self assessment report - islamabad campus (fy 2016-17... · of higher education commission ......

RIPHAH INTERNATIONAL UNIVERSITY

FAISALABAD

SELF ASSESSMENT REPORT

M. Phil. Urdu

Department of Urdu

June 2017

Prepared by: Department of URDU

Reviewed and Edited by: Quality Enhancement Cell

FSD_M. Phil (Urdu) _June 2017 2

Table of Contents

1.0 Executive Summary................................................................................................. 51.1 Objectives ................................................................................................................ 51.2 Execution ................................................................................................................. 52.0 Introduction.............................................................................................................. 72.1 University Mission Statement.................................................................................. 72.2 Department of Urdu ................................................................................................. 72.3 Program Selected ..................................................................................................... 72.4 Program Evaluation ................................................................................................. 73.0 Criterion 1: Program Mission, Objectives and Outcomes ....................................... 73.1 Standard 1-1 ............................................................................................................. 8

3.1.1 Program Mission Statement.......................................................................... 8۔ کروانا سیتدریاریمع یک ادبوزباناردو کو لباتطاوطلبا۔1 ............ Error! Bookmark not

defined.3.1.2 Program Objectives....................................................................................... 83.1.3 Alignment of Program Objectives with Program & University MissionStatements ................................................................................................................... 83.1.4 Main Elements of Strategic Plan................................................................... 8

3.2 Standard 1-2 ............................................................................................................. 93.2.1 Program Outcomes........................................................................................ 9

3.3 Standard 1-3 ........................................................................................................... 103.3.1 Course Evaluation....................................................................................... 103.3.2 Teachers Evaluation.................................................................................... 11

3.4 Standard 1-4 ........................................................................................................... 143.4.1 Graduates/Undergraduates enrolled in last three years............................... 143.4.2 Student Faculty Ratio:................................................................................. 143.4.3 Average GPA per semester:........................................................................ 143.4.4 Average Completion time........................................................................... 143.4.5 Employer Satisfaction................................................................................. 143.4.6 Students Course Evaluation Average Response Rate................................. 143.4.7 Students Faculty Evaluation ....................................................................... 143.4.8 Research...................................................................................................... 143.4.9 Community Service .................................................................................... 153.4.10 Students/Teachers Satisfaction ................................................................... 15

4.0 Criterion 2: Curriculum Design and Organization................................................. 154.1 Title of Degree Program ........................................................................................ 154.2 Definition of credit hour: ....................................................................................... 154.3 Degree plan ............................................................................................................ 154.4 Curriculum Breakdown.......................................................................................... 174.5 Courses Information............................................................................................... 184.6 Standard 2-1 ........................................................................................................... 244.7 Standard 2-2 ........................................................................................................... 244.8 Standard 2-3 ........................................................................................................... 254.9 Standard 2-4 ........................................................................................................... 25


4.10 Standard 2-5 ........................................................................................................... 254.11 Standard 2-6 ........................................................................................................... 254.12 Standard 2-7 ........................................................................................................... 265.0 Criterion 3: Laboratories and Computing Facilities .............................................. 265.1 Standard 3-1 ........................................................................................................... 265.2 Standard 3-2 ........................................................................................................... 265.3 Standard 3-3 ........................................................................................................... 266.0 Criterion 4: Student Support and Advising............................................................ 266.1 Standard 4-1 ........................................................................................................... 276.2 Standard 4-2 ........................................................................................................... 276.3 Standard 4-3 ........................................................................................................... 277.0 Criterion 5: Process Control................................................................................... 287.1 Standard 5-1 ........................................................................................................... 287.2 Standard 5-2 ........................................................................................................... 297.3 Standard 5-3 ........................................................................................................... 307.4 Standard 5-4 ........................................................................................................... 307.5 Standard 5-5 ........................................................................................................... 328.0 Criterion 6: Faculty................................................................................................ 338.1 Standard 6-1 ........................................................................................................... 338.2 Standard 6-2 ........................................................................................................... 348.3 Standard 6-3 ........................................................................................................... 359.0 Criterion 7: Institutional Facilities ......................................................................... 359.1 Standard 7-1 ........................................................................................................... 359.2 Standard 7-2 ........................................................................................................... 369.3 Standard 7-3 ........................................................................................................... 3610.0 Criterion 8: Institutional Support ........................................................................... 3610.1 Standard 8-1 ........................................................................................................... 3610.2 Standard 8-2 ........................................................................................................... 3710.3 Standard 8-3 ........................................................................................................... 3711.0 Conclusion ............................................................................................................. 3811.1 Strong Areas........................................................................................................... 39


List of Annexure

Annexure A: Employer Survey

Annexure B: Alumni Survey

Annexure C: Students Course Evaluation

Annexure D: Students Teacher Evaluation

Annexure E: Research Papers List

Annexure F: Graduating Students

Annexure G: Faculty Survey

Annexure H: Faculty Resume

Annexure I: Lab Safety Precautions

Annexure J: AT Findings

Annexure K: Implementation Plan

Annexure L: Faculty Course Review

Annexure M: Rubric Report


1.0 Executive Summary

This report is being prepared almost at the end of the assessment cycle for

selected programs of Riphah International University, as per requirements

of Higher Education Commission (HEC). Quality Enhancement Cell (QEC)

was formed in Riphah International University in Oct 2009. Program Team

Members of all three faculties, notified by University, worked with Dir QEC

to pursue the application of Self-Assessment Manual in their respective

departments. From each faculty one program was selected.

In this report, Department of Urdu (FSSH), M. Phil Urdu program was

selected for self-assessment, evaluation and improvements. A strong

commitment of Respected Vice Chancellor to support QEC made the

difference and resultantly, a cycle of assessment is about to complete.

1.1 Objectives

Following are the two main objectives of the self-assessment report: -

a To implement Self-Assessment Manual in selected program with a

view to improve quality in higher education.

b To identify the areas requiring improvements to achieve objectives

through desired outcomes.

1.2 Execution

A soft copy of self-assessment manual was given to all faculty members.

Quality Awareness Lecture and Workshop on preparation of Self-

Assessment Report (SAR) were arranged for the Deans/In-charge

Programs and Program Team (PT) Members of the selected program.

Hard copies of HEC issued 10 proformas, 8 criteria and 31 standards were

provided to PT members to evaluate their respected program against

defined standards. The PT members with an intimate support and follow up

of QEC, completed the SAR and forwarded to QEC in given time frame.

After reviewing SAR, QEC arranged visit of Assessment Team to the

selected program. QEC Officer accompanied the AT Team and participated


in discussions with In-charge Program / Program Team members and

available faculty members.

The Chairman AT during his visit, indicated salient points of the SAR,

account of his discussions with the faculty members, improvements

required in the infrastructure, syllabi and training of the faculty and support

staff.

The implementation plan indicates the resources required to improve the

infrastructure, environment in the classes and E-Learning The tasks have

been completed on fast track by the combined efforts of Head of

Department, QEC officer and Administration of Faisalabad Campus.

At the completion of Self-Assessment cycle, QEC is going to submit the

hard and soft copy of SAR to HEC by 30 June 2017.

DirectorQuality Enhancement Cell


Self-Assessment Report

2.0 IntroductionRiphah International University is a private university, chartered by the

Federal Government of Pakistan in 2002. The university was established

with a view to produce professionals with Islamic moral and ethical values.

The Riphah International University is committed to promote and impart

quality education with character building of the new generation in the light

of Islamic principles and values. Riphah International University is

committed to a value based integrated educational philosophy. It is running

10 faculties in 3 different campuses.

2.1 University Mission Statement

Establishment of state of the art educational institutions with a focus on

inculcation of Islamic ethical values.

2.2 Department of UrduDepartment of Urdu is running following programs:

a. M. Phil Urdu

2.3 Program SelectedRiphah International University has selected the M. Phil Urdu program for

Self-Assessment Report (SAR) for the year 2016-17 under the directives of

Higher Education Commission (HEC).

The selected program has been approved by the Board of Advance

Studies & Research (BASR) and Academics Council of the University. The

program has inbuilt mechanism for the revision of syllabi, has competent

faculty and adequate infrastructure. New and modern tools have been

introduced in the program to conduct research and quality teaching.

2.4 Program EvaluationThe program is being evaluated based on 8 criterion and 31 standards as

given in the Self-Assessment Manual provided by Higher Education

Commission (HEC)

3.0 Criterion 1: Program Mission, Objectives and Outcomes


3.1 Standard 1-1The program must have documented measurable objectives that

support institution mission statements.

