JAIN Compliance with NEP 2020

For JAIN, implementing the NEP 2020 is more a matter of finetuning its
educational processes, and procedures, as the essential principles of the policy are
already engrained in the university’s milieu. JAIN has adopted the NEP 2020 in
letter and spirit in keeping with its present status of a Deemed to be University.

Para-wise compliance is indicated below :

11.7 : Establish / strengthen departments in Languages, Philosophy

& Culture

The University already has a Department of Languages offering programmes in

Indian Languages (Sanskrit, Kannada, Hindi as third languages) with the objective
of removing language barriers. While multiple Indian languages are offered as
electives, the University is committed to promote bilingual mode of instructions.
Imbibing Indian Heritage, culture and values has always been a part of the JAIN
education process. A mandatory course on Mind Management & Human Values
(MMHV) is already included in the UG programmes. This along with the
volunteering practice by students in Adult Education and other NGOs leads to
perceivable character building.

The other initiatives planned are:

• To introduce open elective stream in performing arts

• Plan educational tours/visits to historical places as approved by the UGC
• To lay emphasis shall on social projects under the project-centric-learning
• To seek collaborations with other elite organizations such as ICCASE, SSE,
ICPR, ICCR, ICHR, ICSSR, S VYASA, ISSS, Pavanapuri Research Centre Vyoma
labs & Sahitya Academy.
• To Promote IKS, Indian Culture, traditions, Values and Ethos, through CAHC

An interdisciplinary research centre - Centre for Ancient History and Culture

(CAHC) has already been initiated with the following objectives:

 To study, research and publish indigenous Indic knowledge traditions with

historical perspective in a dispassionate and objective fashion avoiding
extremities of ideologies.

 To provide a forum for interaction among Historians, Sanskrit scholars,

Artists, Engineers and Scientists, to study the evolution of intuitive,
empirical, intellectual scientific thinking through the ages in India.

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  To undertake editing and translation of unpublished ancient scientific and
engineering texts still in manuscript form.

 To organize outreach activities highlighting intellectual and cultural

traditions of India
 AICTE mandate on IKS would be adopted for professional education.

 As the main sponsorer of the recently held “Khelo India’’ Jain has paved the
way for organizing the Pan-India event and spreading a ‘Curated culture’ of
sports integrated with human endurance and values.

NEP - 2020 has laid emphasis on India’s long tradition of holistic & Multidisciplinary
learning thrust is place on literature 64 kalas, Vocational Skills, STEM, Liberal Arts
& the like. This will enable a holistic & multidisciplinary education which would
aim to develop capacities of Human beings ranging from intellectual, Aesthetics,
Social, and Physical, Emotional and Moral Perspective in & integrated manner. In
order to achieve this emphasis in laid on development of capacities in fields across
arts, Humanities, Languages, Sciences, Social Sciences, Professional Technical &
Vocational fields. In addition to this the primary stake holders that are students
are also trained in the ethics of Social engagement Soft Skills, Communication
Skills, Refined oratory & Rigorous specialization in the chosen fields. Towards this
efforts have been made by Jain (Deemed to be University) right from its inception
to nurture the talent of the Student Community & nourish there Holistic
development.
Various courses are introduced in the University to enable the students understand
multidisciplinary approach. The following are some of the courses available at the
University.

Ethics, Awareness & Gender related issues Cross cultural Management

Critical Thinking Sociology of Women

Past History Gender & Literature

Women’s Studies Visual Narratives & Film Studies

Environmental Science Shabdh Se celluloid tak

Philosophy & Public Policy Janapada Kalegalu

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Sociology & Elements of History for
Sahitya Mattu Parisara
Engineers
MMHV Rangabhoomi

Indian Aesthetics Indian dramaturgy

History of Indian Art

In addition to the above courses the departments across the schools of the
University have proposed the following general electives to the students enrolled
in various programmes of the University.

Indian Culture Western classical

Dance forms Concepts of music
Dance & Theatre Appreciation of Instrumental Music
World dance Folk Dance & Folk theatre
Practionars of performing arts Music Appreciation
Indian Cinema

ACTIVITIES ORGANIZED IN MULTIDISCIPLINARY DOMAINS

 Conferences : National – 24 International - 07
 Field visits: 20
 Resource lectures delivered: 223
 Multidisciplinary PhD Degrees : Awarded – 24, Ongoing: 20
 Publications: 203 (National/International)
Specific areas of above activities: Spirituality, Yoga, Language, epics, classics,
theatre, performing arts, Visual arts, women studies, gender & equity.

