 9th December, 2022, a survey was conducted among students, academic
staffs, non-academic staffs, alumni and employers by the Department of English of Port City
International University supplying questionnaires among the stakeholders. Surveys were
collected from 70 students, 40 from alumni and 11 from academic staffs. The strategic plan is
focused on the future success of the department and the future success of its students.
Students Response on Structure and facilities:

8.5.1 Classroom facilities are suitable for ensuring effective learning
Classroom facilities are suitable for ensuring effective learning
Vali Cumulati
d ve
Frequen Perc Perce Percen
cy ent nt t
20 27.3 27. 27.

Valid
3 3
Undecided
Agree 20 33.3 33. 60.

3 0
Stron
gly 30 40.0 40. 100
Agree 0 .0
Total
70 100.0 100.
0
Table: 8.5.1
Figure: 8.5.1
From the above table and figure, we can see that 40% of the students strongly agree that
classroom facilities are suitable for ensuring effective learning. On the other hand, 33.3% of the
students agree that these facilities are suitable for ensuring effective learning.
8.5.2 Laboratory facilities are congenial for practical teaching-learning
Laboratory facilities are congenial for practical teaching-

learning
216
Vali Cumulati
d ve
Frequen Perce Perce Percent
cy nt nt
Valid 3 1.7 1.7 1.7

Disagree
Undecid 14 33.7 33.7 33.3

ed
Agree 28 38.7 38.7 70.0
Strong
25 30.0 30.0 100.0
ly
Agree
Total 70 100.0 100.0
The above table and figure demonstrate that 30% of the students strongly agree that laboratory
facilities are congenial for practical teaching learning while 38.7% of the students agree that
these facilities are congenial for practical teaching learning.
217
8.5.3 Facilities for conducting research are adequate
Vali Cumulati
d ve
Frequen Perc Perce Percent
cy ent nt
Valid 4 6.7 6.7 6.7

Disagree
6 25.4 25. 33.
Undecid 4 3
ed
25 30.7 30. 64.
Agree
7 3
Stron
gly 35 38.7 38. 100
Agree 7 .0
Total 70 100.0 100.

0
From the above table and figure, we can say that 36.7% of the students strongly agree that
facilities for conducting research are adequate. On the other hand, 30% of the students agree that
research facilities are adequate. However,26.7% of the students are undecided regarding this.
8.5.4 The library has adequate up-to-date reading and reference materials to meet the academic &
research needs

reference materials to meet the academic & research
needs
218
Vali Cumulati
d ve
cy nt nt
Valid 7 6.0 6.0 6.0

Disagree
Undecid 15 34.5 34.5 38.3

ed
Agree 15 30.0 30.0 68.3
Strong
33 32.5 31.7 100.0
ly
Agree
Total 70 100.0 100.0
The above table and figure show that 32.5% of the students strongly agree that the library has
adequate up-to-date reading and reference materials to meet the academic and research needs
while only 30% of the students agree to this fact. However, 32.5% of the students are undecided
regarding it.
219
8.5.5 Indoor and outdoor medical facilities are adequate
Vali Cumulati
d ve
cy nt nt
Undecide 20 32.3 32.3 38.3

d
Agree 25 48.2 48.2 85.0
Strong
19 16.0 16.0 100.0
ly
Agree
Tot 70 100.0 100.0

al

The above table and figure reveal that 19% of the students strongly agree that indoor and outdoor
medical facilities are adequate. On the other hand, 48.2% of the students agree to this fact.
However, 32.3% of the students are undecided regarding it.
8.5.6 There are adequate sports facilities (indoor and outdoor)
There are adequate sports facilities (indoor and outdoor)
220
Vali Cumulati
d ve
cy nt nt
Valid 22 35.0 35.0 35.0

Undecided
Agree 28 45.0 45.0 80.0
Strong
18 20.0 20.0 100.0
ly
Agree
Total 70 100.0 100.0
The above table and figure show that 20% of the students strongly agree that there are adequate
sports facilities (indoor and outdoor). On the other hand, 45% of the students only agree that
these sport facilities are adequate. However,35% of the students are undecided regarding it.
8.5.7 Existing gymnasium facilities are good enough
221
Vali Cumulati
d ve
cy nt nt
Valid 5 1.7 1.7 1.7

Disagree
Undecid 20 28.3 28.3 30.0

ed
Agree 25 40.0 40.0 70.0
Strong
20 30.0 30.0 100.0
ly
Agree
Total 70 100.0 100.0

222
From the above table and figure, we can say that 30% of the students strongly agree that existing
gymnasium facilities are good enough while 40% of the students agree that these gymnasium
facilities are good enough. However, 28.3% of the students are undecided regarding it. And also
1.7% of the students disagree that existing gymnasium facilities are good enough.
8.5.8 Access to internet facilities with sufficient speed are available
Access to internet facilities with sufficient speed are

available
Vali Cumulati
d ve
cy ent nt
Valid 5 3.3 3.3 3.3

Disagree
20 41.7 41. 45.
Undecid 7 0
ed
Agree 30 43.3 43. 88.
3 3
Stron
gly 15 11.7 11. 100
Agree 7 .0
Total 70 100.0 100.