3.1.1 Program Mission Statement

آج کل دنیا بھر میں اردو سیکھنے والوں کی تعداد میں اضافہ ہورہا ہے لوگ اردو سیکھنا چاہتے ہیں کیونکہ یہ ہمیں مختلف تہذیبوں سے جوڑتی ہے ۔اس سے بڑھ کر دور حاضر کی ϕѧѧѧѧѧѧѧϧΗ Ω ϡѧѧѧѧѧόΗ�έϭέ Εέѧѧѧѧ�ϡ٫έѧѧѧѧϓ�ϭѧѧѧѧγ ـ�Αόѧѧѧѧη؟�Ύѧѧѧѧ۔ ѧ٫ف έΎѧѧѧѧϣ؟�٫ѧѧѧѧ ϧΎϧ یهی

ϡـ� έΎѧѧѧѧΑف�ѧѧѧѧ�ϭΩέ؟�ѧѧѧѧ ϭΟΗѧѧѧѧѧѧѧγΟ�؏؟ϣ έѧѧѧѧ�؏�ϡѧѧ؟�٫ѧѧف�ѧѧ٫�ϥѧѧηϣ ΕϻΎѧѧΣف�ѧѧγϭѧѧѧѧ�؏ϭѧѧѧѧϟϭف�ѧѧѧѧϧϬέ ی �Ρέρέѧѧ٫�؏Ύ٫ ϡ�Εϟϭ٬ѧѧѧѧѧѧγ ϭѧѧ٫�έѧѧγ۔

3.1.2 Program Objectives

The program is designed to achieve the following objectives on completion

of degree:

اطالق کے ایم ۔فل اردو کے سکا لزکو قدیم وجدید تنقیدی نظر یات سے آگاه کرنااور ان نظریات کے ۔1

قابل بنانا۔

سے متعلق معلومات بہم پہنچانا۔ خلیقی ، تنقیدی اور تحقیقی سرماے۔اردو زبان و ادب کے ت2

تحقیق سے سکالز کو متعارف کروانااور عمل میں ال نا۔۔ جد ید طر یقہ ہاے 3

اردو کوسرکاری زبان کی حیثیت سے اپنانے کے لیے رجال کار کی تیاری ۔۔4

زبان کی ترقی اور اس کا فروغ۔اردو ۔5

3.1.3 Alignment of Program Objectives with Program & University Mission

Statements

Program objectives intend to impart not only theoretical information to

students but moral and ethical information as well. Riphah International

University provides a platform to students to get knowledge of their

desired field and learn the Islamic ways in order to carry out their duties.

3.1.4 Main Elements of Strategic Plan

3.1.4.1 Curriculum Design

The duration of the M. Phil (Urdu) course shall be two academic years

with four semesters. There must be 2 semesters for research work.

3.1.4.2 Practical Work

Not Applicable


3.1.4.3 Projects

After the completion of 24 credit hours’ course work, students are

required to submit a research thesis of 6 credit hours related to their field

of interest with the final approval of BOS/BASAR.

3.1.4.4 Internships/Ground visits Tours/Visual Demonstrations

University arranges the ground tours for students at defined stages

during the execution of program. The university keeps in touch with the

potential sports industry and other units for student’s training possibilities

through a very well-defined system. Department of Urdu has one Liaison

officer who mutually looks after the possibilities for international couches

visits and lectures with students.

3.2 Standard 1-2

The program must have documented outcomes for graduating

students. It must be demonstrated that the outcome supports the

program objectives and that graduating students are capable of

performing these outcomes.

3.2.1 Program Outcomes

1. Students shall be able to go for higher education (Ph.D.) in Urdu

2. Students shall be able to introduce political economy of televisionsports rights.

3. Students shall be able to demonstrate the concept of motivation of

sports consumer.

4. Students will be able to understand the basic concept of legal

systems regarding sports and physical education and activities.

Program

Objectives 1 2 3 4


1 x x

2 x x

3 x x

4 x x

5 x x

Table 2: Outcomes versus Objectives

3.3 Standard 1-3

The results of Program’s assessment and the extent to which they are

used to improve the program must be documented.

The program assessment has been done by launching HEC Performa

number 1 and 10. The students of the program evaluated the courses and

teachers in the program.

3.3.1 Course Evaluation

Courses evaluation is shown in the following graphical chart:

Figure 1: Course Evaluation Bar Chart


Through this evaluation, students have graded the courses against the

structure, method of teaching, learning outcomes, objectives and practical

implementation of theory. The total graded marks are 5. `

Following is the list of courses that are being evaluated by the students

along with their course code and graded scores.

Sr. No Course Name Score

1 Iqbaliyat 4.65

2 اطالقیوعملیوتدوینتحقیق 4.61

3 لسانیات 4.7

4 Farsi 4.68

5 Arbi 4.69

6 Hindi 4.65

7 Asool o Tanqeed o Inteqad 4.65

8 Jadeed tanqeed 4.7

9 Tarjuma Kari 4.68

3.3.2 Teachers Evaluation

Teacher’s evaluation is shown in the following graphical chart:

Figure 2: Teachers Evaluation Graph


Through this evaluation, students have graded the teachers against lecture

preparation, punctuality, general behavior, subject knowledge and teaching

method. The total graded marks are 5.

Following is the list of teachers that are being evaluated by the students

along with the serial number and graded scores.

Sr. No Teacher Name Score

1 Mr. Jalal-ud-Din Numani 4.65

2 Dr. Jamil Asghar 4.61

3 Dr. Shahida Yousaf 4.7

4 Dr. Jamil Asghar 4.68

5 Mr. Jalal-ud-Din Numani 4.69

6 Dr. Aslam Zia 4.65

7 Dr. Habib-ur-Rehman 4.71

8 Mr. Ikhlaq Haider Abadi 4.66

9 Dr. Akhtar Cheema 4.65

10 Dr. Asif Awan 4.66

Faculty carried out in house discussion and analyzed the feedback and

identified the areas of improvement. A discussion with In charge graduate

stream was also held. They decided to go through the identified areas in

Board of Studies to finalize the recommendations for improvement to be

presented in Board of Faculty and Academic Council.

The Dean and In charge Program also discussed the teachers evaluation

results and decided to carry out counseling of teacher who are below par. It

was also decided to conduct training sessions for teachers who are not

performing at expected level.

The strengths and weaknesses of the program are:

Strengths

a. The development and designed of curriculum is upon well-defined and

approved criteria

b. The examinations are held on schedule.

c. Academic outlines are fully prepared in advance


d. The number of courses along with their titles and credit hours for each

semester, course contents for degree program are fully planned

e. Clear admission, registration and recruiting policy

f. HEC rules are fully observed in true letter and spirit

g. Proficient & qualified faculty

h. Research paper based degree

i. Weekend classes

j. Admirable Students-Teacher Ratio

Weaknesses

a. Computing Lab equipped with 30 latest computers for M Phil/Ph D

Scholars required

b. Common room/space for research oriented activities for male students

required

c. Class rooms improvements

d. Departmental library is required

Significant future development plans for the program are categorized as short

and long term arrangements which are as under:

a. Short term arrangements include improvement of existing infrastructure to

run the program in much better environment by replacing or adding

curtains in classrooms, changing of white boards, and performance

enhancement of the cooling system in the classes. Prepare handouts,

brochures and pamphlets for advisory services.

b. While the long term arrangements include procurement of high value

items like multimedia, additional air conditioners, improvement in sound

systems and up gradation of lab equipment. On the academic side, the

future development plans for the programs include training programs for

junior faculty members to enhance their teaching capabilities, revision of

course syllabi and overall enhancement of knowledge and skills of all


faculty members in relation to the latest global advancements in the field

of Statistics through exchange program, short trainings and collaborative

research projects within and outside Pakistan.

3.4 Standard 1-4

The department must assess its overall performance periodically

using quantifiable measures.

3.4.1 Graduates/Undergraduates enrolled in last three years

A Total of 233 students (M.Phil Program) enrolled during the last three

year as per following yearly breakdown:

Year 2015 74 Year 2016 125 Year 2017 34

3.4.2 Student Faculty Ratio:

17-13.4.3 Average GPA per semester:

Average GPA per semester for the batch enrolled in Spring 2016 is asunder:Semester 1 3.16Semester 2 3.09Semester 3 3.29Semester 4 3.01

3.4.4 Average Completion time

Average Completion time for graduate program is 2 years.

3.4.5 Employer Satisfaction

Not Applicable

3.4.6 Students Course Evaluation Average Response Rate

Students course evaluation average response rate for all courses is 18.05.

3.4.7 Students Faculty Evaluation

Students evaluated faculty and the feedback was taken by QEC staff.

3.4.8 Research

The program faculty members published research papers in international

and national journals.


3.4.9 Community Service

Not Applicable

3.4.10 Students/Teachers Satisfaction

The department maintains a ratio of 4:1 for the academic (technical) and

administrative non-technical staff which fulfills the standard set by the

HEC.