11.8 : Credit based courses and projects in community,

environmental education, value based education and global
citizenship education

Towards inculcating values amongst our Learners, a unique mandatory course on

Mind Management & Human Values (MMHV) is being taught to all the
Undergraduate students, spread over semesters 1 and 2. Delivery and assessment
of MMHV courses are implemented in a mission mode and brings unparalleled

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benefits to students wherein, curiosity is not suppressed, inquisitiveness is
encouraged, excitement and dynamism are created, learning is expedited,
intellectual debates, deliberations, and creativity & innovation become the
routine. Through the well-planned course content of this course, mutual respect,
mindfulness and resourcefulness are inculcated to ensure that everyone remains
within accepted social norms of mannerism, civility and sensitivity towards every
other living being, the community, the society, the nation as also the environment.
After semester 2, students are continuously assessed for practicing/demonstrating
the learning from MMHV, using the following rubrics:

Rubrics for assessment of MMHV

Additionally, several programmes for social good are also planned to be reached to
our students through “Radio Active” - the community radio of JAIN.

In addition, JAIN (Deemed-to-be-University) is known for its vibrant campus, with

the active participation of its students and staff in various social awareness
activities, which brings about holistic development. These activities are organized
under the auspices of the in-house NCC, NSS and other clubs. These events on
average see active participation of 41% of the student community. In the last 5-
years, about 300 programs have been organized in collaboration such as NGOs,
Hospitals, Blood Banks, Govt., agencies and more. The various programs, as
highlighted below provide a holistic development of students be it – the
importance of blood donation, safe living in the neighborhood, empathy to fellow
humans, make students aware of the current social challenges the society and
nation at large are facing or be it the importance of body-mind wellness.

1. Orientation program. The orientation program is conducted for the first-year

students to sensitize them to social issues and motivate them to enroll for NSS,

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 NCC and other Student Forums/ Clubs, etc. for their holistic development.
Through these Club/Forum the registered students will be able to participate in
various extension and outreach programs organized
2. Blood Donation Camps. In collaboration with various institutions such as
Lion/Rotary Club(s), Rashtrotthana Blood Bank, Kidwai Hospital, Victoria, Vani
Villas and around 20 blood donation camps have been organized in the last 5
years. On average 750 students and faculty have donated blood in these blood
donation camps.
3. Safety. Programs for traffic rule awareness, self-defense, Women and Child
Safety, etc., are conducted. In the recent past awareness of mask and being
safe from COVID-19 has been also introduced
4. Supporting Humanity. Students organized relief camps for floods and other
natural calamities. Visits to Orphanages and other Charitable Institutions to
understand the societal issues and support the inmates
5. Awareness Rallies. Students and faculty participate in various rallies like ‘Rally
for River’, BBMP swachata sarvekshan, Fitness, Against Open defecation, De-
addiction, Cancer awareness, AIDS, Bone marrow, etc., are organized
6. Adoption of nearby Villages. JAIN has adopted 9 villages, with the aim to
contribute towards the economic and social betterment of these village
communities.
7. Awareness Programs. Throughout the year various awareness programs are
organized such as Health check-up, No-Smoking, Women empowerment, Rights
to Education, Against Child labor, Cavery River basin conservation, etc., are all
organized with the active participation of students and staff members. In the
recent pandemic awareness of using masks in the correct way and sanitization
was promoted.
8. Wellness Programs. The students and faculty participate in various programs
for overall wellness such as – Yoga sessions, Fitness, Eye-Check-up camps,
Spiritual wellness leading to wellness and living a purposeful life. In the recent
pandemic, a 40-day Yoga practice (online) was organized for faculty and
students
9. Voluntary Services. The students and faculty are engaged in neighborhood
community service by supporting the needy citizens by donating stationary, old
garments and other items as per their requirements.

11.9 : Conform with provisions of regulations pertaining to

Academic Bank of Credits and multiple entry-exit options

The University has already become a member of the Academic Bank of Credit. Skill
based courses are integrated into each programme matrix, with appropriate credit
units distributed, to provide ample opportunities for life-long and life-wide
learning.

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As a step forward towards implementing NEP 2020, UGC issued Regulations/
Guidelines for implementing Academic Bank of Credit and Multiple Entry and Exit
System on July 28, 2021 and July 29, 2021 respectively. Both together, when
implemented offer unprecedented flexibility and interdisciplinarity to learners as
much as it the innovative programmes and pathways. The framework requires
Universities to offer 4th year Undergraduate Degrees (level 8), that can be pursued
by eligible students leading to Graduation in Honors/ Research and later one year
Masters’ Degree. Below is the framework adopted in recasting UG Degrees offering
the optional 4th Year. Since students may exit at the end of every year with
appropriate credential (certification), each year is somewhat conclusive and
incorporate all features and tenets of CBCS, Blended Learning and NEP 2020.

