TRAINING REPORT ON COMPHREHENSIVE STUDY ON EDUCATION SYSTEM Submitted to MAHARSHI DAYANAD UNIVERSITY,ROHTAK in partial fulfillment of the requirements for

the award of the Degree of BACHELOR OF BUSINESS ADMINISTRATION (INDUSTRY INTEGRATED) (III Semester)
Submitted by: Name : LAKSHAY KUMAR Regn No.: 107390200 Roll NO. : 1090111153

Indraprastha Institute of Technology & Management (ELC CODE:331023077) D Block, Institutional Area, Janak puri, Delhi,India-110058 JAN, 2012

CERTIFICATE

This is to certify that Lakshay Kumar, a student of the MaharshiDayanand University,

Rohtak , has prepared his Training Report entitled Comphrehensive Study on Education System at INTERNATIONAL INSTITUTE OF TECHNOLOGY & MANAGEMENT, under my guidance. He has fulfilled all requirements leading to award of degrre of BBA (Industry Integrated).This report is the record of bonafide training undertaken by him and no part of it has been submitted to any other degree/diploma/fellowship or similar titles or prizes. I wish her all success in life.

STUDENT'S DECLARATION
I hereby declare that the training report conducted at

INTERNATIONAL INSTITUTE OF TECHNOLOGY & MANAGEMENT, DELHI

Under the guidance of

Mr. Mohit Sharma

Submitted in partial fulfillment of the requirements for the award of the Degree of

BACHELOR OF BUSINESS ADMINISTRATION (Industry Integrated) To MAHARSHI DAYANAND UNIVERSITY, ROHTAK

Is my original work and the same has not been submitted for the award of any other degree/diploma/fellowship or other similar titles or prizes.

Students Signature Place: New Delhi Date:10/01/2012 Roll No. :1090111153 StudentName :Lakshay Kumar Regn No. : 1073901200

ACKNOWLEDGMT
I would also like to thank the entire team of the INTERNATIONAL INSTITUTE OF TECHNOLOGY & MANAGEMENT for the constant support and help in the successful completion of my project.

Also, I am thankful to my faculty guide Mr.Rajiv Gaur of my institute, for his/ her continued guidance and invaluable encouragement. I express my sincere gratitude for her

able guidance, continuous support and cooperation throughout my project, without which the present work would not have been possible.

TABLE OF CONTENT
CHAPTER 1 INTRODUCTION 1.1 General Introduction about the sector 1.2 Industry Profile
a) Origin and development of the industry

b) Growth and present status of the industry c) Future of the industry

CHAPTER 2 PROFILE OF THE ORGANIZATION 2.1 Origin of the Organization 2.2 Present Status of the Organization 2.3 Functional Department of the organization 2.4 Organization structure and Organization chart 2.5 Education profile of the organization CHAPTER 3 DISCUSSIONS ON TRAINING 3.1) Mission of the Promoting Body 3.2) Vision of Promoting Body 3.2 Key Learnings CHAPTER 4 STUDY OF SELECTED RESEARCH PROBLEM 4.1 Statement of research problem 4.2 Academic Prorammes 4.3 Library CHAPTER 5 Salient Features Of Academic Division 5.1 Academic objectives 5.2 Academic Program CHAPTER 6 ACADEMIC & ADMINISTRATIVE 6.1 Role and Responsibilities of Key Senior Positions 6.2Methods/Style of Administration Methods/Style of Administration BIBLIOGRAPHY

INTRODUCTION

1.1) General Introduction Education System in India - Introduction Education plays an important role in the development of a nation. Education is a very important part of economy. It is said to an investment in human being. Perhaps this is the reason that every nation tries his best to develop the strategy of education. Education - Primary Right : Education is the primary right of every child in a democratic society. We have made a law to provide free and compulsory education up to the age of fourteen i.e. up to middle standard level. An uneducated man can neither be a good citizen nor good parents. He is ignorant and superstitious. Deprived of knowledge, he falls in the darkness of ignorance and becomes a victim of evil social practices. The problem of drop-outs at primary level is quite serious poor parents force their children to stay at home and look after younger kids. Some are compelled to work as child laborers in homes, shops restaurants and factories. More community centers and adult education centers have to be opened to educate man and woman who were deprived of the fruits of education during their formative years.Our aim should to provide education. It is a very important question in the field of education what type of education should be given ? This is a reality that ours means of education are limited but our needs are unlimited. So it should be decide that which type of education should be given.So national policy of education 1986 has announced the system of education. There have been many proposals for the introduction of education in school. Some of them have been tried success and are going on well. Education System in India : Education is the future of our country. It is distressing to find that during all these years of our independence we have been merely dabbling in schemes and projects, in new-fangled ideas mostly borrowed from the west, merely setting up commission after commission at the cost of lakhs or rupees and let matters rest at that. The drive, the initiative, the dynamic vision necessary for radical reforms in the sphere of education are lamentably conspicuous by their absence. We have allowed matters to drift aimlessly, instead of setting down to grapple with momentous issues. The result has been disastrous. A life less, mechanical system of teaching in overcrowded schools and colleges imposed by far from competent teachers on students whose only interest is to get through examination, has been the bane of our education. We have completely forgotten the simple yet vital truth that the aim of education is first to build up character in the widest sense and then to impart knowledge. Here, an educated man is called upon to master more than one language. An educated Indian requires the mastery of an international language. The educated Indian should be able to read and write in many languages. 1

Education During the Pre-Independence Period in India : Before getting freedom, India was a very poor country and education was the weakest point of our India. Poor parents were forced their children to stay at home and look after their younger kids. Some were also compelled to work as childlabourers in shops, restaurants and factories. Women were also compelled to work as child-labourers in shops, restaurants and factories. Women were totally deprived of the fruits of education. First of all, education was started by Cord Macaulay in 1835. Then after Lord Macaulay Wood Dispatch, Hunter Commission, Lord Kerson etc. came in India. They tried their best to develop the system of education. But people were ignorant at that time. So growth rate of education at that time was very low. History of education in India : The year 1937 was a year of significance in the history of education in India. In that year, a decision of introducing Basic education based upon the educational ideas of Mahatma Gandhi was taken immediately after the publication of the Wood Abbott report. Mahatma Gandhi, through his articles in Harijan published during March to Oct. 1937 insisted that manual and productive work should not only be an appendage to the on-going productive programme of education but the latter should be woven around the former. By education Mahatma Gandhi meant an all round drawing out of the best in the child. He distinguished between literacy and education. The scope of literacy is limited to reading, writing and computation of numbers, whereas education is aimed at development of the all round personality. According to his philosophy of education, it is not a process of filling an empty pot with information. This would solve the problem of financing education as well, because the income from the craft would support the running cost of the schools. Modern Education System : The ZakirHussain committee pointed out that modern educational thought was practically unanimous on the idea of educating the children through some creative work. This approach was regarded as the most effective method of providing an integrated all sided education. The justification given was that the active nature of the child never agreed with the purely academic and theoretical instruction provided in the primary schools. Moreover, the integrated all sided education balances the intellectual and practical elements of experience and serves as an instrument of educating the body and the mind in coordination. From the educational point of view, when the curriculum is related to life and its various aspects, including productive work, it provides scope for correlating knowledge belonging to different subject areas and give concreteness to it.

1.2) Objective of the study Main objectives of Educational System in India : 1

To develop the economic growth of India. To develop the spirit of citizenship. To encourage the feeling of national integration. To establish the resources of human power. To develop the scientific attitude. Development of education during planning period : The number of schools and number of students are increased. The number of colleges and universities are also increased. The colleges which give technical and vocational education and medical college are increased. Some new agriculture universities are also established. Women education is specially encouraged. Illiteracy rate is decreased. Except of all these, in our strategy of education adult education is also encouraged. Facility for free education up to the age of fourteen.

Towards the end of the first five year plan, the Government of India appointed an Assessment Committee to study how basic education was being implemented in the country. On the basis of the report submitted by this committee, a booklet entitled the concept of basic education was published by the ministry of education and scientific research, Govt. of India, which threw further light on basic craft. About the place of craft in the curriculum it was clarified that basic education as conceived by Mahatma Gandhi was essentially education for life and through life. The purpose was to create a classless society free from exploitation and violence. Therefore, it was necessary that all the boys and girls should participate in the programme of productive and creative socially useful work irrespective of caste, creed or class. Schools towards the basic pattern : not satisfied with the progress made towards introducing the total programme of basic education throughout the country and appreciating the magnitude of his problem, the standing committee on basic education appointed by the central advisory board of education, Govt. of India, suggested in the beginning of the second five year plan that some simple activities including craft should be introduced in the non-basic schools immediately for orienting them towards basic education pattern. The following activities were considered for this purpose.

1. Activities related to citizenship : prayer, Self-Govt., field trips, holding of exhibitions. 2. Other activities : making of albums, setting up of museums, hand written magazine. 1

3. Activities related to crafts : paper, cardboard, paper machee, basketry, creative activities with the help of sand, clay, plaster of paris, etc. 4. Social service activities : health campaigns, census operation, epidemics, flood relief, maintenance work, etc. Classification of Indian Education System : 1. Primary Education : In the policy 1986, a law is made to provide free, compulsory education up to the age of fourteen i.e. upto middle standard for example : reading, writing, simple mathematics and some knowledge about our country and society, these are some basic concept of education. Also all these are some basic needs to become a good citizen and to get higher education. This is a fact that the investment in the primary education proves very beneficial in future. So our government gives very importance to primary education. 2. Secondary Education : After giving the knowledge about the basic concept of education, secondary education should also be given. There is no need that this type of education should be given to all. This type of education includes vocational education. Our government has established some training centers to give this type of education. 3. Higher Education : Higher education is a very important part of a development nation. This type of education is given in colleges, universities and in training centers. It also includes technical education. But it should be given to a few people. Thus we want to give the primary education to all, secondary education to some people. Means of education should be divided according to primary, secondary and higher education. Thus secondary and primary education should be quantative and higher education should be quantitative. Origin of Dichotomy Education and Work : In the primitive society, there was no dichotomy between education and work. The very living process was education for every individual. His physical environment, social environment and the world of work around him provided all the experiences necessary for his survival and development of his personality. Thus, the bulk of his education was through doing and involvement in productive work and services. Consequently, there was no apathy for manual work in those days and there was no distinction between the intellectual workers and the manual workers. However the communication skills were developed by imitating his family members and his neighbours. Gaining of knowledge for its own sake had little significance for him. The various utterances meant for propitiating the gods and knowledge about does and do nots for better living were transmitted to him orally by his elders, and he 2