0
The above table and figure demonstrate that 11.7% of the students strongly agree that access to
internet facilities with sufficient speed is available. On the other hand, 43.3% of the students
agree that internet facilities with sufficient speed are available. However,41.7% of the students
are undecided regarding it and 3.3% of the students disagree that internet facilities are available.
Alumni Response on Structure and facilities:

Classroom facilities are suitable for ensuring effective

learning
223
Vali Cumulati
d ve
cy ent nt
Valid 3 7.0 7.0 7

Disagree .
0
Agr
ee 24 58.1 58. 65.1
1
Stron
gly
Agree 13 34.9 34. 100.0
9
Tot
al 40 100.0 10
0.0
From the above table and figure, we can see that 34.9% of the students strongly agree that
classroom facilities are suitable for ensuring effective learning. On the other hand, 58.1% of the
students agree that classroom facilities are suitable for ensuring effective learning. However, 7%
of the students disagree to this fact
224

learning
Vali Cumulati
d ve
cy ent
nt
Valid 12 34.9 34. 34.

Undecided 9 9
Agree 13 37.2 37. 72.

2 1
Stron
gly
15 27.9 27. 100
Agree
9 .0
Total
40 100.0 100.
0
Table: 8.5.10 Figure: 8.5.10
The above table and figure demonstrate that 27.9% of the students strongly agree that laboratory
facilities are congenial for practical teaching-learning. And also 37.2% of the students agree that
these facilities are congenial while 34.9% of the students are undecided regarding it.
225
Vali Cumulati
d ve
cy ent nt
Valid 12 27.9 27. 27.

Undecided 9 9
Agree 16 44.2 44. 72.

2 1
Stron
gly
12 27.9 27. 100
Agree
9 .0
Total
40 100.0 100.
0
Table: 8.5.11 Figure: 8.5.11
We can see from the above table and figure that 27.9% of the students strongly agree that
facilities for conducting research are adequate while 44.2% of the students also agree to this fact.
However, 27.9% of the students are undecided regarding it.
8.5.12 The library has adequate up-to-date reading and reference materials to meet the
The library has adequate up-to-date reading and reference

materials to meet the academic & research needs
Vali Cumulati
d ve
cy ent nt
Valid 12 27.9 27.9 27.

Undecided 9
Agree 5 14.0 14.0 41.

9
Strongly
Agree
23 58.1 58.1 100
Total .0
40 100.0 100.0
Table: 8.5.12 Figure: 8.5.12
226
The above table and figure reveal that 58.1% of the students strongly agree that the library has
adequate up-to-date reading and reference materials to meet the academic and research needs
while 14% of the students also agree to this fact. However, 27.9% of the students are undecided
regarding it.

Vali Cumulati
d ve
cy nt nt
Valid 2 7.0 7.0 7.0

Undecided
Agree 20 51.2 51.2 58.1
Strong
18 41.9 41.9 100.0
ly
Agree
Total 40 100.0 100.0
Table: 8.5.13 Figure: 8.5.13
The above table and figure show that 41.9% of the students strongly agree that indoor and
outdoor medical facilities are adequate while 51.2% of the students also agree to this fact. But
7% of the students are undecided regarding it.

227
Vali Cumulati
d ve
cy ent nt
Valid 3 7.0 7.0 7.0

Undecided
21 51.2 51. 58.
Agree
2 1
16 41.9 41. 100

Stron
9 .0
gly
Agree
40 100.0 100.
0
Total
Table: 8.5.14 Figure: 8.5.14
The above table and figure show that 41.9% of the students strongly agree that indoor and
outdoor medical facilities are adequate while 51.2% of the students also agree to this fact. But
7% of the students are undecided regarding it.
228
Vali Cumulati
d ve
cy ent nt
Valid 6 14.0 14. 14.

Undecided 0 0
Agree 18 44.2 44. 58.

2 1
Strong
ly
Agree 16 41.9 41. 100
9 .0
Total 40 100.0 100.

0

Table: 8.5.15 Figure: 8.5.15
The above table and figure reveal that 41.9% of the students strongly agree that existing
gymnasium facilities are good enough evidenced by the above table and figure while 44.2% of
the students agree to this fact. However, 14% of the students are undecided regarding the
existing gymnasium facilities.
8.5.16 Access to internet facilities with sufficient speeds is available

229
Vali Cumulati
d ve
cy ent nt
Valid
3 7.0 7.0 7.0
Strongly
Disagre 3 7.0 7.0 14.

e 0
Undecid
9 20.9 20. 34.
ed 9 9
Agree
25 65.1 65. 100
Stron 1 .0
gly
Agree
40 100.0 100.
Total 0
Table: 8.5.16 Figure: 8.5.16
The above table and figure reveal that 65.1% of the students strongly agree that access to internet
facilities with sufficient speed is available. Moreover, 20.9% of the students also agree to this
fact. However, 7% of the students are undecided and disagree that access to internet facilities
with sufficient speed are not available.
230
Academic staffs Responses on structure and facilities
Classroom facilities are suitable for ensuring effective

learning
Vali Cumulati
d ve
cy ent
nt
Valid 8 62.5 62. 62.5

Agree 5
Stron
3 37.5 37. 100.0
gly
5
Agree
Tot 11 100.0 100.

al 0
Table: 8.5.17 Figure: 8.5.17
It is seen from the above table and figure that 37.5% of the academic staffs agree that classroom
facilities are suitable for ensuring effective learning. Moreover, 62.5% of the academic staffs
agree to this fact.

learning
231
Vali Cumulati
d ve
cy ent nt
Valid 4 25.0 25. 25.