3-Year UG (Level 5, 6 and 7):

Course Types Gran

Year Year Year
Semester- 1 2
Tot
Sum 3 4
Tot
Sum 5 6
Tot
d (%)
wise Total

Core 09 09 18 09 09 18 09 09 18 54 45

Languages 02 - 02 02 - 02 - - - 04 3.33

SEC - 02 02 02 - 02 02 02 04 08 6.67

DSE 05 05 10 05 05 10 05 05 10 30 25

TD Projects/ 02 02 04 02 02 04 02 02 04 12 10
Dissertation
Generic/ - 02 02 - 02 02 02 02 04 08 6.67
Open
Electives
AECC 02 - 02 - 02 02 - - - 04 3.33

Total 20 20 40 10* 20 20 40 10* 20 20 40 120 100

Credential Certificate Diploma UG Degree

Note: Efforts are made that each level has almost all types of courses so that each
certification offers a complete experience during the period of learning.

While each semester is of minimum 15 weeks’ duration (excluding examinations), there

will be a summer term of about 10 weeks between two academic years.

One credit unit requires 15 contact hours which need to be articulated in terms of lectures
(L) having 100% weightage, Tutorials (T) having 100% weightage and Practical/ Projects (P)
having 50% weightage.

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 Fourth Year of UG (Level-8): Research Intensive

Course Types Up to Sum 7 8 Year Grand (%)

Semester-wise Level 7 Tot Total
Core 54 - - - 54 33.75
Languages 04 - - - 04 2.5
SEC 08 - - - 08 5
DSE 30 30 16.75
TD Courses - 04 04 08 08 5
Research Projects/
12 12 12 24 36 22.5
Dissertation
Generic/ Open Electives 08 - - - - 08 5
Research Papers - 04 04 08 08 5
AECC 04 - - - 04 2.5
Total 120 10* 20 20 40 160 100

* At the end of each academic year, there are about 10 weeks of summer period. During
this period, the departments offer credit courses (10-12 credit units or 4 courses) to
enable students to earn extra credits units to earn additional micro-credentials,
certificates, minor specialization, super specialization, second specialization, diploma etc.
or to enable them complete the programme earlier than normal duration (maximum by six
months faster for programmes of more than 2-year or more duration). The requirement for
various credentials/ Certifications will be as follows:

Micro Credential : Course with any number of Credit Units

Super Specialization : 12 Credit Units from the same discipline as main
specialization
Minor Specialization : 18 Credit Units from another stream/ pathway
First Specialization : 24 Credit Units from a stream/ pathway
Second Specialization : 24 Credit Units
Certificate : 40 Credit Units
Diploma : 80 Credit Units
Degree : 120 Credit Units
Degree with Hons/ Research : 160 Credit Units
P G Diploma : 160 Credit Units (Non Engineering & non MBA programmes)
Masters’ Degree : 200 Credit Units (Non Engineering & non MBA programmes)

This period may also be utilized for an internship through which students may earn up to 6
credit units.

The summer term will also be utilized to offer students an opportunity to clear the
backlogs of courses of the previous year (Odd semester courses in initial 5 weeks and even
semester courses in last 5 weeks of the 10-week period). The departments are encouraged
to plan during the summer, exchange programmes, cultural immersion programmes,
voluntary work/ social work, assignments with Government officials, police service,
bureaucrats, politicians, creative work. Credit Units for these activities will be assigned as
approved by the board of studies.

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For courses to be taken as micro-credentials by our own students or by the students of
other institutions, departments are encouraged to design innovative/ unique courses that
appeal to larger audience. Development of a course should include TLEP, all the
assignments, activities, teaching notes and videos (a MOOC) on the topic. The quality will
be judged by the number of takers/ subscribers to the course when offered. There is
potentially huge demand for such courses. These courses may also be recommended, as a
bridge, when students of other institutions of JAIN (Deemed-to-be University) and others
come in under multiple entry and exit system as per UGC Guidelines dated July 29, 2021.

P G Diploma and Masters’ Degree (Level 8 and 9):

I Year II Year
(Level 8) (Level 9)

Course Types
Sem 1 Sem 2 Sem 3 Sem 4 Total (%)
Semester-wise

Hard Core 8 6 4 4 22 27.50

Soft Core /
6 4 8 4 22 27.50
Specialisation
Open Elective 2 2 - - 4 5.00
Research Project
4 4 8 8 24 30.00
/ Dissertation
Research Papers /
- 4 - 4 8 10.00
Publication
Total 20 20 20 20 80 100

11.10
1) 2nd year of Masters programmes devoted to Research / 1 year
Masters programme
2) Option for 4 years learners with Bachelor’s Degree to enrol for
Ph.D.

The University has implemented provisions of the NEP pertaining to duration of the
programme, multiple exit-entry, standalone courses etc.