memorized there by repeating what he listened to. But gradually, as the individual families concentrated on specialising in particular occupational skills, the panorama of social structure also changed. There was division of labour which resulted in the development of the class and caste system based on occupations. Those who were concerned with intellectual and academic pursuits were regarded as belonging to the higher order and those who were concerned with manual work suffered a lower status. Acquiring and dispensing of literacy and numeracy remained the prerogative of the brahmins only. As a result of this, the distinction between the intellectual worker and the manual worker became distinct. This led to the development of dichotomy between general education and work. However, its effect was not so far reaching, because even in the ancient and medieval societies, division of labour was less marked and even those who pursued intellectually-biased non-formal as well as formal education, had to do all sorts of indoor as well as out-door manual work. In other words, the cleavage between the world of education and the world of work was not so wide as it became later. There was no provision of any work education in these institutions, which continued to serve the cause of the privileged elites who isolated themselves from those who were not educated in this system. The products of such educational system, also despised working with their hands and they had to depends upon their less fortunate brethren for every kind of manual work. Thus the separation between the intellectual workers and the manual workers increased further, and inclusion of productive manual work in general education was resisted by the former. Benefits of Development of Education : The benefits of development of education is not reachable to the common peoples. It is reachable only to some special persons or rich people. All this is because only of commercial liegasion of education. A class of some selfish categorical teachers has been introducing in the field of education. But it is very necessary the teacher and educated person should be more responsible and liable to spread their educational knowledge to the poor students and masses. They should not pay their special attention to some special class students and rich persons. They should try their best to educate the poor students, children and adults. The benefits of education should be reachable to the each and every education willing person. Morals of the Project Report on Education : 1. Education is the future of India. 2. Education is very important of India.

3. Without education there is no world. 4. Without education the man will behave like as animal. 5. Education is very necessary for all the children of whole world because these children are the future of our world. 6. Education removes illiteracy of our India. 7. Without education we cannot progress in the field of science & technology. 8. Education helps the person to become a good citizen. 9. Without education theiris no life in earth. 10. From these above points I can say that education is the big power of the man. In the last, we can say that an uneducated person can neither be a good citizen nor a good parent. He is ignorant and superstitions. Deprived of knowledge he falls in the darkness of ignorance. Thus education is a very necessary part of our life. Education is right for every child so education should be provided to all.

Basic or Pure Research: The research which is done for knowledge enhancement, the research which does not have immediate commercial potential, the research which is done for human welfare, animal welfare and plant kingdom welfare is the basic or pure research. Government of India, through Census, does research on population count to identify total population of India, no. of male, female, no. of families, no. of voters, etc. One of the major findings of census is, some rural areas, proportion of female is 10% less as compared to male. In some metros and mini metros, female count is marginally 2

less than male. This situation might create problems in future. Govt. responded quickly to this trend and have implemented ad-campaign having punch line a world without women. Applied Research: The research which has immediate commercial potential is called applied research. Applied research can further be classified as problem oriented and problem solving research. Problem Oriented Research This type of research is done by Industry Apex Body for sorting out problems faced by all the companies. For example NASSCOM regularly conducts problem oriented research for the benefit of all software companies. Similarly CII does the research for all types of companies. At global level, WTO does problem oriented research for developing countries. In India, APEDA (Agriculture and Processed Food Export Development Authority) conducts regular research for the benefit of agro industry. Problem solving Research This type of research is done by an individual company for the problem faced by it. For example if Videocon International conducts research to study customer satisfaction level, it will be problem solving research. The findings of problem solving research are unique and only true for that company which does the research and cannot be generalized. Whereas findings of the problem oriented research could be generalized.

1.3) PROFILE OF THE ORGANIZATION

International Institute 0f Technology&Management(IITM) is on a high growth path today, offering widest range of academic programmes in the field of management education. International Institute 0f Technology& Management stands for premier virtues in the field of education and delivers them all the time through the degrees that it offers. Academics at the institution is all about incorporating the best of values and the finest of teaching techniques to train candidates in accordance to the needs of the service sector and to enhance their personalities and intellect. The institution upholds all ideals of premier education and strives hard to realize them. Students are taught by amicable professors who not only come with rich industry experience but also boast of extensive teaching expertise. He methodologies used for teaching are exemplary and customized to meet the standards of healthy learning. Since the classes happen only on weekends, the manuals and other similar study material given to students are course centric and crisp. Students enrolled with the institute are trained to launch enterprising careers, ones that would not only be rewarding but highly gratifying. Acadmic Value

Quality Education Skill Development with Human Value. Video Sessions and Professional Course Training. Team Oriented working Excelling In Research Consultancy and other Industry based Activities. Encourage Experimentation and innovation.

(a) Origin of the organization 3

The International Institute Of Technology& Management was established under the societies Registration act XXI of 1990. The Institute is also accredited by Government approved Universities for Management, Engineering & Computer Studies. The Institute is committed to impart quality education in different fields of Management, Engineering & Computer Applications through open & distance learning. IITM is a globally renowned Institute offering certificate, diploma, PG diploma,under graduate courses and post graduate courses in Management, Engineering & Computer Programes which shall enable the students to acquire world class management, engineering & computer related qualifications through distance learning that would enhance the career of students and working class employees. The unique education methodology & compact, integrated correspondence courses shall be of great advantage to all those who look forward to achieve early success in life.

Vision : IITM will be a leader in values based management education and business focused research. Mission : An education based on ethical values resulting in knowledge and skills valued by industry Application oriented research that flows into the teaching-learning process inspirational and creative teachingan outstanding and exceptional learning experience. To develop a new generation of leaders who can set goals, show excellence in execution, master complexities and fulfill organizational expectations.

Facalities : 4

IITM Institute for Higher Education is one of the most modern, purpose built business Institute in the country. This section will take you through various facilities like Accommodation facilities, Library, Dining and IT infrastructure , sport facilities, etc. (b)Growth and Present status of the organization : DISTANCE EDUCATION IITM Institute is an Authorized Learning Centre for distance education programmes of various Universities such as Sikkim Manipal University, Periyar University, Rajasthan Vidayapeeth (Deemed University). It offers programmes in various disciplines from certificate to Ph.D. leads in traditional, technical and professional areas. It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge. . It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge.

REGULAR EDUCATION : IITM Institute is an Authorized Learning Centre for distance education programmes of various Universities such as Sikkim Manipal University, Periyar University, Rajasthan Vidayapeeth (Deemed University). It offers programmes in various disciplines from certificate to Ph.D. leads in traditional, technical and professional areas. It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge. It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge. RESEARCH : 1

Knowledge creation, assimilation and dissemination are key research objectives at IITM. Research and publication at IITM, focus on direct integration of research, into teaching-learning process. Towards this IITM tries to nurture, inculcate and develop a vibrant research culture in functional areas viz., Accounting, Finance, Marketing, OB, HR, CSR, IT, Economics, International Business etc., IITM provides an excellent opportunity for Research, Consultancy and Training. Research at IITM are encouraged in all spheres viz., action research, applied research and industry focussed research. Our research ethos emphasise on integrating research directly into teaching learning process. IITM motivates faculties to present their intellectual contributions both in national and international academic forum, through a well rounded research funding norms. Our research policy focus on encouraging and exploring new frontiers of knowledge aimed at fostering better learning experience for our students. Research efforts of faculties broadly revolve around publications of research papers and case studies into national / international journals, presentation of research papers in conference of repute, contributions of chapters in books, invited as referees and editors of reputed journals, MDP's, consultancy assignments etc., Continous and ongoing research by faculties help IITM in building a focussed industry engagement process. Effective dissemination of IITM research output amongst our key stakeholders namely academic community, students and industry, facilitates active involvement of IITM faculties in conducting Management Development Programmes (MDP) for Senior/Middle/Junior working executives of corporate houses. Extensive Faculty Development Pogrammes are being organized on a regular scale at IITM.

PROFILE OF THE ORGANIZATION

2

International Institute 0f Technology&Management(IITM) is on a high growth path today, offering widest range of academic programmes in the field of management education. IITM stands for premier virtues in the field of education and delivers them all the time through the degrees that it offers. Academics at the institution is all about incorporating the best of values and the finest of teaching techniques to train candidates in accordance to the needs of the service sector and to enhance their personalities and intellect. The institution upholds all ideals of premier education and strives hard to realize them. Students are taught by amicable professors who not only come with rich industry experience but also boast of extensive teaching expertise. He methodologies used for teaching are exemplary and customized to meet the standards of healthy learning. Since the classes happen only on weekends, the manuals and other similar study material given to students are course centric and crisp. Students enrolled with the institute are trained to launch enterprising careers, ones that would not only be rewarding but highly Gratifying.

Acadmic Value

Quality Education Skill Development with Human Value. 2

2.1) Origin of the organization The International Institute Of Technology & Management was established under the societies Registration act XXI of 1990. The Institute is also accredited by Government approved Universities for Management, Engineering & Computer Studies. The Institute is committed to impart quality education in different fields of Management, Engineering & Computer Applications through open & distance learning. 3

IITM is a globally renowned Institute offering certificate, diploma, PG diploma,under graduate courses and post graduate courses in Management, Engineering & Computer Programes which shall enable the students to acquire world class management, engineering & computer related qualifications through distance learning that would enhance the career of students and working class employees. The unique education methodology & compact, integrated correspondence courses shall be of great advantage to all those who look forward to achieve early success in life.

Vision : IITM will be a leader in values based management education and business focused research. Mission : An education based on ethical values resulting in knowledge and skills valued by industry Application oriented research that flows into the teaching-learning process inspirational and creative teachingan outstanding and exceptional learning experience. To develop a new generation of leaders who can set goals, show excellence in execution, master complexities and fulfill organizational expectations.

Facalities : IITM Institute for Higher Education is one of the most modern, purpose built business Institute in the country. This section will take you through various facilities like Accommodation facilities, Library, Dining and IT infrastructure , sport facilities, etc.

2.2) Present status of the organization : DISTANCE EDUCATION IITM Institute is an Authorized Learning Centre for distance education programmes of various Universities such as Sikkim Manipal University, Periyar University, Rajasthan Vidayapeeth (Deemed University). It offers programmes in various disciplines from certificate to Ph.D. leads in traditional, technical and professional areas. It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge. . It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge.

