DEPARTMENT OF ZOOLOGY JAHANGIRNAGAR UNIVERSITY

DEPARTMENTOFZOOLOGYJAHANGIRNAGARUNIVERSITY

Draft Report on

SELF ASSESSMENT

Submitted to

Institutional Quality Assurance Cell (IQAC)

Jahangirnagar University

ii

DEPARTMENT OF ZOOLOGY JAHANGIRNAGAR UNIVERSITY

Draft Report on

SELF ASSESSMENT

Submitted to

Institutional Quality Assurance Cell (IQAC) Jahangirnagar University

SELF ASSESSMENT COMMITTEE

Prof. Dr. Md. Kamrul Hasan, Head, SAC Prof. Md. Rafiqun Nabi, Member, SAC

Prof. Md. Monwar Hossain, Member, SAC

iii

EXECUTIVE SUMMARY

This report is the outcome of the survey conducted by the Self Assessment Committee (SAC)

of the Department of Zoology, Jahangirnagar University with the support of Institutional

Quality Assurance Cell (IQAC) within the organizational structure of University Grants

Commission (UGC) of Bangladesh. The survey was conducted between January 2017 and

December 2017.

The report covers ten areas of assessment: Governance, Curriculum Content Design & Review,

Student Admission, Teaching - Learning and Assessment, Staffs, Physical Facilities, Student

Support Services, Research and Extension, Process Management & Continuous Improvement

and Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis and Strategic Plan.

The main strengths of the Department of Zoology, Jahangirnagar University was came out from

the survey are:

• Good governance.

• Optimal curriculum load

• Fair admission process

• Co-curricular or extra-curricular exposures to the students.

• Highly qualified faculty members from different specialized fields

• The seminar library facilities of the entity are satisfactory

• The entity has a good collection in the museum and

• The entity has been producing competent graduates

However, the main weaknesses of the entity are

• Insufficient infrastructure

• Teaching and assessment strategies are not clearly stated in the curriculum

• Academic calendars are not maintained strictly

• The entity does not have any alumni association

• The entity does not have enough financial grants available for students

• The entity does not have enough opportunities to be involved with community services.

iv

• The entity does not provide adequate opportunities for practical exercises to apply in

real life situation.

• The recruitment policy and practices for the requirement of competent academic and

non-academic staff are not good.

• The website of the entity is not updated properly.

• The department does not have any performance award policy.

A report also includes a strategic plan to overcome the weaknesses of the entity and to make

sure the better use of the strengths and opportunities.

v

TABLE OF CONTENT

DEPARTMENT OF ZOOLOGY ................................................................................................. ii

JAHANGIRNAGAR UNIVERSITY ........................................................................................... ii

Draft Report on ............................................................................................................................. ii

SELF ASSESSMENT .................................................................................................................. ii

Submitted to .................................................................................................................................. ii

Institutional Quality Assurance Cell (IQAC) ............................................................................... ii

EXECUTIVE SUMMARY ......................................................................................................... iii

However, the main weaknesses of the entity are ..................................................................... iii

TABLE OF CONTENT ................................................................................................................ v

Chapter I: INTRODUCTION ....................................................................................................... 1

1.1 General ................................................................................................................................ 1

1.2 Process of Assessment ........................................................................................................ 2

1.3 Overview of the university (Jahangirnagar University) ...................................................... 3

1.3.1 Jahangirnagar University Act of 1973 .......................................................................... 4

1.3.2 Location and the campus .............................................................................................. 4

1.3.3 Administrative activities of the university ................................................................... 5

1.3.4 Student life in the campus ............................................................................................ 5

1.3.5 Mission and Vision of the University ........................................................................... 7

1.4 Overview of program offering entity (Department of Zoology) ......................................... 7

1.4.1 B.Sc. (Honours) in Zoology ....................................................................................... 10

1.4.1.1 Summarized form of Course Curriculum ............................................................ 11

1.4.1.2 Degree requirements ............................................................................................ 14

1.4.1.3 Publications of results .......................................................................................... 14

1.4.1.4 Promotions ........................................................................................................... 14

vi

1.4.1.5 Course Improvement ........................................................................................... 15

1.4.1.5 Result Improvement ............................................................................................. 15

1.4.1.6 Dropping out ........................................................................................................ 15

1.4.1.7 Eligibility for examination ................................................................................... 16

1.4.1.8 Percentage of Attendance .................................................................................... 16

1.4.1.9 Readmission ......................................................................................................... 16

1.4.1.10 The Grading Systems ......................................................................................... 16

1.4.2 M.Sc. in Zoology ........................................................................................................ 18

1.4.3 M. Phil. and Ph. D in Zoology ................................................................................... 20

1.5 Specialized Research Facilities of the Department ........................................................... 22

1.5.1 Entomology Branch .................................................................................................... 22

1.5.1.1 Butterfly Park and Research Centre (BPRC) ....................................................... 22

1.5.1.2 DNA Barcoding Laboratory ................................................................................ 23

1.5.1.3 Insect Rearing and Experimental Station (IRES) ................................................ 23

1.5.1.4 Medical and Forensic Entomology Lab ............................................................... 24

1.5.2 Wildlife Ecology, Management and Conservation Biology Branch .......................... 24

1.5.2.1 Wildlife Rescue Centre (WRC) ........................................................................... 26

1.5.2.2 Wildlife Museum ................................................................................................. 27

1.5.2.3 Wildlife Population Genetics and Zoonotic Diseases Lab .................................. 27

1.5.3 Limnology and Fishery Sciences Branch ................................................................... 28

1.6 Aims of the Department .................................................................................................... 30

1.7 Achievements of the Department ...................................................................................... 31

Chapter II: METHODOLOGY ................................................................................................... 32

2.1 Assessment procedure ....................................................................................................... 32

2.2 Overview of participants ................................................................................................... 33

2.3 Questionnaire survey ......................................................................................................... 34

vii

Chapter III: FINDINGS .............................................................................................................. 36

3.1 GOVERNANCE ............................................................................................................... 36

3.1.1 FACULTY MEMBER ............................................................................................... 36

3.1.2 STUDENTS ................................................................................................................ 39

3.1.3 ALUMNI .................................................................................................................... 42

3.1.4 NON-ACADEMIC STAFF ........................................................................................ 45

3.1.5 Summary of Findings on Governance ........................................................................ 47

3.2 CURRICULUM DESIGN AND REVIEW ...................................................................... 48

3.2.1 FACULTY MEMBERS ............................................................................................. 48

3.2.2 STUDENTS ................................................................................................................ 50

3.2.3 ALUMNI .................................................................................................................... 51

3.2.4 Summary of Findings ................................................................................................. 52

3.3 Student Entry qualifications, Admission procedure, Progress and Achievements ........... 53

3.3.1 FACULTY MEMBERS ............................................................................................. 53

3.3.2 STUDENTS ................................................................................................................ 55

3.3.3 ALUMNI .................................................................................................................... 56

3.3.4 Summary on Student Entry qualifications .................................................................. 58

3.4 INSTITUTIONAL STRUCTURES AND FACILITIES .................................................. 59

3.4.1 FACULTIES .............................................................................................................. 59

3.4.2 STUDENTS ................................................................................................................ 60

3.4.3 ALUMNI .................................................................................................................... 62

3.4.4 Summary on the institutional structure and facilities ................................................. 64

3.5 TEACHING-LEARNING AND ASSESSMENT ............................................................ 65

3.5.1 TEACHING ASSESSMENT ..................................................................................... 65

3.5.1.1 FACULTIES ........................................................................................................ 65

5.5.1.2 STUDENTS ......................................................................................................... 66

viii

5.5.1.3 ALUMNI ............................................................................................................. 68

3.5.2 LEARNING ASSESSMENT ..................................................................................... 70

3.5.2.1 FACULTIES ........................................................................................................ 70

3.5.2.2 STUDENTS ......................................................................................................... 72

3.5.2.3 ALUMNI ............................................................................................................. 73

3.5.2.4 Summary of the teaching-learning assessment .................................................... 74

3.6 STUDENT SUPPORT SERVICE .................................................................................... 75

3.6.1 FACULTY MEMBERS ............................................................................................. 75

3.6.2 STUDENTS ................................................................................................................ 77

3.6.3 ALUMNI .................................................................................................................... 78

3.6.4 Summary of student support system .......................................................................... 80

3.7 STAFF AND FACILITIES ............................................................................................... 81

3.7.1 FACULTIES .............................................................................................................. 81

3.7.2 NON-ACADEMIC STAFFS ..................................................................................... 83

3.7.3 Summary of the staff and facilities ............................................................................. 85

3.8 RESEARCH AND EXTENSION ..................................................................................... 86

3.8.1 FACULTY MEMBERS ............................................................................................. 86

3.8.2 STUDENTS ................................................................................................................ 87

3.8.3 ALUMNI .................................................................................................................... 87

3.8.4 Summary of the research and extension ..................................................................... 88

3.9 QUALITY ASSURANCE AND CONTINUOUS QUALITY IMPROVEMENT .......... 89

3.9.1 Summary of the quality assurance and improvement ................................................ 90

3.10 EMPLOYER’S VIEW ON GRADUATES .................................................................... 91

3.10.1 Employers’ assessment on knowledge ..................................................................... 91

3.10.2 Employers’ Assessment on communication skills ................................................... 92

3.10.3 Employers’ Assessment on Interpersonal skills ....................................................... 93

ix

3.10.4 Employers’ Assessment on Work skills .................................................................. 93

3.10.5 Overall Employers’ Assessment ............................................................................. 94

3.11 Stakeholders’ Suggestions / Recommendations for the Improvement of the Entity ...... 95

Chapter IV .................................................................................................................................. 96

SWOT Analysis .......................................................................................................................... 96

Strengths .................................................................................................................................. 96

Weakness ................................................................................................................................ 97

Opportunities ........................................................................................................................... 98

Threats ..................................................................................................................................... 99

List of Tables

TableNo. Title PageNo.

Table 1.1. Faculty member statistics of the department of Zoology in the year

2017

9

Table 1.2 Non-academic staffs of the department of Zoology in the year 2017 10

Table 1.3 Year-wise distributions of marks and units in B.Sc. (Honours) 11

Table 1.4 Present year-wise distributions in B.Sc. (Honours) curriculums of the department

12

Table 1.5 Courses for 1stYear B.Sc. (Honours) 12Table 1.6 Courses for 2nd Year B.Sc. (Honours)

13

Table 1.7 Courses for 3rdYear B.Sc. (Honours) 13Table 1.8 Courses for 4th Year B.Sc. (Honours)

13

Table 1.9 Letter Grade (LG) with Corresponding Grade (CG), Grade Point (GP) and Credit Point (CP) offered against the secured results by a candidate

17

Table 1.10 Student statistics of the department of Zoology in the year 2017 17

x

Table 1.11 Course curriculum for M.Sc. with marks 19

Table 1.12 M.Phil. and Ph.D. syllabus for Entomology

21

Table 1.13 M.Phil. and Ph.D. syllabus for Limnology and Fishery Sciences 21Table 1.14 M.Phil. and Ph.D. syllabus for Wildlife Ecology, Management and

Conservation Biology 21

Table 3.1 List of employers with various background 91

List of Figures

Fig. No. Title Page No.

Fig. 1. Percentage of different stakeholders from whom data were collected. 34 Fig. 2 Perceptions of the faculty members on the governance of the entity (1-

5). 37

Fig. 3. Perceptions of the faculty members on the governance of the entity (6 -10).

38


39

Fig. 5. Assessment of students on the governance of the entity (1-4). 40

Fig. 6. Assessment of students on the governance of the entity (5-8). 41

Fig. 7. Assessment of students on the governance of the entity (9-13). 42 Fig. 8. Perceptions of the alumni on the governance of the entity (1-4). 43

Fig. 9. Perceptions of the alumni on the governance of the entity (5-8). 44

Fig. 10. Perceptions of the alumni on the governance of the entity (9-13). 45

Fig. 11. Perceptions of the non-academic stuffs on the governance of the entity (1-4).

46


46

Fig. 13. Opinions of the faculty members on curriculum design and review of 49

xi

the entity (1-4).

Fig. 14. Opinions of the faculty members on curriculum design and review of the entity (1-4).

50

Fig. 15. Evaluation of curriculum content and design by the students of the entity.

51

Fig. 16. Evaluation of curriculum content and design by the alumni of the entity.

52

Fig.17. Assessment of student entry qualification and admission process by the faculty members of the entity (1-3).

53

Fig.18 Assessment of student entry qualification and admission process by the faculty members of the entity (4-6).

54

Fig.19 Assessment of student entry qualification and admission process by the students of the entity (1-3).

55

Fig.20

Assessment of student entry qualification and admission process by the students of the entity (4-6).

56

Fig.21 Evaluation of student entry qualification and admission process by the alumni of the entity (1-3).

57


58

Fig. 23 Assessment of faculty members on the structure and facilities of the entity (1-5).

59


60

Fig. 25 Observation of students on existing structure and facilities of the entity.

61


62

Fig. 27 Observation of the alumni on existing structure and facilities of the entity.

63

Fig. 28 Observation of the alumni on existing structure and facilities of the 64

xii

entity.

Fig. 29 Assessment on teaching by the faculties of the entity. 65

Fig. 30 Assessment on teaching by the faculties of the entity. 66

Fig. 31 Student’s observation on teaching of the entity (1-3). 67

Fig. 32 Student’s observation on teaching of the entity (4-6). 68

Fig. 33 Assessment on teaching by the alumni of the entity (1 -3). 69

Fig. 34 Assessment on teaching by the alumni of the entity (4 -6). 70

Fig. 35 Assessment on learning by the faculty members of the entity. 71

Fig. 36 Assessment on learning by the faculty members of the entity. 72

Fig. 37 Student’s assessment on learning of the entity. 73

Fig. 38 Observation of the alumni on the learning process of the entity. 74 Fig. 39 Assessment on the student support system by the faculty members of

the entity. 75

Fig. 40 Assessment on the student support system by the faculty members of the entity.

76

Fig. 41 Assessment of student support system by the students of the entity. 77

Fig. 42 Assessment of student support system by the students of the entity. 78

Fig. 43 Assessment of student support system by the alumni of the entity. 79

Fig. 44 Assessment of student support system by the alumni of the entity. 80

Fig. 45 Assessment on the staffs and facilities of the entity by the faculty members.

81


82

Fig. 47 Assessment on the staffs and facilities of the entity by the non-academic members.

83

Fig. 48 Assessment on the staffs and facilities of the entity by the non- 84

xiii

academic members.


85

Fig. 50 Opinion of the faculty members on the research and extension of the entity.

86

Fig. 51 Opinion of the students on the research and extension of the entity. 87

Fig. 52

Opinion of the alumni on the research and extension of the entity. 88

Fig. 53 Opinion of the faculty members on the quality assurance and continuous quality improvement of the entity.

90

List of Photos

Photo No.

Title Page No.

Photo 1. Butterfly park. 22 Photo 2. DNA Barcode laboratory. 23 Photo 3 Medical and Forensic Entomology Laboratory. 24

Photo 4. Wildlife Rescue Center (WRC), a field laboratory of the Wildlife

Branch, Department of Zoology.

27

Photo 5. Wildlife Population Genetics and Zoonotic Diseases laboratory. 28 Photo 6. Fisheries laboratory 29 Photo 7. Photograph of a Hatchery Complex 30

1

Chapter I: INTRODUCTION

1.1 General

Self-assessment is a tool to verify oneself with self-enhancement. Sedikides (1993) suggests

from the psychological point of view that the self-assessment motive will promote people to

seek information to confirm their uncertain self-concept rather than their certain self-concept

and at the same time people use self-assessment to enhance their any sorts of certainty from

their own self-knowledge. It is true that self-assessment motive might vary from one people to

other, but the most relevant research oriented self-assessment motive could interest mass

people within their fringe to accurate their current self-view, rather than improving their long

mind nourished self-view.