The changes made in the structure of programmes offered by the Department of

Commerce is presented below as a case study :

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Objectives of ABC:

a) To promote student centricity with learner-friendly approaches in higher

education across the country and promote more inter-disciplinary approach in
higher education
b) To enable students to select the best courses/combination of courses to suit
their aptitude and knowledge thirst.
c) To permit students to choose a pace for their studies along with the associated
logistics and cost.
d) To allow students to tailor their degrees or make specific
modifications/specialisations rather than undergoing the rigid, regularly
prescribed degree/courses of a single university/autonomous college.
e) To enable multiple entry-multiple exit for students as envisaged under NEP-
2020 to complete their degrees as per their time preferences, providing
mobility across various disciplines and HEIs for Degree/ Diploma /PG Diploma/
Certificate programs/Course work for the Ph.D programme.
f) To support procedurally the teaching-learning activities to happen in a
distributed and blended manner through integration across
campuses/universities/autonomous colleges with increased mobility.
g) To facilitate lifelong learning amongst all i.e, formal and informal students
both from fulltime and part time modes.
h) To satisfy the students’ quest for knowledge, freedom to choose and change
their academic directions, connect different domains and help them acquire
right foundations and building blocks of their dreams.

Admission shall be open for :

1) FULL Degree Programme (3 Years)

B.Com - 1 Programme
B.Com (Honours) - 9 Specializations
M.Com - 2 Specializations
2) 4 year Degree leading to B.Com – Honours – Research (under NEP)
Degree : B.Com – Honours – Research
Duration : 4 Years (8 Semesters)

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 Eligibility for bachelor’s degree with Research: Pass with CGPA of 7.5 in 3 year
Degree programme

3) Contents :
7th Semester – Research Project 4
Multi / Inter Disciplinary Electives (2) 8
GE (University wide Electives) 4
PCL 4
------
20

8th Semester – Research Project 8

Trans Disciplinary Electives 4
GE (University wide Electives) 4
PCL 4
------
20
Link :
https://www.education.gov.in/sites/upload_files/mhrd/files/upload_documen
t/abc_doc.pdf

4) Admission to Specific Courses (under ABC) :

 Financial Accounting *
 Management Accounting *
 Organizational Management and Compliances *
 Corporate and Business Law *
 Performance Management *
 Taxation *
 Financial Management *
 Financial Reporting *
 Business Taxation *
 Audit and assurance(CE-I) *
 Strategic Business Leadership (CE - II) *
 Strategic Business Reporting *
 Advanced Audit & Assurance *
 Advanced Performance Management *

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  Advanced Financial Management *

* Accredited by ACCA

5) 1 Year M.Com (under ABC) :

Duration : 2 Semesters

6) Skill Certificate (under ABC) :

Duration : 1 Year (2 Semesters)
Credits : 40
Certificate in _____________________
(Aligned to NSQF)
(Evaluation by Skills Board in University)

7) Diploma in Commerce (under ABC) :

Duration : 2 Years (4 Semesters)
Credits : 80

8) PG Diploma in Commerce (under ABC) :

Duration : 1 Years (2 Semesters)

9) Integrated M.Com
Duration : 5 Years (10 Semesters)

10) B.Com Lateral Entry (into 3rd Semester)

Duration : 2 Years (4 Semesters)
Credits : 80

11) B.Com Lateral Entry (into 4th Semester)

Duration : 1 ½ Years (3 Semesters)

Enrolment of learners with 4 year Bachelor’s Degree with Research

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The Ph.D. regulations of the University shall provide opportunities to learners with
a 4 year Bachelor’s Degree with Research to enrol for the Ph.D. programme based
on receipt of relevant notification from the UGC.

11.12 Incubation Centres, Technology Development Centres,

Centres in frontier areas, promote inter-disciplinary research

JAIN encourages research culture within the institution by providing freedom,

state-of-the-art facilities, seed funding and a well-defined and supportive
Research Policy. The institution has been investing in upgrading facilities (for
research) over the past 13 years, involving the establishment of the following
seven dedicated research centers in a phased manner:
1. Centre for Nano and Material Sciences (CNMS), conducts research focusing
on Health, Water and Energy. The Center has to its credit several high
impact publications, significant grants from various national/international
funding agencies
2. Fire and Combustion Research Center (FCRC), has a state-of-the-art fire
testing facility, the only one in Asia, which has been jointly set up with the
Underwriters’ Laboratories and JAIN, providing research and consultancy to
various private and government agencies
3. Centre for Postgraduate Studies (CPGS), is an exclusive postgraduate &
research center of Jain University, involved in multiple domains, including
cancer biology, industrial enzymes and bioplastic
4. International Institute of Aerospace Engineering and Management (IIAEM)
focuses on interdisciplinary research in Aviation safety, Propulsion, Digital
twin and more
5. The Centre for Research in Social Sciences and Education (CERSSE) is
involved in public policy and democracy research.
6. Center for Ancient History and Culture (CAHC) is conducting research into
the history of Science & Technology in ancient India as well as in editing &
translation of manuscripts on Science & Technology
7. Chenraj Roychand Center for Entrepreneurship (CRCE) is the
entrepreneurial wing of JAIN that has nurtured more than 40 start-ups.