REGULAR EDUCATION : IITM Institute is an Authorized Learning Centre for distance education programmes of various Universities such as Sikkim Manipal University, Periyar University, Rajasthan Vidayapeeth (Deemed University). It offers programmes in various disciplines from certificate to Ph.D. leads in traditional, technical and professional areas. It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge. It has been registered as Educational charitable trust in 1999. The main objective is to provide quality higher education under distance education mode. It offers various programmes that are not only useful to the students looking for carriers, but also to the professionals to improve their skills and knowledge. RESEARCH : Knowledge creation, assimilation and dissemination are key research objectives at IITM. Research and publication at IITM, focus on direct integration of research, into teaching-learning process. Towards this IITM tries to nurture, inculcate and develop a vibrant research culture in functional areas viz., Accounting, Finance, Marketing, OB, HR, CSR, IT, Economics, International Business etc., IITM provides an excellent opportunity for Research, Consultancy and Training. Research 2

at IITM are encouraged in all spheres viz., action research, applied research and industry focussed research. Our research ethos emphasise on integrating research directly into teaching learning process. IITM motivates faculties to present their intellectual contributions both in national and international academic forum, through a well rounded research funding norms. Our research policy focus on encouraging and exploring new frontiers of knowledge aimed at fostering better learning experience for our students. Research efforts of faculties broadly revolve around publications of research papers and case studies into national / international journals, presentation of research papers in conference of repute, contributions of chapters in books, invited as referees and editors of reputed journals, MDP's, consultancy assignments etc., Continous and ongoing research by faculties help IITM in building a focussed industry engagement process. Effective dissemination of IITM research output amongst our key stakeholders namely academic community, students and industry, facilitates active involvement of IITM faculties in conducting Management Development Programmes (MDP) for Senior/Middle/Junior working executives of corporate houses. Extensive Faculty Development Pogrammes are being organized on a regular scale at IITM.

(a)Basic or Pure Research: The research which is done for knowledge enhancement, the research which does not have immediate commercial potential, the research which is done for human welfare, animal welfare and plant kingdom welfare is the basic or pure research. Government of India, through Census, does research on population count to identify total population of India, no. of male, female, no. of families, no. of voters, etc. One of the major findings of census is, some rural areas, proportion of female is 10% less as compared to male. In some metros and mini metros, female count is marginally less than male. This situation might create problems in future. Govt. responded quickly to this trend and have implemented ad-campaign having punch line a world without women.

(b)Applied Research: The research which has immediate commercial potential is called applied research. Applied research can further be classified as problem oriented and problem solving research.

(c)Problem Oriented Research This type of research is done by Industry Apex Body for sorting out problems faced by all the companies. For example NASSCOM regularly conducts problem oriented research for the benefit of all software companies. Similarly CII does the research for all types of companies. At global level, WTO does problem oriented research for developing countries. In India, APEDA (Agriculture and Processed Food Export Development Authority) conducts regular research for the benefit of agro industry.

(d)Problem solving Research This type of research is done by an individual company for the problem faced by it. For example if Videocon International conducts research to study customer satisfaction level, it will be problem solving research. The findings of problem solving research are unique and only true for that company which does the research and cannot be generalized. Whereas findings of the problem oriented research could be generalized.

2.3) Functional departments of the organization It is well know that the country is passing through an economic boom. The growth rate hasreached 8% an all time high. Manufacturing sector accounts for 11 to 12% growth and ServiceSector around 14 15%. The average is around 8% because Agricultural Sector is lagging. ITSector has performed at the 29% growth level. Since, the economy is poised to became global,technical education has to turn global.Its no new story that the Indian IT sector has been on a high growth path, even while the rest ofthe world was reeling under recessionary pressures, thanks to the pool of skilled manpoweravailable in India. However, two IT sectors that have been growing rapidly, yet quietly, areembedded technology and semi-conductor designing. Again, thanks to the technical skills ofIndian engineers, which need

further refinements through proper course structures and exposureto the international practices. China has taken a deep plunge in this direction. 1. Computer Science and Engg. 2. Electronics & Comm. Engg. 3. Mechanical & Automation Engg. 4. MBA 5. BBA : 120 : 120 : 60 : 60 : 120

6. BBA (INDUSTRYINTEGRATED) : 60

2.4 Organization structure and Organization chart

2.5) Education profile of the organization Embedded Technology The term embedded technology usually refers to different forms of technologies that go intobuilding an electronic system. This covers the design of integrated circuits, operating system,firmware (software), test schemes and the system itself. This has been one of the fastest growingcareer opportunities in the past five years and is expected to grow even higher in the comingyears. A trend that is being driven by electronic systems becoming more and more digital,mobile, portable and convergent. Career opportunities in sectors like VLSI architecture, algorithm and software development andsystem architecture and end equipment design are huge. Says SriniRajam, Chairman and CEO,Ittiam Systems Pvt.Ltd..The growth prospects are very good and one can aspire to build acareer spanning technology, marketing and management.As far as qualifications go, the ideal combination is Engineering in the Electrical/Electronicsfield with a strong inclination for development and application of software in design.Alternatively, a very strong engineering background in Computer Science with applicationskills in electronic systems will also be very suitable, says Rajam.However, Rajam feels that to be successful in this field, students must be very strong on theirfundamentals. They should also develop a flair for visualizing newalgorithms/techniques/products and apply them in practical, real life problem areas.

Chip designing Says Pradeep Kumar, Country Director, STMicroelectronics India, Semi-conductor chips,which are at the heart of the IT revolution, have found applications in almost everything. Theyare used in computers, mobile phone handsets, consumer electronic goods, industrial automation,automobiles, etc. This kind of diversity in their applications has resulted in a positive boost fortheir demand as well. Many industry analysts believe that this will become the fastest growingsegment in the years to come. NASSCOM predicts that the chip design industry will grow to US$808 million by 2005. Ernst & Young study, it is estimated that the semi-conductor chipdesign market in India will require around 1,40,000engineers by the year 2010 translating to aUS$ 7 billion industry. On the global front, another report suggests that the international marketexpects product development to be worth US$ 75 billion, and will require nearly 150,000 trainedprofessionals by 2005. So, there is full swing tide of opportunity which educational plannersandadministrators must be able to visualize. It is no wonder, therefore, that many global corporations have set up design centres here in India.Global semi-conductor majors Texas Instruments and STMicroelectronics being amongst thefirst. They set the trend for more and more semi-conductor companies and OEM organizations,which began to outsource the development of complex technologies such as system-on-chip toIndian start-ups and established companies with design expertise. Today, India houses morethan 60 chip design firms that are undertaking cutting edge design work. This number, incidentally, has only been rising and includes some big names such as Motorola, IBM, Cisco,Lucent and Sun, among others, besides some Indian names like Accel, C-DAC, IttiamSystems,WiproInfotech, Tata ELEXSI and Tejas Networks. Says Kumar, India has got enough talent and technical skill to become a global chip design hub.The industry is growing at a phenomenal rate and companies who have invested in chip designfacilities in India are reaping substantial benefits. What is needed is more manpower withinternational exposure in this area. According to a research based on primary and secondary data collected by NASSCOM toascertain manpower skill requirements in the Indian software sector, the demand forEDA/ASIC/VLSI skills are growing rapidly. And considering the target of US$1 billionrevenues in chip design exports by 2004 set by the Indian government, India would need toproduce almost 5,000 chip designers every year, as against the current output of 400 chipdesigners, according to a report brought out by Tata Consultancy Services.Going by the statistics there is an immense requirement for manpower in this sector. Chipdesign is a highly specialized area and the field is open to all those who have done BE, B.Tech., MCA, M.Sc., (Computer Science/Electronics).Finding the right kind of skills in this highlyspecialized field is very difficult. The skills required are related to the recruits understanding of the vertical domain (Telecom, DSP, etc.) coupled with a deep understanding of the complexities involved in chip design. These could range from dealing with issues like speed, size, full systemintegration within a single chip, low power consumption, etc. says 1

PraneetMehrish, CountryHuman Resource Manager, STMicroelectronics India. Therefore, the educational process mustnurture these subjects with suitable labs and interaction with international experts.While entry into this specialized industry is not easy and it would require very special skills, therecruitment scene is somewhat ambiguous. Some companies think that freshers with a basicaptitude can be recruited and trained specifically to suit to their needs. Whereas others preferhiring out of institutes that offer specialized courses in semi-conductor design. In terms of specific skills, knowledge is required in digital design fundamentals, VHDL/Verilog,simulation and synthesis tools and computer architecture. Some specialized areas would requireadditional skills, for example, mixed signal design, which requires analog design skills as well,he says. There are some educational institutes offering these specialized VLSI courses.

So, with the kind of demand and supply gap of skilled manpower in the semiconductor designindustry, the time certainly holds a lot of promise for those who want to build a career out of chipdesigning. The chip design is catapulting India into the big league of frontier technologies.

Echoes RohitBidappa of Cadence Design Systems, India is increasingly perceived as the chipdesign powerhouse of the world. And for once, the work is truly cutting edge. Most multinational chip majors have set up R&Dcentres in India. India is not the back office destination for chip designing. A lot of coreactivity happens here and chip-designing MNCs turn to their India teams for their core designs,saysBidappa. Pretty much every gadget one picks up depends on a chip to get its job done. From mobilephones and digital cameras to blood pressure metres, at the heart of it all there is either anIntegrated Circuit (IC) or a microchip. System-on-Chip (SoC) technology is the packaging of allnecessary electronic circuits and parts for a system like a cell phone or a digital cameral on asingle integrated circuit, generally known as a microchip. Very Large Scale Integration (VLSI)designs produce miniature microchips that contain hundreds of thousands of transistors, capableof performing the most complex tasks. Almost all the chips one hears about-the Pentiums andthe Athlons-are built using this.Texas Instruments (TI) has been around in India for years now. TI general manager (Businessdevelopment) M. Harish is upbeat about the future, India has shown immense promise in the areas of complex designs, in signal processing, analog processing, wireless, broadband,multimedia and particularly in SoC and VLSI designs. The best known secret in the chip design industry is that semiconductors are poised to impacthuman life far more as they open up new possibilities in emerging industries like nanotechnology,wearable electronics, security and smart cards and older workhorses like theautomotive industry. 2