Students: In person discussion in classes by QEC staff with students

while taking the feedback, indicated highly positive reactions. The

students were extremely satisfied with the standard of teaching and

teacher’s behavior. The students awarded to the teachers in response to

the evaluation Performa. A reasonably good percentage was happy with

university environment and administrative support services of the

department, while, a few gave suggestion for improvements in

administrative facilities like canteen and games etc.

Teachers: Teachers have mix reactions about the prevailing

environment in the department. However, teachers were extremely

satisfied with the support they are getting from the department, their future

promotion in the department and general environment in the university.

4.0 Criterion 2: Curriculum Design and Organization4.1 Title of Degree Program

M. Phil. Urdu

4.2 Definition of credit hour:Three credit hour are 3 hours of theory lecture in a week.

4.3 Degree plan

Following is the list of courses taught in the selected program. Section 4.5shows the details about these course including pre-requisites.


Semester wise Proposed Course Offering Fall 2016 (M.Phil) (Students have to optfour courses in first & second semesters)

1st Year Semester-I 1st Year Semester-II

Course Title Course

code

Cr. Hr. Course Title Course

code

Cr. Hr

اصول نقد وانتقاد

Asule NaqduIntiqad

URD 701 3 Lasaniatلسانیات URD 705 3

Tarjumeکا فن ترجمےKa Fun

URD 702 تحقیق و تنقید اقبالیات 3Tehqeeq U Tanqeed

Iqbaliat

URD 706 3

جدید تنقید ی نظریات Jadeed Tenqedi

Nazariat

URD 703 3 تحقیق وتدوین عملی واطالقی

Tehqeeq UTadween(Amli-U-

ltlaqi)

URD 707 3

Asuleاصول تحقیق Tehqeeq

URD 704 3 مشرقی زبانیں (ہندی عربی) ،فارسی ،

EasternLanguages(Hindi,Persian &Arabic)

URD 708 3

Total 12 Total 12

In third and fourth semester, students may work on their research projects orproposals.

Course work

2nd Year Semester-3

Course Title Course code Cr. Hr.

sehatصحت زبان اردو e zuban urdu URD 709 3

Urduی اہم تحریکیں اردو ادب ک Adab ki Tahreekain URD 710 3


4.4 Curriculum Breakdown

SemesterCourse

Number

Category (Credit Hours)

UrduCore

Courses

Humanities

and Social

Sciences

Technical

Electives

/ OthersUrdu Phyi

1

URD -701

URD -702

URD -703

URD -704

9 3

2

URD -705

URD -706

URD -707

URD -708

12

3

Presentation of

reviewed

research

proposal

3

4

Presentation of

research

thesis, and final

defense

3

Table 3: Curriculum Course Requirements (table 4.3)

Note: Total Credit Hours = 30


4.5 Courses Information

4.5.1 انتقاد واصول نقد (URD-701)4.5.1.1 Objectives

لیے تنقید بے حد فعال مضمون ہے ۔کے حسن و قبح کو واضح کرنے کے ادب۔1اس مضمون کے مطالعے سے تنقیدی صال حیت یعنی تجزیہ کرنے کا عمل عمده و تیز ہو تا ہے۔۔2 ۔ کسی بھی تخلیق کو تنقیدی شعور کے بغیر پڑھنا بےکار رہتاہے۔3۔تنقید ادب کی تفہیم کے لیے بےحد ضروری ہے۔ 4کیے بغیر ادب کا مطالعہ ایک فطری رشتہ ہے لہذا طالب علموں پر اس کی حقیقت اجا گر میںتنقید اور تخلیق ۔5

بے معنی رہتاہے۔۔تحقیق کو بھی تنقید کے بغیر نہیں سمجھا جا سکتا ۔6

4.5.1.2 Books

* ا بدعلی عا بدسید ع:اصول انتقاد ادبیات * وزیر آغا:معانی و تنا ظر * ڈاکٹر سید :اشا رات تنقید عبدهللا

* ڈاکٹر سجا د با قر رضوی:مغر ب کے تنقیدی اصول * ڈاکٹر سلیم اختر:نفسیا تی تنقید تحلیل *کلیم الدین احمد:نفسی اور ادبی تنقید

* محمد ہا دی حسین:مغر بی شعر یات * یجمیل جا لب:ارسطو سے ایلیٹ تک مقدمہ شعر و شا * الطاف حسین حالی:عری

* عباوت بر یلوی:اردو تنقید کا ارتقا * شبلی نعما نی:علم الکالم اور الکالم مو ازنہ انیس و دبیر * شبلی نعمانی:

* محمد حسین آزاد:آب حیات * محمد حسن عسکری:جدید یت * جلد اول (مقاال ت محمد حسن عسکری)و دوم

* کلیم الدین احمد:ر اردو تنقید پر ایک نظ * متر جم عزیز احمد:بو طیقا * فر مان :تحقیق و تنقیدفتحیوری

* ڈاکٹر احسن فا روقی:تخلیقی تنقید * ڈاکٹر سلیم اختر:آل احمد سرور*تنقیدی دبستان:تنقیدی اشا رے4.5.2 کافن ترجمے (URD-702)4.5.2.1 Objectives

ک اہم ضرورت ہے لہذا اس مضمون کو پڑھانے کے فن تر جمہ نگاری ادب اور صحافت کی ایمقاصد درج ذیل ہیں:

طلبہ و طا لبات کو فن تر جمہ کی اہمیت و افادیت متعارف کروانا ۔ فن تر جمہ کے مسائل مشکالت سے آگاه کرنا۔ ترجمہ اور تر جمانی کے فرق کو سمجھا نا ۔

جد ید فنی اصطال حات کو اردو کا جامہ پہنچانا۔ لف تراجم کے مطا لعے کے ذریعے تر جمے کے معا ئب و محاسن سے آگا ہی ۔ مخت

4.5.2.2 Books

فن تر جمہ کا ری (ڈاکٹر صو بیہ سلیم ، محمد صفدر رشید)*مغرب سے نثری تراجم (ڈاکٹر مرزا حامد بیگ)

)*فن تر جمہ کے اصولی مبا حث (مظفر علی سیدتر جمہ کا فن (ڈاکٹر قمر رئیس )*

)اعجاز راہی (*روداد سیمینار اردو زبان میں تر جمے کے مسائل

4.5.3 (URD-703)جدید تنقیدی نظریات


4.5.3.1 Objective

۔جدید تنقیدی نظر یات بنیادی طور پر مغر بی مفکرین کی اختر اع ہیں اور خا ص طور 1ا فہ کی حیثیت رکھتے پر لسا نی تنقید کے حوالے سے روایت مشر قی تنقیدی نظر یات میں اض

ہیں مگر ہمارے اکثر اسکالز ان جد ید تنقیدی نظر یات سے واقف نہیں ہیں۔ اس کورس کو متعارف کروا نے کا مقصد اسکا لز کو جد ید تنقیدی رجحانات سے وا قف کرا نا ہے۔

۔جد ید تنقیدی ر جحانات کے مثبت اور منفی پہلو و ں کا جا ئزه لینا۔2شعور پیدا کر نا۔۔لسانی تنقیدی3

4.5.3.2 Books

ڈاکٹر وزیر آغا:معنی و تناظر * ڈاکٹروزیر آغا:تنقید اور جدید اردو تنقید ساختیات اور سائنس *ڈاکٹروزیر آغا:

* ڈاکٹر گوپی چند نارنگ:ساختیات، پس ساختیات اور مشرقی شعریات اردو مابعد *ڈاکٹر گوپی چند نارنگ:جدیدیت پر مکالمہ * یونس خان :ی اور لسانی تحریکیںجدید ادب

ایڈووکیٹ* ضمیر علی بدایونی:جدیدیت اور مابعد جدیدیت * مابعد جدیدیت۔۔۔ تحفظات

فہیم اعظمی:وامکانات*Edited by: David Lodge Modern Criticism & Theory

4.5.4 (URD-704)اصول تحقیق 4.5.4.1 Objective

رواناک تعارف کا منہج کے تحقیقطلباکو۔ 1 کرنا آگاه سے تحقیقاصولبنیادی۔ 2 کرنا پیداصالحیت کی انتخابات کے تحقیقموضوع۔ 3کرنا آگاه سے مراحلتحقیقی۔ 4

4.5.4.2 Books

)تحقیق کا فن ( از ڈاکٹر گیان چند*)از پر و فیسر محمد عارف(تحقیقی مقا لہ نگا ری *)ویر احمد علویاز ڈاکٹر تن(اصول تحقیق و تر تیب متن*)از ڈاکٹر تنویر احمد علوی(متن اور تنقید متن *)از رشید حسن خان(ادبی تحقیق *)ادبی تحقیق ( از جمیل جا لبی*)ادبی تحقیق کے اصول (از عبدالرزاق قریشی*)تصنیف و تحقیق کے اصول (از قا ضی عبدالقادر*)متنی تنقید (از خلیق انجم*

4.5.5 ت لسا نیا (URD-705)4.5.5.1 Objective

طلبہ و طا لبات کو اردو زبان کے آغاز وارتقا کے بارے میں معلو مات فراہم کرنا ۔۔ 1اردو زبان کے بارے میں لسانیات کے ماہرین کے نظریات اور تصورات سے ۔2

متعارف کرانا۔زبان کی تاریخ کے اولین ادوار کی رودار بیان کرنا۔۔3مبادیات سے آگاہی فراہم کر نا۔لسانیات کی ۔4

.