Undecided 0 0
Agree 4 50.0 50. 75.

0 0
Stron
gly
Agree 3 25.0 25. 100
0 .0
Total
11 100.0 100.
0
Table: 8.5.18 Figure: 8.5.18
The above table and figure demonstrate that 25% of the academic staffs strongly agree that
laboratory facilities are congenial for practical teaching-learning while 50% of the academic
staffs agree to this fact. However, 25% of the academic staffs are undecided regarding it.
232
Vali Cumulati
d ve
cy ent nt
Valid 2 12.5 12. 12.

Disagree 5 5
Undecid 4 56.2 56. 68.

ed 2 8
Agree 4 25.0 25. 93.

0 8
Strong
1 6.2 6.2 100
ly
.0
Agree
Total 11 100.0 100.

0

Table: 8.5.19 Figure: 8.5.19
The above table and figure show that 25% of the academic staffs agree that facilities for
conducting research are adequate while 6% of the academic staffs strongly agree to this fact. On
the other hand, 56.2% of the academic staffs are undecided regarding it and also 12.5% of the
academic staffs disagree to this fact.
8.5.20 The library has adequate up-to-date reading and reference materials to meet the
The library has adequate up-to-date reading and reference

materials to meet the academic & research needs
233
Vali Cumulati
d ve
cy nt nt
Valid 1 6.2 6.2 6

Undecided .
2
Agree
68.8 68. 75.0
Stron
8
gly
Agree
4 25.0 25. 100.0
Total 0
11 100.0 10
0.0
Table: 8.5.20 Figure: 8.5.20
We can say from the above table and figure that 68.8% of the academic staffs agree that the
library has adequate up-to-date reading and reference materials to meet the academic and
research needs. Moreover, 25% of the academic staffs strongly agree to this fact. However, 6.2%
of the academic staffs are undecided regarding it.
234
Vali Cumulati
d ve
cy ent nt
Valid 3 31.2 31. 31.2

Undecided 2
6 50.0 50. 81.2

0
Agree
2 18.8 18. 100.0

8
Stron
gly
Agree 11 100.0 10
0.0
Total
Table: 8.5.21 Figure: 8.5.21
The above table and figure demonstrate that 50% of the academic staffs agree that indoor and
outdoor medical facilities are adequate. And also 18.8% of the academic staffs strongly agree to
this fact. On the other hand, 31.2% of the academic staffs are undecided regarding it.

There are adequate sports facilities (indoor and
outdoor)
235
Vali Cumulati
d ve
cy ent nt
Valid 3 25.0 25.0 25.0

Undecided
6 56.2 56.2 81.2
Agree
2 18.8 18.8 100.0 Figure: 8.5.22
Stron
gly
Agree 11 100.0 100.0
Total
Table: 8.5.22
The above table and figure demonstrate that 56.2% of the academic staffs agree that there are
adequate sports facilities both indoor and outdoor while 18.8% of the academic staffs strongly
agree to this fact. However, 25% of the academic staffs are undecided regarding it.
236
Vali Cumulati
d ve
cy ent nt
Valid 2 1.7 1.7 1.7

Disagree
Undecid 18 28.3 28. 30.

ed 3 0
Agree 30 40.0 40. 70.

0 0
Strong
ly
Agree 20 30.0 30. 100
0 .0
Total 70 100.0 100.

0

Table: 8.5.23 Figure: 8.5.23
The above table and figure show that 37.5% of the academic staffs agree that existing
gymnasium facilities are good enough while 12.5% of the academic staffs also strongly agree to
this fact. On the other hand, 43.8% of the academic staffs are undecided and 6.2% disagree that
existing gymnasium facilities are good enough,
8.5.24 Access to internet facilities with sufficient speed are available
237
Vali Cumulati
d ve
cy ent nt
Valid 5 3.3 3.3 3.3

Disagree
Undecid 25 41.7 41. 45.

ed 7 0
Agree 30 43.3 43. 88.

3 3
Strong
ly
Agree 10 11.7 11. 100
7 .0
Total 70 100.0 100.

0
Table: 8.5.24 Figure: 8.5.24
It is seen from the above table and figure that 25% of the academic staffs strongly agree that
access to internet facilities with sufficient speed are available. And also 31.2% of the academic
staffs agree to this fact. However, 43.8% of the academic staffs are undecided regarding it
238
8.5.25 Entity has competent manpower to run the academic affairs
Entity has competent manpower to run the academic

affairs
Vali Cumulati
d ve
cy ent nt
Undecid 3 37.5 37. 37.

