REPORT
ON INSTITUTIONAL ACCREDITATION OF
KANNADA
UNIVERSITY, HAMPI
Certificate of Accreditation Home
1.
INTRODUCTION
On
receiving the Self-Study Report submitted by Kannada University, Hampi
(Karnataka) expressing its desire to be assessed and accredited by NAAC, the
latter constituted a team of Peers consisting of Prof. Pabitra Bushan Sarkar,
Vice-chairman, West Bangal State Council for Higher Education, Kolkata and
Former Vice-chancellor, Rabindra Bharathi University, Kolkata as Chairman
and Prof. J.M. Naidu, Former Registrar and Professor of Anthropology,
Andhra University, Vishakapatnam, Prof. K. Paddayya, Professor of
Geo-Archaeology, Deccan College, Puna, Prof. B.S. Sharma, Head, Dept. of
Visual Arts, Banasthali Vidyapeetha, Rajasthan and Prof. K. Nagaraj,
Department of Economics, Madras Institute of Development Studies, Chennai as
members visited the University from January 29th-Februay
1st
2003. The visit was co-ordinate by Mr. B.S. Madhukar, Deputy Adviser, NAAC. The
following are the observations made by the Team after a visit and examination of
the facilities prevailing at the University.
Our
examination of the Self-Study Report of Kannada University presented in three
parts gives only a partial idea of its uniqueness until we visited it in person
and saw with our own eyes its physical environments and felt, after holding
discussions with the Vice Chancellor, teachers, members of the Syndicate,
students, administrative and service staff, and some others interested in the
Progress of the University, the kind of idealism and vision with which the
University was planned and given shape. About the last, the members of the Peer
Team kept in mind the objectives of the University as spelled out in the Kannada
vishwavidyalaya Adhiniyama (Karnataka Act 23 of 1991) on the basis of which the
University was established, with Dr. Chandrashekhara Kambara as the Special
Officer, later appointed the first Vice Chancellor of the new University. Dr.
Kambar gave definite directions in which the University was to grow and progress
and his successor Dr. Kalburgi translated many of his dreams into reality. The
present Vice Chancellor, Dr. Lakkappa Gowda is continuing and expanding their
work with verve and tenacity, further elaborating the dream.
The
Objectives were clearly spelt out in Chapter II of the said Act. We quote only
some of them in order to remind ourselves that this University is a special kind
of institution, and stands far apart from a conventional university. The Act
enjoined that this University: “should functions as a high level research
center in Kannada Language and Literature”.
Further, it is to impart training to those desirous of studying Kannada
Language and Literature. In
addition, it has “to facilitate and regulate advanced study and research in
fields like Art, Archeology, Architecture, Literature, Grammar, Linguistics,
Epigraphy, History, Religion Philosophy, Geography, Earth Sciences, Astronomy,
Ayurveda, Siddha Medicine, Handicraft, Engineering Sciences and any other
Science that have developed in Kannada Language and Literature”.
We
need not quote from the Act all the objective enlisted in the same chapter to
understand the unique nature of the Institution. A look at how it has evolved in
about a decade is sufficient to reinforce that understanding.
Located in a spacious and attractive natural setting at Hampi, a place,
which, in spite of its economic backwardness today, still retains the memory of
the high glory of the Vijayanagara Kingdom, whose relics are found everywhere in
the locality. It was only
appropriate that such a University would have Hampi, a major base of Kannada
culture, as its seat. By making
Hampi the location of the new University, its founding fathers also sought, it
seems, to bring into focus the cultural importance of the North Karnataka
region, which has, in the course of history, lost out to its southern
counterpart in terms of economic development.
There
have of course been universities before which focused on a single language and
culture, In contradistinction to them, Kannada University, the Peer Team feels,
is the one which has resisted the temptation to become a conventional University
in order to accommodate a huge load of teaching programme, admitting hundreds of
students seeking conventional degrees. Its emphasis on research and production
of knowledge continues unhampered. The university is placed far away from the
humdrum of urban existence, on a hilly terrain that provides an ideal milieu for
undisturbed intellectual pursuits. Beginning its academic function in 1992, it
has so far been able to establish four faculties comprising of 16 departments in
all, every one of them engaged in vigorous research activity. The Faculty of
Language consists of the departments of Kannada Language and Literature, Kannada
Language, Dravidian Cultural Studies, Translation, Manuscript logy and Women
Studies. The Faculty of Fine Arts has departments of Sculpture and Iconography,
Painting and other Visual Arts and the Department of Music and Dance. Whereas
the departments Folklore Studies, History, Archaeology, Epigraphy, Tribal
Studies, Anthropology and Developmental Studies Constitute the Social Science
Faculty of these, as we found out, the Department of Anthropology is not
functioning now due to the lack of qualified teachers and others constraints,
and the component of Dance is still to be introduced in the Music and Dance
Department. Such developmental setbacks often take place when the nature of
university is unusual and further, it is situated far away from large
city-centers.