In these viewpoints, present contents of self-assessment study to identify the ongoing academic

strength and limitations and to ensuring quality improvement. Moreover, considering the prime

needs in the academic institutions, the study involves for the first time some interesting

interaction in order to achieve greater things in the future. Such a need may attribute comparing

the demand of higher education in the last two decades. For example, in the ninetieth decade of

the last century scope of higher education has started to expand gradually both in government

and private sectors through the establishment of increasing number of universities. But, it is a

great concern about the creation of quality graduates up to desired standard for the nation as

well as competitive job markets abroad. The scenario has already been reflected in the nation

with increasing number of highly educated unemployed people every year and their cumulative

frustration either directly or indirectly reflected in the mind of future generation to become

reluctant and actively participation in academic activities. As such, it might be one of the

reasons for the young generation to become more and more jealousy or to engage in several

illegal activities being influenced by the internal and outsider miscreants. These facts gradually

creates imbalance in the society. To overcome this situation, it is an utmost important to

establish an Institutional Quality Assessment Cell (IQAC) to evaluate the entire on-going

education systems in the goal of assuring timely honored quality standard. Eventually, the

system to be upgraded time to time through its own internal quality assurance cell as well as

maintaining link with other universities in the country and abroad.

2

For this reason, the principal job of the IQAC will be to create job oriented academic

curriculum step by step and will suggest the appropriate techniques of teaching to produce most

confident graduates for the country and abroad job markets. Present attempts of the University

Grand Commission (UGC), an intermediary institution between the Ministry of Education

(MoE) in regulating the financial and academic affairs of all the government and private

universities following the 1971 ordinance framework, to establish an IQAC under the Higher

Education Quality Enhancement Project (HEQEP) will open a new venture toward enhancing a

model for significant academic improvement for the respective institution every year simply by

self review without seeking helps of others. UGC being an authority to ensure quality in higher

education, will overview the activities of IQAC in the aim of qualitative improvement and

transparency of whole processes.

However, every university has its own rules and regulations relating to academic program

management, the IQAC will strengthen that activities as well as take initiative for assessing the

feedback on the on-going academic activities within a pre-settled time frame and accordingly

the self-assessment activities will finalize with necessary improvement for running the future

academic curriculum. In the whole process, the main objectives of the self-assessment process

will focus on the mind set up of the stakeholders in the ensuring standards of quality higher

education and the process to be evaluated continually until attainment of targeted goals. Thus,

the process depends on the sincerity of respondents (both current and ex-participants) as well as

both academic and administrative activities offering authorities for the respective institution to

set valuable recommendations in the improvements or enhancements of enter required

structures to produce worthy human resources for the future.

In the academic session 2016-17, the Department of Zoology has established for the first time

its IQAC under the UGC suggested program of Jahangirnagar University and accordingly

conducted self-assessment survey and prepared a report on its findings.

1.2 Process of Assessment

The Central Quality Assessment Cell (CQAC) nominated by the higher administrative

authority of the university, organized several training and symposium for the several

department selected Quality Assessment Committee (QAC) to assure efficiency in planning

and organizing the entire self-assessment activities. Then, the departmental QAC prior to

3

initiating the self-assessment study, organized individual demonstration program for the

stakeholders and service providers of the department to make aware about the program in

sincere, authentic and above all worthy responds from each and every level of the respondent.

In the whole process, the participants at the symposium level unanimously identified nine (9)

criterions for the standard of assessment.

a. Institutional Governance b. Curriculum development, delivery and assessment c. Student entry criteria selection, assessment and management d. Structure including infrastructure and facilities e. Teaching & learning assessment f. Student support services g. Staff recruitment, management and development facilities h. Research, Extension and other academic co-curricular activities i. Cumulative quality assurance and quality improvement services.

To assess all the above criterions, non-random, convenience sampling method was used in each

level of respondents. For this reason, five different pre-set questionnaires were used for

employer, alumni, students, non-academic staffs and academic staffs. These questionnaires

were adopted from the Self-Assessment Manual under the Higher Education Quality

Enhancement Project (HEQEP) of UGC, Bangladesh.

1.3 Overview of the university (Jahangirnagar University)

Jahangirnagar University (JU) is a public university based at Savar Upazila, Dhaka,

Bangladesh. Founded in 20 August, 1970 under the Jahangirnagar Muslim University

Ordinance of the then government of Pakistan and formally inaugurated in 12 January, 1971 by

Rear Admiral S. M. Ahsan, Governor of the former East Pakistan and as a Chancellor of the

University. Therefore, every year 12 January is observed as “University Day” for the

Jahangirnagar University.

At the beginning, in the conception of fully residential university within the academic model of

the “Aligarh Muslim University”, it was an experimental project work for the former Pakistan

Government, later with the emergence of independent Bangladesh in 1971; the previous

4

“Jahangirnagar Muslim University Act 1970” was amended and restructured in the name of

“Jahangirnagar University” to be abide by the “Jahangirnagar University Act 1973”,

Bangladesh. It is 4th public university, but still the only residential university in Bangladesh.

Initially, the university grew out of an association of scholar teachers from different university

in Bangladesh and scholarly guidance of its first vice-chancellor; Mafiz Uddin Ahmad (PhD in

Chemistry, University of Illinois Chicago) took up office on 24 September 1970. Accordingly,

the university started its endeavor in 4 January, 1971 through the enrollment of 150 students in

the first batch in 1970-71 academic years in her four beginning departments: Economics,

Geography, Mathematics, and Statistics.

In the last four and half decades, the university has expanded a lot in academic, research and

other related activities as well as in physical development within its territory. As a result, in the

year 2014 to onward, the university had a total of 16,781 students, 755 teachers, and 1,430

other employees in 34 Academic Departments under 6 Faculties: Arts and Humanities, Social

Sciences, Mathematical and Physical Sciences, Biological Sciences, Business Studies and Law

& Justice. Three institutes for specialized research and training: Business Administration

(IBA), Information Technology (IIT) and Institute of Life Sciences. Through all these

departments, the university offers 4 years Bachelors (Honours) and 1 year Master degrees as

well as M.Phil and Ph.D on the basis of research performance in the respective disciplines. On

2 March 2014, Dr. Farzana Islam, professor of the Anthropology department, was appointed as

a Vice-Chancellor of the Jahangirnagar University, marking history in the country's first

woman to hold this position.

1.3.1 Jahangirnagar University Act of 1973

ACT NO. XXXIV OF 1973, an act to repeal the Jahangirnagar Muslim University Ordinance,

1970 and to provide for reconstitution and reorganization of the Jahangirnagar Muslim

University.

1.3.2 Location and the campus

The university stands on the west side of the Asian Highway, popularly known as the Dhaka-

Aricha Road, which is 32 kilometers away from the Dhaka (Capital of Bangladesh) city. Its

697.56 acres (2.8 km²) campus area is surrounded at the southern side by the Bangladesh Public

Administration Training Centre (BPATC), in the east to north-east side laying the National

5

Monument (Jatiyo Smriti Soudho), Savar Army Cantonment and dairy farm, Sheikh Hasina

National Youth Centre, and in the west bounded by the local villages. Its gentle rise and plains

topography with grassy loan and ever green trees in between a series type wetlands sprawled

around the campus make an excellent habitat for several wild animals and winter birds that

flock in thousands every year attracts many armature and professional bird watcher as well as

nature lovers to spend their weak end days and any leisure times over here with family

members throughout the year.

1.3.3 Administrative activities of the university

The university being an autonomous body, all the academic related activities is managed by an

executive council 'the Syndicate'. Its statutes need ratification by the senate of the university,

which meets at least once a year to do the same. The senate passes the annual budget of the

university, reviews its academic matters, and elects a panel of three nominees for the position

of a vice-chancellor for the university once every four years. For smooth running of both

academic and related administrative activities, the President of the country being a Chancellor

of the university, nominate and appoint a vice-chancellor for the next four years from the panel.

Consequently, to support the vice-chancellor in the academic and administrative activities as

well as the financial side of the overall university, two pro-vice-chancellor and one treasurer

also appointed by the Chancellor of the university. In the stated frame-work, the university

advancing forwards to fulfill its mission and visions.

1.3.4 Student life in the campus

As a residential university, Jahangirnagar University is mandated to provide individual

residential accommodation for every male and female student. Besides, to support better

academic atmosphere for the students, the university has 16 residential halls (8 for male and 8

for female students) and 2 equal number of halls for both the students are under construction.

Each hall has its own administration system headed by a provost and is equipped with facilities

such as playgrounds, rooms for indoor games and recreation, dining halls, prayer room. For

recreation, both English and Bengali Daily News Paper and Magazines are supplied from the

respective hall budgets.

To make academic life attractive, easier and monotonous less, the university has a number of

other facilities, such as, to facilitate study for both teachers and students, the Jahangirnagar

6

University established a central library instead of individual departmental library in 1985. For

easy access, the library building is placed between the main academic buildings and the

dormitories. There is a monument of "Sangshaptak" in front of the library building to inspire

the future generation in nation’s development. The entire area has Wi-Fi coverage. There are

more than 110,000 books, 14,000 hard bound journals, and 22,000 online journals in the

library. The library can accommodate over 170 students at a time. There is a cyber centre in the

premises. Airy with ample glass openings, the library is an elegant piece of architecture. In

future, with the extension of its space, the whole library system will computerize for easy

information and lending the books. In 2016-17 academic years, university has established an up

to date equipped science laboratory in the name of a renowned Nuclear Scientist of the country,

“Wazed Meah Science Research Center” to facilitate the research activities for both the

teachers and students.

The Jahangirnagar University has its own medical centre for students, teachers and other staff

members. The centre provides 24-hour service and is supervised by the chief medical officers

with a numbers of qualified lady and male doctors. Despite bearing all expenses related to

treatment for students, the center offer free health-related advice to teachers, officers, staffs and

their family members. New expanded medical center with hospital facilities are under

construction to mitigate the need of increasing students number.

The university has a good reputation for her cultural and sports activities. Its campus is

furnished with a open concert gallery (first at the university level in Bangladesh), a full-fledged

1500 seated auditorium in the name of a famous Bangladeshi novelist, writer and filmmaker

“Zahir Raihan” adjacent to a teacher-student center (TSC) complex, 1 well equipped 250 seated

separate seminar hall within the auditorium, 1 gymnasium, 1 swimming pool, 1 central football

cum hockey ground, an amphitheatre, and a central cafeteria. To respect the language martyrs,

there is a tallest and beautiful architecturally designed “Sahid Minar” in this campus.

The transport pool of the university launched from the very beginning with a numbers of

vehicles for transporting teacher and staffs staying outside the campus. Similarly, every day at

the evening to 7:30 pm as well as on the weekend there is a university bus service for students

to ply in between campus and Dhaka city to mitigate their necessary requirements.

In addition to academic activities, students have every freedom to participate either in cultural

or voluntary health awareness organization. Jahangirnagar University is a culturally vibrant

7

university because of the blessing of “Drama and Dramatic Department” founded by a famous

dramatis personal Professor Salim Al Deen and to memorize his work, a number of cultural

organizations run by the students and teachers of that department.

1.3.5 Mission and Vision of the University

The mission of the Jahangirnagar University is to contribute to nation through the pursuit of

education, learning, and research at the highest international levels of excellence. For this

reason, every three years the course curricula and research arenas will be changed keeping pace

with the demand of the nation as well as to create global standard of her students. At the same

time, abide by the university ordinance and university Act, 1973 all kinds of pioneering

activities to be fostered to create a patriotic community to feel the urge within to serve the

nation and the humanity. The university’s core missions are to create future leader that can

contribute to change the nation in all respects and even to global perspective for better

tomorrow.

To ensure a knowledge-based society that can meet the challenges of 21st century, every year

the university will nurture talent within the freshly recruited students with quality education,

research and creative activities. Even to encourage education among the talented poor students,

the university will offer scholarship and other financial helps to support their academic

expenditures.

1.4 Overview of program offering entity (Department of Zoology)

To open the door for knowledge about the mystery of creation life on this planet Earth, how

does the life has changed from its origin to attain at this diversify forms including the present

version of human structure and their role in overall molding the system towards economical

and destructive phases with possible uses and remedies, the Zoology Department of

Jahangirnagar University is the fourth in chronological order of establishment in Bangladesh.

At the beginning, Late Professor Dr. A. F. M. Kamal Uddin, respected Vice-Chancellor of the

Jahangirnagar University of that time, his utmost care and eagerness helped to establish an

Institute of Life Sciences and appointed Late Professor Dr. Sayed Safiullah of the Chemistry

Department, as an advisor and first Director of the Institute for his scholarly guide and to build

8

up it as a renowned integrated platform for spreading knowledge to future generation through

teaching and researches on living beings surrounding us.

In the inception, Zoology and Botany was started as an integrated branch to teach and conduct

research in the respective field under the Institute of Life Sciences. In the following year, in

1987, pondering the rapid advances in the field of life sciences as well as in the field of animal

sciences, it was necessary to extend Zoology and Botany into an independent and full-fledged

Department. Therefore, as an independent Department of Zoology started functioning through

the appointment of Professor Dr. Md. Anwarul Islam (now working as a Professor in the

Zoology Department of the University of Dhaka) in 1986 as a full time Assistant Professor and

in 1987 as a Head of the Department he had to shoulder all the responsibility of its

development. Consequently, to facilitate the administrative activities and to keep pace with

other university in Bangladesh, the Institutional structure was changed in the name of

“Biological Sciences Faculty”.

From the first day, a number of ever respected and eminent teachers in their respected fields,

namely – Late Professor Kazi Zaker Hossain, Professor Dr. Sayed Humayun Kabir, Professor

Dr. Mahbubur Rahman Khan and Professor Dr. Sayed Hadiuzzaman from the University of

Dhaka, gave valuable time in the development of this new born Department through the

preparation and first time implementation of integrated semester system Honours Course

Curriculum and teaching the students of their times. Later, Mr. Muhammad Muhibullah

participated in the program as a part time and then as a supernumerary teacher worked up to

June, 1994. By the year of 1989, Professor Dr. Sadia Ahamed, Professor Dr. Md. Abdullah Hel

Baque, Professor Dr. Md. Rafiqun Nabi and Professor Dr. Tahmina Afroz joined as a full time

Lecturer position in the Department. Since then, in the last three decades, the Department

developed at a fast rate to its present states through time to time recruitment of her own brilliant

students as a teacher and consequently time to time introducing up to date honored courses with

a view to prepare the trained personnel to compete themselves in the national and global

standards in the field of classical as well as many applied sides of the Zoology.

Commencing in an Old Arts Building of the University, the Department is now working in the

third floor of its own allocated part of the Biological Sciences Building. The building is located

in the northern part of University Campus in between the Geology and Environment Sciences

9

and Gymnasium Building and opposite side of the Wazed Miah Science Research Center of the

University. In the presently owned 20000 m2 space areas, the Department has three under-grade

class room, two general laboratories, three specialized laboratories, one seminar library and one

office room. All the academic staffs have their own individual office space including 1 office

space for the Chairperson of the Department with an accommodation to conduct monthly

departmental academic committee and in necessity other academic as well as emergency

meeting to look over the academic activities. In these circumstances, the Department has strong

and proud history in contributing several national and international collaborative research

activities as well as in policy making for the animal resource management throughout the

country. Besides, all the efficient, skilled and friendly teaching, official and laboratory staffs

harmoniously contributing a great to maintain congeal academic and research atmosphere for

the Department. Currently the department has 26 faculties on different research disciplines with

the following academic efficiencies and working status.

Table 1.1. Faculty member statistics of the department of Zoology in the year 2017

Position Number Gender Highest Academic Degree

On duty / Study Leave

Male Female PhD MPhil / MSc

On Duty Study Leave

Professor 16 13 3 16 16 16 0

Associate Professor

4 3 1 4 4 4 0

Assistant Professor 6 3 3 2 6 3 3

Lecturer 0 - - - - - -

Total 26 19 7 22 26 23 3

The contribution of non-academic staffs cannot be overestimated in building up a universally

accepted academic atmosphere and to disperse effectively among the stakeholders. That part is

contributing by a number of well efficient staffs of the department. Depending upon the job

10

pattern, these non-academic staffs were recruited with different academic background and in

necessary cases were trained up through participation in several training programs offered by

the government and non-government authorities in Bangladesh.