The semiconductor market in India is being valued at $1.2 billion and is expected to achieve $3billion by 2007 and touch $30 billion in the next 12 years, says S. Surya, managing director ofInfineon Technologies India, the India arm of the worlds fourth largest chip market. That is ahuge opportunity, and it isnt one that hasnt been noticed. It is important to see this tide andposition accordingly. One country that is carefully tracking Indias success in chip design is China. While Indiadesigns chips it doesnt actually make them. China lacks the skill to design chips but makesthem left, right and centre. India and China are like two sides of the same coin, according toBidappa. Something similar was playing on the back of Chinese premier Wen Jiabaosmindwhen he visited Bangalore earlier this month. Dham believes that a partnership between China and India will be a win-win situation for both. They can facilitate supply of low-cost cell phones, TVs, and computer chips. Studies haveshown that India and China will drive the semiconductor industrys growth in the future.But Chinese companies arent waiting for a Utopian partnership. They are aggressively trying tomove into chip design with a helpful government doling out subsidies. We lack the competitivezeal that China is demonstrating, says Dham. Therefore, if we do not quickly leverage our lead,we may lose. Despite all its success, India suffers from lack of chip designers. India SemiconductorAssociation estimates that India has some 12,000 chip design engineers now and needs 20,000more in the next two years. Indian engineering colleges currently churn out only 300-350 VLSIengineers every year. Keeping the industry going are a number of talented and experienced chipdesigners returning to India primarily from the USA. This inward flow will be augmented morein Indias favour by the collaboration.Inspite of some sluggishness, industry analysts say that if India keeps up the momentum there isno reason why it cant be the micro electronics hub of the world. There will be no stoppingus, says Bidappa. Our collaboration is fully geared to these requirements through courses inComputers, Chip design, Software Engg. and Comm. etc. Power In 1947, India produced only 1300 MW. Now the production is 125000 MW. In about 20 years,it has been planned to reach 650000 MW. But even this is low, though the number looksimpressive. Dr. V.S. Arunachalam says the growth in energy sector should be at least the sameas the GDP rate. Hence, at the 10% rate, we need some 120000 MW per year. It means 1000MW monthly. But, one must know China is doing 1000 MW on weekly basis. Hence, asubstantial input in terms of money and manpower is need in this sector. Our Collaboration hasbeen alive to this requirement through Electrical Engg.Courses.

Manufacturing

Manufacturing is performing at 14% - 15% growth. It needs a lot of automation and automatedmaterial handing. Again, our Collaboration is geared to this requirement also throughMechanicalEngg. Courses.

DISCUSSIONS ON TRAINING
Activities of the Promoting Body including a listing of major educational promotional activities undertake till now.

The promoters of the society have been involved in various activities related to basic andprofessional education, health care and have established a number of educationalinstitutions consisting of Engineering College, Polytechnic, ITI and are also managingFive Public Schools at various locations in Delhi 3.1) Mission of the Promoting Body 1

The missions are mentioned below: 1. To arrange, establish, run and manage Nursery, Primary Higher Secondary and Higher Education in Technical and Non-Technical Educational Institutions, Engg. college, Medical college and or colleges for all types of higher education; preparationfor various competitive examinations and civil services and to provide education tothe General Public, poor and needy children, SC, ST Community and other sectionsof the society and to provide education as per the Policy of the Govt. of India. 2. To arrange, establish run, manage, control, lookafter, and super-vise Medical Educational Institutions, Colleges, Lecture halls, part time Coaching Education Centre on Charitable basis and other establishments or Institution for advancement ofeducation and knowledge in arts, science, social science, knowledge of public hygine,literature and humanities, etc. 3. To maintain public hygine, opening health care centres such as to arrange, establish,run, manage, control, lookafter and supervise Hospitals, Medical and CharitableDispensaries, widow homes, old age homes, orphanages, lunatic asylums, maternityhomes, children welfare centres, handicapped medical care welfare centres and toprovide medical relief and aid to the suffering human bodies. 4. To maintain healthy environment, spreading out the necessary plantation to provide ascheme for doing forestry works alongside canal and establishments and alongside ofRailway tracks, Road sides including plantation of all types of fruit, fodder and fueltrees. 5. To establish environment preservation and pollution control centres to restrain the spread of pollution and to conduct such programmes which aim at preservation of environment, improvement and control of pollution. 6. To encourage such workers, persons and officers of the society by granting them prizes and certificates for their special contribution in the containment of increasing pollution in water, seas, atmosphere, air, earth, soil and industrial areas and densely populated cities and improvement of environment through the importance of tree plantation and any other process. 7. And in general to do such other acts, deeds and things for promotion, protection andadvancement of public health, education and suitable environment as well as welfareof the society. 8. All the income, earnings, movable, immovable properties of the society shall be solely utilized and applied towards the promotion of its aims and objects only as set forth in the Memorandum of Association and no profit in there of shall be paid or transferred directly or indirectly by way of dividends, bonus, profits in any manner whatsoever to the present or past members of the society shall have any personal claim on any movable or immovable properties of the society to make any profits, whatsoever by virtue of this membership.

3.2) Vision of the Promoting Body To provide for excellence in Engineering & Technical Education and Research. To provide for synergetic coupling of Science, Mathematics, Management andInformation Technology in Engineering Education. To provide for unifying and interdisciplinary aspect of Engineering. To provide computers as: an aid to study, an object of study, a professional tool, an intellectual tool, an instrument of social change and above all their impact on the verynature and practice of engineering profession at large. To develop strong communication skills in the students To create awareness for social, historical, ethical, cultural and human values. To create a culture for self and life long learning. To create an intellectual spirit and capability for critical judgement. To establish a symbiotic relationship with industries. To develop entrepreneurship programmes and promote student entrepreneurs. To develop continuing education programmes. To create an awareness for development with equity and environmental values. To utilize technology for human happiness. To undertake resource generation and provide consultancy services.

3.2) Key Learning : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME Objectives The objectives of the Collaborative Program with the Auburn University are to provide for : a) Direct experience of the American System of Education. b) Enhancement of opportunities in developing the experience of the faculty. c) Access to modern course materials of the international level. d) Enhancement of the quality of education to students. e) Enhancement in avenues for jobs to the students. f) Enhancement in value addition to the existing programs. 2

g) International interaction and recognition. h) Vertical and Horizontal growth of the Institution. j) Initiation of Post Graduate Education and Research Programs.

General and Technical Education Scenario in the State Delhi can be rightly called an Educational city. There are some 4 Central Universities,One State University and a number of Deemed Universities. The city has three veryimportant centres of Technical Education viz. IITD, NSIT and DCE. IITD does not haveany reservation for the students of Delhi. But NSIT and DCE both funded by the Govt.of Delhi have certain reservations for such students. The GGSIP University is funded by the Govt. of Delhi and it was started in 1999. Under thisUniversity most of the Institutes/Colleges are Self Financing. There are 11 Engg. collegesinthis University; 3 being funded by the Govt. and 8 are in the private sector under Self Financingscheme. In spite of these Institutes in the GGSIP University, the rush of the students to seekadmission into Engg.,BBA,MBACourses is very large. Whereas some states in the South and the West havea very comfortable ration of the population of students to available Engineering seats, this ratioin Delhi is very poor, as there are a large number of students seeking admission into Engg. Courses. Therefore, there is a need to add more seats at the Undergraduate level. At IITM,after a thoughtful consideration a decision has been taken to open avenues for education on aglobal platform by entering into collaboration with the AUBURN University. This collaborationprovides not only increase in the seats but also opens the door for the deserving students for aglobal opportunity. Status at Entry Level 10+2 students in Science stream opt for Engineering Courses. The number of seats available in Delhi per thousand students compared to other states is very low. This imbalance needs to be corrected. In developed countries the number of Engineers perthousand population is around 80. In India and specially in Delhi this number is verylow. Delhi has this ratio lower than the national average. Status of Technical Level manpower There is a very good employment opportunity in Delhi. Most of the students are absorbed through campus interview. Hence, there is a very good prospect for increasingthe seats. On an average the entry level salary package is around Rs. 1.80 lacs. 2

Industrial Scenario of the State Delhi has Delhi Industrial Development Corporation that promotes non-polluting industries in Delhi. Primarily, Delhi has a very substantial base for small and mediumsize industries. In additional, there is a strong base of service industries. Delhi has beenthe capital of the country since long. The present emphasis is an nonpolluting andenergy saving industries in which IT, Electronics, Communication, Instrumentation etc.fit very well.It is needless to emphasize that a living and vibrant City of to-day and more so of thefuture has to catch the Bus of Information Technology at the earliest. It is also wellknown that Information Technology has ramification in all walks of life viz. Business, Commerce, Entertainment, Education, Administration, Management, Industry, Trade,Telecommunication, Science, Technology, Product design, Manufacturing and Healthcare etc. to mention a few. There are two basic types of constituencies of IT viz. (i) Developers of IT and (ii) Usersof IT. Delhi is endowed with developers as well as users both. Many times thedemarcation between the two does not exist. In fact, these constituencies now span overthe whole globe, and they have inter and intra connections. Demographically, Technologically, Awareness level-wise, Knowledge wise, Availabilityof Scientific and Technical manpower wise, Delhi has all the potential to step into theshoes of the information savvy cities of the world. In order to make a garland, flowers ofall shades, colours and fragrance are available. What is needed is a thread of vision and aneedle of action to put them together. This garland of vision and action shall adore theneck of mother India as no other garland can do. Delhi has been created to remain theCapital. But one has to remember that the knowledge capital shall be the real capital oftomorrow. Already a good infrastructure exists. All giants in IT have a natural inclination to be nearDelhi. They go away only when Delhi in not conscious to welcome them. Even thenmost of them have their Offices in or around Delhi. Physical infrastructures like Air-Links, Roads, Telephones and Metro etc. are fairly good. Soon, these facilities shall bemuch better with the added advantage of power position getting a boost with Privatization. Delhi has all the wherewithals. If this Bus is missed Delhi will totter on the Bullockcart on Information Technology High way even though the Metro Rails would provide afast physical transportation. The package of knowledge looks small physically but manytimes it is immeasurable content wise. Let a push for creating knowledge be given. IT endeavours shall usher in a change in thedemographic profile, a widening of employment gateways which are shrinking by the dayin spite of the tall claims, a rise in the per capita income, increased revenue flow into theStates coffer, all round prosperity and a poignant economy to take on the challenges ofglobalization. One of our biggest neighbours is going to throw formidable challenges inthe IT Sector in not too distant future in the International arena. Delhi must, therefore,prepare its IT players well in advance. Delhi has the nerve, the muscle, the brain, and thebones to create such players.