Apart
from these regular departments, there are four Chairs instituted by the
University for well-defined and specified studies in Dalit Culture, Shantaveri
Gopalgowda, Shamba joshi and Purandar Dasa. The Self-Assessment Report of the
University states that it would like to establish three more departments and
seven more chairs, widening the scope of area study and research.
We
will not, at this juncture, go into the merits or feasibility of what the
University would like to have in future, but will, in stead, have a look at what
it has done so far.
In
doing so, we find that the University has been able to build itself up as a
unique center of research in Kannada Language as was envisioned in the Act that
lead to its establishment. It has a balanced emphasis on both the past and
present issues of the region. We must hasten to add that we do not consider
past, present and future are fully segmented and distant entities with no impact
on one another. In a country like ours, the past coexists with the present, and
the future, in its turn, is shaped by both. When we categorize the departments
in terms of such time segments, we do that only for convenience’s sake.
Departments of Manuscript logy, folklore Studies, History, Archaeology,
Epigraphy and that of Sculpture in its component of Iconography have the Past as
their major area of attention, while other look at the present status of the
region and its people from a developmental point of view, which covers language,
literature, women, tribal communities, Dalits etc. We think such judicious
choice is to be maintained in the University’s future plans for adding
departments and chairs.
We
as a Peer Team, face a peculiar kind of dilemma when we come to assess and
accredit such a monolingual, regionally focused and research-oriented
University. The component of teaching learning transaction is much less here
compared to other conventional universities. Only the departments of Music and
those in Visual Arts impart some teaching and training to a handful of learners.
And the distance education programme, of course, of course, has a large
component of teaching. This year, in addition, a new course of integrated M. A.
Ph. D has been introduced which will have regular semesters of teaching, leading
to research. As of now, however, teaching is not a major responsibility with the
teachers, who are engaged in almost breathless research activity. This has been
further highlighted by the comparative young age of the University. It has, we
think covered a lot, given the short time in which it had at its disposal. Here
is an institution, then, where the regular norms of NAAC evaluation cannot be
applied mechanically, and have to be suitably adjusted to the distinctive nature
of the Institution. Keeping this in view, we proceed to make the following
statements, first as general evaluator observations on the strengths of the
University and the likely pitfalls it may have to guard against; and then as
criterion-wise comments.
2.
CRITERION-WISE ANALYSIS
Criterion
1: Curricular Aspects
Its
should be pointed out at the outset that the various programmes of research and
teaching developed by the University are fully in keeping with to overall
mission which it was set up, viz. a) to carry out interdisciplinary research on
socio-cultural and historical aspects of Karnataka and Kannada Language,
literature and culture and b) to communicate the results both to the scholars
and the public in Kannada language, Initially, the faculty and doctoral research
were the thrust areas of the university’s academic programme. Recently,
however, some undergraduate and postgraduate courses have also been initiated.
The University has thoughtfully made provision for a nodal agency called
Adhyayananga for coordinating all its teaching and research programmes.
The
Peer Team feels that, in terns of its basic objectives of research and related
teaching, the university has done a commendable job. All its departments have
shown unusual acumen in pursuing fruitful research, although some of them may
have been more productive than others.
A
notable feature of curriculum development in the university is adoption of a
stream-lined procedure on the one hand and the flexible modality on the other,
Regular Boards of Studies, Expert Committees and National curricular sources
provide the stream-lining while a degree of involvement of the students in terms
of articulating their preferences and felt requirements in the process give it
the needed flexibility. Close interactions between the faculty and the students
appear to be the major channels for feedback. These interactions take a number
of formal and informal forms: regular faculty and student seminars; regular
six-months reports submitted by research scholars; continuous education of
students bases on assignments and conventional examinations; encouragement of
inter-active modes of teaching in the class room appear to be some of these
useful mechanisms.
