11. Best Practices adopted. If any

The University has introduced a number of practices which can be termed as Heathy Practices and the following two can be termed as the Best Practices which have been successfully implemented.

Best Practice- I

Title of the Practice: University Industry Linkages

It has been a common perception that there is a gap between industry and academia in terms of what is required by industry and what is taught by the educational institutions. Chandigarh University took this initiative right from 1^st year to ensure this gap is minimized and ultimately bridged, Chandigarh university industry linkage is a capstone Program –

1. Objectives of the practice:

· Curricula development in consultation with industry for effective learning experience of undergraduate and post graduate students

· Training of faculty by industry experts

· Providing opportunity of real time exposure through on the floor training and internship for students & faculty.

· Establishing industry sponsored labs on the campus for skill enhancement of student and faculty

· Planning future development of the university in consultation with industry and to introduce new programs in cutting edge technologies in collaboration with industry.

· Addressing industry problems for their research and consultancy based solutions.

· Providing Undergraduate and Postgraduate Students Real time learning Interface

· Enhancing scope of employability through student internships.

2. The Context

· University- industry linkages are planned based on long term and short term collaborations. Beyond the teaching, research, entrepreneurial taxonomy, the broader purpose is to contribute towards the social and economic development.

· Capacity building of students is done as per the demand and dynamic changes in the industry.

· To bridge the credibility gaps the government policies and industry recommendations are implemented in the curriculum through entrepreneurial paradigm and academic structures.

· The academic structures are modified to enable them to compete for dynamic change responding to the global competition.

· A collaborative effort to attain mutually compatible goals of technological innovation, enhancing global competitiveness and economic growth based on the need to establish closer ties with the community and to stimulate social, political, economic and technological forces.

· An opportunity to develop potential for international technology transfer and diffusion.

· Helps in crowding out the Employability skills among the students

3. The Practice:

· The University has established Chandigarh University Corporate Advisory Board (CU-CAB) with more than 250 members. These members include top management and technical experts from Indian industry and MNCs like Microsoft, IBM, H.P. Cognizant, Oracle, Wipro, Tech Mahindra, Honda, Hyundai, Panacea Biotech, Patanjali, Accenture, Delloite, ICICI, HDFC, etc.

· Industry collaborated courses are run in various disciplines like CSE, MBA etc.

· Various Industry Sponsored Laboratories and facilities have been created with in the campus for the benefit of students and faculty.

· First year students are provided corporate mentoring to give them firsthand knowledge about employment avenues, desired skill sets and best options. This program is called corporate mentoring of fresh men.

· Faculty skill enhancement programs are done by industry experts both on the campus as well as in the industry.

· Student internships are provided for training, leading to quality placements.

· The credibility of the University and its accreditation by the industry leads to enhanced placement drives with about 697+ companies visiting campus for campus placement in 2020.

· The highest pay package achieved by students also has been increasing very fast.

· Specialized training seminars/guest lectures are arranged for the students to learn advanced technologies.

· Students get the opportunity to enhance graduate skills, and ensure a smooth and effective transition between university and business environments.

· Students acquire hands-on experience before finally joining the job market.

· Students are kept well-informed of the latest trends in the job market and industrial needs by imparting highly pragmatic professional training.

4. Evidence of Success:

· University’s exclusive Apex Institute of Technology is offering Industry collaborative courses in Engineering and Business Management. Course like B.E. (Hons.) in Cloud Computing, Big Data& Analytics, Information Security and MBA Business Analytics in Collaboration with IBM similarly MBA in Banking and Financial Engineering is being offered with collaboration of ICICI (Direct), Tally and FLIP. In this model the curriculum is jointly designed by the partner industry and the University. More than 40 % of course contents are covered by the technical experts from the industry. Faculty of Chandigarh University also get trained by the partner industry under the train the trainer program.