At present, the Department possesses 15 non-academic staffs. Many of these staffs, within their service tenure in this Department completed graduation and master degrees from the Open University in Bangladesh as well as depending on the efficiency and sincerity of work and fulfillment of the university ordinance encouraged through promotion in the officer grade.

Table 1.2 Non-academic staffs of the department of Zoology in the year 2017

Grade Total Number Gender

Male Female

Officer 1st class

2 2 0

Employee 3rd class

7 6 1

Employee 4th class

6 6 0

Total 15 14 1

1.4.1 B.Sc. (Honours) in Zoology

The full-fledged B. Sc. Honours in Zoology program was first introduced by all the university

in Bangladesh in 1969 through a 3-years curriculum covering 600 marks in different major

fields in Zoology along with most relevant subjects like Botany and Chemistry/ Psychology as

supplementary courses each with 200 marks aggregating 1000 marks for awarding the degree.

Later, concerning about the program quality and inequality with the European and North

American degree, the previous program strengthened into 4-years integrated courses (instead of

supplementary courses) in 1993.

11

Table 1.3 Year-wise distributions of marks and units in B.Sc. (Honours)

B.Sc.

(Honours)

Total Units

Total Credits

Total Marks

Marks in

Theory

Marks in Practical

Marks in Viva-

voce

Marks in Research project

1st year 7 28 700 450 200 50 -

2nd year 9 36 900 650 200 50 -

3rdyear 9 36 900 650 200 50 -

4thyear 10 40 1000 700 200 50 50

Total 35 140 3500 2450 800 200 50

In addition to that one year M. Sc. in Zoology with advanced relevant courses leading to

Thesis, Research methodology, Bio-statistics and Bioinformatics becomes a mandatory for

better positioning in the job market.

In this respect, the Zoology Department of the Jahangirnagar University is a pioneer in the

country to introduce integrated courses in B. Sc. Honours in Zoology. To confer the integrated

system in graduation level, all the courses are distributed within 4000 marks under 160 credits

and 40 units for 4 academic years duration. Within the total marks, 3400 marks covered by

different honours subject and 600 marks for relevant subjects.

1.4.1.1 Summarized form of Course Curriculum

The B.Sc. (Honours) course in Zoology shall be extended over a period of four academic years.

The courses Zool. 101 to 106 (theoretical) and Zool. 110 to 112 (practical) will be offered in

the first year; Zool. 201 to 208 (theoretical) and Zool. 210 to 212 (practical) in the second year;

Zool. 301 to 308 (theoretical) and Zool. 310 and 312(practical) in the third year; and Zool. 401

to 407 (theoretical), Zool. 410 to 413 (practical) and Zool. 420 (project/research report) in the

fourth year. There shall be a viva-voce at the end of each academic year exam. Thus, a student

has to attain in total 3500 marks examinations including theoretical, practical and viva-voce to

complete honours degree. Out of the total marks, 70% shall be allocated for the annual

12

examination, 20% shall be allocated for tutorial of both theoretical and practical courses and

the remaining 10% shall be allocated for class attendance. The annual examination shall be

held at the end of each academic year and the final assessment for the B. Sc. (Honours) degree

in Zoology shall be made on the basis of sum total results of four annual examinations.

Each full unit course shall comprise of 4 credit hours and half unit of 2 credit hours. The

number of theoretical classes/lectures (each of 50 minutes duration) per week for 4 credit hours

shall be 3 and 2 for 2 credit hours. Total theoretical classes/lectures for one academic year shall

be 45-50 for 4 credit hours and 25-30 for 2 credit hours.

Table 1.4 Present year-wise distributions in B.Sc. (Honours) curriculums of the department

B.Sc. (Honours)

Total Units

Total Credits

Total Marks

Categorical Distribution of Marks Marks

in Theory

Marks in

Practical

Marks in Viva-voce

Marks in Research Project

1st year 7 28 700 450 200 50 -

2nd year 9 36 900 650 200 50 -

3rdyear 9 36 900 650 200 50 -

4thyear 10 40 1000 700 200 50 50

Total 35 140 3500 2450 800 200 50

Year wise distribution of marks for theoretical and practical courses, project/research report and viva-voce are as follows.

Table 1.5 Courses for 1stYear B.Sc. (Honours)

Course No Course Title Units Credits Marks

Zool. 101 Introduction to Zoology ½ 2 50 Zool. 102 Taxonomy and Nomenclature ½ 2 50 Zool. 103 Animal Diversity-I (Invertebrate I) 1 4 100 Zool. 104 Animal Diversity-II (Invertebrate II) 1 4 100 Zool. 105 Botany-I ½ 2 50 Zool. 106 Biochemistry-I 1 4 100 Zool. 110 Zoology Practical-I 1 4 100 Zool. 111 Botany Practical-I ½ 2 50 Zool. 112 Biochemistry Practical-I ½ 2 50

Viva-Voce ½ 2 50 Total 7 28 700

13

Table 1.6 Courses for 2nd Year B.Sc. (Honours)


Zool. 201 Animal Diversity-III (Protochordates and Lower Vertebrates)

1 4 100

Zool. 202 Animal Diversity-IV (Higher Vertebrates) 1 4 100 Zool. 203 Comparative Vertebrate Anatomy 1 4 100 Zool. 204 Human Physiology 1 4 100 Zool. 205 Developmental Biology ½ 2 50 Zool. 206 Cell Biology ½ 2 50 Zool. 207 Botany-II ½ 2 50 Zool. 208 Biochemistry-II 1 4 100 Zool. 210 Zoology Practical-II 1 4 100 Zool. 211 Botany Practical-II ½ 2 50 Zool. 212 Biochemistry Practical-II ½ 2 50 Viva-Voce ½ 2 50 Total 9 36 900

Table 1.7 Courses for 3rdYear B.Sc. (Honours)


Zool. 301 Microbiology and Immunology 1 4 100 Zool. 302 Genetics ½ 2 50 Zool. 303 Molecular Biology ½ 2 50 Zool. 304 Animal Behaviour 1 4 100 Zool. 305 Ecology 1 4 100 Zool. 306 Evolution, Palaeontology and Zoogeography 1 4 100 Zool. 307 Environmental Science and Radiation Biology 1 4 100 Zool. 308 Bio-statistics ½ 2 50 Zool. 310 Zoology Practical-III ½ 2 50 Zool. 311 Zoology Practical-IV 1 4 100 Zool. 312 Bio-statistics Practical ½ 2 50 Viva-Voce ½ 2 50 Total 9 36 900

Table 1.8 Courses for 4th Year B.Sc. (Honours)


Zool. 401 Biotechnology and Genetic Engineering 1 4 100 Zool. 402 Fish Biology, Physiology and Nutrition 1 4 100 Zool. 403 Limnology and Fish Culture 1 4 100

14

Zool. 404 Insect Morphology, Physiology and Taxonomy 1 4 100 Zool. 405 Applied Entomology 1 4 100 Zool. 406 Wildlife Biology 1 4 100 Zool. 407 Herpetology, Ornithology and Mammalogy 1 4 100 Zool. 410 Zoology Practical-V ½ 2 50 Zool. 411 Zoology Practical-VI ½ 2 50 Zool. 412 Zoology Practical-VII ½ 2 50 Zool. 413 Zoology Practical-VIII ½ 2 50 Zool. 420 Project/Research Report ½ 2 50

Viva-Voce ½ 2 50 Total 10 40 1000

1.4.1.2 Degree requirements

The degree shall be awarded on the basis of CGPA obtained by a candidate in B. Sc. Honours

Part-I, Part-2, Part-3 and Part- 4 examinations. In order to qualify for the B. Sc. Honours degree

a candidate must have to obtain the following within 4-academic years (not more than 6-

academic years from the year of admission) scoring at least: (i) a minimum CGPA of 2.00; (ii)

a minimum GPA of 2.00 in the practical courses in each of Part-I, Part-2, Part-3 and Part-4

examinations, (iii) a minimum TCP of 144; (iv) “S” letter grade in English course (letter grade

“S” corresponds to at least 30% marks).

1.4.1.3 Publications of results

The overall results of a successful candidate covering all examinations of four years shall be

declared on the basis of CGPA with the corresponding letter grade (LG). The transcript in

English shall show the course number, course title, credit, grade and grade point of individual

courses, GPA of each year, CGPA and the corresponding LG for the overall result.

1.4.1.4 Promotions

To set a student eligible for promotion from one part to next part of the Honours classes, he/she

must secure at least GP 2.00 for each year end academic year examination in the respective

part’s theoretical and practical units, credits and marks as allocated by the department. Thus, a

successful candidate must complete 4 parts in consecutive four academic years or under

15

condition of following course and result improvement options.

1.4.1.5 Course Improvement A promoted student earning a grade less than 2.75 in individual course shall be allowed to

improve the grades on the respective course/courses, not more than two full unit courses of

Part-l, Part-2 and Part-3 examinations or their equivalent courses (in case of changes in the

syllabus), defined by the departmental academic committee, through the regular examination of

the immediate following batch. No improvement shall be allowed in practical course

examinations/ viva-voce/class assessment/ tutorial/ terminal / Field report/ excursion/ home

assignment and thesis/ dissertation courses. If a candidate fails to improve his/her course grade,

the previous grade shall remain valid. Simultaneously, for a readmitted candidate, if he/she fails

to appear at the class assessment/ tutorial/ terminal/ home assignment and thesis dissertation/

project courses with the current academic batch, then his/her previous grade shall remain valid.

1.4.1.5 Result Improvement A candidate having a CGPA less than 2.75 at the end of the Part-4 examinations (within six

academic years from the date of first admission) shall be allowed to improve his/her result on

up to a maximum of 4 (four) full/half units of the Part-4 theoretical courses in the immediate

next regular examination after publication of his/her regular exam result. In that case, the year

of examination shall remain same as that of the regular examination. No improvement shall be

allowed for practical courses/ viva-voce/ class assessment/ tutorial/ terminal/ home assignment,

thesis/ dissertation/ field report/ excursion etc. courses. If a candidate fails to improve CGPA

with the improving courses GP in total, the previous results shall remain valid.

1.4.1.6 Dropping out Candidate fails to earn the yearly required, GPA after completing regular examinations and

subsequently failed again after taking both the course and result improvement options through

readmission in 1st, 2nd, and 3rd years shall be totally dropped out of the program.

16

1.4.1.7 Eligibility for examination

The eligibility of a candidate to sit for every year (semester) examination depends on the

following points.

1.4.1.8 Percentage of Attendance In order to be eligible for taking up the B. Sc. Honours examinations, a candidate must have

pursued a regular course of study by attending not less than 75% of the total number of classes

held (theoretical, practical, class assessment etc.) provided that the academic committee of the

department on special grounds (supported by a valid evidence in necessity), may condone the

cases of shortage of attendance not below 60%. A candidate, appearing at the examination

under the benefit of this provision shall have to pay in addition to the examination fees, the

requisite fee prescribed by the syndicate for the purpose. Candidates having less than 60%

attendance shall not be allowed to fill up the examination form.

1.4.1.9 Readmission A candidate, who failed to appear at the examination or fails to pass the examination, may on

the approval of the relevant department be readmitted to the immediate following session in the

first, second, third or fourth year of the program. A readmitted candidate shall have to reappear

in all course examinations.

1.4.1.10 The Grading Systems

The credit points achieved by an examinee for 0.50 and 1.00 unit courses shall be 2 and 4,

respectively. For other fractions of a unit, proportionality should be applied.

17

Table 1.9 Letter Grade (LG) with Corresponding Grade (CG), Grade Point (GP) and Credit Point (CP) offered against the secured results by a candidate

Obtained Numerical Marks in Percentage

LG

GP / unit

CP / unit

80% or its above A+ (A plus)

4.00

4

75% to less than 80% A (A regular) 3.75 4

70% to less than 75% A (A minus) 3.50 4

65% to less than 70% B+ (B plus) 3.25 4

60% to less than 65% B (B regular) 3.00 4

55% to less than 60% B (B minus) 2.75 4

50% to less than 55% C+ (C plus) 2.50 4

45% to less than 50% C (C regular) 2.25 4

40% to less than 45% D 2.00 4

Less than 40% F 0.00 0

Incomplete

I -- 0

Absence from the final examination shall be considered incomplete with the letter grade “I”.

Table 1.10 Student statistics of the department of Zoology in the year 2017

Academic Year Male students Female students Total

1st Year 24 20 44

2nd Year 21 24 45

3rd Year 31 17 48

4th Year 16 26 42

M.Sc. 21 14 35

18

1.4.2 M.Sc. in Zoology

The M.Sc. courses shall be extended over one academic year. There shall be two groups: Group

A (General group) and Group B (Thesis group). A student shall go through either of the groups,

subject to the approval of the departmental academic committee. A student will be allowed to

choose any one of the following 3 fields of specialization: 1. Limnology and Fishery Sciences;

2. Entomology; 3. Wildlife Ecology, Management and Conservation Biology. Each group will

carry a total of 750 marks, including theory courses, dissertation, practical courses and viva-

voce. Syllabus of theory courses for both the group A & B shall be the same in each field of

specialization. There shall be a one unit common course (Zool. 601) for all the fields while the

other courses shall be included as special courses for the concerned field of specialization viz.,

Zool. 602 to 607 (theoretical) and Zool. 630 to 632 (practical) for Limnology and Fishery

Sciences, Zool. 608 to 613 (theoretical) and Zool. 640 to 642 (practical) for Entomology and

Zool.614 to 619 (theoretical) and Zool. 650 to 652 (practical) for Wildlife Ecology,

Management and Conservation Biology. The selection of students for thesis group shall be

decided according to the rules set by the academic committee.

Each full unit course shall comprise of 4 credit hours and half unit of 2 credit hours. The

number of theoretical classes/lectures (each of 50 minutes duration) per week for 4 credit hours

shall be 3 and 2 for 2 credit hours. Total theoretical classes/lectures for one academic year shall

be 45-50 for 4 credit hours and 25-30 for 2 credit hours.