In addition, the impetus has been provided through the allocation of seed money
for supporting as many as 270 Projects during the five-year period. JAIN
incentivizes its faculty members to start their research journey by acquiring a
doctoral degree, to which JAIN subsidizes to an extent of 50% of the tuition fee.

The Board of Management (BoM) which is the apex statutory body within JAIN,
drives policies and implementation of research activities, by regularly discussing

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the facilities / infrastructure, human resources, budget and incentives to seed
and nurture research with the University.

The University has created infrastructure leading to the establishment of five

dedicated research centres in emerging areas of national importance. JAIN
encourages research culture within the institution by providing freedom, support
for facilities and seed funding. The institution has been investing in upgrading
facilities (for research) and providing impetus through seed money for supporting
as many as 270 projects during the five year period, Research policy is widely
communicated at the annual research retreats and through the website. In
recognition of its impactful research, 142 research projects had been sponsored
in many nationally important areas by the government agencies as well as non-
government sources such as industry to the tune of Rs 19.23 crores. JAIN has two
incubation centres, namely, Chenraj Roychand Centre of Entrepreneurship (CRCE)
and the Technology Business Incubator (TBI) funded by the Department of Science
& Technology. Through these, JAIN has incubated 99 start-ups in various
technology domains.

3499 publications had resulted from research (2016-21). The highest impact
factor of publication had been 60.62, setting a new benchmark. Research has also
been focused on bringing focus on vitally important applications like water quality,
new energy sources or environmental remediation. 851 workshops/seminars were
held during the last five years. 184 Patents are published.

Extension activities, which bring about holistic developments, are organized under
the auspices of various student clubs as well as NCC and NSS. These events on
average see active participation of about 58 % of the student community.

JAIN (Deemed-to-be-University) has a vibrant consulting wing, with more than 270
consultancy projects spanning various domains like public policy, renewable
energy/ fire and combustion, transportation, material testing and strategy for over
26 clients. Further, the synergy and linkage between research and applications are
enhanced through collaborative MoUs that JAIN had developed with other research
institutions and industries.

JAIN (Deemed-to-be-University) has an unerring focus on knowledge creation. The

incubation center of the University conducts regular awareness programmes for
faculty members on IPR related themes. The IPR Cell of the University supports the
efforts of the faculty members to draft and file Patent applications. Further access
is given to a patent attorney and all expenses pertaining to filing, examination and
responding to queries are borne by the University. These efforts have resulted in
the publication of 184 patents. It is notable that 3 Patents have been
commercialized. The University licensed the production rights pertaining to

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ejection induced gasification stove to erstwhile FEPL Pune, now acquired by
Thermax Limited. In fact, a royalty of rupees 13.95 Lakhs has been generated
through this license agreement. The University also has a very unique model of
encouraging faculty members to spin off the idea into a corporate entity. In fact,
one company by the name of Greenchem Nano Pvt Ltd has been incubated by
faculty members through the DST-supported Technology Supported Incubator of
the University.

Ideation and inventive activities: Further, JAIN conducts regular activities to

inculcate creativity and research culture within the University students and staff.
Examples are the Idea contest and INVENTCH organized for students and staff.
Participants pitch to a curated jury, consisting of entrepreneurs, investors and
mentors. These ideation contests help in progressing ideas into inventions or
developing prototypes, depending upon the maturity of the idea. Further,
mentoring and counseling are provided by the experts to participants to sharpen
the design ideas. Challenges in contests like Hackathons and Makeathons which
are being organized have been enhancing innovative talents. Students and Staff
are also encouraged to present papers at national and international conferences,
publish their work in renowned Journals and apply for patents, with the incentives
and support provided.

JAIN’s incubators and start-ups: Besides the DST-funded TBI, JAIN has established
one more incubation center namely, Chenraj Roychand Centre of Entrepreneurship
(CRCE) and the Technology Business Incubator (TBI) funded by the Department of
Science & Technology. Through these, JAIN has incubated 99 start-ups in various
technology domains. Many of these start-ups have taken advantage of the
expertise developed in diverse fields including Technology and Management at the
University.

Evidence of incubator use: A regular feature of the incubators is to organize

awareness programmes, IPR related programmes, training, mentoring, and other
related activities to support the strengthening of entrepreneurship skills. In fact, a
Seed Capital grant of Rs. 200 Lakhs has been provided to the TBI by NSTEDB-DST
(National Science and Technology Entrepreneurship Development Board) which has
been deployed in incubated companies. Over 50 events/activities evidence usage
of Incubation centers including National Hackathons, women Entrepreneurship
conclave and international delegations on innovations and venture capital, as
detailed in additional documentation. In addition, the TBI has entered into a
collaborative agreement with the Yunus Social Business Center, promoted by the
pioneer of Micro Finance in the whole world and Nobel laureate, Prof.
Muhammad Yunus from Bangladesh, for promotion and incubation of Social
Business ventures.