ed 5 5
Valid Agree
4 25.0 25. 62.
Stron 0 5
gly
Agree 4 37.5 37. 100
5 .0
Total
11 100.0 100.
0
Table: 8.5.25 Figure: 8.5.25
From the above table and figure it is seen that 37.5% of the academic staffs strongly agree that
entity has competent manpower to run the academic affairs while 25% agree to it. However,
37.5% of the academic staffs are undecided regarding it.
239
240
Chapter-Nine
Research & Extension
240
241
9.1 Introduction
The main objective of higher education is to contribute to the sustainable development and
improvement of society as a whole.Research forms the basis of creativity and innovation which
is mandatory for socioeconomic growth of a country. Effective consultancy and community
engagement has been made to promote the curiosity of learning among the faculties and students
and to contribute to the development of the society.
9.2 Policy and Program

The students of Department of English have to research and present thesis papers as part of
completion of B.A (Hons.). They have to maintain MLA Documentation style . The Department
complies with the following objectives of the ‘Port City International University Journal’:
● To respond to the challenges of the 21st century digital world and to foster the development of
the educational research;
● To develop the cooperation at national and international levels with universities, leading
scientists and educational organizations, etc.
● To establish a theoretical and practical foundation for a high standard of educational process and
educational research based on studies;
● To promote the introduction of modern teaching methods and technologies in educational space;
● To promote the introduction of innovative and entrepreneurial thinking.
9.3 Fund and Facilities

To accelerate the progress of any research, getting enough fund matters a lot. PCIU provides
funding to individuals and teams of researchers to work on specific types of research projects.
The researcher needs to submit the budget along with the proposal to carry out his/her research
and after necessary evaluation the authority allocates the budget.
9.4 Fund hunting and collection:

The Department has adequate infrastructure facilities for research. Usually the funds for the
research projects are sanctioned in time to the eligible researchers.
9.5 Promotion of Research:
To promote research in education the Department of English encourages its teachers and students
to pursue M.Phil and Ph.D at home and abroad.PCIU has created an enabling environment to
foster research culture and the required infrastructure, and support system for research is in
place. Guidelines are provided to young faculty members enabling them to initiate research
activities and formulate research proposals. The University promotes faculty engagement in
authoring books, publications, newsletters, organizing seminars, conferences, workshops,
consultancy and training. The University publishes “Port City International University Journal” -
241
242
that is a multi disciplinary annual journal. The journal accepts a wide variety of scholarly articles
on various fields of studies like business, engineering, humanities, social science and so on. The
university allows duty leave for attending seminars and conferences to the teachers. Department
provides the needed educational journals, books, encyclopedias, psychological tests stationery
and secretarial assistance etc. Research scholars from outside and within the university are
invited to share their research findings and reports with the faculties which creates a research
culture among them. The University has taken praiseworthy initiative of sending its faculties to
different institutions in the United Kingdom, Malaysia and India for training. The University has
already trained a good number of faculties and taken different steps to continue such programs in
future as well.
Students are encouraged to participate in extension activities like blood donation camps, medical
camps, tree plantation drives and community outreach initiatives.Faculty members are
encouraged to carry out research in their areas of expertise and get their work published in
journals of repute.
9.6: Survey Report &Data Analysis