STUDY OF SELECTED RESEARCH PROBLEM 4.1 Statement of research problem Scope of the College vis--vis the Industrial Scenario and Educational Facilities already available in the State and in this Institute. This Institute has very good infrastructures of Buildings and Labs suited to the educationas required by the Country in general and the State of Delhi in particular. There is noother Institute so well equipped specially in the areas of chip design, communicationMechatronics and Automation in Manufacturing except the IITD. The studentshaveaccess to the latest design tools.

IITM aims to provide the best laboratory facilitiesto its students. At present the Institute has around Sixty three laboratories andworkshops. Laboratories of every course being offered here, are in place and operationalwith the best hardware as well as software tools to maintain a high degree of Hardware-Software symbiosis.Experiments are performed in these laboratories on thehardware as well as software tools, that is, each experiment has its softwarecounterpart. This symbiosis improves the process of understanding and inquisitiveness,which are very inadequate in the prevailing system of education. Keeping this in viewalmost all the laboratories in the Institute are equipped with computers and relevant software.

4.2) ACADEMIC PROGRAMMES Basic Academic Philosophy of the Institution The basic Academic Philosophy of the Institute are mentioned below : Engineering Hardware Software symbiosis: All laboratory Experiments, which are normally performed with hardware equipment, arebeing backed up and boot-strapped with software tools. Hardwarebased experimentshave their software counterpart. This symbiosis heightens the process of deeperunderstanding, inquisitiveness and flare for inquiry, which are so sadly inadequate in thepresent system.

Life Long Learning: About 40 years ago Bill Ever it wrote, Engineering is not only a learned profession, it isa learning profession; one whose practitioners must become and then remain studentthroughout their active careers. Hence, Engineering Education is a continuum, coveringthe entire lifetime of an engineer. The Institute, therefore, lays emphasis on the culture oflife long learning. Liberalization and Globalization: If a society is compelled to single out one determinant of competitiveness, in the era ofglobal-technology based economy, one has no option but to choose engineering 1

educationsince in the end people are the ultimate assets in global competition. This Instituteimparts education for global competitiveness. Diversification: The system of engineering education at the under graduate level draws attributes like large, growing, varied, demanding and diverse. Because of enormous growth in engineering and technology, diverse fields of studies have grown and these attributes seem unrelated. But at the same time, stress is being laid to unify the diversities throughthe basic tools of analysis and synthesis. The Institute endeavors to create a synergy ofthe above attributes. Computerization of Learning Process : As already mentioned, Computer is the central medium for the learning process viz, (i)Visualization of concepts and processes through graphics and multimedia in multidimensional continuum, (ii) Analytical details under changing parameters and Environment. (iii) Tutorial software for deeper understanding of the subject, (iv) Design\exercise encompassing interdisciplinary knowledge, (v) Self paced learning, \ (vi) Handson experience for analysis, synthesis, simulation, troubleshooting and reliability undernon-ideal, realistic and severe conditions which normally can not be created withoutcomputers. The Institute provides seamless opportunities for innovative learning.

Entrepreneurship: Entrepreneurship is the greatest service to the society. The fruit of Science and Technology is harvested by the entrepreneur and served to the society in different basketsand packages. The prosperity of the society is directly linked to the successfulentrepreneurs. The Institute endeavors to nurture engineering entrepreneursthroughvarious direct and extension services. The students have a unique opportunity to comein contact with a number of first generation successful entrepreneurs as most of themembers of the Society belong to this category. IITM stresses upon the continuous evaluation to ensure overall development and growthof students. Students are expected to perform at a high level of efficiency. 2

They are alsoexpected to develop an attitude for working in extreme environment and aim at excellence.Based on this, a continuous evaluation method is adopted wherein assessment is done onthe basis of class tests, class participation, home assignments and laboratory performance

Students are required to attend all the classes, workshops, laboratories and meetings. Theminimum attendance required by the university is 75%, however students are encouragedto achieve cent percentlevel.IITM believes that only those students are successful in lifewho perform more than that meets the eyes. Project work is an essential component of education. Hence, the students are encouragedto pursue project work under the guidance of their respective guides. Final year studentsare required to take up project work preferably in an industrial environment.TheB.Tech,BBA,MBA Programmes offered at this Institute follow the semester system. Eachprogramme is divided into eight semesters to be completed in a minimum of four years. Ineverysemester, courses related to the branch are conducted with theory coursessupplemented with practical work in each subject. In the final year four elective courseshave to be taken up by the students in their field of study and interest. Apart from thisevery student is required to take up project work applying the skills acquired during thecourses they have studied and submit the dissertation report to the Institute. In-housetraining after the second year and Inplant training after the third year has also to be takenup for the fulfillment of the requirements for the award of B.Tech,BBA,MBA degree. Computer is the central medium for the learning process at the Institute which offer (i)Visualization of concepts and processes through graphics and multimedia in multidimensional continuum, (ii) Analytical details under changing parameters and environment, (iii) Tutorial software for deeper understanding of the subject, (iv) Designexercise encompassing interdisciplinary knowledge, (v) Self paced learning, (vi) Handsonexperience for analysis, synthesis, simulation, troubleshooting and reliability, realistic and severe conditions which normally cannot be created without computers. The Institute provides seamless opportunities for innovative learning. Additionally, development of entrepreneurship is central to the educational philosophy ofthe Institute. Entrepreneurship is the greatest service to the society.

The fruit of Science andTechnology is harvested by the entrepreneur and served to the society in different basketsand packages. The prosperity of the society is directly linked to the successfulentrepreneurs. The Institute endeavors to nurture engineering entrepreneurs through variousdirect and extension services. The students have a unique opportunity to come in contact with a number of first generation successful entrepreneurs as most of the members of theIITM,

Target Date for Start of Academic Programmes The Target Dates for starting the Programmes are mid July/Aug. every year for the OddSemesters and mid January for even Semesters.

Central Computing facility The Institute has 519 computers spread in all laboratories. For the Auburn Programmeadditional computers providing a ratio of computer to students as 1:2 have been procured.Therefore, all computing needs of students are very satisfactorily met. More computerswill be added in the same ratio when the number of students will increase. 2

Central Library A building having 1206 sqms.area with total air conditioning is under completion shortly. The details of Books & Journals are given below: 4.3) LIBRARY Area : 1206 Sqm. Particulars Available as on Date Available as on 01 Jan. 2005 No. of Titles of the books No. of Volume of the books No. of Journals (National) (International) 61 15 61 15 Seating Capacity 180 36673 153942

Central Workshop A Central Workshop already exists. The Collaborative programme does not have workshop as a course. But the requirement of workshop for any fabrication or projectwillbe met by this workshop for the collaborative programme also. Central Instrumentation Facility The Instrumentation works also as the Central Instrumentation facility. Affiliating Body Guru Gobind Singh Indraprastha University, Delhi is the affiliating University for theexisting Programmes. For the Collaborative Programme, it is the Auburn University, 2

USA where the students would complete the final 2 years requirements for the award ofDegrees by that University.

Scholarships

For the existing programme, there is a provision of 21 scholarships. 2% students will beprovided scholarships in the Collaborative programme.

SALIENT FEATURES OF ACADEMIC DIVISIONS 5.1) Academic Objectives This programme aims at providing education in Data Processing, Computer Communication, Networking, LAN, WAN, Internet, ISDN, ERP, Operating System, Compilers, Programming Languages, Multimedia, Virtual Reality, Computer Architecture, Microprocessor, Mother Board & Peripheral Interface Design, ElectronicCAD, ASICS Design, Expert System Artificial Intelligence etc. However, the stress is onfusing Computer Science and Engineering in the Communication Networks for extremelywide information super highways in the Cyber space are being built which are making theGlobe shrink by day and by night. Engineers well versed in this area will find the nextmillennium waiting for them. A number of courses in this discipline are common withthe courses in Information Technology as well as Electronics and CommunicationEngineering. Areas of Focus Software Engineering, Networking, Multimedia, Operating Systems, Programming Languages, ERP and Software tools. 2

5.2) Academic Program : S.No. Name(s) of the Course Sanctioned by AICTE till date Intake 1. Computer Science andEngg. 2. Electronics &Comm.Engg. 3. Mechanical & Automation Engg. 4. MBA 5. BBA : 120 : 120 : 60 : 60 : 120

6. BBA (INDUSTRYINTEGRATED) : 60

Requirement of Laboratories, Space and Equipment (cost) For the existing programme, please refer to the space already provided for different labs in different departments .For the collaborative programme in first year, additional spacefor Physics, Chemistry, Computer labs & Introduction to Engg.have been identified inBlock No. VI which has the space as given below: Space inBlockNo. VI Rooms 72 sqm. 08 Hall160 sqm.05 Faculty Rooms 20 to 36 sqm. 11 Stores 20 sqm.04 On equipments, for the existing programme a total Rs. 6.58 crores for all Departmentshave been spent. For the collaborative programme computer lab has already beenestablished with 60 computers and equipment for Physics Lab have been identified to beprocured for the USA at the cost of Rs. 16 lacs and from indigenous sources at the cost ofRs. 4 lacs.Theseequipments are the same as existing in the Auburn University. Theintention is to create at IITM the mirror image of the labs existing in the AUBURN University. Again, the existing students will also stand tobenefit by the upgraded facilities in the labs. Requirement of other Space like Class Rooms, Faculty Rooms, Departmental Office. 1

The break up of the space is available as given. This space is in excess of 11.7 m2 perstudent.

QUALITY AND HUMAN RESOURCE DEVELOPMENT Academic Values The emphasis is on creating Academic Values that sustain the students throughout theirlife as given below : (i) Engineering is not only a learned profession but it is a learning profession; one (ii) Hands on experience. (iii) Entrepreneurship (iv) Simulation Each student is required to do at least on simulation experiment in every laboratory course. Additional weightage for marks are given for such simulation experiments. (v) Open ended experiments Some experiments one of the open ended nature that require the synthesis of knowledge across various discipliner the deeper and multifaceted consideration of the problem. Appropriate computers with softwares tools have been provided for the purpose. 48 Recruitment, Strategies for Attracting and Retention of Faculty Personnel 2

for Excellence, Promotional Avenues, Career Ladder. (i) Recruitment is done through proper advertisement and selection procedure. Well Acknowledged eminent persons are invited to join. (ii) At this Institute retention rate is very high. In about 3 years of its existence, just about less than 10 faculty members have left the Institute.