Summary of the distribution of marks and course curriculum shall be as follows: Group - A (General group)

a) Theory courses 20 credits 500 marks

b) Practical 6 credits 150 marks

c) Project 2 credits 50 marks

d) Viva-voce 2 credits 50 marks

Total 30 credits 750 marks

19

Group B (Thesis group)

a) Theory courses 20 credits 500 marks

b) Dissertation 8 credits 200 marks

c) Viva-voce 2 credits 50 marks

Total 30 credits 750 marks

Table 1.11 Course curriculum for M.Sc. with marks

Detailed courses for the M.Sc. in Zoology (Specialization: Limnology and Fishery Sciences)

Course No Course Title Unit Credits Marks

Zool. 601 Advanced Biology, Human Ecology and Research Methodology 1 4 100

Zool. 602 Fish Pathology and Parasitology ½ 2 50 Zool. 603 Fish Taxonomy and Fisheries Management ½ 2 50 Zool. 604 Fish Processing and Preservation Technology ½ 2 50 Zool. 605 Fishing Technology and Rational Fishery ½ 2 50 Zool. 606 Limnology , Oceanology and Mariculture 1 4 100 Zool. 607 Fish Population Dynamics and Fish Genetics 1 4 100

Practical + Project (General group) or Dissertation (Thesis group)

2 8 200

Viva-voce ½ 2 50 Total 7.5 30 750

(Specialization: Entomology)



Zool. 608 Insect Taxonomy ½ 2 50 Zool. 609 Agricultural and Forest Entomology ½ 2 50 Zool. 610 Insect Genetics and Molecular Entomology ½ 2 50 Zool. 611 Insect Population & Behavioral-Ecology 1 4 100 Zool. 612 Medical and Veterinary Entomology 1 4 100 Zool. 613 Forensic Entomology ½ 2 50

Practical + Project (General group) or Dissertation (Thesis group) 2 8 200

Viva-voce ½ 2 50 Total 7.5 30 750

20

(Specialization: Wildlife Ecology, Management and Conservation Biology)



Zool. 614 Wildlife Management 1 4 100 Zool. 615 Wildlife Conservation ½ 2 50 Zool. 616 Biodiversity and Sustainable Development 1 4 100 Zool. 617 Captive Breeding and Reintroduction ½ 2 50 Zool. 618 Wildlife Diseases and Public Health ½ 2 50 Zool. 619 Wildlife Laws and Convention ½ 2 50

Practical + Project (General group) or Dissertation (Thesis group) 2 8 200

Viva-voce ½ 2 50 Total 7.5 30 750

1.4.3 M. Phil. and Ph. D in Zoology

The admission to MPhil/PhD course in Zoology shall be decided in accordance with the

ordinance of the university for the degree of Master of Philosophy/Doctor of Philosophy. The

study shall be extended over a period of 2/3 academic years. The department shall offer courses

in 3 fields of specialization: 1. Entomology, 2. Limnology and Fishery Sciences 3.Wildlife

Ecology, Management and Conservation Biology. The degree of M. Phil shall consist of (a)

written examination on approved courses (200 marks), (b) examination of a thesis (200 marks)

on an approved topic and (c) oral examination (100 marks). This for the Ph. D shall consist of

200 theory marks on the same syllabus of M. Phil as offered by the respective specialized

branch. Theory examination for M. Phil and Ph. D degree shall be followed according to the

Ordinance for the degree of M. Phil/Ph. D and shall be held at the end of 1st year.

Besides, both the M. Phil and Ph. D student will have to presents at least two seminars (each of

6 months duration) during his/her academic sessions. Then, both the fellows depending on the

approval of their thesis by three expert examiners (including the supervisor of the thesis) from

21

the country/ abroad shall fetch the oral examination before a board formed by the Advanced

Study Committee of the Department with the chair of the respective research supervisor. The

unanimous recommendation of all the expert examiners will then forward to the Board of

Advanced Studies and Academic Council for approval and finally the Syndicate on the basis of

recommendation of the previous bodies will declare the award of M. Phil and Ph. D degree.

Summary of the distribution of marks and course curriculum for M. Phil and Ph. D courses shall be as follows: The courses listed below shall be offered for MPhil/PhD in 3 fields of specialization in Zoology during 2015-16, 2016-17 and 2017-18 academic sessions.

Table 1.12 M.Phil. and Ph.D. syllabus for Entomology


Zool. 710 Insect Taxonomy 1 4 100 Zool. 711 Insect Physiology and Biochemistry 1 4 100 Zool. 712 Insect Ecology and Behavior 1 4 100 Zool. 713 Insect Pest Management 1 4 100 Zool. 714 Insect Microbiology and Parasitology 1 4 100 Zool. 715 Insect Toxicology and Environment Entomology 1 4 100

Table 1.13 M.Phil. and Ph.D. syllabus for Limnology and Fishery Sciences


Zool. 720 Fish Growth, Population Dynamics and Fishery Systematic 1 4 100

Zool. 721 Oceanography and Microbial Limnology 1 4 100

Zool. 722 Fish Physiology, Adaptation and Related Biochemistry 1 4 100

Zool. 723 Fisheries Research Methodology and Related Bio-statistics 1 4 100

Table 1.14 M.Phil. and Ph.D. syllabus for Wildlife Ecology, Management and Conservation Biology


Zool. 730 Herpetology and Ornithology 1 4 100 Zool. 731 Mammalogy, Wildlife Management and Conservation 1 4 100 Zool. 732 Wildlife Monitoring and Assessment 1 4 100 Zool. 733 Population Genetics and Emerging Zoonoses 1 4 100

22

1.5 Specialized Research Facilities of the Department

1.5.1 Entomology Branch

1.5.1.1 Butterfly Park and Research Centre (BPRC)

Butterfly Park and Research Centre (BPRC) belongs to the Entomology Section, Department of

Zoology, Jahangirnagar University, Savar, Dhaka, BANGLADESH. Butterflies are the most

beautiful and majestic creatures of the world. This little creature is also important for

functioning ecosystems, as they provide pollination to plants, food for many animals; serve for

many scientific studies, as well as economic benefit through ecotourism industry. The BPRC is

a centre for education, scientific research and create awareness to the people related to butterfly

and its conservation.

Photo 1. Butterfly park.

23

1.5.1.2 DNA Barcoding Laboratory

DNA Barcoding Laboratory belongs to the Entomology Section, Department of Zoology,

Jahangirnagar University, Savar, Dhaka, BANGLADESH. The research of this lab is for quick

and correct identification of agriculture/medical/veterinary important insects underlying

molecular biology technique i.e. DNA barcoding. Correct taxonomic identification of the

vectors, pests and pollinators, will be necessary for the proper management of those insects.

The research program will also deal with scientific techniques and equipment related to DNA

barcoding.

Photo 2. DNA Barcode laboratory.

1.5.1.3 Insect Rearing and Experimental Station (IRES)

Insect Rearing and Experimental Station (IRES) belongs to the Entomology Section,

Department of Zoology, Jahangirnagar University, Savar, Dhaka, Bangladesh. In this station

various insects, especially mosquitoes, beetles, aphids, bugs, wasps etc. are reared and set up

the field as well as laboratory experiments.

24

1.5.1.4 Medical and Forensic Entomology Lab

Equipped with some modern scientific instruments such as spectrophotometer, centrifuge machines, digital incubators, light microscopes as well as microbiological facilities, this lab is investigating the scopes and applications of both medically and forensically-important insects in humans, domestic animals and wildlife welfares. Currently the research team is pursuing a new approach to determine the post-mortem interval (PMI) by using insects through biochemical investigations, which might replace the available conventional methods used throughout the world.

Photo 3 Medical and Forensic Entomology Laboratory.

1.5.2 Wildlife Ecology, Management and Conservation Biology Branch

The faculty members of the wildlife branch of the Department of Zoology formed Wildlife

Research Group. The members of this group have been conducting research on different

aspects of wildlife ecology, management and conservation since 1990. The prime focus of this

group is to generate basic ecological information on the wild species and their status,

distribution, habit, habitat, ecological requirements and conservation needs. This is the pre-

requisite for developing any management plan by the government. This research group has

25

developed the BioTrack program with the largest database on the species level, which provides

detailed information on most of the wildlife of Bangladesh.

The members of this group have expanded the wildlife research field in Bangladesh: added two

new arenas. The first one is wildlife population genetics and the other deals with transmissible

diseases between wildlife and human. These were possible by developing collaborative

programs with the University of Washington in Seattle, St. Jude Children’s Research Hospital,

Memphis, USA and the Primate Research Institute of the Kyoto University in Japan. Bilateral

research program is developed with Norwegian University of Science and Technology.

Students of these groups are trained both in field and laboratory, thus they become more

experienced than any other laboratories of this arena. Tremendous research capability of this

group made it possible to complete more than 50 research project funded by national and

international donor organizations.

In the last two and a half decades, more than 200 students completed their MSc, MPhil and

PhD research from this Laboratory. Students have the opportunity to use modern equipment

both in field and laboratory. Because of the advanced equipment, techniques and supervision,

many of the students did splendid work and hence, their theses have been published as

monograph, which is very rare in our country. Outcome of these researches also published in

different national and international scientific journals.

More than 250 research articles and 25 books have been published from the research outcome

of this group. Two volumes of IUCN-BD Red List have been published under the leadership of

two members of this group. There were significant contributions made to the National

Management Plan of Elephant, Tiger, Gibbon, Vulture and Gharial. This research group is also

developed the system for biodiversity monitoring in Protected Areas of Bangladesh and

conducting monitoring in 15 Protected Areas of the country since 2017.

Research fellows of this group are also members of different National committees including the

Wildlife Advisory Board, Ministry of Environment and Forest as well as other different

international entities. Along with these, two of the faculties of Wildlife Research Group

received National Gold Medal “Bangabandhu Award for Wildlife Conservation” for their

outstanding contribution to education, research and conservation of wildlife of Bangladesh.

26

The wildlife researchers of this group have been organizing ‘Bird Fair’ since 2000. The aim of

the Bird Fair is to aware mass people about bird conservation as well as to conserve biological

diversity of the country involving stakeholders from different corners. Among the many of the

events of the Bird Fair, drawing competition among the school going students encourages

students to involve in conservation efforts. Inter-university bird identification competition

inspires university students for studying birds. Awards are given every year to the persons who

have significant contribution for bird study and conservation.

To include the new forthcoming generation of change makers, this research team has developed

“Fun and Learn” a non-formal environmental education program for school children all over

the country including the ones living in and around the protected areas of Bangladesh.

Wildlife Research Group is dedicated to conserve the biodiversity through communication and

cooperation. This group is committed to continue conservation action by adhering to

innovation, collaboration and integrity.

Some of the research facilities of wildlife branch are as follows.

1.5.2.1 Wildlife Rescue Centre (WRC)

Wildlife Rescue Centre, the first of its kind in Bangladesh is established, aiming to provide

facilities to confiscate injured animals. Research on captive breeding of wild animals is also

conducting here in a regular basis. Research students set their experimental plots in WRC.

Moreover, its undisturbed habitat ensuring shelter of many nocturnal animals likes, Fishing

Cat, Jungle Cat, Jackal, Civets and Owls. Every year a good number of migratory birds visit

WRC lake. It also serves as an undisturbed breeding ground for many birds, mammals, and

reptiles. Training programs have been organized for the young professionals in collaboration

with University of Washington, Seattle each year. Several other workshops and symposia, both

national and international, are organized by this research group.

27

Photo 4. Wildlife Rescue Center (WRC), a field laboratory of the Wildlife Branch, Department

of Zoology.

1.5.2.2 Wildlife Museum

Wildlife museum belongs to the wildlife branch, which is the safe storage of many valuable

voucher specimens. Members of the wildlife research group have been preserving voucher

specimens of different groups of wild animals since 1990. At this moment, along with other

collections, this museum has the largest collection of herpetofauna (amphibians and reptiles)

and small mammals especially bats and rats of the country. Scientists from different corners of

the country have been using these voucher specimens as a reference. Every year a good number

of collections have been adding in its treasury.

1.5.2.3 Wildlife Population Genetics and Zoonotic Diseases Lab

The population genetics and zoonotic disease laboratory was established by the faculties of

wildlife branch in 2007 with the collaboration of Primate Research Institute of the Kyoto

University, Japan and the Primate Research Center of the University of Washington, Seattle,

28

USA. The focus of this lab is to conduct molecular research on different groups of wild animals

and to conduct study on bidirectional pathogen transfer between human and wild animals. The

researchers of this lab have been successfully completed research on Emergence and Evolution

of Simian Foamy Viruses in Bangladesh, funded by NIH grant, USA. Another project is

successfully going on Emergence of Avian Influenza Viruses in Bangladesh with the

collaboration of St. Jude Children’s Research Hospital, USA. Researchers of this lab

successfully characterized genetic composition of two of our primate species for the first in the

country.

Photo 5. Wildlife Population Genetics and Zoonotic Diseases laboratory.

1.5.3 Limnology and Fishery Sciences Branch

Limnology and Fishery Sciences Laboratory: Limnology and Fishery Sciences Laboratory

of the Zoology Department is one of the pioneer laboratories in the department. At the

beginning, it was established for the post-graduate students, who were intended to continue

their study in this applied field of zoology. Later, within the first decade of its establishment,

the laboratory set up has attended the capability to run even up to Ph. D level works specifically

on the “Limnology and Fish Biology” related research in conjugation to regular theoretical

29

course based practical experiments and research works for every year post graduate students.

Meanwhile, the laboratory supported about 18 Ph. D research fellows and more than 100 M. Sc

students to complete their research works successfully. It is worthy to mentioned here that the

branch is now more enriched by a number of experienced teachers with Ph. D and post-

doctorate degrees from different inter-nationally recognized and scientifically advanced

universities in foreign countries on several specialized branches of limnology, fish biology and

possibility of their sustainable management in different culture medias, fish diversity and

population study in lentic and lotic ecosystems, fish pathology and microbiology, osteology and

comparative taxonomy of fin and non-fined fishes. So, it can say that the laboratory is now

more capable to guide more research students either in post-graduate to Ph. D levels on any of

the stated specialized branches of the limnology and fishery sciences provided the present set

up of the laboratory is modernized in accordance to research needs.

At present, it can say that the laboratory is equipped with all kinds of freshwater analysis

facilities including the plankton population and diversity study. Fish biology related study, such

as, gut analysis and their probable physiological variation with the feeding habits. Fish

processing and quality maintaining in term of nutrient contains through bio-chemical analysis

of the original and preserved fish products with the increasing shelf life. All sorts of fish

taxonomy and osteological studies are available with possible photographic and imaging

methods under the guidance of qualified supervisors.

Photo 6. Fisheries laboratory In the year of 2016, one fully-fledged “Hatchery Complex” has introduced into the “Limnology

and Fishery Sciences Laboratory” of the department and thereby open a new venture in the

fishery related research works. In the mean time, both undergrad and post-grade students are

getting benefit to practice many of the induced breeding techniques, rearing of the Nilotica

nilotica and other indigenous fish species larvae on different natural and artificial feeds. In

future, the complex will be used in inbreeding of economically and critically endangered fish

species to regenerate their population as well as to find out the environment resistant fish

species through genetic engineering.

30

Photo 7.Photograph of a Hatchery Complex (To be collected from the Dr. Baki Billah)

In the success of several previous advanced research activities, every year more and more MS

and Ph. D levels research students are showing interest for continuing their higher studies in

this discipline of the department. Eventually, already graduates from the Dhaka, Rajshahi,

Chittagong, Bangladesh Agricultural University as well as the ex-student of this department

either under the Bangladesh Government/Jahangirnagar University Scholarship has

successfully completed their MS and Ph. D research and still considerable numbers of research

fellows are pursuing their research works on different discipline of the limnology and fishery

sciences from this laboratory.

Thus, considering the importance of this kind of research in the country as well as to give scope

of here teachers/ faculty members to practice their knowledge through guiding more and more

advanced researches, the laboratory space and research grand to be increased immediately.

Prior importance to be given for a separate MS and Ph. D research laboratory to continue

peacefully such a long term research works.

1.6 Aims of the Department

The principal aim of the Zoology Department is to offer highest possible standard in teaching

and research activities to under-graduate and post-graduate students as well as for the qualified

(Ordinance of the Higher Studies, JU) M. Phil and Ph. D research fellows. It is worth

mentioning that as allaying-in-room of integrated course curriculum system for under-grade

(Honors) students in Zoology in Bangladesh, the Department successfully carried out the

system and established an instance in overcoming the session jam. Later, it has adopted in other

public universities in Bangladesh.

To give maximum coverage in modern and applied Zoology, both undergrads and post-grade

course curriculums are rearranged every 3-4 (any year in necessity) years and depending on the

national and international requirements as well as concerned research activities also incorporate

31

depending on the opportunity and facility of the Department for the sake of student’s carrier

and scope in widest job arena. For example, with the advancement of animal science, subjects

like genetic engineering, biochemistry, molecular biology, bio-statistics, microbiology, etc., has

incorporated as mandatory courses gradually from the advance level of under-grade to post-

graduate students.