From 1st December -15th December, 2022, a survey research was conducted among students,
non-academic & academic staff, alumni and employers by the Department of English of Port
City International University supplying questionnaires among them. The subcommittee collected
35 reports from students, 10 from alumni, and 8 faculty members. The data obtained in reports
were analyzed. The strategic plan is focused on the future success of the Department and the
future success of its students.
242
243
Student’s response on Research and Extension Services:
9.6.1. The entity has a well defined research and development policy.
Valid Cumulative
Agree 27 77.1 77.1 77.1
Disagree 0 0 0 77.1
Strongly
Agree 5 14.3 14.3 91.4
Undecided 3 8.6 8.6 100
Total 35 100 100
120
100
80
Frequency
60 Percent
Valid Percent
Cumulative Percent
40
20
0
Agree Disagree Strongly Agree Undecided
Table 9.1 & Figure 9.1
Comment: Table 9.1 discloses the entity has a well defined research and development. The data
reveals that, 77.1 percent respondents agreed that the Port City International University authority
has a well defined research and development, 14.3 percent respondents strongly agreed about
this practice but 8.6 percent respondents mention they are not decided about the topic.
9.6.2. Mechanism exists for engaging the students in research and development.
Valid Cumulative
Frequescy Percent Percent Percent
Agree 27 77.1 77.1 77.1
Disagree 0 0 0 77.1
Strongly
Agree 4 11.4 11.4 88.5
Undecided 4 11.4 11.4 100
Total 35 100 100
243
244
100
90
80
70
60
Frequency
50 Percent
Valid Percent
40 Cumulative Percent
30
20
10
0
Table & Figure : 9.2
Comment:Table 9.2 discloses Mechanism exists for engaging the students in research and
development.The data reveals that, 77.1 percent respondents agreed,11.4 percent respondents
strongly agreed about this practice but 11.4 percent respondents have mentioned they are not
decided and no one disagreed about that..
9.6.3.The entity has a community service policy
Valid Cumulative
Agree 27 77.1 77.1 77.1
Disagree 0 0 0 77.1
Strongly
Agree 4 11.4 11.4 88.5
Undecided 4 11.4 11.4 100
Total 35 100 100
244
245
100
90
80
70
60
Frequency
50 Percent
Valid Percent
40 Cumulative Percent
30
20
10
0
Table & Figure 9.3
Comment: Table 9.3 discloses the entity has a community service policy. The data reveals that,
77.1 percent respondents agreed,11.4 percent respondents strongly agreed about this practice but
11.4 percent respondents mention they are not decided and no one disagreed about the topic.
Alumni response on Research and Extension Services:
Valid Cumulative
Agree 5 50 50 50
Disagree 1 10 10 60
Strongly
Agree 2 20 20 80
Total 10 100 100
245
246
9.6.4. The entity has a well defined research and development policy
120
100
80
Frequency
60 Percent
Valid Percent
Cumulative Percent
40
20
0
Agree Disagree Strongly Agree Undecided Total
Table & Figure 9.4
reveals that, 50 percent respondents agreed that the Port City International University authority
has a well defined research and development, 20 percent respondents strongly agreed about this
practice , 10 percent respondents disagreed with that and 20 percent have mentioned they are
not decided about the topic.
9.6.5. Mechanism exists for engaging the students in research and development
Valid Cumulative
Agree 7 70 70 70
Disagree 1 10 10 80
Strongly
Agree 1 10 10 90
Total 10 100.0 100.0
120
100
80
Frequency
60 Percent
Valid Percent
Cumulative Percent
40
20
0
246
247
Comment: Table 9.5 discloses Mechanism exists for engaging the students in research and
development.The data reveals that, 70 percent respondents agreed, 10 percent respondents
strongly agreed,10 percent respondents disagreed about this practice but 10 percent respondents
have mentioned that, they are not decided about that.
9.6.6. The entity has a community service policy:
Valid Cumulative
Agree 6 60 60 60
Disagre 1 10 10 70
Strongly
Agree 1 10 10 80
Total 10 100.0 100.0
120
100
80
60
40
20
0 Frequency
Agree Disagre Strongly Undecided Percent
Agree Valid Percent
Cumulative Percent
Table & Figure 9.6
Comment: Table 9.6 discloses the entity has a community service policy the data reveals that,
60 percent respondents agreed, 10 percent respondents strongly agreed & 10 percent respondents
disagreed about this practice but 20 percent respondents have mentioned that, they are not
decided about the topic.
247
248
Teacher’s response on Research and Extension Services:
9.6.7. The entity has a well defined research and development policy
Valid Cumulative
Agree 4 44.4 44.4 44.4
Disagree 4 44.4 44.4 88.8
Strongly
Agree 0 0 0 88.8
Undecided 1 11.1 11.1 100
Total 9 100.0 100.0
120
100
80
Frequency
60 Percent
Valid Percent
Cumulative Percent
40
20
0
revealed that , 44.4 percent respondents agreed that the Port City International University
authority has a well defined research and development, 44.4 percent respondents Disagreed
about this practice but 11.1 percent respondents mentioned they are not decided about the topic
9.6.8. Mechanism exists for engaging the students in research and development
248
249
Valid Cumulative
Agree 5 55.6 55.6 55.6
Disagree 3 33.3 33.3 88.9
Strongly
Agree 1 11.1 11.1 100
Undecide
d 0 0 0 100
Total 9 100.0 100.0
120
100
80
Frequency
60 Percent
Valid Percent
Cumulative Percent
40
20
0
development. The data reveals that, 55.6 percent respondents agreed,33.3 percent respondents
disagreed with the practice and 11.1 percent respondents strongly agreed with that.
9.6.9. Teachers always take initiative to hunt research fund for smooth running of the
research
Valid Cumulative
Agree 5 55.6 55.6 55.6
Disagree 3 33.3 33.3 88.9
Strongly
Agree 1 11.1 11.1 100
Undecided 0 0 0 100
Total 9 100.0 100.0
249
250
120
100
80
60
40
20 Frequency
0 Percent
Agree Disagree Strongly Undecided Valid Percent
Agree Cumulative Percent
development. The data reveals that, 55.6 percent respondents agreed,33.3 percent respondents
disagreed with the practice and 11.1 percent respondents strongly agreed with that.
9.6.10. The entity has a community service policy.
Valid Cumulative
Frequency Percent Percent percent
Agree 2 22.2 22.2 22.2
Disagree 5 55.6 55.6 77.8
Strongly
Agree 0 0 0 0
Undecided 2 22.2 22.2 100
Total 9 100.0 100.0
250
251
120
100
80
Frequency
60 Percent
Valid Percent
Cumulative percent
40
20
0
Comment: Table 9.10 discloses the entity has a community service policy the data reveals that,
22.2 percent respondents agreed, 55.6 percent respondents disagreed about this practice but 22.2
percent respondents mention they are not decided .
251
252
Chapter-Ten
Process Control (Quality Assurance and Continuous