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While the establishment of the National Research Foundation (NRF) and related
guidelines are awaited, JAIN 2.0 has undertaken initiatives to promote high quality
research and innovation. IPR and Innovation Cells have been established and the
unique Trans-disciplinary Project Centric Learning as planned will take the learners
at both the UG and PG levels, beyond project-based learning. The outcomes of PCL
will be in terms of Patents, Start-ups and superior quality publications. It will
further link research to innovation and entrepreneurship taking education at the
intersection of research and practice to greater heights.

a. Taking initiatives to enhance output of quality research, output in terms of

Patents published, granted and commercialized funded research, quality research
papers, book chapters, case studies and such others. New guidelines for Ph.D.
programme have been framed and circulated.
b. Created systems and processes for an improved ecosystem for research
c. Included research parameters in faculty performance appraisal
d. Promoting student research at various programme levels.
e. Research at undergraduate programmes
o At the 3-year UG programme: through Project-based Learning (PBL)&
Project-centric-Learning (PCL)
o At the Honours and Bachelor (Research) programmes: through Project-
Centric Learning (PCL)/Dissertation.

f. It is envisaged that as per the NEP 2020, more emphasis is given to

interdisciplinary and Multidisciplinary researches. PhD scholars are encouraged to
take up thrust areas for research so that quality research can be carried on leading
to apply for Patents. Promoting an echo-friendly research environment, catalysing
quality research across disciplines, and encouraging applied research for solving
societal problems are the areas of focus at Jain 2.0.

g. Establishment of inter-disciplinary Faculty groups to work on identified areas of

Research, leading to the initial formation of a Virtual Inter-disciplinary Research
Centre is on the anvil especially related to professional education.

h. With an aspiration to become a Tier-1 university, JAIN 2.0 has firm plans to
excel in research contributions. Towards this goal, the university has already
started research-related international webinars and training to both, the faculty
and the students.

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12.2 Choice Based Curriculum System (CBCS) Guidelines

Adoption of CBCS was taken up as early as in 2016. By 2017 it was extended to all
programmes of the University including Engineering. The University awaits changes
in the guidelines, if any, from the UGC

CBCS Handbook 2016 (Other than Engineering)

CBCS Handbook 2017 (Engineering)

12.3 Topic Centred student clubs

A Student Council is constituted at the beginning of each year at each of the

campuses of Jain (Deemed-to be University) and they function under the overall
guidance of the Dean (Student Welfare). They are provided autonomy and
empowerment to fulfill their responsibilities and perform their functions. They
have played a significant role in developing and nurturing in students important
graduate attributes such as creative thinking, problem-solving, teamwork and
communication skills, leadership, interpersonal competencies and emotional
intelligence.

Student Council activities commence with events aimed at the soft landing for a
fresh batch of students who are inducted by their seniors in a congenial
atmosphere, such as Anveshana (Commerce department), Abhudya (Engineering &
Technology), Parichay (Management). This is followed by domain-specific
competitive events, such as Melange (Media), Infinity (Engineering), Sankalpa (CS
& IT), Tarusamskrruthi (Commerce, CS & IT), Samanvaya (Quiz competition),
Ecothon (Humanities & Social Sciences), and Precipice (International level
competition of the Management Department (UG), focused on Entrepreneurship).
Precipice is held at an international destination each year. Precipice 2020 was
held in Spain. Precipice has entered the ‘Limca Book of Records as a “National
Record” for the largest student group traveling abroad; Cranium (International
level competition of the Management Department (PG) is also held at a foreign
location each year. The 2019 version was held in Turkey. Various clubs under the
Engineering & Technology Student Council, such as Aero, Auto, Yaanthrik,
Evalence, Infosphere, Spark, Atharva, Atom and Ignan, conduct workshops
seminars, creative and fun activities. Samasthi (Commerce), Enactus (Commerce),
Ukti (Science) and Krida (Science – for sports), Vox Populi (Journalism), Callosum
(Psychology), Avant-Garde (English) are all student organizations, which organize
and conduct various activities at respective campuses. Amhiti is a blood donation
camp organized by the Engineering Students Council. Vaapana involved preparing a
seed ball towards achieving greener earth, Chakra was for music therapy.

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Vitascope is a Film Festival. A large number of cultural events and competitions
are conducted by the Student Councils such as Samyoga, Pulse, Kritya, Lasya,
Sambhav and Abhinaya. These attract participants from many Universities. In
addition, inter- University sports events are conducted such as the T-20 Cricket
Premier League and a Football League. Student Councils take up leadership roles
in conducting these various cultural fests, exhibitions, seminars, workshops,
conferences, guest lectures and in maintaining discipline. They also contribute
significantly to the cultural and societal outreach of the university.