Moreover, the successful students with good academic background at under-grade level in

Zoology and relevant other subjects in Biological Sciences have a provision to built wide range

of their carriers at the post-graduate to M. Phil and Ph. D levels in three specialized branches

namely – Entomology, Limnology and Fishery Sciences as well as Wild Life Management and

Conservation Biology. In all these advanced level studies, each and every students have to go

through a department approved theoretical courses of the respective branch and consequently to

confer degree should successfully complete either a research report or one year thesis work for

the post-graduate and 1-4 consecutive years research work for M. Phil and Ph. D degree

respectively. Meanwhile, the department has guided successfully large number of M. Phil and

Ph. D level research works on different timely honored different national level problems in the

stated three specialized branches, which in turn, help to communicate widest possible audience

in the country as well as overall integrity in the scientific world and consciousness among the

general people on their neighboring wild animals.

1.7 Achievements of the Department

To exchange ideas and views on the classical and specialized branches in Zoology, the

department always organizes individual speech on the basis of PhD and MPhil research works

of the respective research fellow of the department, own faculty member’s research work in the

country and abroad as well as visiting foreign scholars and ex-students working in different

renowned NGO’s and any international organization. In spite of limited research facilities,

space and above all supporting financial support, all the graduates and post-graduate students of

the department are still satisfactorily developing their academic carrier to compete themselves

in any competitive national markets. Even, those researchers and students are able to conceive

ideas, prepare and execute research projects strengthened their mental abilities and could run

any executive position in the national and international organizations and could owned

scholarship in foreign universities.

32

To keep up-to-date all these academic related works and to record it properly in the department

and other administrative sections of the university, the Vice-chancellor of the university

appoint a head of the department (Chairman) for a period of three years among the teachers of

the department not below the rank of Assistant Professor by rotation in order of seniority. The

Chairman is responsible for the general supervision of the department and shall dispose of

routine works. All policy matters are dealt with by two Departmental Committees, namely – the

Academic committee and Planning Committee. The Academic Committee consists of all

teachers under the leadership of Chairman of the department, deals all kinds of academic

related policy matters, such as, (a) regular academic activities (b) syllabuses development and

update (c) implementation of academic calendar and arrangement of examinations and so on

for future betterment of the department. The planning Committee consists of one-third of the

total number of teachers in order of seniority with a minimum number of three and shall deals

with (a) Expansion of the department, and (b) Creating academic post in accordance to UGC

suggested rule for the department.

Besides, the Chairman of the department has empowered to carry out the academic committee

decided all sort of academic and related decisions among the students, concerned

administrative section of the university. For this reason, the Chairman has to attain different

meeting with the highest authority of the university as well as to convey several academic

committee decision for approval. Giving mobility in the administrative activities of the

department, all the staffs always remain under his jurisdiction.

Chapter II: METHODOLOGY

2.1 Assessment procedure

33

Pre-designed questionnaires have been surveyed among different stakeholders. Following

quality assurance areas have been accommodated in the questionnaire.

1. Governance

2. Curriculum Design & Review

3. Student Entry Qualifications, Admission Procedure, Progress and Achievements

4. Structure and Facilities

5. Teaching Learning Assessment

6. Students Support Services

7. Staff and Facilities: Recruitment and Staff development,

8. Research & Extension, and

9. Quality Assurance and Continuous Quality Improvement.

2.2 Overview of participants

To reach a qualitative outcome from assessing the present state of academic activities and in

planning for future targeted improvement, possible stakeholders involved at the university level

academic curriculum are chosen and asked for suggestion through the respected model survey

questionnaire. The possible stakeholders are chosen as faculty members, students, alumni, non-

academic staff and employer. Among the interviewers 56% was students, 32% was alumni and

5% was academics (Fig. 1)

1. Faculty members: 20

2. Students: 202

(i) 1st Year Honors: 42

(ii) 2nd Year Honors: 48

(iii) 3rd Year Honors: 38

(iv) 4th Year Honors: 34

(v) M. Sc.: 40

Specialization branch in Entomology: 6

Specialization branch in Limnology and Fishery Sciences: 20

34

Specialization branch in Wildlife Management & Conservation Biology:14

3. Alumni: 116

4. Non-academic staff: 14

5. Employer: 11

Fig. 1. Percentage of different stakeholders from whom data were collected.

In every stage, the available data are processed and analyzed using standard statistical software

as directed and supplied by the CQAC. Finally, the report prepared and presented here on the

basis of the analyzed data and other obtained information.

2.3 Questionnaire survey

Questionnaire survey was conducted among five major stakeholders. The questionnaire for each of the stakeholders was different in terms of content and number of questions though some of the questions were common for all. Some open-ended questions were included at the end for getting suggestions.

56%32%

5%4% 3%

Students Alumni Academics Non-academics Employers

35

A respondent would respond to a question by selecting an appropriate column according to a given scale: 1 = Strongly Disagree, 2 = Disagree, 3=Undecided, 4=Agree, 5=Strongly Agree. Collected data were analyzed using SPSS (ver. 23). Percentage of the respondents to a particular question was analyzed on the basis of above-mentioned scale. For a given question, if 50% or more of the stakeholders ̳‘agreed’ ‘or ̳strongly agreed’, then the issue was identified as the strength of the entity. On the other hand, if 50% or more of the stakeholders ‘disagreed’ ‘or ̳strongly disagreed’ on an issue, then it was considered as a weakness of the entity (Appendix 1).

36

Chapter III: FINDINGS

3.1 GOVERNANCE

The governance or administration is the heart of the department, which is essential for better

management of facilities, stuffs, students, program, and also to ensure fairness and transparency

in all levels. In this chapter we analyzed the perception of current students, alumni, faculties,

non-academic staffs on governance.

3.1.1 FACULTY MEMBER The vision, mission and objectives of the entity were not clear to most of the faculty members

(50%) where about 35% of them stated that it is clear to them. More than half (55%) of the

faculty members stated that academic decisions are taken with fairness and transparency while

35% of them disagreed with the statement. Most of the faculties do not believe that the

intended learning outcomes satisfy the vision, mission and objectives of the entity while only

20% of them found it satisfactory. Nearly all the faculties (90%) thought that the department

does not have adequate infrastructure for satisfying vision, mission and objectives while the

few of them (5%) mentioned that the infrastructure is satisfactory. About 40% of the faculty

members mentioned that academic calendars are maintained strictly while 35% of them

disagreed regarding this matter (Fig. 2).

37

Fig. 2 Perceptions of the faculty members on the governance of the entity (1-5).

Mixed opinion was found at the point of result publication. About half (45%) of the faculties

agreed that the results are published timely in compliance with the ordinance while 35% of

them disagreed with the statement and 20% of them remained undecided at this point. Most of

the faculties (65%) stated that the entity does not review its policy and procedure periodically

while 30% of them disagreed with the statement. Half of the faculties (45%) stated that the

code of conducts for the students and employees are well communicated while rest half (45%)

them disagreed with the statement and 10% of them remained undecided. Disciplinary rules

and regulations are not explicitly defined and well circulated as stated by most of the faculties

(70%) while only 25% of them mentioned that it is well defined and well circulated. All the

faculties are agreed at the point that the website of the department does not updated properly

(Fig. 3).

01020304050607080

Vission,missionandobjectives

Fairnessandtransparencyofacademicdecision

SatisfactionbyILOs

Adequateinfrastructure

MaintenanceofAcademiccalendar

Percen

tage(%

)

Governance

Stronglydisagree Disagree Undecided Agree Stronglyagree

38


Guidelines in the form of handbook or brochure are not distributed among the students in

advance, as mentioned by most of the faculties (65%). Documentation of the entity are

maintained properly, mentioned by most of the faculties (75%) but mixed opinion was found at

the point of decision making procedure where half of them agreed that it is participatory while

45% of them disagreed with the statement. Few of the faculties (15%) agreed that student

opinion on academic and extra-curricular matters are addressed properly while rest of them

either disagreed or undecided at this point (Fig. 4).

0

10

20

30

40

50

60

70

80

Timelypublicationofresults

accordingtoordinance

Reviewofpolicyandprocedurefor

furtherimprovement

Communicationofcodeand

conductsforthestudentsandemployees

Disciplinaryrulesandregulations

Properupdateofwebsite

Percen

tage(%

)

Governance


39


3.1.2 STUDENTS

The vision, mission and objectives of the department are clearly expressed, mentioned by most

of the students (63.3%) while 25% of them were disagreed. Half (49.1%) of the students

mentioned that academic decisions are taken with fairness and transparency while 32% of them

disagreed with the statement. Most of the students (40.6%) were neutral at the point of intended

learning outcomes satisfy the vision, mission and objectives of the entity while 32.7% of them

thought it is unsatisfactory (Fig. 5).

0

10

20

30

40

50

60

Distributionofhandbooktothestudentsfor

comprehensiveguidelines

Documentations Procedureofdecisionmaking

Properaddressofstudentopinionofacademicandextra-academicmattersbythe

entity

Studentopinion

Percen

tage(%

)

Governance


40

Fig. 5. Assessment of students on the governance of the entity (1-4).

More than fifty percent (54.5%) students mentioned that the academic calendars of the entity

are not maintained strictly while 38.2% of them disagreed at that point. Most of them (57.9%)

stated that the results are published timely in compliance with the ordinance while 31.2% of

them disagreed with the statement. In 42% cases, students mentioned that the entity

periodically reviews its policy and procedure for further improvement. At the point of code and

conducts for the students and employees, most of the students (42.1%) remained neutral (Fig.

6).

0

5

10

15

20

25

30

35

40

45

50

Vision,MissionandObjectivesof

theentity

Fairnessandtransparencyof

academicdecisions

Satisfactionofvision,mission

andobjectivesbyILOs

Adequacyofinfrastructureforsatisfyingmissionandobjectives

Percen

tage(%

)

Govornance

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

41


Disciplinary rules and regulations are well defined and circulated as noticed by most of the

students (43.9%) while only 30.7% of them disagreed at that point. The website of the

department is not up to date, stated by most of the students (67.3%) while 24.2% disagreed at

that point. Comprehensive guidelines in the form of handbooks or brochure are not distributed

in advance, mentioned by 46.5% of the students where 42% of them disagreed at that point.

The entity ensures conductive learning environment according to 54% students but 34.2% of

them disagreed with the statement. About sixty percent (56.9%) students claimed that their

opinions are not properly addressed in academic or extra-curricular activities where 30.7% of

them disagreed at that point (Fig. 7).

0

5

10

15

20

25

30

35

40

45


Timelypublicationof

resultsaccordingtoordinance

Reviewofpolicyandprocedureforfurther

improvement



Percen

tage(%

)

Governance

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

42


3.1.3 ALUMNI

Most of the alumni (84.5%) mentioned that the vision, mission and objectives of the

department are clearly expressed while only 15.5% of them disagreed at that point. Academic

decisions are taken with fairness and transparency, stated by 68.1% alumni while only 31%

disagreed with the statement. On the other hand, most of the alumni (61.2%) thought that the

intended learning outcomes do not satisfy the vision, mission and objectives of the entity. Most

of the alumni (69%) stated that the entity does not have sufficient infrastructure to satisfy

vision, mission and objectives (Fig. 8).

05

101520253035404550



Distributionofbrochure/handbooktothestudentsforcomprehensive

guidelines

Ensuringaconducivelearningenvironment

Studentsopinion

Percen

tage(%

)

Governance


43

Fig. 8. Perceptions of the alumni on the governance of the entity (1-4).

Academic calendar of the entity are not maintained strictly, as mentioned by 75.9% of the

alumni while 19.8% of them disagreed with that. Most of the alumni (76.7%) mentioned that

results are not published timely where they (82.8%) were neutral at the point of periodic review

of policy and procedures (Fig. 9).

0

10

20

30

40

50

60

70

Vision,MissionandObjectivesoftheentity


academicdecisions

Satisfactionofvision,missionandobjectives

byILOs


Percen

tage(%

)

Governance

Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

44


Disciplinary rules and regulations are well defined and well circulated as noticed by most of the

alumni (69%) while only 19.8% of them disagreed at that point. Almost all (99.1%) alumni

stated that the website of the entity is not updated. Comprehensive guidelines in the form of

handbooks or brochure are distributed in advance, mentioned by 57.9% of the alumni where

39.7%% of them disagreed at that point. More than seventy five percent (75.9%) alumni

claimed that the entity ensures conductive learning environment while 24.1% of them disagreed

at that point. Most of the alumni (64.7%) not claimed that their opinions are properly addressed

in academic or extra-curricular activities while 19.8% of them disagreed at that point (Fig. 10).

0

10

20

30

40

50

60

70


Timelypublicationofresults

accordingtoordinance

Reviewofpolicyandprocedurefor

furtherimprovement



Percen

tage(%

)

Governance

Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

45


3.1.4 NON-ACADEMIC STAFF

The original questionnaire for the staffs was in English. Considering their academic

qualification and background we thought that there could be well understood the questions.

Therefore, we translated the questionnaire in Bengali for their convenient. Most of the non-

academic staffs of the entity agreed with all the statements mentioned in the questionnaire

except the whether the entity provides comprehensive guidelines to the students in advance by

means of a brochure/handbook; at that point most of them were undecided (Fig. 11 and 12). It

seems to us that, the non-academic staffs did not understand the questions properly although

the questionnaire was translated in Bengali and they were described it before survey or they felt

hesitate to provide their opinion.

0

10

20

30

40

50

60

70



Distributionofbrochure/handbooktothestudentsforcomprehensive

guidelines

Properaddressofstudentopinionofacademicandextra-academicmattersby

theentity

Studentsopinion

Percen

tage(%

)

Governance

Stronglydisagree Disagree Neutral Agree Stronglyagree

46



0

10

20

30

40

50

60

70

80

Vision,MissionandObjectivesoftheentity


academicdecisions

Satisfactionofvision,missionandobjectives

byILOs


Percen

tage(%

)

Governance

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

0

10

20

30

40

50

60


Timelypublicationof

resultsaccordingtoordinance

Reviewofpolicyandprocedureforfurther

improvement



Percen

tage(%

)

Governance

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

47

3.1.5 Summary of Findings on Governance

§ Strength on governance identified by the stakeholders: o Vision, mission and objectives of the entity are clearly stated mentioned by most

of the current students and alumni but disagreed at this point by most of the faculty members.

o Academic decisions are taken by the entity with fairness and transparency. o The entity ensures conductive learning environment. o Results are published timely in accordance with the ordinance of the university. o The entity provides comprehensive guidelines to the students in advance by

means of a brochure/handbook. o Documentations are maintained properly by the entity. o Decision making procedure in the entity is participatory.

§ Weakness on governance identified by the stakeholders o The intended learning outcomes (ILOs) do not satisfy the stated mission and

objectives of the entity. o The entity has not adequate infrastructures to satisfy its mission and objectives. o Academic calendars are not maintained strictly by the entity. o Website is not updated properly. o Student’s opinions are not properly addressed in academic and extra-curricular

activities.

48

3.2 CURRICULUM DESIGN AND REVIEW

The term curriculum typically refers to the knowledge and skills students are expected to learn,

which includes the learning standards or learning objectives they are expected to meet. An

organized and well-defined curriculum is a prerequisite for a successful program. The

perceptions of students, alumni and teachers on curriculum design and review are presented in

this chapter.

3.2.1 FACULTY MEMBERS

Almost all the faculty members (90%) mentioned that the Curriculum is reviewed and updated

at regular intervals in compliance with the rules of the universities while rest of them (10%)

remained neutral at that point. Most of the faculties (40%) stated that the opinions from the

relevant stakeholders are not properly considered during review of the curriculum while 30% of

them disagreed and another 30% remained neutral at that point. Faculties (55%) are agreed that

the courses in the curriculum are consistently arranged where 30% of them remained undecided

at this point (Fig.13).

49


Most of them (55% and 45% respectively) also mentioned that teaching and assessment

strategies are not clearly mentioned in the curriculum though 35% of them disagreed with the

statement. Most of the faculties (65%) thought that curriculum load is optimum and exerts no

pressure while only 15% of them disagreed it this point. The curriculum does not address the

program objectives and program outcomes, mentioned by 45% of the faculties while 25% of

the remained undecided. Forty percent of the faculties do not think that the curriculum is

effective in achieving day-one skill at job places while 20% of them disagreed at that point

(Fig. 14).