QualityImprovement)
252
253
10.1 Introduction
A process is a series of actions which are carried out in order to achieve a particular result. The
purpose of process is to ensure consistency. A process has its own set of objectives and involves
workflows and information throughout the organization. A good process is like a checklist that
ensures the right things get done by the right people at the right time.Each activities of a process
should add value to the preceding activities and ensure the satisfactory result. Thus managing
process is important for every types of organization. Managing process provides a structured way
to the organization to improve their process management and to ensure the satisfactions to all the
stakeholders of the organization.
10.2 Self-Assessment Process
The quality of education relies upon the ability of the university graduates to meet the needs of
stakeholders in terms of knowledge, skills, attitudes and performance. Quality of education
depends on the institutional capacity and process to attain intended learning outcomes (ILOs).
The institutional capacity and process includes quality of learners with a commitment and
interest, environments, content that is exhibited in relevantcurriculumand processes to facilitate
attainment of learning outcomes. Governance, curriculumdesign and review process, physical
facilities, quality of students, progress and achievement, teaching-learning and assessment etc.
have enormousinfluence on the capability of the educational institutions and process to offer
quality education.
Self-assessment is a systematic process of evaluating the various aspects of institution or

academic programs, including the major QA areas in respect of the national qualifications
framework and criteria whether quality standards are being met. The process and procedures
used to ensure that teaching and delivery of course material to the students emphasizes active
learning and that course learning outcomes are met. With the aim of boosting improvement, SA
collects information and evidences from the stakeholders, reviews those and detects the
weaknesses and areas that need additional improvement to enhance quality of teaching learning
and education. The process must be periodically evaluated to ensure that it ismeetingits
objectives.
10.3 Improvement Plan:
253
254
A University is anintricate system of varied but interconnected processes intended to serve a

broad array of stakeholders. As higher education increasingly faces challenges like rising cost,
diminishing resources, and higher expectations for service excellence and accountability leaders
around the world are looking for ways to improve and sometimes transform their institutions.
Opportunities for process improvement abound on both the academic and administrative fronts.
There are monitoring teams for students’ academic development named Syllabus Committee,
Routine Committee, Question Paper Monitoring Committee, Student Counseling Committee etc.
For extracurricular activities for students there are Port City International University Business
Club (PBC), Cultural Forum, Debate Forum, Sports Forum,IT Forum and Language Centre for
foreign students etc. For teachers’ training there are Centre for Training and Development
(CTD), Editorial Board for publishing Research Paper and Journals for faculties, and many more.
Here is the improvement plan followed by Department of English of Port City International
University:
254
255
SL. Objective How Measured When Improvement Improvement

Measured Identified Made
1. To equip the Knowledge of At the time Courses have been Revision of

students the students about of designed curriculum and
necessary the subject admission highlighting introduction of
theoretical and through entry and during theoretical and new lesson
discourse input tests, student the practical plan in 2021
to think feedback semesters. orientation to and 2022.
critically,and through discover the
work actively in assessment leading edge of
their different performances. knowledge.Course
professions by s to be updated
their knowledge regularly by
of literary, introducing new
linguistics and knowledge,
professional techniques, and
courses. new courses when
required.
2. To conduct Evaluating the Continuous Faculties have Presentations,

research studies interest of been engaging in seminars,
to lead PCIU teachers and activity extensive research communication
towards a students on activities with a and skill
Research research and view to adding development.
University. assessing the new insights into
quality of their the ever-growing
research work. sphere of
knowledge.
Constantendeavors
of the enlightened
minds pave the
way to find
effective solutions
to the world’s
greatest
challenges.
Students make
presentation and
submit project
report.
255
256
The chart is designed to help the department to establish areas of focusing strategies for
achieving the goals, indicators of success, timeliness responsibilities and provisions for
monitoring the plan and revising it if necessary.
On completion of BA & MA program students will be able to:
⮚ Understand literature through denotative and connotative approaches to acquire cognitive

and meta-cognitive skills for intellectual growth.
⮚ Acquire the ability to think critically and analyze with reasoning to evaluate literary
theories and ideas.
⮚ Build up a good command over English Language for academic and professional growth.
⮚ Ascribe a strong moral philosophy and practice ethics with the eastern and western
thoughts in order to promote the society.
⮚ Comprehend the objectives, methods, techniques and significance of research.
⮚ Perform efficiently and approach analytically in different professions.
⮚ Develop team work, presentation and project skills to be self-driven, enthusiastic and
cooperative.
⮚ Excel in leadership and management skills for decision making, problem solving and
administrative roles in future.
⮚ Recognize the limitations involved in recent literary theories and modern teaching
techniques to explore beyond.
10.4 Survey Report &Data Analysis:
Teacher’s response on process control internal (Quality Assurance and Continuous Quality
Improvement):
10.4.1. The entity always acts in compliance with the decision of the university regarding
continuous quality improvement.
256
257
Table-10.1

Strongly
3 17.6 17.6 17.6
Disagree
Disagree 0 0 0 17.6
Neutral 0 0 0 17.6
Agree 8 47.1 47.1 64.7
Strongly
6 35.3 35.3 100
Agree
Total 17 100.0 100.0
Figure-10.1
The entity always acts in compliance with the decision of the University regarding continuous quality improvement
200
180
160
140
120
Cumulative Percent
100 Valid Percent
80 Percent
Frequency
60
40
20
0
Strongly Disagree Neutral Agree Stongly Agree
Disagree
Comment:Table 10.1 discloses the entity always acts in compliance with the decision of the
university regarding continuous quality improvement. The data revealed that, 47.1 percent
respondents agreed that the Port City International University authority always acts in
compliance with the decision of the university regarding continuous quality improvement. 35.3
percent respondents are strongly agreed about this practice but 17.6percent respondents mention
they strongly disagree about this. The agreed of the respondents is also revealed the entity always
257
258
acts in compliance with of continual quality improvement in the Port City International
University.
10.4.2. The entity embraces the spirit of continual quality improvement.
Table-10.2