The
University established a Distance Education Center in 2001 to widen the scope of
its academic programmes and spread knowledge to a wider section of the society. The Center offers 12 post-graduate diploma courses on various
topic; two post-matric courses and one certificate course.
Care should be taken so that the energy of the teaching faculty does not
get dissipated by so many distance education courses and their time and
attention are diverted from research and classroom interaction.
The
University has a well-planned procedure for devising new teaching programmes and
for revising and updating the curricula of existing courses.
There is 30% representation each for teaching, fieldwork and project work
in the various teaching/research plans.
It
is also noteworthy that some of the courses are job-oriented.
The Peer team however feels that demanding job orientation from its
various curricular and research programmes will be an attempt to divert his from
its original course, which is that of research and knowledge development.
Criterion
II: Teaching, Learning and Evaluation
It
should be noted at the outset that the academic programme of the University is
done on a rather limited budget. Out
of the total budget allocation of the University less than 5% is allotted for
the academic programmes. This
figure is manifestly low and efforts need to be made for assigning higher
amounts. This extra money could be
utilized for the improvement of libraries, introduction of field training to
students and to initiate more project work.
The University however should be praised of what it has done in spite of
the paucity of financial support.
During
the years 2000-2001 and 2001-2002 the University had 278 and 277 working days
respectively. Out of these 218 and 217 were teaching days. These figures
satisfy the stipulation made by the UGC. It is also heartening to note that
teaching is mainly conducted by full-time teachers and the role of part-time
teachers is marginal. From these
figures it is clear that the research and teaching processes in the University
are complementary to each other, as well as uninterrupted and regular.
In
addition to classroom teaching, it is noteworthy that various Departments adopt
other procedures like seminars, projects and field training.
The Departments also have provisions for organizing
seminars/conference/workshops every year. The University itself has provisions
for organizing seminars/conferences and holding of special lectures.
At the time of convocation a series of special seminars are held on
various topics. Apart from these,
the University organizes three series of special lectures.
These seminar and lecture series serve to disseminate new ideas and, in
addition, serve as a platform for innovating and experimenting with fresh ideas.
It
is also to be noted that all departments have their own, albeit small,
libraries, which are used for references sources by both the faculty and
students. It therefore became clear
to the Peer Team that the University offers well-designed teaching and learning
opportunities to its students and faculty members.
The
evaluation method being adopted by the University is also to be viewed favorably. Single evaluation is
adopted in the case of UG courses (in Music and Visual Arts), while double
evaluation (if necessary, a third one), comprising one internal and one external
evaluation, is followed for PG courses. In
the case of the Ph.D. Programme, he University adopts, like most others, two
external and one internal evaluation. The
process is completed by open defense. The
University adopts both central and door evaluation and question papers are set
unit-wise in order to cover all prescribed topics in respective papers. Apart from this, the evaluation procedures incorporate
regular assignments and seminars by the PG and Ph.D. students; bi-annual
evaluation Ph.D. students on the basis of written notes presented by them etc.,
thus bringing in it elements of regularity and continuity in evaluation
procedures. We may also note what
the University conducts the UG and PG examination and announces results
regularly, adhering to a strict calendar.
The
admission procedures adopted by the University appears to be objective and fair.
A combination of entrances tests, interview and past academic
performances is used for the purpose.
The
teachers employed by University fulfill qualifications stipulated by the UGC.
Out of the total regular faculty strength of 68, 40 teachers have Ph.D.
degree to their credit and 11 hold M/Phil degrees. The rest have a Master’s degree.
The
University provides opportunities to the teaching staff for updating their
knowledge base and qualification in their respective domains by access to a
reasonable well stocked library and also by allowing them to attend refresher
courses, seminars, symposia, guest lectures etc.
But their access to computer and internet facilities appears to be rather
inadequate. The performance of teachers is monitored by obtaining
self-appraisal reports from them, which are submitted for scrutiny to a
committee consisting of experts from other universities.
The performance of faculty is also evaluated by asking them to give
seminars on their ongoing research projects and also by submitting their reports
for expert opinion. A modality of
evaluation by students may also be introduced at some point.