The main strategy consists of the following: (a) Commensurate Salary Package as per AICTE/Govt./Univ.norms and even better. (b) Good Working Condition. (c) No fear psychosis of any type. (d) Enlisting full co-operation of faculty in developmental activities. (e) Delegation of responsibilities. (f) Total commitment of the Management to provide lab infrastructures as proposed by the Faculty Members. (g) Synergetic relationship between the Management, Director, Faculty Members. (h) No bickering and politicization. (i) Opportunity for full growth by sponsoring for higher education and research. (j) No profiteering from the funds of the Institute. (k) Transparent decisions. (iii) Promotional Avenues Through the AICTE provides for only 1 : 2 : 6 ratio of faculty members at the level of Professors : Asstt. Professor and Lecturers, the Institute is totally open to 1

appoint more senior faculty for a much better ratio. Any faculty member who is deserving by virtue of his qualification and experience is not denied promotion because of limitation of the above ratio. (iv) Career-Ladder It consists of Lecturers, Asst. Professors and Professors. Every lecturer has opportunity to become professor if he goes on adding the requisite qualification and experience.

Policies for Teaching and Non-teaching Staff Development (i) Teaching : Every Teaching faculty is encouraged to presume higher education and R&Dactivities. The Institute also provides fund if a Faculty member is developingsame project and he needs some special items for the purpose. They aresponsored to the Seminars, Summer Schools etc. Motivational talks as well asexpert lecturers are also arranged. Seminar, Conference, Talks etc. for the backbone for dissemination of knowledge. Every faculty has access to Internet. Allfaculty members are required to teach according to the lesion plan. At the end ofcourse, he has to submit his class mates and discuss the same with the Seniorfaculty members. Career Growth (ii) Non Teaching : They are required to do repair and maintenance jobs under the guidance of the Senior Maintenance Engineer. In the procession, they still become better.

Permanent and Contract Services for Teaching, Non-Teaching and other support Personnel : There is a great paucity of Senior Faculty Members. Therefore, at the senior levels contractual appointments also are given to persons who might have retired from reputed educational Institutes in the Country. At the junior levels permanent Faculty members are available and have been appointed as such. Non-teaching and support personnel are normally available on the permanent basis. But if some such person has retired from a good educational Institute, he is considered for appointment on contract basis. 1

Total Quality Management : Instruction TQM for proper execution of the programme is essential. In order to develop this system, allfunctions have been properly categorized and write ups have been prepared. For education aclear cut policy for holding classes, preparation of lesson plans, preparation of HomeAssignment/quizzes, attendance, evaluation of answer scripts, showing the answer scripts tothe student, identified level of performance when warning is to be issued to the students bythe concerned teacher, performance of experiments in the labs, proper record keeping of thejournals, simulation experiment, tutorial classes, constant interaction through Email/Telephone/Fax with the concerned subject teacher at Auburn. Allotment of specifichours by teachers to students out of class room for consultation in person and also through email and feedback. The salient points have been mentioned below as guidelines for TQM as per the prevailing norms at the Auburn University. Auburn University is committed to excellence in teaching at both the undergraduate and thegraduate level. This commitment has long been reflected in the diversity of course offeringsand in the variety of instructional approaches that are offered. Increasingly, electronictechnology is providing instructors with innovative and creative teaching strategies. Thehigh academic aptitude of the universitys incoming students also makes accelerated learningpossible.

IITM University Undergraduate Engineering Program in India

Academic Policies : All Rules/Regulations ordinances of the Auburn University shall be applicable to AU/IITMProgram. Admission of Freshmen (First Year) : Academic Criteria Eligibility Criteria: 10+2 CBSE or equivalent Examination with atleast 60% marks in English,computers and Maths taken together. Admission Procedure: Either on the basis of Entrance Test or rank based on 10+2/equivalentExam. marks on all India basis. Registration and Scheduling Every student who makes use of the instructional staff and facilities of the university (includingIITM) must register and pay fees. When registering, the student is responsible for observing thepre-requisites or co-requisites of courses. Course Load Normally, the maximum load for students in undergraduate curricula is 18 hours. It may be more if the situation so arises at IITM. Grades Grades Definitions. Final passing grades are A, superior; B, good; C, acceptable; D, passing; and S,satisfactory. Final failing grades are F, failure; FA, failure for excessive absences; 2

U, unsatisfactory;NR, no grade reported; and WF, officially dropped with permission of the students dean butfailing at time of withdrawal. (For the definition of W, see the following section on GradeAssignment for Class Withdrawal.) An IN may be assigned at the dissertation of the instructor if the student is passing but hasnot completed all assigned work or taken all scheduled examinations. For undergraduates, anIN is calculated as an F until it is cleared. Making up a final examination in anundergraduate course is allowed at the discretion of the instructor when there is documentedexcuse for the absence. Academic Warning status is imposed at the end of any term for which the students cumulative GPA on (AU/IITM Course) work is below 2.0. Academic Suspension Any student who is on Academic Warning status will be placed on Academic Suspension ifboth of the following conditions apply: (1) the term GPA is below 2.2 and (2) thecumulativeGPA on Auburn course/(AU/IITM) Course work is below that required for the designatednumber of hours earned as follows : Required Minimum Auburn Cumulative GPA FR FIRST YEAR 1.50 SO SECOND YEAR 1.80 JR THIRD YEAR 1.90 SR FINAL YEAR 1.97 All students whether beginning freshmen (First Year) or transfers are not subject to suspension until they have received one semester warning. Terms of Suspension A student who incurs a First Academic Suspension may not enroll in the AU university/IITM for a minimum of one semester. Summer term does not count as a semesterfor terms of suspension. A student returning from academic suspension will be on AcademicWarning status. A student who incurs a Second Academic Suspension may not enroll in theAU university/IITM for a minimum of two semesters. A student who incurs a ThirdAcademic Suspension will be expelled from the AU university/IITM. Withdrawal from a course No grade penalty is assigned for dropping a course on or before mid-term. A student whowithdraws from a course prior to the 15th class day will have no grade assignment; however,after the first 15 days a W (Withdrawn Passing) grade will be recorded for the course. Resignation from all courses 2

Students who wish to resign from all courses for a term should contact their deans. To avoidcomplications with student financial aid and other matters, resignations should not be donethrough the telephone registration system or on the web. Students may withdraw withoutpenalty of failure if they resign no later than midterm, a date specified in the universitycalendar.

Appeals of Suspension Students who incur Academic Suspension under the rules detailed in this bulletin may appealthe decision to the Admissions Committee if they believe extraordinary circumstances meritan exception to the rules. Any student on indefinite suspension must appeal to theAdmissions Committee for readmission to the university. These requirements are universityrequirements. Individual colleges and schools may have higher requirements. Bachelors Degree Requirements To earn the bachelors degree from Auburn University students must complete the requirements of the universitys Core Curriculum, and they must choose a curriculum andcomplete its requirements and those of the college or school with at least a 2.0 average in allAuburn courses attempted, at least a 2.0 average on transfer credits accepted for their degreeprogram, and a 2.0 average in all course work in the major. These requirements areuniversity requirements. Individual colleges, schools and departments may have higherrequirements. Credits required for graduation are atleast 120 hours. The students deanclears subject and non-course requirements in the curriculum; the Registrar, together with thedeans office, clear total hours, GPA, and freshman English. A list of specific courseidentified as major courses in each curriculum is available in the appropriate deans office. At IITM these functions will be discharged by Residential Director assisted by appropriate Committees and in consultation with the Ginn College. Auburn Universitys Core Curriculum The general purpose of the Auburn University Core Curriculum is to foster the developmentof educated citizens. This purpose leads to three goals: First, the Core Curriculum seeks to assure that all graduates of Auburn University are competent incritical reading, writing, mathematics and information literacy. Second, the Core Curriculum seeks to assure that all graduates of Auburn University developanalytical skills that allow them to discern significant issues and events; ask appropriate questions;approach problems; gather, synthesize and interpret information; critically analyzeestablishedpositions; and use knowledge creatively for the enhancement of society. 1

Finally, the core Curriculum seeks to assure that all graduates of Auburn University possess aneducated appreciation of the natural world, a human life, and of the interaction between them,especially through technology. Emphasis falls on human behavior, history and social organization,encouraging students to understand and appreciate both their own cultural traditions and the greatdiversity of other human cultures and experiences. The Core Curriculum also encourages inquiry into moral and aesthetic values and into ideas and their consequences. To accomplish these goals, Auburn Universitys Core Curriculum provides a shared learningexperience to all Auburn undergraduates based on the principles of coherence and integration. Coherence is achieved by course sequences and by providing connections among courses. Integration is accomplished through interdisciplinary courses. Note : Important Courses listed under Core Curriculum are indicated in respective schemes.

Academic Programs and Curricula An academic program is an organized plan of study which, when successfully completed, isrecognized by the awarding of a degree. It includes all courses and related activities required by theuniversity and those required by a school, college, department or interdisciplinary program. AtAuburn University, the minimum number of semester hours in an undergraduate academic programis 120, including the 41 semester hours of the Core Curriculum. Second baccalaureate To earn a second bachelors degree, a student must complete all the additional requirements for thesecond degree (including course work in the major field, college/school core requirements andcourses in support of a major). These additional requirements must total a minimum of 30 semesterhours beyond the total of the first degree. Students who are completing a second degree mustcomply with all the same grade point requirements and residency requirements as other students. Students should consult with their adviser concerning eligibility for a second degree. Class Attendance Students are expected to attend all their scheduled classes. College work requires regular classattendance as well as careful preparation. Specific policies regarding class attendance are theprerogative of individual faculty members. Faculty shall 2

inform each class in writing at thebeginning of the course regarding the effect of absences on the determination of grades. The student is expected to carry out all assigned work and to take examinations at the class perioddesignated by the instructor. Failure to carry out these assignments or to take examinations at thedesignated times may result in an appropriate reduction in grade, except as provided in paragraph 4below. Instructors shall determine the policy regarding grading which they feel is best for the course.This policy shall be presented to the class, in writing, at the beginning of the term and willgovern the actions of the instructor in the course. Arrangement to make up missed major examinations (e.g. hour exams, midterm exams) dueto properly authorized excused absences (as defined by the Tiger Cub)/Resident Director at IITM shall be initiated by the student within one week from the end of the period of excusedabsence. Normally, a make-up exam shall occur within two weeks from the time that thestudent initiates arrangements for it. Instructors are encouraged to refrain from giving makeupexaminations during the last three days prior to the first day of final examinations. Theformat of makeup exams and opportunities for students to make up work other than majorexaminations are at the discretion of the instructor whose make-up policies should be statedin writing at the beginning of the term. Instructors are expected to excuse absences for: 1. Illness of the student or serious illness of a member of the students immediate family. The instructor may request appropriate verification. 2. The death of a member of the students immediate family. The instructor may requestappropriate verification. 3. Trips of members of the student organizations sponsored by an academic unit, trips foruniversity classes, and trips for participation in intercollegiate athletic events. Whenfeasible, the student must notify the instructor prior to such absences, but in no casemore than one week after the absence. Instructors may request formal notification fromappropriate university personnel to document the students participation in such trips. 4. Religious holidays. Students are responsible to notifying the instructor in writing ofanticipated absences due to their observance of such holidays. 5. Subpoena for court appearance. 6. Any other reason the instructor deems appropriate. If the instructor does not appear within 20 minutes after the designated class hour, it may be assumed theclass is cancelled.