Strongly
1 5.9 5.9 5.9
Disagree
Disagree 0 0 0 5.9
Neutral 2 11.8 11.8 17.7
Agree 8 47.1 47.1 64.8
Strongly
6 35.3 35.3 100.0
Agree
Total 17 100.0 100.0
Figure - 10.2
The entity embraces the spirit of continual quality improvement
200
180
160
140
120
Cumulative Percent
100 Valid Percent
80 Percent
Frequency
60
40
20
0
Strongly Disagree Neutral Agree Strongly Agree
Disagree
Comment:Table 10.2 disclosesthe entity embraces the spirit of continual quality improvement. The
data reveal that, 47.1 percent respondents agreed that the Port City International University authority
embraces the spirit of continual quality improvement in the Port City International University. 35.3
258
259
percent respondents strongly agreed about this practice and similarly 11.8 respondents mention they
are not decided and 5.9 percent strongly disagreed about the topics.The agreed of the respondents is
also revealed there is a good spirit of continual quality improvement in the Port City International
University.
10.4.3. Academic programs are reviewed by the entity for the enhancement students learning
Table-10.3
Strongly
Disagre 0 0 0 0.0
e
Disagre
2 11.8 11.8 11.8
e
Neutral 0 0 0 11.8
Agree 7 41.2 41.2 53.0
Strongly
8 47.1 47.1 100.0
Agree
Total 17 100.0 100.0
Figure-10.3
Academic Programs are reviewed by the entity for the enhancement students learning
120
100
80
Frequency
60 Percent
Valid Percent
Cumulative Percent
40
20
0
Disagree
Comment:Table 10.3 discloses the Academic programs are reviewed by the entity for the
enhancement students learning. The data revealed that, 41.2 percent respondents agreed that
Academic programs are reviewed by the entity in the Port City International University. 47.1 percent
259
260
respondents strongly agreed about this practice and 11.8 respondents disagreed about the topics. The
rate of agreement of the respondents is also revealed there is a good educational environment in the
Port City International University where academic programs are reviewed by the entity for the
enhancement students learning.
10.4.4. The entity ensures a usual practice for students/Alumni’s feedback as a culture.
Figure 10.4
Table-10.4 Academic programs are reviewed by the
Valid Cumulative
Frequency Percent entity for the enhancements students learning
Percent Percent
Strongly
1 5.9 5.9 5.9
Disagree 120
Disagree 0 0 0 5.9
100
Neutral 1 5.9 5.9 11.8
Agree 10 58.8 58.8 70.6 80
Strongly Agree 5 29.4 29.4 100 Frequency

60 Percent
Valid Percent
Cumulative Percent
40
Total 17 100.0 100.0

20
0
Disagree
Comment: Table 10.4 discloses the entity ensures a usual practice for students/Alumni’s feedback
as a culture. The data revealed that, 37.5 percent respondents agreed that there is a usual practice for
students/Alumni’s feedback collection culture in the Port City International University. 31.2 percent
respondents are strongly agreed about this practice and similarly 31.2 respondents mention they are
not decided about the topics. The agreed of the respondents is also revealed there is a good and
student oriented culture in the Port City International University.
260
261
Chapter-11
SWOT Analysis
261
262
Introduction
SWOTanalysis is a strategic planning technique used to help a person or organization identify strengths,
weaknesses, opportunities, and threats related to English competition or project planning.For evaluating
the current performance of any organization as well as determining the possible measures that should be
taken for the future growth of the organization, SWOT analysis is an inseparable part. The department has
its own Strengths, Weaknesses, Opportunities and Threats that may be outlined as follows: The analysis is
purely based on a valuable opinion with the department and the respondents.
11.1 Strength:Points of strength are considered mainly as per their obtaining 80% to 100% support from
different stakeholders. But some visible have also been influential.
No Session jot: PCIU has been following stick academic calendar from its inception.
Affordable: PCIU is known as a very popular to student’s affordable university in Chattogram.
Capacity: The optimum size of each class is 45 students only. All the classrooms are well
equipped with the rnultimedia system.
Positive Reputation: PCIU has been establishing its brand name as an affordable university
providing quality education to the students.
Experienced Faculty members: Full time and permanent faculty teach in most of the classes and
they are highly interactive with the students. They are facilitated with different training program
and workshop on teaching.
Quality Education: PCIU provides the interdisciplinary and experiential education at both
graduation and post-graduation level.
Effective Management: PCIU has experienced and effective supportive staffs.
262
263
Well facilitated: PCIU is enriched with a well-facilitated library for different interdisciplinary
courses. It is illuminated with a huge collection of interdisciplinary books and magazines.
Students can have their group study at this place.
Student clubs: PCIU has different students clubs. Particularly, it has a English Club at the
Department of English, which is very active in organizing different seminars, workshops and
cultural programs for students.
Laboratory and Research Facilities: The laboratories are facilitated with the highly essential
laboratory equipment for regular experiments and special research equipment for conducting the
research activities.
IT Support: PCIU has strong built-in IT support system. The websites are regularly updated and
speedy computers with better internet system have been provided to the faculty members as well
as the students.
Medical facilities: PCIU is equipped with essential medical equipment and a doctor is always in
service to this university.
Alumni Service: Different departments of PCIU have a good communication with the alumni
students.
Scholarship: PCIU provides different scholarship and waivers to its eligible students in every
trimester.
Prohibition of Student Politics: Student politics is prohibited at Port City International