4.5.5.2 Books

پر وفیسر خلیل صد یقی ۔ زبان کیا ہے ؟1پر وفیسر خلیل صد یقی۔ زبان کا مطا لعہ 2پر وفیسر خلیل صد یقی۔ زبان کا ارتقا 3مر تبہ مظہر محمود ۔ مقاال ت حا فظ محمو د شیر انی (جلد اول )4

شیر انی پنجا ب یو نی ورسٹی ، ال ہور ۔ تا ریخ ادبیات مسلما نان پاک و ہند (جلد اول )5پر وفیسر حا فظ محمود شیرانی ۔ پنجا ب میں اردو 6ڈاکٹر مسعود حسین خان۔ مقد مہ تا ریخ اردو زبان 7ڈاکٹر شو کت سبزوار ی ۔ داستان زبان میں اردو8نصیر الد ین ہا شمی۔ دکن میں اردو 9

جا بر علی سید ۔ کتب لسا نیات کا تحقیقی و لسا نی جا ئزه (جلد اول )10وارث سر ہند ی ۔ کتب لسا نیات کا تحقیقی و لسا نی جا ئزه (جلددوم )11اثر لکھنو ی ۔ کتب لسا نیات کا تحقیقی و لسا نی جا ئزه (جلد سوم )13کٹر محی الد ین قادر ی زور ڈا۔ اردو لسا نیات14

4.5.6 (URD-706)تحقیق و تنقید اقبا لیات 4.5.6.1 Objective

۔ بطور شاعر عالمہ اقبال کے نظریات ؍ تصورات کی تفہیم١۔ اقبال کی شاعری اور فلسفے کی امتزاجی نوعیت کا مطالعہ٢تقابلی جائزه ۔ بطور مسلم مفکر اقبال کے مخصوص نظریات کا یورپی فالسفرز سے ٣

،اور اقبال کے منفرد نقطہ ہائےنظر کا تعین۔ بطور شاعر اقبال کی آفاقی حیثیت کا مطالعہ۴۔ طلبہ و طا لبات کی شخصیت کی تعمیر او ر کردارسازی کے لیے فکر اقبال سے ۵

روشنی حاصل کرنا ۔۔ نئی نسل کو اقبال کے تصورات سے روشناس کرانا۔۶ی روزمره زندگی کے بدلتے حاالت سے مطابقت پیدا کرنا۔۔ نظریات اقبال ک٧۔ اقبال کے اشعار کو درست تلفظ اور لہجے میں پڑھنا، اس کی ادائیگی اور تفہیم٨

۔ طلبہ و طا لبات کو قومی شاعر عالمہ اقبال کے مقام اور مر تبے سے آگاه کرنا ۔٩

4.5.6.2 Books

احمد صدیقیڈاکٹر افتخار ۔ عروج اقبال١سید سلمان ندوی۔ اقبال کامل٢ابو الحسن ندوی۔ نقوش اقبال ٣خلیفہ عبد الحکیم۔ فکر اقبال ۴ڈاکٹر یوسف حسین خان۔ روح اقبال ۵عزیز احمد۔ اقبال نئی تشکیل ۶ڈاکٹر صدیق جاوید۔اقبال نئی تفہیم٧

ڈاکٹر جاوید اقبالزنده رودڈاکٹررفیع الدین ہاشمیتصانیف اقبال کا تحقیقی و توضیحی مطالعہ

مرتبہ ڈاکٹر صابر کلورویکلیات باقیات شعر اقبال


اقبال اکادمی پاکستانکلیات اقبال اردو ڈاکٹر خلیفہ عبدالحکیمفکر اقبال

علی اینڈ سنز، الہورشیخ غالمکلیات اقبال فارسیرفیق خاوراقبال کا فارسی کالم، ایک مطالعہ

مرتبہ تصدق حسین خالدمضامین اقبال مرتبہ سید عبدالواحد معینی، محمد عبدهللا مقاالت اقبال

قریشیStray Reflectionsمرتبہ خرم علی شفیق

مد صدیقی، مرتبہ مترجمہ ڈاکٹر افتخار احشذرات فکر ڈاکٹر جاوید اقبال

مرتبہ شیخ عطاء هللاقبال نامہ The Reconstruction of Religious Thought in Islamمرتبہ محمد سعید شیخ

مترجمہ ڈاکٹر وحید عشرتتجدید فکریات اسالم ڈاکٹر جاوید اقبالخطبات اقبال: تسہیل و تفہیم

4.5.7 و تد وین (عملی و اطال قی )تحقیق (URD-707)4.5.7.1 Objective

ا۔ تحقیق کے لغوی و اصطالحی مفاہیم ، حدود اور دائره کار کیا ہے ؟۔ تحقیق کی اقسام اور مختلف طریق ہائے کار کیا ہیں اور فرق کی نوعیت کیا ہے؟٢۔ تدوین کے لغوی و اصطالحی مفاہیم ، تدوین کے اصول کیا ہیں؟٣تدوین کی اصطالحات کی تعریف و تشریح کیا ہے؟۔ ۴۔ تحقیقی مقالے کی پیش کش کے مختلف مراحل کیا ہیں؟۵۔ تحقیق کے میدان سے دل چسپی پیدا ہو جائے۔۶

4.5.7.2 Books

،ڈاکٹر معین الدین عقیل،۔ اردو تحقیق١،ڈاکٹر سلطانہ بخش،۔ اصول تحقیق جلد اول، دوم٢،رشید حسن خان،مسائل ۔ ادبی تحقیق کے٣،ڈاکٹر تبسم کاشمیری،۔ ادبی تحقیق کے اصول۴،ڈاکٹر گیان چند،۔ تحقیق کا فن ۵ڈاکٹر رفاقت علی شاہد،۔ تحقیق شناسی۶،عبد الرزاق،۔ مبادیات تحقیق٧،ڈاکٹر عطش درانی،۔ اردو میں تحقیق ٨،ڈاکٹر طاہر تونسوی،۔ تحقیق و تنقید۔ منظرنامہ٩

،ڈاکٹر خلیل انجم،۔ متنی تنقید ١٠)با غ و بہار (مر تبہ رشید حسن خان۔11)کلیات یگا نہ (مر تبہ مشفق خواجہ۔12)مثنوی کدم راؤ پدم راؤ (مر تبہ جمیل جالبی۔13


4.5.8 )مشرقی زبانیں(ہندی ،فارسی،عربی (URD-708)4.5.8.1 Objective

:ہندیتعصبات سے باالتر ہو تے ہیں۔علم و ادب پرانا اور قدیم ہے۔ہندی سے اردو کا تعلق بہت۔1سب سے زیاده قریب ہے۔میںبرعظیم کی تمام زبانو ں میں اردو ہندی زبانیں ہی آپس ۔2

فارسی:۔اردو کی تفہیم اور اس کی تہہ تک پہنچنے کے لیے فارسی کی اہمیت کو اجاگر کرنا۔1دریافت اور وضا حت کرنا۔۔ اردو اور فارسی کے لسانی روابط کی2۔ہماری ثقافت اور تہذیب میں فارسی کے اثرات کا جائزه لینا۔3۔فارسی زبان کے اہم اور بنیادی قواعد سے طلبہ و طالبات کو متعارف کروانا۔4

عربی: ۔کرنا بہتر کو صالحیت کی سمجھنے کو نصوص عربی عاممیںطلبا۔1 جا کیااستفادهحقہ کما سے علوماسالمیتاکہ کرنا آگاه سے قواعدیبنیاد کے نحو اورصرف علم طلباکو۔ 2

۔سکے ۔کرنا آگاه سے اصولوںبنیادی کے صرفطلباکو علم۔ 3 ۔کرنا پیدامہارت کی نحو وصرفلیے کے کرنے استعمالصحیح کو زبان عربی۔4 ۔کرنا پیداصالحیت کی سمجھنےاورپڑھنے کو شعر عربی۔ 5

4.5.8.2 Books

:ہندی

اخال ق حیدر آبادی /محمد امین نعیم )1۔ اکھشر اکھشر مو تی (1اخال ق حیدر آبادی /محمد امین نعیم)2۔ اکھشر اکھشر مو تی (2مر تب : جا و ید اختر بھٹی ۔اردو ہند ی (ایک تا ریخی جا ئزه ) 3ی شاه تر تیب و تدو ین : سید شو کت عل۔اردو زبان مسا ئل اور امکا نات 4امین خیال ۔ من کی جو ت جگے 5امر تا پر تیم ۔ چر ا غو ں کا میلہ 6مر تب :ڈاکٹر انوار احمد ۔ عبد الر حمن کی سند یس راسک 7صارم کا شمیر ی ۔ بساط درد 8