0

10

20

30

40

50

60

70

ReviewedandupdatedofCurriculumin

compliancewiththerulesoftheuniversities

Opinionofstakeholdersduringreviewofthe

curriculum

Consistentarrangedofcoursesinthe

curriculumfromlowertohigherlevels

Statementofteachingstrategiesinthe

curriculum

Percen

tage(%

)

CurriculumDesignandReview


50


3.2.2 STUDENTS

Courses in the curriculum are arranged consistently, mentioned by 66.3% students while 21.3%

of them disagreed with the statement. About forty five percent (44.5%) of them stated that the

teaching strategies are appropriate for learning outcomes while 31.7% of them disagreed at this

point. According to 33.6% students, assessment strategies were suitable and match the learning

outcomes and only 34.2% of them perceived in a different way and 32.2% remained neutral at

this point. More than fifty percent (54.5%) students believed that curriculum load is too heavy

and induces huge pressure, though 34.7% of them disagreed with this statement (Fig. 15).

0

10

20

30

40

50

60

70

StatementofAssessmentstrategies

inthecurriculum

OptimalCurriculumload

Curriculumaddressesintheprogram

Effectiveofcurriculuminachievingday-one

skill

Percen

tage(%

)

CurriculumDesignandReview


51

Fig. 15. Evaluation of curriculum content and design by the students of the entity.

3.2.3 ALUMNI

Nearly three fourth of the current students (73.3%) agreed that the courses in the curriculum are

arranged consistently for achieving learning objectives while only 12.1% of them disagreed at

this point. Fifty percent (50.9%) of them do not believe that teaching strategies are clearly

stated in the curriculum. Thirty seven percent alumni stated that assessment strategies are

mentioned in the curriculum while 50% of them remained neutral at this point. Result shows

that 84.5% alumni agreed that study load was optimum for achieving learning objectives. On

the other hand only 12.9% of them disagreed at this point. Most of the alumni (63.8%) stated

that the curriculum is not effective in achieving day-one skill at job place while 20.7% of them

disagreed (Fig.16).

05101520253035404550

Consistentarrangementofcoursesinthecurriculumfromlowertohigher

levels

ClearStatementofteachingstrategiesinthecurriculum

StatementofAssessment

strategiesinthecurriculum


Percen

tage(%

)

Curriculum:content,designandreview

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

52

Fig. 16. Evaluation of curriculum content and design by the alumni of the entity.

3.2.4 Summary of Findings

Strength on curriculum identified by the three stakeholders

o Courses in the curriculum from lower to higher levels are consistently arranged. o Curriculum load is optimum for achieving learning outcomes.

Weakness on curriculum identified by the three stakeholders

o Teaching and assessment strategies are not clearly stated in the curriculum. o The curriculum is not effective for achieving day-one skill at job place.

0

10

20

30

40

50

60

70

Consistentarrangedofcoursesinthecurriculumfromlowertohigherlevels

ClearStatementofteachingstrategiesinthecurriculum

StatementofAssessment

strategiesinthecurriculum


Effectivenessofcurriculumin

achievingday-oneskill

Percen

tage(%

)

Curriculum:content,designandreview


53

3.3 Student Entry qualifications, Admission procedure, Progress and Achievements

Admission procedure and qualification for student entry are prerequisite for the

success of a program. In this chapter we analyzed the opinion of students, alumni

and teachers on this issue.


Half of the faculty members agreed that the admission policy of the entity ensures

entry of quality students while rest half disagreed at this point. Most of the faculty

stated that the students are not committed to ensure desired progress and

achievements while 25% of them disagreed with the statement. About 70% of

them believe that the admission procedure of the entity is fair while only 15% of

them disagreed with this (Fig. 17).

Fig.17. Assessment of student entry qualification and admission process by the faculty members of the entity (1-3).

0

10

20

30

40

50

60

70

Admissionpolicyensuresentryofqualitystudents

Commitmentofthestudentstoensuredesiredprogress

andachievement

Commitmentofthestudentstoensuredesiredprogress

andachievement

Percen

tage(%

)

StudentEntryqualifications,Admissionprocedure,ProgressandAchievements


54

In 45% of the cases faculties mentioned that student’s progress are not regularly

recorded and monitored but 35% of them disagreed with the statement. About

30% of the students stated that teachers do not provide student’s feedback about

their progress regularly while another 30% of them disagreed and 40% remained

undecided at this point. Individual records of the students are maintained

regularly, mentioned by 35% of the faculties but 40% of them remained

undecided at this point (Fig. 18).

Fig.18 Assessment of student entry qualification and admission process by the faculty members of the entity (4-6).

0

5

10

15

20

25

30

35

40

45

50

Recordingandmonitoringof

Studentsprogress

Feedbackoftheteacherstothe

studentsabouttheirprogress

Maintenanceofindividualstudents

records

Percen

tage(%

)

StudentEntryqualifications,Admissionprocedure,ProgressandAchievements

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

55

3.3.2 STUDENTS

Most of the students (69.8%) agreed that the admission policy of the entity

ensures entry of quality students while 21.3% of them disagreed at this point.

About 40.6% students agreed that students are committed to ensure desired

progress and achievements where 33.2% of them disagreed with it. Students

(66.8%) argued that admission procedure is fair but many of them (53.5%) do not

think that student’s progress are regularly recorded and monitored while 30.2% of

them disagreed at this point (Fig. 19).


More than half (51%) students stated that teachers do not provide feedback on

student’s progress regularly where 32.6% of them disagreed. Individual record of

0

5

10

15

20

25

30

35

40

Admissionpolicyensuresentryofqualitystudents

Commitmentofthestudentstoensuredesiredprogressand

achievement

Fairnessoftheadmissionprocedure

Percen

tage(%

)

StudentEntryQualification,AdmissionProcessandAchievements

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

56

the students are maintained regularly, stated by 45.5% of the students while

37.1% of them disagreed (Fig. 20).


3.3.3 ALUMNI

All the alumni (100%) agreed at the point that the admission policy of the entity

ensures the entry of quality students. About forty percent (38.8%) alumni do not

think that students are committed to ensure desired progress and achievements

while 35% of them disagreed at this point. Almost all (95.7%) alumni stated that

admission procedure of the entity is fair (Fig. 21).

0

5

10

15

20

25

30

35

RecordingandmonitoringofStudents

progress




records

Percen

tage(%

)

StudentEntryQualification,AdmissionProcessandAchievements

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

57


They (65.5%) mentioned that student’s progress are not recorded and monitored

regularly while most of them (73.3%) are agreed that teachers provide student’s

feedback about their progress regularly. In 38.8% cases alumni mentioned that

individual records of the students are maintained properly while 45.7% of them

remained neutral at this point (Fig. 22).

0

10

20

30

40

50

60

70

80

Admissionpolicyensuresentryofquality

students

Commitmentofthestudentstoensuredesiredprogressand

achievement

Fairnessoftheadmissionprocedure

Percen

tage(%

)

StudentEntryQualification,AdmissionProcedureandAchievements

Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

58


3.3.4 Summary on Student Entry qualifications

Strength

• Admission procedure ensures entry of quality students.

• Admission procedure of the entity is fair.

• Individual records of the students are maintained regularly.

Weakness

• Students are not committed to ensure desired progress and achievements.

0

10

20

30

40

50

60

70

80

Recordingandmonitoringof

Studentsprogress




records

Percen

tage(%

)

StudentEntryQualification,AdmissionProcedureandAchievements

Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

59

3.4 INSTITUTIONAL STRUCTURES AND FACILITIES

3.4.1 FACULTIES

Most of the faculty members (70%) agreed that classroom facilities are not suitable for

effective learning while only 20% of them disagreed at this point. Almost all the faculties

(95%) agreed that the laboratory facilities are not congenial for practical teaching-learning.

Eighty five percent faculties also mentioned that facilities are not adequate for conducting

research. About 75% faculties stated that the library has not adequate up-to-date reading and

reference materials to meet the academic and research needs though 10% of the faculties

disagreed at that point. All the faculties agreed at the point that entity does not have any indoor

and outdoor medical facilities (Fig. 23).


Sixty five percent faculties stated that the entity do not have adequate sport facilities while 10%

of them disagreed and another 20% remained undecided at this point. The entity does not have

0

10

20

30

40

50

60

70

Suitabilityofensuringeffective

learning

CongenialLaboratoryfacilities

forpracticalteaching-learning

AdequateFacilitiesforconducting

research

Adequateuptodatereadingand

referencematerialsinthelibrary

AdequateIndoorandoutdoor

medicalfacilities

Percen

tage(%

)

StructureandFacilities


60

any gymnasium facilities as mentioned by most of the faculties (75%) where 20% of them

disagreed at that point. The entity also does not have adequate office equipment to support the

students’ need, stated by 75% of the faculties while only 15% of the faculties disagreed at that

point. More than fifty percent (55%) of the faculties mentioned that the entity does not have

competent manpower to run academic affairs while 40% of them disagreed at that point. Half

of the faculties (50%) pointed out that the entity does not have internet facilities with sufficient

speed while 40% of them disagreed at that point (Fig. 24).


3.4.2 STUDENTS

About seventy three percent (72.8%) students confirmed that classrooms facilities in terms of number, space, equipment and maintenance are sufficient to ensure effective learning while 23% of them disagreed at this point. Most of the students (71.8%) confirmed that laboratory facilities are not congenial for practical teaching and learning while 17.9% disagreed with it. Research facilities are also inadequate, stated by 69.3% students. About seventy percent (63.9%) students confirmed that the seminar library of the department does not have adequate

0

10

20

30

40

50

60

Adequatesportsfacilities

Existinggymnasiumfacilities

AdequateOfficeequipment

Competentmanpowerof

entitytoruntheacademicaffairs

Availabilityofinternetfacilitieswithsufficient

speed

Percen

tage(%

)



61

up-to-date reading and reference materials while 23.8% of them disagreed at that point (Fig. 25).


About seventy percent (76.7%) students believed the entity has lack of adequate indoor and out

healthcare facilities for, and 14.9% of them disagreed at this point. The entity does not have

adequate sport facilities, stated by 59.4% students while 30.2% of them disagreed at this point.

The entity does not have any gymnasium facilities, stated by 72.8% of the students while

16.4% of them disagreed at this point. About 80.7% students confirmed that they do not have

internet facilities with sufficient speed while 13.9% of them disagreed at this point (Fig. 26).

0

10

20

30

40

50

60


learning

CongenialLaboratoryfacilitiesfor

practicalteaching-learning

AdequateFacilitiesforconductingresearch

Adequateup-to-datereadingand

referencematerialsinthe

library

Percen

tage(%

)

StructuresandFacilities

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

62


3.4.3 ALUMNI

About half (49.2%) alumni believed that the entity has enough classroom facilities to ensure

effective learning while 44% of them disagreed at this point. About seventy seven percent

alumni stated that the entity does not have adequate laboratory facilities as well as adequate

facilities for conducting research. Most of the alumni (65.5%) also mentioned that the seminar

library of the entity does not have adequate up-to-date reading and reference materials while

34.5% of them disagreed with the statement (Fig. 27).

0

10

20

30

40

50

60


medicalfacilities




speed

Percen

tage(%

)


Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

63


Almost all the alumni (88.8%) mentioned that the entity does not have adequate indoor and

outdoor healthcare facilities while 11.2% of them stated neutral opinion. Sport and gymnasium

facilities of the entity are inadequate as mentioned by 66.4% and 91.4% alumni respectively.

Students do not have internet access with sufficient access, confirmed by 75% of the alumni

while only 12.1% of them disagreed with the statement (Fig. 28).

0

10

20

30

40

50

60


learning

CongenialLaboratoryfacilitiesforpractical

teaching-learning

AdequateFacilitiesforconductingresearch

Adequateup-to-datereadingand

referencematerialsinthe

library

Percen

tage(%

)


Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

64


3.4.4 Summary on the institutional structure and facilities

Weakness

• Classroom and laboratory facilities are not suitable for effective learning.

• Facilities are not adequate to conduct research.

• Indoor and outdoor medical facilities are not sufficient.

• There are no gymnasium facilities.

• Internet facilities do not have adequate speed.

0

10

20

30

40

50

60

70


medicalfacilities




speed

Percen

tage(%

)


Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

65

3.5 TEACHING-LEARNING AND ASSESSMENT

3.5.1 TEACHING ASSESSMENT

Teaching and learning are two vital elements in any education system. Quality education

depends on effective teaching and learning and it is the sole responsibility of a educational

institution to ensure that. In this chapter, we assessed the perceptions of faculty members,

students and alumni on teaching-learning and assessment.

3.5.1.1 FACULTIES

Half of the faculty members rest half (50%) thought that teaching-learning method of the entity is interactive while the rest half (50%) disagreed with the statement. About 45% faculties stated that class size is optimum for interactive teaching-learning while 40% of them disagreed at that point. Almost all the faculties (95%) agreed at the point that the entity does not provide adequate opportunities for practical exercises to apply in real life situation while 5% of them remained undecided at that point. About 45% faculty members confirmed that their teaching and learning strategies inspired students for their own learning while 30% of them remained undecided at that point (Fig. 29).

Fig. 29 Assessment on teaching by the faculties of the entity.

0

10

20

30

40

50

60

Teaching-learningisinteractiveandsupportive

Classsizeisoptimumforinteractiveteaching,

learning

Entityprovidesadequateopportunitiesforpracticalexercisestoapplyinreallife

situation

Teaching-learningprocessencompassesco-curricularactivitiestoenrichstudents’

personaldevelopment

Percen

tage(%

)

TeachingLearning


66

More than half (55%) faculties mentioned that the entity does not use modern devices to

improve teaching-learning process while 45% of them disagreed at this point. Diverse methods

are not used to achieve learning objectives, mentioned by 40% of the faculties while 30% of

them disagreed with the statement. About 55% of the faculties confirmed that the entity

provides course outlines to the students in advance where 25% of them disagreed at the point

(Fig. 30).

Fig. 30 Assessment on teaching by the faculties of the entity.

5.5.1.2 STUDENTS About 54.9% students confirmed that teaching-learning method of the entity is interactive

while 27.2% of them disagreed at this point. Most of the students (58.4%) also confirmed that

class size of the entity is optimum while 32.7% of them disagreed at that point. Most of them

(69.3%) stated that the entity does not provide adequate opportunities for practical exercises to

apply in real life situation (Fig. 31).

0

5

10

15

20

25

30

35

40

45

Moderndevicesareusedtoimproveteaching-learning

process

Diversemethodsarepracticedtoachievelearningobjectives

Lessonplans/courseoutlinesareprovidedtothestudentsinadvance

Percen

tage(%

)

TeachingLearning

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

67

Fig. 31 Student’s observation on teaching of the entity (1-3).

Mixed opinion was found at the point of the use of modern devices in teaching. About half (49.5%) students stated that the entity does not use modern devices to improve teaching-learning process while 42.5% of them disagreed at that point. Diverse methods are also not used to achieve learning objectives, stated by 53.5% students where only 19.3% of them disagreed wit the statement. About 48% students agreed that the lesson plans and course outlines are distributed among them in advance while 36.1% of them disagreed with it (Fig. 32).

0

10

20

30

40

50

60

Interactiveandsupportiveteaching-

learning

Optimumclasssizeforinteractiveteaching,

learning


situation

Percen

tage(%

)

Teachinglearningandassessment

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

68

Fig. 32 Student’s observation on teaching of the entity (4-6).

5.5.1.3 ALUMNI Most of the alumni (73.3%) confirmed that teaching-learning method was interactive while

25% of them disagreed with the statement. The alumni (78.4%) also agreed that the class size

of the entity is optimum. About 36.2% alumni mentioned that the entity does not provide

adequate opportunities for practical exercises to apply in real life situation while the majority of

the alumni (62.1%) remained neutral at this point (Fig. 33).