University.
Diverse Academic Program: It wasacclaimed and established BA and MA program in English

and now it is going to beintroduced diverse academic programs e.g. ELT in Applied Linguistics
and TESOL Programs.
Secured Location: PCIU is located at a secured residential area at Khulshi in Chattogram.
Capital:Establishing a university requires huge capital for its infrastructure development. One of
the strengths of PCIU is that it has enough capital.
11.2 Weakness
Weak points are basically considered as per their obtaining 0% to 40% support from different
stakeholders.
263
264
i) ELT and Applied Linguistics, TESOL Programs are not yet run.
ii) Research activities are not duly encouraged.
iii) There is less experienced faculty members in the entity.
iv) There is no gymnasium available in the entire campus at all.
v) There is less opportunity for reading good journals or newspapers in the entity.
vi) Salary is to be modified to retain the academics.
11.3 Opportunity
The university in particular can take advantage form the following opportunities available to it:
Branding: PCIU can enhance its brand name through more effective marketing and
communication medium.
Seminars: Itcan arrange more career-oriented seminars and workshops for the students.
Job Fairs: PCIU can arrange more job fairs for students and encourage different organizations to
recruit their students from the university.
Take Advantage of the Digital University in Bangladesh: As PCIU has already become the
digital university in Bangladesh by using various online teaching platforms, it can avail more
opportunities of digitization in accordance withthe emphasize of digitalization of the
government.
264
265
Offer programs through Credit Transfer and Overseas Collaboration: PCIU has research
collaboration with a number of universities and research institute at home and abroad. It can also
offer programs in joint collaboration if UGC permits.
Practical Oriented Syllabus: As Department of English is a little bit practicalknowledge-based

program, it has an opportunity to create a practical oriented syllabus which will be beneficial for
the students in acquainting them with practical situation.
Permanent Campus: All the classes of Department of English can be conducted in the permanent
campus which is a great opportunity for the department to flourish from the very beginning of
the new permanent location of the university.
11.4 Threat:
The challenges that the department must overcome may be stated as follows:
Imposition of VAT: Imposition of VAT on the private universities will affect the growth of
tertiary education in the country.
Decreasing Interest of the students in MA program: The graduate students are becoming less
interested in the MA program because lots of universities are offering this program and there are
no qualitative differences for most of the universities.
265

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PORT CITY INTERNATIONAL UNIVERSITY

CLO Course Learning Outcomes

Standards Statements regarding an expected level of requirements and conditions

1.2 About Faculty of Faculty of Humanities, Social Sciences and Law

1.4 Background of the Study

1.5.1 Participants of the Survey

1.5.2 Sampling Techniques

Sampling techniques for the categories of participants were as follows:

The numbers of respondents are presented in Table 1.

1.5.3 Data Collection Procedures

1.6 Activity Plan by SAC

1.7 Limitations of the Study

The study suffers from the following limitations:

1.8 Chapter Preview

2.2 Vision of the University

2.3Mission of the University

The missions of the university are to provide:

2.4 Vision of the Department of English

2.5 Mission of the Department of English

The missions of the Department of English are:

M1 To instill learners’ mental faculty of perception, reasoning and imagination.

2.6. Objectives of the Department of English

The objectives of the program offering entity are:

▪ To teach students standard English.

2.7. Program Educational Objectives (PEO) of Bachelor of English Program

PEO 3 To comprehend the grammatical structures in order to apply the language

PEO 5 To attain pragmatic and sublime knowledge in ethics.

PEO 8 To correspond professionally and effectively through writing.

PEO 9 To explore the people, culture, history and literature of Bangladesh.

Program learning outcomes (PLOs)

PLO1 Understand literature through denotative and connotative approaches to acquire

Students’ Response on Governance:

Vision, mission and objectives of the entity clearly stated

The intended learning outcomes (ILOs) satisfy the

Academic calendars are maintained strictly by the entity

Total 25 100.0 100.0

Total 25 100.0 100.0

Total 25 100.0 100.0

Total 25 100.0 100.0

Total 25 100.0 100.0

Total 25 100.0 100.0

Total 25 100.0 100.0

Vision, mission and objectives of the entity are clearly

Disciplinary rules and regulations are explicitly

Website is updated properly

Undecid 2 13.3 13.3 26.6

Agree 10 66.7 66.7 93.3

Total 15 100.0 100.0

The entity provides comprehensive guidelines to

Students opinion regarding academic and extra-

Results are published timely in compliance

Non Academic Staffs’ Response on Governance:

The intended learning outcomes (ILOs)

The entity has adequate infrastructures to

Academic calendars are maintained strictly by

The entity reviews its policy and procedures

Codes of conduct for the students and

The entity provides comprehensive guidelines to the

Assessment of the changes in the program and course contents

● defines program goals and expected learning outcomes;

● program outcomes for all programs

a) Duration of the 12 trimesters (4 years)

English Foundation & Professional Courses 15.0 Credit Hours