Besides, with the aim of promoting participative management, University has

inducted students into various bodies and Committees. such as the IQAC, Academic
and Administration Committees in schools, Anti-ragging Committee, Equal -
Opportunity Cell, Women’s Cell, Gender Sensitization Cell, Internal Complaints
Committee, Editorial Boards of University newsletters, magazines, Placement
Committee and in the Research Committees. Research and development cells such
as ‘Anveshana’, ‘Vidhyanidhi’ and ‘Shodha’ have been established at various
schools, wherein students collaborate with faculty in collating primary data
analytics and finally in presentation/publication of papers in quality journals.
Overall, Students Council plays a pivotal role in enhancing student welfare and
ensuring institutional development.

12.4 Centres for providing professional and career counselling

The University has a dedicated counselling centre to serve students’ counselling

needs in addition to dedicated Placement Cell.

Link : https://www.jainuniversity.ac.in/about/vishwas-counseling-center

Link : https://www.jainuniversity.ac.in/placements

12.7 and 12.8 : Academic collaboration between Indian and Foreign

Educational Institutions and offering special courses to International
students

The University has been actively collaborating with Foreign Educational Institutions

Link : https://www.jainuniversity.ac.in/about/collaborations-and-partnerships#

Programme with Accredited / Integrated / Recognised by Global Professional

Bodies

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The University has planned to offer courses and programmes to International
students in subjects such as Indology, Indian Languages, AYUSH systems of
medicine, Yoga, arts, music, history, culture and modern India, social sciences and
other relevant areas.

13.6 and 13.7 : Motivated energized & capable faculty, leadership

training & holistic development of faculty members & staff

A Centre for Education Transformation through Technology (CETT) has been

established by Jain 2.0 for Staff Training and Capacity building. This Centre is
envisaged to undertake need-based training and holistic development programmes
for leadership to both, faculty and other staff of the University.

Digital Technology for integration and ideation

The Centre for Educational Transformation through Technology (CETT) at JAIN

(Deemed-to-be University) is established to lead the way in exploring and adopting
new technology tools, techniques, and practices. It is intended to provide thought
leadership and direction, to establish and promote best practices and enable
research and development by providing appropriate recommendations, support,
and training. In addition, CETT is also expected to add value by contributing to
optimization by centralizing resources with high-demand, unique knowledge or
skills and their utilization across areas, improving outcome attainment and
bringing more efficiency across various initiatives within the organization. CETT
will strive to achieve Anytime, Anywhere, Personalized, Adaptive, Augmented,
Advanced, Analytics’ Based, Smarter information processing and Smarter Decision
Making. The Center will integrate advanced technology in the teaching learning
process to ensure higher degree of engagement and effectiveness.

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Vision of CETT:
1. Strengthening the implementation of the National Education Policy with
the application of New Age technology driven education methodology and
academic research
2. Supporting the University to develop innovative new age online courses and
MOOC plans
3. Promoting the application of Open Educational Resources and relevant
technological solutions for Skill Development
4. Encouraging the application of standardized innovative and interactive
digital learning models and develop new models for learning using emerging
technologies

Objectives:
1. Creatively implementing relevant tools and practices that support the
teaching, learning and management of education
2. Students and faculty to be able to conduct research, collect process analyze
and draw conclusions from digital data as effectively as from a physical
experiment
3. Creating innovative solutions which support the teachers to perform
effectively, efficiently with great quality and zeal in line with the demands
of the 21st century
4. Learn and train the application of artificial intelligence, machine learning,
big data and virtual reality in higher education process
5. Fostering 21st century student centric education promoting student
involvement, engagement, and progress
6. Working towards a well-conceived and well-executed digital assessment
strategy

Activities already undertaken under CETT

1. Launched multi-series Faculty Development Program across all University
faculty. Series 1 and Series 2 have been completed with participation from
130-150 faculty each.
2. MooC guidelines and SoP documentation have been completed.
3. The team is in process of creating video sessions from various engagements
undertaken by all departments.
4. Competency mapping of faculty in order to facilitate development and
allocation of performance targets.
5. Initiated the launch of virtual lab for Engineering students for a 10 hour
session to test the efficacy.

The key drivers of this center will be Innovation, Technology, Automation Process,
Analytics and Quality and the key differentiators will be in the areas of content

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development, optimization of resources, design and delivery of learning resources
and assessment patterns.

Focus areas of CETT operations

The Centre has already laid out its areas of priority:

1. Integration of Advanced Technology in Education at Jain 2.0

2. Application of technology in teaching-learning processes
3. SOPs for various activities with specific standards and Compliance guidelines
4. TLEP-CBCS-Rubrics
5. FDPs and Faculty Preparedness across all Disciplines
6. Digital laboratories and Simulations, and Digital infrastructure
7. Digital Content Development –MOOCs with assurance of Quality

Faculty development programmes (FDPs):

It is planned to organise appropriate FDPs incorporating the prescriptions of NEP-

2020, UN SDGs 2030, and UNESCO HE transformation and Subject-related capacity
building of teachers.