It is the university policy that all classes will meet as scheduled on the last day before and the first dayafter holiday periods designated by the university. Unresolved problems regarding class attendance or procedures should be referred to the universitysStudent Grievance Committee. Examinations Examinations are classified as (1) final examinations at the end of each term; (2) special examinations; And (3) other course examinations as determined by the instructor. Announced tests in undergraduate courses will be administered at a regularly scheduled meeting of thecourse. Exceptions to this regulation may arise in specialized courses requiring performance or oraltests, and in multiple-sectioned laboratory classes requiring practical laboratory tests. Faculty havingsound reasons for scheduling tests at times other than regularly scheduled meeting times are to obtainapproval from the department head prior to the beginning of the term, and are to present a writtenschedule of these changes to the class during the first few days of the term. Rescheduled tests are not tointerfere with other scheduled academic endeavors of the students involved, and an appropriatereduction in regularly scheduled class time is to be given to compensate for the rescheduled test period. Final Examinations A final examination is a desirable means of evaluation in most undergraduate courses. Ununusualcircumstances, performance tests, term papers, research projects or other forms of evaluation appropriateto the objectives of the course may be substituted for a final examination with the approval of thedepartment head, who will report such action to the dean and Provost. Faculty not giving a final examination are to present to the class at the beginning of the term a written description of the forms ofevaluation to be used and the means of determining final grades. The professor teaching a 6000-levelcourse or higher shall determine whether a formal final examination is appropriate. Final examinations are to be given as scheduled in the term examination schedule. Exceptions to thispolicy require prior approval by the Provost. Rescheduled examinations must not interferewithscheduled academic activities of the students involved.

LINKAGES IN TECHNICAL EDUCATION 1

Introduction Engineering, MBA ,BBA education is based on Societal needs of to day and tomorrow.Society is seamlessly becoming dependent of Information Technology, Allaspects of human endeavour is taking new shapes and directions for a higher levelof productivity, efficiency and pragmatism for ever all development. Even the liberal arts education is becoming utilization divorced from the earlier concept of SwantahSukhai The Self Bliss. Therefore, for the Engineering Education to be meaningful full cognizance has to be taken of Societal and Industrial interfaces. Linkages with Industry The Institute promotes the activities in co-operation with the Industries. Students And Faculty members are sent to visit Industries. With M/s. Logic Eastern, a more compact relationship has been fostered toundertake Product/Project development as specified by them. Two such Projects are being developed by the Institute viz. (i) Hospital Management Software in consultation, Punjabi Bagh, New Delhi. (ii) Development of Intelligent Energy Meter in consultation with M/s. LogicEastern, Noida. Linkages with the Community : The requirements of the Community have been well studied and crystallized. Accordingly, educational programs have been tailored. Delhi is a metropolitan city. Hence, the needs of the community here are different from the rural community. The education at the Institution provides deep penetration of computer skills across various disciplines.

Linkages with other Technical Institutions in the region :

There is a very tight linkage with all the Engg. And Management Institutes in the GGSIP Universitywhich has been conceived and fostered by IITM and has the approval of theUniversity. The ladder of this linkage is as follow : (i) All the Principals/Directors constitute the co-ordination committee which is responsible for the proper planning and delivery of education in all the Colleges/Institutes. (ii) Under the Co-ordination Committee a number of Group Co-ordination committees has been constituted for each subject and every teacher in all colleges teaching that particular subject is a member of this Committee. A Group Co-ordinator is appointed for each Group C-ordination Committee by the Co-ordination Committee. The responsibility of the Group Co-ordination Committee is to prepare lessons plans, teach according to these plans, set question papers for the two terminal tests, evaluate the answer scripts and show them to the students, do moderation of essential type if the marking fluctuates betweencollees and evaluate the answer scripts of the final exams. All exams. Are held according to same time table in all colleges including terminal exams. For labs, the Group-Co-ordination Committee plans the experiments. Therefore, each faculty member has the opportunity learning on-line e.g. learning white executive the job. With the proposed collaboration this linkage will be established with the Auburn University, USA.

GOVERNANCE AND ACADEMIC & ADMINISTRATIVE MANAGEMENT:

Philosophy of Governance It is said the best governance is that which does not govern. But the underlying meaning of this is not chaos by but order. This concept of governance bestows autonomy in decision making with responsibility and Co-ordination. There is a total freedom for innovative measures and a total Co-ordination from top to bottom. The decisions are taken at the top but with inputs from the lower rungs. So, the governance ensures total participation across the various hiecharchies. Head of the Deptt.is helped by the faculty members. The Dean is helped by the HODs abd faculty members both Director is helped by the Dean, HOD and Faculty members. The Chairman/General Secretary are helped by the Directors and Dean. Board of Governors The following slate constitutes the Board of Governors : 1. Sh. NandKishorGarg - Chairman 2. Sh. Surinder Pal Gupta - Sr. Vice Chairman 3. Sh. Tek Chand Gupta - Sr. Vice Chairman 4. Sh. N.K. Aggarwal - Member 5. Sh. R.K. Gupta - Member 6. Professor O.P. Grover - Member 7. Mrs.AmitaDev - Member HOD (Electronics & Comm. Engg.) Ambedkar Institute of Technology, Delhi, Representative of Deptt. of Training & Tech. Education 8. Shri Shiv Aggarwal - Member Representative of Industry 9. Dr. B.N. Mishra - Ex-Officio Director (E) 10. Maj. Gen. (Retd.) S.C. Goel - Ex-Officio Director 6.1) Role and Responsibilities of Key Senior PositionsDesignation Responsibility Director General Administration Director (E) Academic matters 1

Dean Implementation of Lesson Plans, conducting tests and other academic matters. HODs Development and management ofthe respective Deptts. Advisor Procurement and General Administration Sr. Accounts Officer Finance 6.2) Methods/Style of Administration/Management The administration is participative. Every faculty member has certain responsibility delegated to him. 20 students are attached to one faculty member who is designated Group Counsellors for that set of students. Group Counsellors meet their respective groups once in a month to know the problems being faced by students Group Counsellorprovide the briefs of the meetings to the Director, Director (E) and Dean on mattersrelated to education, administration and emotional support that the students need. Thus, the problem identification is done at the grass-root level and administrative remedial stepsare taken of the appropriate lands. Similarly, grievances of Faculty and Staff are also resolved in a transparent manner.

Collaborating Partner AUBURN UNIVERSITY

Introduction : AUBURN UNIVERSITY, chartered in 1856, is located in Auburn, Alabama, and traces itsbeginning to the East Alabama Male College, a private liberal arts institution whose doorsopened in 1859. From 1861 to 1866 the college was closed because of the Civil War. Thecollege had begun an affiliation with the Methodist Church before the war. Due to financialstraits, the church transferred legal control of the institution to the state in 1872, making it thefirst land-grant college in the South to be established separate from the state university. It thusbecame the Agricultural and Mechanical College of Alabama.Women were admitted in 1892, and in 1899 the name again was changed, to the AlabamaPolytechnic Institute. In 1960, the school acquired a more appropriate name, Auburn University,a title more in keeping with its location, size and complexity. The institution has experienced its greatest growth since World War II, and today enrolls 21,860 students, the largest on-campusenrollment in the state. The majority are Alabama residents. Auburn University at Montgomery was established as a separately administered branch campusin 1967. The institution has developed rapidly, especially since moving to a 500-acre campuseast of Montgomery in 1971. Current enrollment at AUM is about 5,500. Statement of Vision And Mission The following statement of vision and mission was developed by the Task Force on Missionestablished in 1995 and was approved by the Board of Trustees on March 20, 1997. 1 : Vision Auburn University will emerge as one of the nations preeminent land-grant universities in the21st century. Central to all its functions will be the universitys historic commitment of serviceto all Alabamians as the State becomes a part of a global society with all of its challenges andopportunities. The university will be widely recognized for the quality of its undergraduateeducational programs, the effectiveness of its research and outreach programs, and the broad access to the university provided through the innovative use of information technology. Theuniversity will insure the quality of its programs through the careful focusing of its resources inareas of institutional strengths. One constant that will remain unchanged at the university-thatintangible quality Auburn men and women call the Auburn Spirit. 2. : Mission Auburn Universitys mission is defined by its land-grant traditions of services and access. Theuniversity will serve the citizens of the State through its instructional, research, and outreachprograms and prepare Alabamians to respond successfully to the challenges of a global economy.

The university will provide both traditional and non-traditional students broad access to theinstitutions educational resources. In the delivery of educational programs on campus andbeyond, the university will draw heavily upon the new instructional and outreach technologiesavailable in the emerging information age. The university will give highest priority for resource allocation to under-graduate education andfor future development of those areas that represent the traditional strengths, quality, reputationand uniqueness of the institution and that continue to effectively respond to the needs of studentsand other constituents. Consistent with this commitment, the university will emphasize highquality undergraduate education including a comprehensive general education that imparts the broad knowledge, skills, and values so essential to educated and responsible citizens as well asspecialized career preparation for students. In establishing the primacy of undergraduateeducation to the institutional mission, the university will assure the continued strength of itsfaculty with the realization that the quality of instruction is directly related to the quality of theuniversitys faculty and the commitment of the faculty to excellence in undergraduate education.