0

5

10

15

20

25

30

35

40

TheuseofModerndevicestoimproveteaching-learning

process

Thepracticeofdiversemethodstoachievelearningobjectives

Thedistributionoflessonplans/course

outlinestothestudentsinadvance

Percen

tage(%

)


Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

69

Fig. 33 Assessment on teaching by the alumni of the entity (1 -3).

About half (49.2%) alumni confirmed that the entity provides practical ideas to the students

apart from classroom teaching. Most of the alumni (83.6%) confirmed that the entity uses

modern devices to improve teaching-learning process while only 16.4% of them disagreed with

the statement. About 44% alumni stated that the entity does not use diverse methods to achieve

learning objectives while 41.4% of them remained neutral at that point. Most of the alumni

(73.3%) confirmed that lesson plans and course outlines are provided to the students in advance

while only14.7% of them disagreed at that point (Fig. 34).

0

10

20

30

40

50

60

70

Teaching-learningisinteractiveandsupportive

Classsizeisoptimumforinteractiveteaching,learning


situation

Percen

tage(%

)



70

Fig. 34 Assessment on teaching by the alumni of the entity (4 -6).

3.5.2 LEARNING ASSESSMENT

Learning assessment is equally important as teaching assessment for ensuring quality

education. In this section we analyze the perceptions of faculties, students and alumni for

learning assessment.

3.5.2.1 FACULTIES

Most of the faculties (75%) agreed that the assessment methods and criteria of assessment including the grading systems were clearly informed to students on the commencement day of the respective term. However, 20% of them argued in a different way. About 35% faculties confirmed that diverse methods and assessment tools are used to meet the objective of the courses while 45% them remained undecided at this point. About 40% of the faculties confirmed that the assessment systems are not reviewed in regular basis while 35% of them disagreed with the statement (Fig. 35).

0

10

20

30

40

50

60

70

Additionalpracticalideasattainedby

studentsapartfromclassroom

teaching

TheuseofModerndevices

toimproveteaching-learning

process

Diversemethodsarepracticedtoachievelearning

objectives

Lessonplans/courseoutlinesareprovidedtothestudentsin

advance

Percen

tage(%

)


Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

71

Fig. 35 Assessment on learning by the faculty members of the entity.

About half (45%) faculties agreed that both formative (quizzes, assignments, term papers,

continuous assessments, presentations etc.) and summative assessment (final examination)

strategies are followed by the entity while 30% of them disagreed at this point. Mixed opinions

are found at the point of providing feedback to the students immediately after assessment.

About 35% of the faculties agreed that feedbacks are provided immediately after the

assessment while 30% of them disagreed and another 35% remained undecided at this point.

Most of the faculties (80%) confirmed that fairness and transparency are maintained in

assessment process while 20% of them disagreed at this point (Fig. 36).

0

10

20

30

40

50

60

70

Dulycommunicationof

Assessmentsystemsto

studentsattheoutsetoftheterm/semester

Assessmentproceduresoftheobjectivesofthe

course

Reviewoftheassessment

systematRegularintervals

Assessmentstrategies

Percen

tage

Teaching-learning

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

72

Fig. 36 Assessment on learning by the faculty members of the entity.

3.5.2.2 STUDENTS Mixed opinions are found at the point of assessment methods and criteria are informed prior to

the students or not. About 37.6% students argued that the entity does not clearly inform

assessment methods and criteria of assessment including the grading systems prior to the

commencement while 31.2% disagreed and another 31.2% remained undecided at this point.

Mixed opinion also found at the point of assessment procedure meets the objectives of the

course or not. About 35.2% students agreed that the assessment procedures of the entity meets

the objectives of the course while 32.2% disagreed and another 32.7% remained undecided.

About 42.5% students agreed that both formative (quizzes, assignments, term papers,

continuous assessments, presentations etc.) and summative assessment (final examination)

strategies are used by the entity while 36.6% of them disagreed at this point. More than half

(51.5%) students mentioned that diverse methods are not used in assessment process while

30.2% remained undecided at this point. Most of the students (52.5%) also disagreed that

feedbacks are not provided immediately after the assessment while 31.6% of them disagreed at

this point (Fig. 37).

0

10

20

30

40

50

60

70

Useofdiversemethodsforassessment

Providefeedbacktothestudentsimmediatelyafterassessment

Maintenanceoffairnessandtransparencyintheassessmentsystem

Percen

tage(%

)

Teaching-learning

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

73

Fig. 37 Student’s assessment on learning of the entity.

3.5.2.3 ALUMNI Most of the alumni (80.2%) argued that the entity clearly inform assessment methods and

criteria of assessment including the grading systems prior to the commencement while only

8.6% disagreed at this point. Mixed opinion was found at the point of assessment procedure

meets the objectives of the course or not. About half (50.9%) alumni agreed that the assessment

procedures of the entity do not meet the objectives of the course while 41.3% disagreed at this

point. Most of the (83.6%) alumni agreed that both formative (quizzes, assignments, term

papers, continuous assessments, presentations etc.) and summative assessment (final

examination) strategies are used by the entity while 13.8% of them disagreed at this point. Most

of the alumni (74.1%) agreed that diverse methods are not used in assessment process while

only 8.6% of them possessed opposite view. More than half (52.6%) alumni confirmed that the

0

5

10

15

20

25

30

35

40

Dulycommunicationof

Assessmentsystemsto

studentsattheoutsetoftheterm/

semester

Assessmentproceduresoftheobjectivesofthe

course



Providingfeedbacktothestudents

immediatelyafterassessment

Percen

tage(%

)

TeachinglearningandassessmentStronglydisagree Disagree Undecided Agree Stronglyagree

74

entity provides feedbacks to the students immediately after the assessment while 22.4% of them

disagreed with the statement (Fig. 38).

Fig. 38 Observation of the alumni on the learning process of the entity.

3.5.2.4 Summary of the teaching-learning assessment

Strength

• Class size is optimum for interactive teaching-learning.

• Teaching and learning strategies inspire students for their own learning.

• The assessment methods and criteria of assessment are clearly informed to students

prior to the start of session.

Weakness

• The entity does not provide adequate opportunities for practical exercises to apply in


0

10

20

30

40

50

60

70

DulycommunicationofAssessmentsystemsto

studentsattheoutsetoftheterm/semester

Assessmentproceduresoftheobjectivesofthecourse



Providefeedbacktothe

studentsimmediately

afterassessment

Percen

tage(%

)


Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

75

• The entity does not use modern devices to improve teaching-learning process.

• Diverse methods are not used to achieve learning objectives and in assessment process.

3.6 STUDENT SUPPORT SERVICE

Students may need financial support during or after the completion of graduation. They also need proper guidance and career opportunities for their future life. In this chapter we assessed students, alumni, faculty members and non-academic staffs to evaluate the condition of support service of the entity.


Most of the faculties (45%) mentioned that the entity does not have enough arrangement to provide academic guidance and counseling while 30% of them remained undecided. Almost all the faculty members (90%) confirmed that the entity does not have enough financial grants available for students in case of hardship while only 5% of them disagreed at this point. Mixed opinion was found at the point of extra-curricular exposures to the students (Fig. 39).


0

10

20

30

40

50

60

70

80

90

Arrangementintheentitytoprovideanacademicguidanceandcounseling

AvailabilityofFinancialgrantstothestudentsincase

ofhardship

Thedistributionofco-curricularandextra-curricularexposurestothe

students

Percen

tage(%

)

StudentSupportSystem

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

76

About 35% of the faculties agreed that the entity provides extra-curricular exposures to the

students while another 35% disagreed and 30% remained undecided at that point. Most of the

faculties (70%) confirmed that there is no supportive alumni association in the entity while

30% of them remained undecided at this point. Almost all (90%) faculties confirmed that the

entity does not collect any feedback from the alumni to update learning outcomes while 10% of

them remained undecided at this point. About 60% of the faculties noticed that the entity does

not provide any opportunities to involve with community services while 35% of them disagreed

with the statement (Fig. 40).


0

10

20

30

40

50

60

Organizedandsupportivealumni

association

Collectionofalumnifeedbackbytheentitytoupdatethelearning

outcomesoftheprogram

Theinvolvementofopportunitieswithcommunityservices

Percen

tage(%

)

StudentSupportSystem

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

77

3.6.2 STUDENTS More than half (52.5%) of the students stated that the entity does not have any arrangement for

providing academic guidance and counseling while 30.2% of them disagreed with the

statement. More than half (55.4%) students confirmed that the entity does not have available

financial grants to the students in case of hardship while about 23.7% of them disagreed with

the statement. Half (50.5%) of the students agreed that the entity does not provide enough

extra-curricular exposures to students while 33.1% of them disagreed at this point (Fig. 41).

Fig. 41 Assessment of student support system by the students of the entity.

About 65.3% students claimed that there is no supportive alumni association and the entity

does not collect any alumni feedback for the improvement of the learning outcomes. About

46% students claimed that the entity does not provide opportunities to involve with community

services while 31.3% of them disagreed with it (Fig. 42).

0

5

10

15

20

25

30

35

40

Arrangementintheentitytoprovideanacademicguidanceandcounseling

AvailabilityofFinancialgrantstothestudentsincaseof

hardship

Thedistributionofco-curricularandextra-curricularexposures

tothestudents

Percen

tage(%

)

StudentSupportServices

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

78

Fig. 42 Assessment of student support system by the students of the entity.

3.6.3 ALUMNI About 62.1% alumni stated that the entity has the arrangement to provide academic guidance

and counseling while 17.2% of them disagreed at this point. On the other hand most of them

(67.2%) mentioned that the entity does not have available financial grants to the students in

case of hardship while 32.7% of them disagreed at this point. Most of the alumni (75%)

confirmed that students have the opportunities to get involved in extra-curricular activities

while 20.7% of them disagreed at this point (Fig. 43).

0

5

10

15

20

25

30

35

40

45

50


association




Percen

tage(%

)

StudentSupportService

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

79

Fig. 43 Assessment of student support system by the alumni of the entity.

Most of the alumni also confirmed that the entity does not have any supportive alumni

association. The entity dos not collect any alumni feedback for the improvement of the learning

outcomes of the program, confirmed by 93.1% of the alumni. About 65.5% of the alumni

confirmed that the entity does not provide opportunities to get involved in community services

where 17.3% of them disagreed at this point (Fig. 44).

0

10

20

30

40

50

60

70

80

Arrangementintheentitytoprovideanacademicguidanceand

counseling

AvailabilityofFinancialgrantstothestudentsincaseofhardship

Thedistributionofco-curricularandextra-curricularexposurestothe

students

Percen

tage(%

)StudentSupportService


80

Fig. 44 Assessment of student support system by the alumni of the entity.

3.6.4 Summary of student support system

Strength

• The entity has the arrangement to provide academic guidance and counseling.

• The entity provides co-curricular or extra-curricular exposures to the students.

Weakness

• There is no supportive alumni association.

• The entity does not have enough financial grants available for students in case of

hardship.

• The entity does not collect any feedback from the alumni to update learning outcomes.

0

10

20

30

40

50

60


association




Percen

tage(%

)

Studentsupportservice

Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

81

• The entity does not have enough opportunities to be involved with community services.

3.7 STAFF AND FACILITIES

3.7.1 FACULTIES

About 80% of the faculty members confirmed that the recruitment policy and practices for the requirement of competent academic and non-academic staff are not good and also faulty at some points while only 10% of them disagreed with the statement. Most of the faculties (75%) stated that the salary and incentives are not attractive enough to retain academic and non-academic staffs while 20% of them disagreed with it. Half of the faculties (50%) claimed that good team spirit among the academic staffs are absent while 20% of them disagreed and 30% of them remained undecided at this point. About half of the faculties mentioned that prevalence of congenial atmosphere to enhance professional knowledge through research and higher studies are absent while 40% of them disagreed with the statement. Mixed opinions were found at the point of opportunities of academic staffs to take part in different seminar workshop and training programs (Fig. 45).


0

10

20

30

40

50

60

70

Goodrecruitmentpolicyandpracticesforrecruitmentofcompetent

academicandnon-academicstaff

TheattractiveSalaryand

incentivestoretaintheacademicandnon-academicstaff

Existenceofgoodteamspiritamongdifferentacademic

staff

Prevalenceofcongenial

atmospheretoenhance

professionalknowledge

throughresearchandhigherstudies

Opportunitiesofacademicstotakepartindifferent

seminarworkshoptrainingprograms

forskilldevelopment

Percen

tage(%

)

StaffandFacilitiesStronglydisagree Disagree Undecided Agree Stronglyagree

82

About 35% of them confirmed that they have such opportunities while another 35% disagreed and remaining 30% became undecided at that point. Non-academic staffs do not have enough opportunities to take part in training activities for skill development, mentioned by 65% of the faculties while 20% of them disagreed with the statement. Most of the faculties (80%) mentioned that the policy of entity does not provide continuous guidance for new academic staffs while only 5% of them disagreed with it. About 40% of the faculties agreed that the entity has the practice of seminar and workshops to share knowledge and experience among the faculty members while another 40% disagreed at this point. All the faculties confirmed that the does not have any performance award policy for inspiring academic staff. Most of the faculties (75%) confirmed that performance indicators are not the criteria for up-gradation or promotion while 20% of them disagreed with the statement (Fig. 46).


0

10

20

30

40

50

60

70

OpportunitiesofNon-academicstotakepartindifferenttrainingprogramsforskilldevelopment

Policyofentitytoprovidementoring/continuousguidancefornewacademicstaff

Practiceofseminarsandworkshopsbythe

entitytoshareknowledgeand

experienceamongthefacultymembers

Performanceawardpolicyoftheentitytoinspireacademicstaff

Criteriaforpromotion

Percen

tage(%

)

StaffandFacilities


83

3.7.2 NON-ACADEMIC STAFFS

Most of the non-academic staffs (71.4%) mentioned that the entity has a good recruitment policy and practices where 28.6% of them disagreed at this point they (78.9%) also mentioned that the entity provides attractive salary and incentives to retain staffs. About 85.8% non-academic staffs thought that there is a good team spirit exists among the academic staffs while 14.3% disagreed it (Fig. 47).


All the non-academic staffs mentioned that there exists a prevalence of congenial atmosphere to enhance professional knowledge through research and higher studies they all also agreed that the academics have the opportunities to take part in different seminar workshops and training for skill development. About 442.9% non-academic staffs stated that non-academic staffs have the opportunities to take part in training programs for skill development while 28.6% of them disagreed at this point and another 28.6% remained undecided (Fig. 48).

0

10

20

30

40

50

60

Goodrecruitmentpolicyandpracticesforrecruitmentof

competentacademicandnon-academicstaff

TheattractiveSalaryandincentivestoretaintheacademicandnon-

academicstaff

Existenceofgoodteamspiritamongdifferent

academicstaff

Percen

tage(%

)

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

84


Most of the non-academic staffs (71.4%) remained undecided at the point of the policy of the

entity to provide continuous guidance for new academic staff. Most of the non-academic staffs

(71.5%) agreed that there is a practice of seminar and workshops by the entity to share

knowledge and experience among the faculty members while 28.6% of them remained

undecided at the point. Half of the non-academic staffs agreed that the there is a performance

award policy to inspire academic staff while 42.9% of them remained undecided at that point.

Most of them (78.6%) also believe that the performance indicators are the criteria for

promotion while 21.4% of them remained undecided at that point (Fig. 49).

0

10

20

30

40

50

60

70

Prevalenceofcongenialatmospheretoenhanceprofessionalknowledgethroughresearchand

higherstudies

Opportunitiesofacademicstotakepartin

differentseminarworkshoptrainingprogramsforskilldevelopment

OpportunitiesofNon-academicstotakepartin

differenttrainingprogramsforskilldevelopment

Percen

tage(%

)

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

85


3.7.3 Summary of the staff and facilities

Strength

• Good team spirit is present among the academic staffs.

Weakness

• The recruitment policy and practices for the requirement of competent academic and non-academic staff are not good.

• Performance indicators are not the criteria for up-gradation or promotion.