· A number of industry sponsored labs and infrastructure have been created. In all about 25 such facilities are available in the campus including Microsoft Azure Cloud Lab, Wipro Lab, IBM software Lab for emerging technologies, Tech Mahindra Lab, Cisco Lab, HPE Center of excellence, Virtusa Center of Excellence, Honda Skill and Research Lab, Hyundai Professional Center, Intel Intelligent Systems Lab. etc.

· University has industry experts in Board of Studies of every academic program. Some syllabus is also delivered by the Industry experts which add value to the quality education.

· Due to Strong University-industry linkages the number of companies visiting the University for the placement has increased manifold. In the year 2020, 697+ companies visited Chandigarh University for the placement purpose.

· The highest package offered to the Chandigarh University students is 1.7 lakhs in the year 2021.

5. Problems encountered and resources required:

Collaboration of University and industry provides a competitive advantage by creating synergy but also give challenges.

· Industry is sensitive about the necessity of specialized educational platforms within the programs and similar contribution is ensured from the university to meet the expectations.

· University sometimes is not aware of the real problems that the industries face. The curriculum of all the technology-based programs need to be modified every year as per the job market.

6. Note:

· The University holds a meeting of Chandigarh University Corporate Advisory Board (CU-CAB) every year since 2014.

· From 2014 itself each year interactive session of students is held with corporate leaders.

· At least two industry nominated experts are members of each Board of Studies.

· A total 25 industry sponsored facilities for student training have been established on the camps of CU.

Best Practice- II

Title of the Practice: Summer Semester for compensatory classes

-a program meant for slow learners in order to make them capable of competitive world outside.

1. Objectives of the Practice

· To enable slow learners to complete the courses in their own pace and provide an opportunity to students who are unable to cope up with other average and fast learner students.

· Some student have difficulty in adapting with the pace of the studies – those who have the wherewithal but need more time – and hence unable to attend classes to get 75% attendance.

· Some students miss classes due to unforeseen circumstances like prolonged illness, accidents, loss of kith and kin etc. and have an attendance percentage less than 75%

· A few students of pre-final year students (marginal cases of CGPA) need improvement opportunity so as to appear for placements

2. The Context

· Compensatory courses are announced by Institute/Department with the approval of the Dean Academic Affairs.

· As per the guidelines of UGC, the university has adopted the concept of Flexible Choice Based Credits System and the students have a choice to opt for compensatory classes during the June and July months (Summer Semester) as approved by the Dean Academic Affairs.

· Maximum two theory courses and one practical course is permitted to a student during the summer semester and the student has to meet the minimum attendance criteria in these courses along with satisfactory performance within continuous internal assessment components.

3. The Practice

· Students securing ‘D’, ‘E’, ‘F’ & ‘I’ Grades can apply for the summer term in order to improve their grades. Improved grades replace the earlier grade or else earlier grade will be retained.

· The evaluation process for summer semester/ compensatory classes is same as followed during regular semester i.e. students have to repeat the entire process (Internal component &End semester exams).

4. Evidence of Success

1. Students are able to achieve a pass percentage as near to the regular ones.

2. Students get individual care due to less strength of students studying under summer semester.

3. Out of 8/9 courses in a semester, students appear for subjects as compensatory courses thereby lightening their burden according to their capacity during regular study

4. Students who suffer from lack of attendance due to unfortunate circumstances like medical problems, loss of near and dear ones in the family make use of flexibility and save their precious years

5. In Session 2019-20, about 9.8 percent of students have applied for summer term Compensatory classes.

5. Problems encountered and resources required:

· Sometimes problem arises that the vacation of the faculty clashes with the compensatory classes of the students, in these cases faculty are provided earned leaves in order to compensate their effort towards this duty.

· Fast learners also opt for these compensatory classes in order to improve their grades or knowledge which effect the class atmosphere meant for slow learners.

· Compensatory classes clashes with the trainings / special workshops of the students offered in summer vacations and these clashes are removed by opting flexible timings for some courses.