ڈکشنر یا ں :ایس بی شا نی ۔ ڈکشنر یا ں (ہند ی انگر یزی ) کا نسا ئز ڈ ڈکشنر ی1راجہ راجیسو رراؤ اصغر ردو لغت ۔ ہند ی ا2مر تب :جان پلیٹس۔ اے ، ڈکشنر ی آف کال سک 3

:فارسیڈاکٹر نجم الر شید ، ڈاکٹر محمد صا بر۔ آمو زش فا رسی ، فارسی گفتا ری 1ڈاکٹر نجم الر شید ، ڈاکٹر محمد صا بر۔ آمو زش فا رسی ،مصدر نامہ 2ڈی ۔رازیایف ۔ ۔ خودآمو زفا رسی 3

عربی:۔ طر یقہ جد ید ه: اول و دام 1۔ عر بی کا معلم : پہال جز و (مو لو ی عبد الستار خان )2۔ کا لج عر بیک گرا ئمر اینڈ کمپو ز یشن (پر وفیسر ایم ڈی چو ہد ری )3


۔ علم الصرف ( مو النا مشتاق چر تھا ولی )4، علم الخو( مو النا مشتاق چر تھا ولی ) 5

4.5.9 (URD-709)صحت زبان اردو 4.5.9.1 Objective

ایم فل میں داخلہ لینے والے بیشترطلبہ و طا لبات یا تو پہلے سے شعبہ تدریس سے وابستہ ہوتے ہیں یا انھیں مستقبل میں اس شعبہ سے وابستہ ہو نا ہے ۔ لہذا ضروری ہے کہ انھیں اردو

م ہو ۔ بد قسمتی سے اس قسم کا کو ئی کورس زبان صحت کے ساتھ لکھنے اور بو لنے کا علکسی بھی سطح پر ہمارے نصا بات کا حصہ نہیں ۔ اس کورس کے ذریعے ایم فل کے سکالرز

کو اس قابل بنا یاجائےکہ اردو زبان کے حوالے سے اپنی اصال ح کے ساتھ ساتھ نسل نو کی تر بیت کے فر ائض کا حقہ ادا کر سکیں ۔

4.5.9.2 Books

واعد اردو (از :مولوی عبدالحق)۔ق1۔مصباح القوعد (صرف و نحو ) (از :مو لوی فتح محمد جا لند ھری )2۔جامع القو عد (از ابو اللیث صد یقی)3۔اردو امال (از: رشید حسن خا ن)4۔اردو امال وقواعد (از: ڈاکٹر فرمان فتح پو ری )5و ری )۔اردو امال اور رسم الخط (از :ڈاکٹر فرمان فتح پ6۔منتخب مقاالت اردو امال اور رموز اوقاف (مر تبہ :ڈاکٹر گو ہر نو شا ہی )7۔لغات رومزه (از: شمس الر حما ن فاروقی )8۔تذکیر و ثا نیت (از:احسان دانش )9

4.5.10 (URD-710)اردو ادب کی اہم تحریکیں 4.5.10.1 Objective

تفہیم ان کے پس منظر کو ال ئے بغیر ممکن نہیں ۔ اردو ادب کی تخلیقات نظم و نثر کی مکمل کسی بھی زبان کے ادب کی تعلیم و تدریس میں اس زبان و ادب کے مخصو ص عالقے کی تا

ریخ کا مطا لعہ ایک ال زمی شرط ہے۔ تاریخ ایک وسیع مضمون ہے ۔لہذا اس کو رس کے ا ریخ کے امتزاج سے و ذریعے ایک سمسٹر کے محدود دورانیےمیں اسکالرز کو ادب اور ت

جود میں آنے والی اہم تحر یکوں کا علم دیا جا ئے گا ،تا کہ وه تخلیقات نظم و نثر کو تا ریخی تنا ظر میں سمجھنے کے قابل ہو سکیں۔

4.5.10.2 Books

۔تاریخ ادبیات مسلمانان پا کستا ن و ہند (پنجاب یو نی ورسٹی ، الہور )1بابو سکسینہ )۔تاریخ ادب اردو (ازرام 2۔تاریخ ادب اردو جلد سوم و چہارم(از:ڈاکٹر جمیل جا لبی )3۔اردو ادب کی تحر یکیں (از:ڈاکٹر انور سد ید )4


۔تاریخ زبان و ادب اردو جلد اول ، دوم (از: پر وفیسر محمد انصارهللا)5۔تاریخ نظم و نثر اردو (از :آغاز محمد باقر)6ے نامور رفقا کی نثر کا فکری و فنی جا یزه(از:ڈاکٹر سید عبدهللا)۔سر سید احمد خا ں اور ان ک7

)۔جد ید اردو شاعری (پر وفیسر عبدالقادرسروری8

4.6 Standard 2-1

The curriculum must be consistent and supports the program’s

documented objectives.

Program

Objectives 1 2 3 4

1 x x

2 x x

3 x

4 x x

5 x x

Table 4: Courses versus Program Objectives (table 4.4)

4.7 Standard 2-2

Theoretical backgrounds, problem analysis and solution design must

be stressed within the program’s core material.

Elements Courses

اصول نقد وانتقاد فن کاترجمے

جد ید تنقیدی نظر یاتاصول تحقیق

URD-701

URD -702

URD -703

URD -704

لسانیات

تحقیق و تنقید اقبالیات

تحقیق و تدوین (عملی و اطال قی )

URD -705

URD -706


مشرقی زبانیں (ہندی ، فارسی،عربی) URD -708

URD -710

4.8 Standard 2-3

The Curriculum must satisfy the core requirements for the program

as specified by the respective accreditation body.

M.Phil. Urdu program is recognized Higher Education Commission has no

deviation from the given syllabi. Minimum Requirements for each program

(Program Semester Credit Hours)

Program URDU

M.Phil. Urdu 30 Credit hours

4.9 Standard 2-4

The curriculum must satisfy the major requirements for the program

as specified by the respective accreditation body.

Same as Standard 2-3.

4.10 Standard 2-5

The curriculum must satisfy general education, arts and professional

and other discipline requirements for the program as specified by the

respective accreditation body.

Same as standard stated.

4.11 Standard 2-6

Information technology component of the curriculum must be

integrated throughout the program

Not Applicable


4.12 Standard 2-7

Oral and written communication skills of the student must be

developed and applied in the program.

Workshops and seminar series are arranged on regular basis. It develops

the oral and written communication skills of the students as well as

computer expertise.

5.0 Criterion 3: Laboratories and Computing FacilitiesNot Applicable

5.1 Standard 3-1

Laboratory manuals/documentation/instructions for experiments

must be available and easily accessible to faculty and students.

Not Applicable

5.2 Standard 3-2

There must be support personal for instruction and maintaining the

laboratories.

Not Applicable

5.3 Standard 3-3

The University computing infrastructure and facilities must be

adequate to support program’s objectives.

Not Applicable

6.0 Criterion 4: Student Support and Advising

Since the launch of Riphah Faisalabad in year 2013, all its programs have

started and finished on schedule. The culture in Riphah is that teachers and

students have facility of frequent interaction, even after classes, for any

professional and academic advice. This aspect is even highlighted and

indicated by the students in the feedback on HEC Performa number 10,

taken by the Quality Enhancement Cell (QEC) in the university.


6.1 Standard 4-1

Courses must be offered with sufficient frequency and number for

students to complete the program in a timely manner.

The department strategy to offer courses (core and electives) for the

subject program is based on schedule approved by Board of Studies in

the guidance of HEC instructions. The required and elective courses are

offered in a logical sequence that grooms the students to obtain the

program’s defined objectives and outcomes. The courses offered outside

the department belongs to Faculty of Social Sciences & Humanities. The

Social Sciences program coordinator coordinates with the respective

faculty and accommodates the desired course in program’s time table.

This is done well in advance prior to the commencement of classes to

avoid any clashes in the schedule.

6.2 Standard 4-2

Courses in the major area of study must be structured to ensure

effective interaction between students, faculty and teaching

assistants.

All courses in the program are taught by the single faculty member.

Courses are structured in the board of studies before commencement of

each semester. Faculty members interact frequently among themselves

and with students. Students are encouraged to participate in providing

feedback and their views about course contents during and after the

classes.

6.3 Standard 4-3

Guidance on how to complete the program must be available to all

students and access to qualified advising must be available to make

course decisions and career choices.


Students are informed about the program requirements at the start of the

session during orientation week by in-charge program and QEC staff. In-

Charge Program acts as advisor to guide students to choose appropriate

courses and also provide guidance on different issues. He also maintains

a list of guidance points provided to students during the semester and

program, which is being evaluated at the end of the program to take

necessary improvement.