The university will provide graduate programs in areas of need and importance to the State andbeyond. Graduate programs offer students opportunities for specialized advanced education intheir chosen field and are important components of the services the university provides. Because research is essential to the mission of a land-grant university, Auburn University willcontinue development of its research programs. The primary focus of this research willbedirected to the solution of problems and the development of knowledge and technologyimportant to the State and Nation and to the quality of life of Alabama citizens. The Universitysresearch programs will make important contributions to instructional programs through theinvolvement of graduate and undergraduate students and the renewal of the faculty. Research will also provide the knowledge base for outreach programs. In carrying out its researchmission, the University will emphasize established areas of strength and will focus availableresources in those areas of research and doctoral study that are, or have the potential to developinto nationally and internationally recognized centers of excellence. Extension and outreach programs are fundamental to the land-grant mission because theseprograms directly affect the lives of all citizens in the State. The University will maintain thestrengths of its traditional outreach programs and will increasingly involve the University inoutreach programs that respond to the changing needs of the society in which we live. TheUniversity will continue to seek new and innovative ways to reach out to the people it serves.

3. : Instruction

Auburn University is committed to excellence in teaching at both the undergraduate and thegraduate level. This commitment has long been reflected in the diversity of course offerings andin the variety of instructional approaches that are offered. Increasingly, electronic technology isproviding instructors with innovative and creative teaching strategies. The high academicaptitude of the Universitys incoming students also makes accelerated learning possible. The liberal arts and sciences introduced in the Universitys nationally recognized CoreCurriculum are the heart of auburns undergraduate programs. They lay the foundation notonly for advanced study and career preparation but also for the development of a moreresponsible citizenry through students personal and intellectual growth. The Core Curriculumprovidesstudents with a common set of experiences, develops their powers of analysis andcommunication, and encourages their understanding of human culture and the natural world. Auburn has won recognition for its high academic quality. Auburn offers baccalaureate degrees in more than 130 areas across the spectrum of disciplinesand provides the states only publicly supported programs in many fields, including several inagriculture, architecture, building science, forestry, pharmacy and veterinary medicine. Particularly strong baccalaureate programs can be found in the Colleges of Business, Education, Engineering, Liberal Arts, and Sciences and Mathematics. For many years, ROTC programs atAuburn have also been nationally prominent in providing leadership for the military. While Auburn has long been widely recognized for the quality and diversity of its undergraduateand first-professional programs, more recently expanding research accomplishments havebroadened the scope and raised the prominence of the universitys graduate programs.TodayAuburn supports a comprehensive graduate school, providing masters level programs in morethan 64 areas and awarding the doctorate in more than 40 fields. In many fields it offers thestates only graduate programs in agriculture, the biological and physical sciences, pharmacy and Veterinary medicine. More recently, excellent graduate programs have also emerged in business,the liberal arts and the social sciences. The University anticipates expanded research activity andgraduate instruction, especially in agriculture and the biological sciences, in engineering and thephysical sciences, in veterinary and pharmacal sciences, as well as in business and education.

4. : Research Research is the means through which new knowledge is created and new information isdeveloped. As such, research at Auburn University is an essential link in its three-prong missionof instruction, research and outreach. Successes among the varied research activities within eachof its 12 schools and colleges continue to bolster auburn among the nations top universities.

Auburns role as a land-grant university emphasizes strong research programs in agriculturalsciences, natural resources, the biological sciences, engineering and the physical sciences.Strong and expanding research programs exist in education; veterinary medicine; pharmacy; theliberal arts; human sciences; business; architecture, design and construction; and nursing. Results from Auburn research flow directly into the classroom through instruction and to thepublic through outreach. Auburns research thrusts, the essential element in fulfilling its landgrantmission, are many, and all cannot be listed separately in this limited space. Yet, programsunderway through the various research institutes at Auburn, such as the Space Research InstituteandCenter for the Commercial Development pf Space; the National Center for AsphaltTechnology; the Canine and Detection Research Institute; the Scott-Ritchey Research Center; theAlabama Agricultural Experiment Station; the Engineering Experiment Station and the Peaks ofExcellence Research initiatives continue to bring Auburn University to the forefront in researchdevelopments and informing links with the states business and industry.

Whether in the laboratory, the field or in the classroom, Auburns research endeavours arediverse and comprehensive, at once focusing upon developing solutions to major problems thatconfront humankind and expanding the base of knowledge and technologies available to improveour quality of life. Additionally, major efforts to increase the protection and commercializationofintellectualproperties is central to Auburns continual drive for improvements in its research mission. These efforts mesh to create a research environment that enhances the states economic, cultural,social and intellectual development and, at the same time, undergirds the universitysundergraduate, graduate and outreach programs.

2. BOARD OF TRUSTEES Auburn University is governed by a Board of Trustees consisting of one member from eachcongressional district, as these districts were constituted on January 1, 1961, one member fromLee County, two at large members each of whom shall be a resident of the continental UnitedStates, State Superintendent of Education, who are ex-officio. The State Superintendent shallserve until leaving office and will be replaced by one additional at-large member. The Governoris the President. Current trustees are appointed by the Governor, by and with the consent of the State Senate, for a term of 12 years except in the case of the two at-large members, one of whomserves a term of four years and the other serves a term of seven years. Subsequent trusteeswillbe appointed by a committees by and with the consent of the State Senate, for a term of sevenyears, and may serve no more than two full seven year terms. A member may continue to serveuntil a successor is confirmed, but in no case for more than one year after a completion of a term.

Members of the board receive no compensation. By executive order of the Governor in 1971, anon-voting student representative selected by the Student Senate serves as a member of exofficio. 2.1. : Member Ex-Officio BOB RILEY, Governor of Alabama, President Montgomery JOHN TATUM, SGA President, non-voting Main Campus SARAH FISH, SGA President, non voting Auburn Univ. at Montgomery Appointed Members Terms Ending in 2007 ROBERT E. LOWDER, Montgomery 2nd Congressional District PAUL J. SPINA JR., Hoover 6th Congressional District JACK G. BLACKWELL, Hampton Cove 8th Congressional District Term Ending in 2011 JOHN C.H. MILLER JR., Mobile 1st Congressional District JAMES W. RANE, Abbeville 3rd Congressional District VIRGINIA N. THOMPSON, Opelika 3rd Congressional District DWIGHT L. CARLISLE, Tallassee 4th Congressional District CHARLES E. BALL, Gadsden 5th Congressional District SARAH B. NEWTON, Fayette 7th Congressional District BYRON P. FRANKLIN, Hoover 9th Congressional District At-Large Members CHARLES D. McCRARY (Term ends in 2011) Birmingham, ala SAMUEL L. GINN (Term ends in 2012) San Mateo, Calif

3. Colleges of the Auburn University The University has the following Colleges through which research and education in more than 130 areasareimparted : 1

3.1 College of Agriculture College of Business College of Education Samuel Ginn College of Engineering College of Human Sciences College of Liberal Arts College of Sciences and Mathematics College of Architecture, Design and Construction School of Forestry and Wildlife Sciences College of Human Sciences College of Liberal Arts School of Nursing College of Sciences and Mathematics College of Veterinary Medicine.

Methods/Style of Administration Element of differenti 1 Personal interview method Mail method Telephone interview method

ation No of samples Not very high due time constraint Large no samples can be contacted Much more sample can be contacted as less time required Time Is used when adequate time is available Used when considerable time is available Cost Highest Lowest Moderately high as compared to MM Accuracy Highest due to personal interaction and data recording with right understanding Not very high due to a. Response rate not more than 20 to 25% b. Wrong interpretation of Qus. can not be sorted out. Use Not much useful when large geographic area is to be cover due to cost constraint For geographically scattered samples this is best suited For outstation samples the cost could be prohibitive hence useful local surveys 1 Fairly high but depends on skill of interviewer in sorting out misinterpretati on of Qus. Used when very short is available

only. Infrastruc ture Huge infrastructure in form of project leader, research officer and investigators required Drawback s/Limitati ons If investigators are not trend, he himself might fill up Questionnaire Questionnaire might not be filled up by intended person It is impossible to judge person contacted is desired person as such the 1st name of sample must be known Almost negligible In terms of skilled telephone operator and data base

Internet Interviewing Web interviewing

Email survey All type of Exam

Applications marketing surveys CAT Admissions

APPLICATIONS Study of competitor's product where PI/MM/TI may not be possible due to cost, time Ect. Marketer can heir a .com company to study competitor's actions

LIMITATIONS No. of PC owner/internet users are limited 1

This type of survey can not be for masses but for classes

(a)

ANALYSIS

Analysis of data FINDINGS Qualities Rank OF IITM 1 2 3 4 5 6 Masculine Feminine Status Sophisticated Cool / Hep Glamorous 5 1 3 4 5 2 6 2 5 3 4 1 Rank for OTHERS 0 1 2 1 1 1

Summary of Findings Correlation 1 2 3 4 5 6 Glamour Feminist Mascutinity Status Sophistication Cool / Hap There is not a significant Difference There is a significant Difference There is a significant Difference There is a significant Difference There is not a significant Difference There is a significant Difference

ANALYSIS Sample Composition In all, group members as a part of our survey visited 52 households. 12 of them revealed that they were entirely depende. Therefore these respondents were not considered for answer the questionnaire. The remaining 40 thereby formed the sample size of our survey.
Sample size = 40 Sex

Male Female

Sample Size = = 40 Sample Size 40INCOME GROUP

<5000 5001-10000 10001-15000 >15000

6 14 10 10 0 2 4 6 8 10 12 14 16

Sample Size = 40 AGE GROUP

15 10 5 0
<25 25-34 35-44 >44

14 9

12 5

Sample Size = 40IN HOUSEHOLD MEMBERS

1 2 3 4 5 6

5%

28%

10% 14%

24%

19%

Findings of Survey
Sample Size = 52
23%

77%
Yes No

BIBLIOGRAPHY 1

Bradley, Nigel Research. Tools and Techniques.Oxford University Press, Oxford, 2010 Marder, Eric The Laws of ChoicePredicting Behavior (The Free Press division of Simon and Schuster, 1997. ISBN 0-684-83545-2 Kotler, Philip and Armstrong, Gary Principles of Pearson, Prentice Hall, New Jersey, 2007 ISBN 978-0-13-239002-6, ISBN 0-13-239002-7 Crimp, M. and Wright, L. T. (1995) The Research process, 4thedition, Prentice Hall, London. Chapter 1, pp. 1-19. Imms, M. and Ereaut, G. (2002) Introduction to qualitative research, Sage, London. Kumar, V., Aaker, D. A. and Day, G. S. (2002) Essentials of research, 2nd edition, Wiley, New York. Chapters 2 and 3, pp. 29-66. Proctor, T. (2003) Essentials of research, 3rd edition,Financial Times Prentice Hall, Harlow. Chapter 1, pp. 17-21.