0

10

20

30

40

50

60

70

80

Policyofentitytoprovidecontinuousguidancefornewacademicstaff

Practiceofseminarsandworkshopsbytheentityto

shareknowledgeandexperienceamongthe

facultymembers

Performanceawardpolicyoftheentitytoinspire

academicstaff

Criteriaforpromotion/up-gradation

Percen

tage(%

)


86

3.8 RESEARCH AND EXTENSION

The quality of a higher education institution is determined by its research. In this chapter we

assessed research development policy, funding opportunity, scope for involving students and

community service policy of the entity by evaluating the opinions of faculties and alumni.


Most of the faculty members (60%) mentioned that the entity does not have a well-defined research and development policy while only 15% of them disagreed and 25% remained undecided at this point. Half of the faculties confirmed that the entity has the mechanism for engaging the students in research and development where 30% of them disagreed at this point. Most of the faculties agreed that the teachers of this entity pursuit research funds for their research projects. About 75% of the faculties stated that the entity does not have any community service policy while only 15% of them disagreed at this point (Fig. 50).

Fig. 50 Opinion of the faculty members on the research and extension of the entity.

0

10

20

30

40

50

60

70

Awell-definedresearchanddevelopmentpolicyofthe

entity

Theexistenceofmechanismforengaging

thestudentsinresearchanddevelopment

Theinitiativeofteachersto

huntresearchfundfor

smoothrunningoftheresearch

Communityservicepolicyof

entity

Percen

tage(%

)

ResearchandExtension

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

87

3.8.2 STUDENTS Most of the students (57.9%) agreed that the entity does not have a well-defined research and

development policy while 24.2% of them disagreed with the statement. The students (57.4%)

also thought that the entity does not have any mechanism for engaging the students in research

and development while 20.3% of them disagreed at this point. About 43.6% students agreed

that the entity does not have any community service policy where 25.3% of them disagreed

with the statement (Fig. 51).

Fig. 51 Opinion of the students on the research and extension of the entity.

3.8.3 ALUMNI Half of the alumni agreed the entity does not have a well-defined research and development

policy while 13.8% of them disagreed and 36.2% of them remained neutral at this point. Most

of the alumni (89.7%) stated that the entity have mechanism for engaging the students in

0

5

10

15

20

25

30

35

40

Awell-definedresearchand

developmentpolicyoftheentity

Theexistenceofmechanismforengagingthe

studentsinresearchanddevelopment

Communityservicepolicyofentity

Percen

tage(%

)

ResearchandExtensionServices

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

88

research and development while only 6% of them disagreed at this point. About 76.7% alumni

confirmed that the entity does not have community service policy (Fig. 52).

Fig. 52 Opinion of the alumni on the research and extension of the entity.

3.8.4 Summary of the research and extension

Strength

• The entity has the mechanism for engaging the students in research and development.

• The teachers of this entity pursuit research funds for their research projects.

Weakness

• The entity does not have a well-defined research and development policy.

• The entity does not have any community service policy.

0

10

20

30

40

50

60

70

80

Awell-definedresearchand

developmentpolicyoftheentity

Theexistenceofmechanismfor

engagingthestudentsinresearchanddevelopment

Communityservicepolicyofentity

Percen

tage(%

)

ResearchandExtension

Stronglydisagree

Disagree

Neutral

Agree

Stronglyagree

89

3.9 QUALITY ASSURANCE AND CONTINUOUS QUALITY IMPROVEMENT

In this chapter we assessed faculty members’ perceptions about quality assurance and

continuous quality improvement. Half of the faculty members (50%) stated that the department

does not always acts in compliance with the decision of the university for regular reviewing

and updating of its structures, functions, strategies and core activities to ensure continuous

quality improvement. However, 30% of them were found in neutral position. Most of the

faculties (60%) mentioned that the entity does not embrace the spirit for continuous

improvement while 20% of them disagreed at this point. The entity does not have well-

structured system for reviewing academic programs, mentioned by 55% of the faculties while

45% of them disagreed at this point. According to 85% faculty members, the department did

not ensures a usual practice for students’ or Alumni’s feedback as a culture measures for

continual quality control based on past experiences, present conditions and future possibilities

and while only 10% of them provided neutral opinion (Fig. 53).

90

Fig. 53 Opinion of the faculty members on the quality assurance and continuous quality improvement of the entity.

3.9.1 Summary of the quality assurance and improvement

Strength

• The entity does not embrace the spirit for continuous improvement.

Weakness

• The department does not always acts in compliance with the decision of the university for improvement.

• The entity does not have well-structured system for reviewing academic programs. • The entity does not ensure a usual practice for students’ or Alumni’s feedback as a

culture measures for continual quality control.

0

10

20

30

40

50

60

70

80

Theactionofentityin

compliancewiththedecisionoftheuniversityregardingcontinuousquality

improvement

Embracementofthespiritbythe

entityforcontinualqualityimprovement

Reviewofacademic

programsbytheentityfortheenhancement

studentslearning

Ensuringausualpracticebythe

entityforstudentsor

Alumnisfeedbackasaculture

Percen

tage(%

)

ProcessofControl

Stronglydisagree

Disagree

Undecided

Agree

Stronglyagree

91

3.10 EMPLOYER’S VIEW ON GRADUATES

The self-assessment team conducted a survey on the employers of the graduate’s from the

department of Zoology, Jahangirnagar University. We interviewed 11 employers of different

disciplines to know their perceptions about the performance and quality of the graduates from

the department of Zoology (Table 3.1). The employers assessed the knowledge, communicating

skill, interpersonal skill and work skill of the employees.

Table 3.1 List of employers with various background

Name of the Institutes Type of institute (activities)

Frequency Percentage (%) Bangladesh Forest Department Administrative and

Research 1 18.18

Bangladesh Forest Research Institute (BFRI)

Research 2 9.09

International Union for Conservation of Nature (IUCN)

Research 1 9.09

Wildlife Conservation Society (WCS) Research 1 9.09

Wildlife Lab. Jahangirnagar University

Research 1 9.09

Jagannath University Teaching and Research 1 9.09

Bangladesh Bank Administrative 1 9.09

Janata Bank Ltd. Business / Corporate 1 9.09

Exim Bank Ltd. Business / Corporate 1 9.09

Dutch Bangla Bank Ltd. Business / Corporate 1 9.09

Total = 11 100.0

3.10.1 Employers’ assessment on knowledge

a) Job Related Knowledge of Graduates

Most of the employers (72.7%) stated that job knowledge was extremely important while 27.3% rated it as important for recruitment. At the point of proficiency of the graduates, most of the employers (90.9%) agreed that the job knowledge of the graduates of the entity are excellent while 9.1% of them mentioned it as very good.

92

b) IT Knowledge of Graduates

From the survey we found that the employers IT knowledge of the graduates was extremely important (45.5%) and very important (36.5%) for the recruitment. They assessed the Zoology graduates and concluded that the graduates are mostly very good (54.5%) and excellent (45.5%) in IT sector.

c) Innovative knowledge of Graduates

The employers mentioned that innovative related knowledge of graduates was very important (72.7%) and extremely important (18.2%). They have assessed that the graduates of Zoology are mostly (90.9%) very good in this regard. Moreover, 9.1% also considered their performance of IT knowledge and application as excellent.

3.10.2 Employers’ Assessment on communication skills

a) Oral communication

The employers mentioned that the skill of oral communication is extremely important (63.6%) and very important (36.4%). In contrast, in response to the question on the current state of graduates‘ skill of oral communication, almost all (90.9%) of the respondents assessed them as very good, while 9.1% of them considered the graduates as excellent.

b) Written communication

Skill of written communication of the employees has been assessed by the employers as extremely important (54.5%) and very important (51%). In response to the question on the current state of graduates’ skill of written communication, 72.7% of the respondents assessed them as excellent, while 27.3% of them considered the graduates as very good.

c) Presentation skills

The employers assessed the presentation skill of the employees as very important (63.6%) and extremely important (36.4%). In response to the question on the current state of graduates’ presentation skill, 63.6% of the respondents assessed them as very good, while 36.4% of them considered the graduates excellent.

93

3.10.3 Employers’ Assessment on Interpersonal skills

a) Graduates’ ability to work in teams and leadership

About 72.7% of the employers mentioned that the ability to work in teams as extremely important, while 27.3% of them considered as very important. About 90.9% of the employer stated that leadership ability of the graduate is very important while 9.1% mentioned as important. In contrast, all the employers assessed the graduates as excellent in working in teams and also have excellent quality of leadership.

b) Empathy, Reliability, Honesty, and Analytical Ability

At point of the importance of empathy, reliability, honesty, integrity and analytical ability, it has been observed from the assessment that a significant number of the employers (>70%) considered it very important. A notable percentage (nearly 30%) considered these as extremely important. In contrast, in response to the query on the state of the graduates’ reliability, honesty, integrity and analytical ability, most of the respondents (>70%) rated the graduates as very good in this regard.

c) Graduates’ Ethical Values and Adaptability

The employers’ perception on the importance of employees’ ethical values and adaptability have been assessed. A majority (81.8%) of the respondents considered these as extremely important. Another 18.2% evaluated these as very important. On the other hand, at the point on the state of graduates’ ethical values, 63.6% of the respondents mentioned as excellent while 36.4% of them mentioned it as very good. At the point of adaptability, 54.5% mentioned that the graduates are excellent while 45.5% of them mentioned them as very good for adapting job environments.

3.10.4 Employers’ Assessment on Work skills

a) Time Management Skills

It was evident from the survey that time management skills are very important for the employees. Most of the employers (90.9%) mentioned it as extremely important while 9.1%

94

rated it as very important. On the other hand, it has been observed when the employers evaluated time management skills of the graduates, 72.7% of the respondents assessed them as excellent and another 27.3% of them stated as very good.

b) Judgment, decision-making, discipline and responsibility

Most of the employers (>55%) mentioned that judgment, decision-making, discipline and responsibility as extremely important while the rest of them assessed as very important. On the other hand, about 63.6% mentioned that the judgment ability of the graduates is very good (63.6%) while 36.4% mentioned as excellent. The decision-making ability is excellent according to the 72.7% employers. About 81.8% employers stated that the graduates of the entity are excellent in maintain discipline while all of them stated that graduates have an excellent sense of responsibility.

3.10.5 Overall Employers’ Assessment

In most of the cases, employers stated that knowledge skill (subject matter, IT and innovative knowledge) of the graduates either was very important or extremely important for recruitment. In communicating skills (oral, written and presentation), almost identical results were observed. Employers also interested to have strong knowledge of graduates about how to work which includes time management skill, sense of responsibility, commitment & accountability, problem formulation, solving and decision making skills, leadership, reliability and adaptability. In all the sectors, the graduates from the department of Zoology, Jahangirnagar University mostly ranked as very good and excellent in many cases.

95

3.11 Stakeholders’ Suggestions / Recommendations for the Improvement of the Entity

a. Basic communicating English courses should be included in the curriculum for the 1st year student.

b. Computer literacy, bioinformatics related courses should be included.

c. Inadequate space problem for the academic and research program should be solved as early as possible.

d. Laboratory facilities should be improved.

e. Self-evaluation system for the faculty members should be introduced.

f. Faculty members should be available for students during office hours.

g. Teacher-student interactions should be improved.

h. Feedback to the students should be provided on time and in a regular basis.

i. Field based practical study and field tour should be introduced for each academic session.

j. Number of students in each session should be kept in optimum.

k. Internet facilities with enough speed should be ensured.

l. Counseling and guidance services for the students should be improved.

m. Curriculum should be focused on the demand in job markets.

96

Chapter IV

SWOT Analysis The Self Assessment Committee (SAC) of the department of Zoology analyzed the data from

questionnaire survey among different stakeholders to find out the strength, weakness,

opportunities and threats of the entity. In this chapter we presented the strength, weakness,

opportunities and threats of the entity.

Strengths

1. One of the strengths of the entity is its good governance. The entity has a conductive

learning environment. Fairness and transparency at all levels of academic activities are

maintained. Decision making procedure of the entity is participatory and decisions are

taken with fairness and transparency. The entity provides comprehensive guidelines to

the students in advance by the means of brochure and handbooks. Results are published

timely in accordance with the ordinance of the university.

2. Curriculum load is optimum for achieving learning outcomes and courses in the

curriculum from lower to higher level are consistently arranged. Curriculum is

periodically reviewed on the basis of national and international needs.

3. Admission process of the entity is fair and admission process ensures admission of

quality students through various screen process.

4. The entity has the arrangement to provide academic guidance and counseling. The

entity also provides co-curricular or extra-curricular exposures to the students.

5. Highly qualified faculty members from different specialized fields ensure good team

spirit of the entity. Most of the faculty members (65%) achieved doctoral degree from

reputed international universities of USA, UK, Norway, Japan and Hong Kong. Faculty

97

members are involved in research and regularly attend international conferences,

seminar, symposium and workshops. The faculty members are involved in hunting

funds for research and also for developing collaboration with national and international

universities and research organizations. Faculty members engage students in research

and development.

6. The seminar library facilities of the entity are satisfactory. Every year a good number of

reading materials are added to its collection to satisfy the demand of students and

faculties.

7. The entity has a good collection in the museum specially the wildlife museum has many

valuable collections which have been using for reference voucher specimens nationally

and internationally. Students are getting hands on training about the animal diversity

using this museum.

8. The entity has been producing competent graduates who have already been proved their

ability in many competitive examinations and serving the nation in various disciplines.

Weakness

1. One of the major weaknesses of the entity is that the infrastructure facilities are not

adequate to satisfy its mission and objectives. Laboratory facilities are not adequate to

conduct practical classes and research activities. There is no medical and gymnasium

facilities or any common room for students. Internet facilities and speed are poor.

2. Teaching and assessment strategies are not clearly stated in the curriculum and the

curriculum is not effective for achieving day-one skill at job place.

3. Academic calendars are not maintained strictly by the entity.

4. The entity does not have any alumni association and also does not collect any feedback

from them.

98

5. The entity does not have enough financial grants available for students in case of

hardship.

6. The entity does not have enough opportunities to be involved with community services.

7. Students are not committed to ensure desired progress and achievements.

8. The entity does not provide adequate opportunities for practical exercises to apply in


9. The recruitment policy and practices for the requirement of competent academic and

non-academic staff are not good. Performance indicators are not the criteria for up-

gradation or promotion.

10. The website of the entity is not updated properly.

11. The department does not have any performance award policy to inspire non-academic

staff.

Opportunities

1. Qualified faculty members doing international standard research in collaboration with

different organization in home and abroad which inspires students as well as opens

scopes for their higher studies and jobs.

2. Quality students are admitted in this entity through a highly competitive admission test.

Students are capable of achieving intended vision, mission and objectives of the entity.

3. The university is trying to provide adequate space for the entity. Inadequate space

problem will be solved after the completion of the construction of the faculty-building

complex.

4. It is the only residential university in the country and the student of this campus enjoy a

healthy, natural environment for their learning.

99

Threats

1. Fund allocation for laboratory supplies is really insufficient to carry out practical classes

as well as research activities.

2. Opportunities for research grants from the university are very limited. Though the

university provides small grants but its distribution is not competitive and there is no

appreciation of quality research.

3. Recently students are admitted beyond the physical and laboratory facilities of the

entity, which poses challenge for quality education.

4. Counseling and motivational activities of the entity are inadequate. Many students

especially the new comers and final year students get frustrated.

5. Some of the faculty members are more interested to take part-time classes in private

universities rather than in the entity. They do not provide sufficient time to the students

outside of the classroom. They are also not interested to involve in research activities.

6. There is no appreciation of research; even there is no binding of doing research after a

certain point of up-gradation process. Some of the faculties keep distance from research

after a certain service period.

DEPARTMENT OF ZOOLOGY JAHANGIRNAGAR UNIVERSITY

Documents

Transcript of DEPARTMENT OF ZOOLOGY JAHANGIRNAGAR UNIVERSITY