In-charge student’s affair provides professional counseling to students

when needed. Students can get in touch directly with him/her for any

advice.

Program coordinator maintains a list of professional societies and

technical bodies, that is provided to students on demand and students can

get membership of such organizations on individual basis.

7.0 Criterion 5: Process Control

7.1 Standard 5-1

The process by which students are admitted to the program must be

based on quantitative and qualitative criteria and clearly documented.

This process must be periodically evaluated to ensure that it is

meeting its objectives.

The program has a well-defined admission criterion, which include

evaluation of student’s marks at different levels and admission test results.

The admission is done twice a year, in spring and fall semesters.

The Students with M.A. Urdu degree, who qualify the entry test of the

university, are eligible for entry into M.Phil. Urdu program. Admission is

granted strictly on the basis of result of the admission test and interview.


Students from accredited universities are eligible to transfer their credits to

Riphah. Students have to submit complete course curriculum and internal

evaluation certificate of each subject from his/her previous institution duly

signed by head of department/principal. Student’s applications in this

regard are dealt on case to case basis. Such applications are discussed in

Board of Studies to evaluate them and make decision. Dean (FSSH) is the

final authority to make decision regarding credit transfers.

This admission criterion is evaluated every 2 years by the board of

faculties and academic council in the light of instructions issued by HEC.

Minor internal adjustments regarding admission test result weightings or

test contents are made.

7.2 Standard 5-2

The process by which students are registered in the program and

monitoring of students’ progress to ensure timely completion of the

program must be documented. This process must be periodically

evaluated to ensure that it is meeting its objectives.

The student’s name, after completion of the admission process, is

forwarded to the Registrar office for registration in the specific program

and the registration number is issued.

Students are evaluated through assignments, sessional, midterm tests

and final examinations at the end of each semester. The laboratory work

is done on regular basis as per schedule and contributes significantly

towards the student’s evaluation for relevant course. Only qualified

students in each semester are allowed to join the next semester.


7.3 Standard 5-3

The process of recruiting and retaining highly qualified faculty

members must be in place and clearly documented. Also processes

and procedures for faculty evaluation, promotion must be consistent

with institution mission statement. These processes must be

periodically evaluated to ensure that it is meeting with its objectives.

Vacant and newly created positions are advertised in the national

newspapers, applications are received by the Registrar office, scrutinized

by the respective Deans, and call letters are issued to the short-listed

candidates on the basis of experience, qualification, publications and other

qualities/activities as determined by the University in the light of HEC

guidelines.

The candidates are interviewed by the University Selection Board. Selection

of candidates is approved by the BOG. Induction of new candidates

depends upon the number of approved vacancies. HEC also helps Riphah

in enrolling the foreign faculty.

Faculty members are retained by giving them good remuneration, favorable

teaching environment, research facilities and management support.

On yearly basis faculty performance is evaluated basing on HEC Performa

number 10 by the students, Deans recommendations and with the counter

signature of vice chancellor and pro chancellor. The annual increment is

based on the recommendations of the Dean and the Vice chancellor.

7.4 Standard 5-4

The process and procedures used to ensure that teaching and

delivery of course material to the students emphasizes active learning


and that course learning outcomes are met. The process must be

periodically evaluated to ensure that it is meeting its objectives.

Students are the recipient of the delivery of course material, through their

teachers. The program is actively evaluated by Dean, In Charge program

and QEC. The feedback of the taught is best instrument to measure that the

course learning outcomes are met. The students give feedback on

Performa number 1 regarding course contents and how it was delivered.

Through Performa number 10, students evaluate and comment on

teacher’s efforts, put in to deliver the course contents, his general conduct

in the class, the environment, he, maintains and extra efforts, he makes to

satisfy students, thirst for knowledge.

Faculty feedback is also taken on HEC Performa number 2 (Faculty Course

Review Report) and Performa number 5 (Faculty Survey) which is a very

useful activity to evaluate the course contents, learning and teaching

environments and overall teachers satisfaction level. Course evaluation by

teachers also indicates what percentage of desired outcome has been

achieved by the course contents and what needs to be improved or

changed.

This exercise is done once a year. The feedback is discussed with Dean

and In charge program, who focus on making improvements in the weak

areas, identified by the students. Teacher’s evaluation performs are fed to

the computer and bar charts are made. Each teacher is graded out of 5

marks. The comparative bar charts indicate level of performance of

teachers, as visualized by the students. QEC formally submits these bar

charts to Dean and Vice Chancellor for their information and taking of

necessary corrective actions.


7.5 Standard 5-5

The process that ensures that graduates have completed the

requirements of the program must be based on standards, effective

and clearly documented procedures. This process must be

periodically evaluated to ensure that it is meeting its objectives.

.

The program is run on semester basis and at the end of first and second

semesters examinations are held to evaluate the student’s progress in that

semester. Qualified students are allowed to join next semester. After the

completion of 24 credits course work each student is allotted research

project according to his/her choice after the approval of BOS/BASAR

During 3rd semester each student gives a presentation of reviewed

research paper given by his/her supervisor. After successful presentation

of review paper the student concentrate on his/her research work and also

gives presentation of research work in fourth semester. Each student

defends his/her thesis in the presence of external examiner. Student’s

final results are announced on the basis of cumulative performance

course work and thesis evaluation.

Requirements of this standard are met through 3 Performas issued by

HEC. The feedback is documented and its evaluation indicates degree of

satisfaction of the graduates. Three forms (Performa 3, Survey of

Graduating Students, Performa 7, Alumni Survey and Performa 8,

Employer Survey) are extremely good instruments to measure the

program outcomes.

The feedback is taken on yearly basis. The suggestions given by the

graduating students and graduates working in various fields are given due

weightage. For example, a few graduates through Alumni survey indicated

that emphasis on applied Statistical skills be enhanced. The proposal is


being evaluated by Board of Faculty (FSSH) and recommendations are

being made to Academic Council to grant approval for change in syllabi.

The feedback of employers has been achieved. Generally, they are

satisfied; however, they have recommended that graduates be given more

practice in technical report writing and Statistical skills. This is also being

processed to make changes in syllabi.

8.0 Criterion 6: Faculty

8.1 Standard 6-1

There must be enough full time faculties who are committed to the

program to provide adequate coverage of the program areas/courses

with continuity and stability. The interests and qualifications of all

faculty members must be sufficient to teach all courses, plan, modify

and update courses and curricula. All faculty members must have a

level of competence that would normally be obtained through

graduate work in the discipline. The majority of the faculty must hold

a Ph.D. in the discipline.

Program Area of

Specialization

Courses in the area

and average number of

sections per year

Number of faculty

members in each

area

Number of faculty

with Ph.D Degree

Urdu URD -701URD -702URD -703URD -704URD -705URD -706URD-707URD -708URD-709URD -710

3 7

Total 10 3 7


8.2 Standard 6-2

All faculty members must remain current in the discipline and

sufficient time must be provided for scholarly activities and

professional development. Also, effective programs for faculty

development must be in place. Effective Programs for Faculty

Development

Faculty concurrency in the discipline is determined based on the criterion

set by the University in the light of HEC guidelines. All faculty members

submit their professional resumes on HEC Performa number 9 (Faculty

Resume) once a year. This information is compared with the existing

criterion set by university for the concurrency of the post.

All full-time faculty members are allocated teaching hours as per HEC

defined limit which enables the faculty to have enough spare time to

perform scholarly activities and improve their knowledge and skills.

Faculty members are provided with adequate resources for research and

academic activities. Every faculty members have been provided with

computer system and access to internet. Faculty members have also

access to library materials for academic and research activities.

Professional training is also provided to faculty if required to enhance their

capabilities.

University has defined the development programs for faculty members

under the arrangement of RARE (Riphah Academy of Research and

Education). RARE holds frequent interactive sessions of junior and senior

faculty to discuss teaching methodology with a view to train the young

faculty members. This practice is done on yearly basis during the summer

vacations. After every 2 year the development program is analyzed in

Deans Council for its effectiveness and necessary improvements.


The university encourages the faculty to participate in research activities by

providing them sufficient financial support within or outside university.

8.3 Standard 6-3

All faculty members should be motivated and have job satisfaction to

excel in their profession.

Faculty members are motivated through public appreciation and

documented appreciation (annual performance evaluation report) by the In-

Charge Program and Dean on regular basis.

The faculty survey of the program using HEC Performa number 5 indicates

the mix reactions of the faculty, which indicates that teaching load be

distributed evenly and more relaxed environment be generated.

9.0 Criterion 7: Institutional Facilities

9.1 Standard 7-1

The institution must have the infrastructure to support new trends in

learning such as e-learning.