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 UN 17 SDGs, 4.0 and UNESCO document on HE transformation for
sustainability

Faculty Development for Capacity building

Intensive in-house Faculty capacity building programmes are planned through the
Jain 4E iterative model:

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4E iterative model of ‘in house’ Faculty Development

• Evaluate • Engage

1. Curriculum 2. Mapping
Development LOCF

4.Towards 3.Towards
developing realising
individual
Teaching
appropriate
Pedagogies for OBE
OL and ODL objectives
• Empower • Energize

Faculty members have already been trained for adopting the CBCS system and the
LOCF, as per the recommendations of the UGC.Teaching-Learning and Evaluation
Plans (TLEPs) as per LOCF & CBCS have been implemented, including evaluation of
co-curricular and extra-curricular activities in programme matrix.

Faculty capacity building has also been undertaken in the following areas:

a) Faculty and Staff training in areas of course design, teaching-learning,

evaluation methods and examination reforms
b) Training of faculty members on Project-Centric-Learning (PCL), Developing
Teaching-Learning and Evaluation Plans (TLEPs), Relative Grading System
(RGS), Writing Rubrics for assessment (RA), are being regularly held.
c) A unique 5-Day Programme on “How far Can we Go!” was conducted to
promote innovation in teaching-learning
d) Staff training in academic administration and coordination and
e) Creating a leadership pipeline.

Many other FDPs have been planned on an annual basis in the following areas:
1. Strengthening Higher Education Reforms in India
2. National Academic Bank of Credits (ABC)
3. Ethics and Integrity in Higher Learning for Academic Professionals
4. Project-Centric-Learning
5. Higher Education Leadership

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 6. Research Supervision
7. Corporate training and Consultancy
8. Developing E-content and Massive Open Online Courses (MOOCs)
9. Strengthening the Entrepreneurship Ecosystem
10. Blended Learning Basics
11. Managing Disruption and Driving Change
12. Environmental Awareness
13. Handling Classroom Diversity and Tolerance
14. Mentoring
15. Academic publications
16. Basics of Intellectual Property Rights (IPR)
17. Career Counselling
18. Fundamentals of Critical Thinking
19. Foundations of Communication and Interpersonal Skills
20. Evaluation Reforms (especially related to OBE)
21. Learner-centred Curriculum Design/Writing TLEPs
22. Institutional Grading and Accreditation
23. Institutional Ranking
24. Funded Research
25. Community Extension and Outreach
26. Academic Performance Management
27. Student Support /Services
28. Designing Bridge Courses & Orientation Programmes for Students
29. Internationalization of Higher Education and Inter-cultural Competency

23 : Offer Ph.D. and Masters programmes in core areas such as

Machine Learning, AI+X and disseminate courses in emerging area
through SWAYAM

The University has awarded several Ph.Ds in emerging areas such as :

 Development of Hybrid Model For Optimizing Virtual Machine Selection using

Cloud Services
 A development of a scaled agile framework with security enabled
architecture
 Development of a model for automated detection of abnormalities in ECG
 Block chain driven intelligent communication system for IoT
 Cloud-Based Online Health Analytics for Rural NICUs and PICUs in India: A
Case Study in Belgaum Children’s Hospital
 Quality of service framework for supporting adaptability and distributiveness
in IOT environments
 Development of Techniques for The Automatic Extraction of Grade
Detection of Brain Tumors Using Magnetic Resonance Images

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Masters’ programme are being offered in the following innovative
and emerging areas
 Master of Technology
(Aerospace Structures and Design)
 Master of Technology
(Avionics)
 Master of Technology
(Aerospace Propulsion Technology)
 Master of Technology
(Food Technology)
 Master of Technology
(Cyber Security)
 Master of Technology
(Data Sciences)
 Master of Technology
(Artificial Intelligence)
 Master of Science
(Computer Science and Information Technology)
 Master of Science (Animation)
 Master of Computer Applications
(Information Security Management Services)
 Master of Computer Applications
(Storage and Cloud Technology)
 Master of Science
(Product Design)
 Master of Science
(Interaction Design)
 Master of Science
(Transportation Design)
 Master of Commerce
(Financial Analysis)
 Master of Business Administration
(Entrepreneurship and New Venture Creation)
 Master of Business Administration
(Aviation Management)
 Master of Business Administration
(Sports Management)
 Master of Business Administration
(Luxury and Fashion Management)
 Master of Arts (Journalism & Mass Communication)
 Master of Design
(User Interaction & Experience Design)
 Master of Design
(Strategic Innovation and Design)

The University has made concrete plans to generate e-content which can be
uploaded on SWAYAM portal.

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