The university has provided e-learning facilities to faculty members and

students. Each faculty member has a computer system with access to

internet and e-learning library section.

Students have been provided a number of computer systems in the library

to access e-learning section. Every student has been provided with user ID

to access the e-learning resources from within the university library. The

university library is linked with foreign universities libraries through internet.

The support staff to look after the e-learning resources is sufficient in

number, trained and responsive. The university has provided enough

funding to support the e-learning.


9.2 Standard 7-2

The library must possess an up-to-date technical collection relevant

to the program and must be adequately staffed with professional

personnel.

The university library has enough technical books in hard copies to support

the program learning. The internet access to the external universities

libraries provides opportunities to the students and faculty to obtain

knowledge from their technical resources.

The library is staffed with more than 5 professionals to help students and

faculty members to get access to required book or learning material

efficiently.

9.3 Standard 7-3

Class-rooms must be adequately equipped and offices must be

adequate to enable faculty to carry out their responsibilities.

Enough class rooms are available to run the program as per desired

schedule. In few class rooms, there is a need of up-gradation of multimedia

and other resources. The work orders have been initiated and procurement

process is in progress.

10.0 Criterion 8: Institutional Support

10.1 Standard 8-1

There must be sufficient support and financial resources to attract

and retain high quality faculty and provide the means for them to

maintain competence as teachers and scholars.

University allocates enough financial resources each year to hire competent

faculty as required.


As already listed in standard 5-3, Faculty members are retained by giving

them good remuneration, favorable teaching environment, research facilities

and management support.

As listed in standard 6-2, Faculty members are provided with adequate

resources for research and academic activities to maintain their

competence. Every faculty members has been provided with computer

system and access to internet. Faculty members have also access to library

materials for academic and research activities. Professional training is also

provided to faculty if required to enhance their capabilities.

10.2 Standard 8-2

There must be an adequate number of high quality graduate students,

research assistants and Ph.D. students.

The university follows the guidelines of HEC for admission in this program.

Faculty to graduate student’s ratio for the last three years remained in the

range of 12:1

10.3 Standard 8-3

Financial resources must be provided to acquire and maintain Library

holdings, laboratories and computing facilities.

Library at Riphah Faisalabad holds more than 5000 books for all programs.

Sufficient numbers of computers are available to be used by the students.

Library is organized to accommodate 50 students (male, female) in research

cubicles as well as in the common places. Separate common rooms for

male and female students are available with internet facility.


11.0 Conclusion

The self-assessment report of the M. Phil. Urdu programe, Riphah

International University, Faisalabad Campus is an important document,

which gives strengths and weaknesses of the program. The management

is striving hard to improve infrastructure for establishment of conducive

environments for studies. The faculty is focused on imparting quality

education, introduction of new and innovative techniques and conduct of

quality research to produce competent graduates in the subject of

Statistics. The report has been prepared after evaluating the program in the

light of 8 criterion and 31 standards given in HEC’s Self-Assessment

Manual. The program mission objectives and outcomes are assessed and

strategic plans are presented to achieve the goal, which are again

measurable through definite standards. Teachers’ evaluation revealed

satisfactory standards. Alumni surveys revealed variable results with

regards to knowledge, interpersonal skills, management and leadership

skill. Weaknesses are identified which are related to space, laboratories

and equipment. Improvements in curriculum design and infrastructure are

suggested which are based upon set, well defined and approved criteria.

Pre-requisites are fully observed, examinations are held on schedules,

academic schemes are prepared well in advance, transparent admission,

registration and recruiting policy, excellent student teacher ratio are some

of the strong areas of this program. The number of courses along with titles

and credit hours for each semester, course contents for degree program, is

thoroughly planned. Their efficacy was measured through different

standards and it was found to be satisfactory.

Proper steps are taken to guide the students for program requirements,

communication, meetings, tutorial system, tours, students-teacher

interaction etc. Some improvements have been suggested. As regards the

process control covering admission, registration, recruiting policy, courses

and delivery of material, academic requirements, performance and


grading, university, as well as Higher Education Commission have set

forth proper rules, which are properly followed. At present there are eleven

faculty members who are highly qualified in their fields. However, faculty

members need motivation for advanced knowledge, research and external

training.

Institutional facilities were measured through Criterion 3; infrastructure,

library, class room and faculty offices and in each case, short comings and

limitation are highlighted. Institutional facilities need to be strengthened.

Accordingly, institutional support will greatly promote and strengthen

academic, research, management and leadership capabilities.

In conclusion, the strong and weak areas of the program are as under: -

11.1 Strong Areas

a. The development and design of curriculum is based on well-defined and

approved criteria

b. The examinations are held on schedule.

c. Academic outlines are fully prepared in advance

d. The number of courses along with their titles and credit hours for each

semester, course contents for degree program are fully planned

e. Clear admission, registration and recruiting policy

f. HEC rules are fully observed in true letter and spirit

g. Proficient & qualified faculty

h. Research paper based degree

i. Weekend classes

j. Admirable Students-Teacher Ratio

Weaknesses

a. Computing Lab equipped with 30 latest computers for M Phil Scholars

required


b. Common room/space for research oriented activities for male students

required

c. Class rooms improvements needed

d. Departmental library is required

********************


StronglyAgree51%

Agree20%

Uncertain9%

Disagree7%

Strongly Disagree13%

KNOWLEDGE

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree

StronglyAgree52%

Agree20%

Uncertain16%

Disagree7%

Strongly Disagree5%

COMMUNICATION SKILLS

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree

Annexure- A: Employer Survey


StronglyAgree50%Agree

22%

Uncertain15%

Disagree7%

Strongly Disagree6%

INTERPERSONAL SKILLS

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree

StronglyAgree50%Agree

22%

Uncertain15%

Disagree7%

Strongly Disagree6%

WORK SKILLS

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree


StronglyAgree53%

Agree19%

Uncertain14%

Disagree10%

Strongly Disagree4%

COMMUNICATION SKILLS

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree

StronglyAgree55%

Agree20%

Uncertain8%

Disagree7%

Strongly Disagree10%

KNOWLEDGE

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree

Annexure- B: Alumni Survey


StronglyAgree56%

Agree19%

Uncertain13%

Disagree6%

Strongly Disagree6%

INTERPERSONAL SKILLS

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree

StronglyAgree52%

Agree21%

Uncertain15%

Disagree4%

Strongly Disagree8%

MANAGEMENT SKILLS

Strongly Agree

Agree

Uncertain

Disagree

Strongly Disagree


Annexure- C: Students Course Evaluation


Annexure- D: Students Teachers Evaluation


Annexure - F: Survey of Graduating Students


Annexure – G: Faculty Survey

No. Questions Percentage

VerySatisfied/Satisfied

UncertainVery

Dissatisfied/Dissatisfied

1 - Clarity of institution's goals/mission 83.33 16.67 0.00

2 -Communications from/with peers andfaculty/departmental leadership 100.00 0.00 0.00

3 -Type of teaching/ research you currentlydo. 100.00 0.00 0.00

4 -Your interaction with students in andoutside classroom 100.00 0.00 0.00

5 -Your satisfaction level regarding office andIT facilities available to you. 83.33 16.67 0.00

6 -The mentoring available to you fromseniors 83.33 16.67 0.00

7 -Administrative support from thefaculty/department. 83.33 0.00 16.67

8 -Clarity and Satisfaction about the facultypromotion process. 66.67 16.67 16.67

9 -Your prospects for advancement andprogress through ranks. 66.67 16.67 16.67

10 - Salary and compensation package. 50.00 0.00 50.00

11 -Job security and stability at thefaculty/department/university. 50.00 33.33 16.67


12 -Amount of time you have for yourself andfamily. 83.33 0.00 16.67

13 -The overall environment in thedepartment. 100.00 0.00 0.00

14 -Adequacy of technological & multimediainstructional resources in classrooms 50.00 0.00 0.00

15Whether the department is utilizing yourexperience and knowledge. 83.33 16.67 0.00

16Recognition/appreciation of good teachingby seniors 50.00 0.00 0.00

17Opportunities for research in yourdiscipline and recognition of researchaccomplishment 50.00 0.00 0.00

Normalized – Faculty Average 82.22 8.89 8.89


Annexure – H Faculty Resume

Name ofUniversity

Name of Faculty Member DesignationName of Univeristy of

Highest Degree

RiphahInternatinalUniversity

Dr. Ansa Saeed Awan HOD/ProfessorAllama Iqbal Open

University,Islamabad


Dr. Riaz Ul Haq Tahir ProfessorUniversity of thePunjab,Lahore


Dr.Shahida Tousaf Associate ProfessorAllama Iqbal Open



Dr.Muhammad Asalm Zia Associate ProfessorUniversity of thePunjab,Lahore


Dr.Muhammad Akhtar Cheema Associate Professor Tehran University ,Iran


Miss Nafeesa Naseer LecturerGovernment CollegeUniversity,Faisalabad


Dr. Asif Awan ProfessorAllama Iqbal Open



Dr. Jameel Asghar Associate ProfessorUniversity of thePunjab,Lahore



Mr.Muhammad Jalal Ud Din Nomani Associate ProfessorAllama Iqbal Open



Miss Samina Shahnaz Assistant ProfessorRiphah Internation

University, FaisalabadCampus

Annexure – I: Lab Safety Precautions & Work Instructions

Laboratory Staff

Be calm and relaxed, while working in Lab.

No loose wires or metal pieces should be lying on table or near the circuit,

to cause shorts and sparking.

Avoid using long wires, that may get in way while making adjustments or

changing leads.

Keep high voltage parts and connections out of the way from accidental

touching and from any contacts to test equipment or any parts, connected

to other voltage levels.

BE AWARE of bracelets, rings, metal watch bands, and loose necklace (if

you are wearing any of them), they conduct electricity and can cause

burns. Do not wear them near an energized circuit.

Do not install any software on any computer without getting approval from

the respective authorities.

Make sure all the computers and other equipments in the labs are

switched off at the end of the day.

Do not unplug a computer or equipment without switching it off first.


Students

Shut down the computers properly after finishing your work.

Do not install any software on any computer. If you are unable to find any

required software, please contact the IT staff for help and support.

Do not switch off network printers and scanners.

Do not damage any equipment in the lab.

Be considerate to other students while working in the labs.

Annexure –J

AT FindingsPanel - Assessment Team

Following Assessment Team Members Visited FSSH on 10 March, 2017

Prof. Muhammad Arshad Javed Chairman

Mr. Uzair Saeed Member

Mr. Muhammad Ishfaq Member

Exit Meeting – 11 March 2017

Following attended the meeting:-

Prof. Dr. M. Mudassar Chairman

Prof. Dr. Hameed Ullah Dean FSSH

Prof. Muhammad Arshad Javed Chairman

Mr. Uzair Saeed Member

Mr. Muhammad Ishfaq Member

Mr. Shabeeb Ahmad Gill AM QEC

The Chairman AT presented his final recommendations to carry out theimprovements in this program. The Respected Chairman approved theproceedings:


Two Projectors are required. Need to renovate faculty offices. Need to Clean &Cool water for the Student &Teacher.

Note: After the above exit meeting, the Departmental head preparedthe implementation plan with target dates and submitted it to theQEC. The QEC pursued the activities and then mentioned the finalstatus completed/in progress in Annex-K before submitting the SARto HEC


Annexure – L: Faculty Course Review Report

Department of Social Sciences (Urdu) is running different courses for the M.Phil.

(Urdu) program. All courses curriculum is reviewed periodically by the faculty to

assess its effectiveness and contribution in achieving program objectives. Course

review also contributes towards making any changes in the syllabi and

enhancements required in areas identified because of Alumni Survey, Employer

Survey and Graduating Students Feedback.

PT members launched HEC Performa 2 (Faculty of Course Review Report) to all

the faculty members, to obtain their feedback about courses.

The summary of the overall feedback of all courses identified the following

improvement points:

a. Syllabi review to improve program related skills.

b. Research Aptitude Building.

c. Confidence Building Measures

Board of Studies scrutinized these points and presented in the Board of Faculty

that will review and suggest the implementation as deemed necessary.


Annexure – M: Rubric Report

Self-Assessment Report

Criterion 1 – Program Mission, Objectives and Outcomes Weight = 0.05Factors Score1. Does the program have document measurable objectives thatsupport faculty/ college and institution mission statements?

5 4 3 2 1

2. Does the program have documented outcomes for graduatingstudents?

5 4 3 2 1

3. Do these outcomes support the Program objectives? 5 4 3 2 1

4. Are the graduating students capable of performing theseoutcomes?

5 4 3 2 1

5. Does the department assess its overall performanceperiodically using quantifiable measures?

5 4 3 2 1

6. Is the result of the Program Assessment documented? 5 4 3 2 1

Total Encircled Value (TV) 25SCORE 1 (S1) = [TV/ (No. of Question * 5)] * 100 * 0.05 4.16

Criterion 2– Curriculum Design and Organization Weight = 0.20

Factors Score1. Is the curriculum consistent? 5 4 3 2 1

2. Does the curriculum support the program’s documentedobjectives?

5 4 3 2 1

3. Are the theoretical background, problem analysis and solutiondesign stressed within the program’s core material?

5 4 3 2 1

4. Does the curriculum satisfy the core requirements laid downby HEC?

5 4 3 2 1

5. Does the curriculum satisfy the major requirements laid downby HEC?

5 4 3 2 1

6. Does the curriculum satisfy the professional requirements aslaid down by HEC?

5 4 3 2 1

7. Is the information technology component integratedthroughout the program?

5 4 3 2 1

8. Are oral and written skills of the students developed andapplied in the program?

5 4 3 2 1


Criterion 3– Laboratories and Computing Facilities Weight = 0.10Factors Score1. Are the laboratory manuals/ documentation/ instructions etc.for experiments available and readily accessible to faculty andstudents?

5 4 3 2 1

2. Are there adequate number of support personnel forinstruction and maintaining the laboratories?

5 4 3 2 1


3. Are the University’s infrastructure and facilities adequate tosupport the program’s objectives?

5 4 3 2 1

Total Encircled Value (TV) 12SCORE 1 (S1) = [TV/ (No. of Question * 5)] * 100 * 0.10 8

Criterion 4– Student Support and Advising Weight = 0.10Factors Score1. Are the courses being offered in sufficient frequency ndnumber for the students to complete the program in a timelymanner?

5 4 3 2 1

2. Are the courses in the major area structured to optimizeinteraction between the students, faculty and teachingassistants?

5 4 3 2 1

3. Does the university provide academic advising on coursedecisions and career choices to all students?

5 4 3 2 1


Criterion 5– Process Control Weight = 0.15

Factors Score1. Is the process to enroll students to a program based onquantitative and qualitative criteria?

5 4 3 2 1

2. Is the process above clearly documented and periodicallyevaluated to ensure that it is meeting its objectives?

5 4 3 2 1

3. Is the process to register students in the program andmonitoring their progress documented?

5 4 3 2 1

4. Is the process above periodically evaluated to ensure that it ismeeting its objectives?

5 4 3 2 1

5. Is the process to recruit and retain faculty in place addocumented?

5 4 3 2 1

6. Are the process for faculty evaluation & promotion consistentwith the institution mission?

5 4 3 2 1

7. Are the process in 5 and 6 above periodically evaluated toensure that they are meeting their objectives?

5 4 3 2 1

8. Do the processes and procedures ensure that teaching anddelivery of course material emphasize active learning and thatcourse learning outcomes are met?

5 4 3 2 1

9. Is the process in 8 above periodically evaluated to ensure thatit is meeting its objectives?

5 4 3 2 1

10. Is the process to ensure that graduates have completed therequirements of the program based on standards anddocumented procedures?

5 4 3 2 1

11. Is the process in 10 above periodically evaluated to ensurethat it is meeting its objectives?

5 4 3 2 1



Criterion 6– Faculty Weight = 0.15

Factors Score1. Are there enough full time faculty members to provideadequate coverage of the program areas/courses with continuityand stability?

5 4 3 2 1

2. Are the qualifications and interest of faculty memberssufficient to teach all courses, plan, modifies and updatescourses and curricula?

5 4 3 2 1

3. Do the faculty members possess a level of competence thatwould be obtained through graduate work in the discipline?

5 4 3 2 1

4. Do the majority of faculty members hold a Ph.D. degree intheir discipline?

5 4 3 2 1

5. Do faculty members dedicate sufficient time to research toremain current in their disciplines?

5 4 3 2 1

6. Are there mechanisms in place for faculty development? 5 4 3 2 1

7. Are faculty members motivated and satisfied so as to excel intheir profession?

5 4 3 2 1


Criterion 7– Institutional Facilities Weight = 0.15Factors Score1. Does the institution have the infrastructure to support newtrends such as e-learning?

5 4 3 2 1

2. Does the library contain technical collection relevant to theprogram and is it adequate staffed?

5 4 3 2 1

3. Are the class rooms and offices adequately equipped andcapable of helping faculty carry out their responsibilities?

5 4 3 2 1


Criterion 8– Institutional Support Weight = 0.10Factors Score1. Is there sufficient support and finances to attract and retainhigh quality faulty?

5 4 3 2 1

2. Are there an adequate number of high quality graduatestudents, teaching assistants and Ph.D. students?

5 4 3 2 1


Overall Assessment Score = S1+S2+S3+S4+S5+S6+S7+S8= 4.16+17.5+8+8+14.18+14.14+12.99+10= 88.97

self assessment report - islamabad campus (fy 2016-17... · of higher education commission ......

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