As
for faculty development, one notable event during the year 2001-20 is the
organization by the University (in collaboration with teachers’ association)
of a workshop on research methodology. As
many as 50 faculty members participated in this workshop.
This may be done every now and then, to keep up with the developments in
the area. The University gives
further incentive to the faculty to improve their qualification by granting
study leave and also sabbatical leave.
Criterion
III: Research, Consultancy and Extension
This
is one sphere of academic activity is which the Kannada University has done
extremely well. Notwithstanding that this University is a very young
institution, the faculty of various departments have so far carried out about
300 research projects. Of these 60
projects are ongoing. Out of the
remaining 240 projects more than 200 projects have been carried out and
completed by the faculty themselves and the remaining 40 projects have been done
so by external scholars.
One
is also quite impressed by the wide range of topics covered by these research
projects. These include archaeological monuments, inscriptions, ancient tanks,
various aspects of Kannada language, literature, Karnataka history, folklore,
development studies including water filtration projects in villages, folk
agriculture terms, manuscriptology, various items pertaining to tribal and women
studies, art education etc. The range of topics covered by the external scholars
is also quite impressive. In addition to these projects, the University has
published Encyclopedias of Language, Handicrafts, Religion and History. Several
encyclopedias have already been published and some are under preparation.
Noteworthy
also are the various series of publications brought out on Temples, Epigraphs
and Folk and Tribal studies, which are extremely helpful to research scholars.
Particularly
commendable in this regard is the enormous volume of documentation that the
various departments have built up as part of their research activities. These
databases, it should once again be emphasized, relate to under-researched areas,
and hence are rarely available or accessible elsewhere. Proper preservation and
consolidation of these information bases; providing open access to them to bona
fide researches; long term research programmes based on these rare date bases,
we believe, should be the priority areas for the University in the coming years.
It should also be noted that this voluminous output in the form of projects and
the related date bases has already resulted in substantial quality research.
That a number of research publications of the University have been selected for
coveted awards by the Kannada Sahitya Academy and others testify to this
achievement.
This
research record of the University is all the more creditable, considering the
fact the University did not receive any specific research grant from the State
Government. The faculty had to depend entirely upon a small development grant
from the University and whatever resources that could be mobilized from other
organizations.
The
most striking aspect of the research programme of the University is perhaps that
their results are not only meant for higher academic purposes, but also oriented
towards benefiting and enlightening the society in general. Concerted efforts
have been made by the University to publish the findings in the form of reports
and monographs and popular dissemination of the finding through the Press is
done on an extensive scale.
The
publication wing of the university called prasaranga deserves a very special
mention in this respect. It has emerged as one of the major publishing houses
Karnataka, publishing a book a week. In addition to monographs and project
reports, Prasaranga publishers number journals devoted to Kannada studies,
folklore, Karnataka studies and Dravidian studies. The Peer Team notes with
satisfaction that the University is planning to bring out a journal in English
very soon entitle Journal of Karnataka Studies. The Publication unit also
brings out two or three periodicals and has also taken up publication of
textbooks for the benefit of University students. The Term found that all the
volumes published by Prasaranga are tastefully and artistically produced
maintaining good publication standard, which shows that much care and efforts
have gone behind their preparation. Such a vigorous and highly motivated
publication unit has hardly any parallel in other universities, and the Peer
Term offers its unqualified praise for its members.
Another
positive aspect of extension activity concerns publication of more than 100
books for the newly literate persons in Kannada. These books, prepared by the
teaching and other staff of the University, were purchases by the State
Government for distribution under the Adult Education Scheme.
A
University of this nature has only limited possibilities for activities like
consultancy, extension services etc. All the same the University has made some
useful beginning in these areas. Consultancy services offered in various areas
such as assessment of quality of translation, training of members of Gram
Panchayat and Zilla Parishads, implementation of developmental activities at
grass root levels, documentation of heritage sites, folk and tribal culture
forms and language use and teaching, and Distance Education started in 2001 are
the notable features of the University in this regard.
Criterion IV: Infrastructure
and Learning Resources
The
University has a sprawling campus of about 680 acres at Hampi and a satellite
campus 15 acresn at the well-known historical site of Badami located about 125
Kms away from Hampi. The special
feature of the Hampi campus it that it is located on a valley setting with
fairly thick vegetation preserving many of the indigenous tree, shrub and grass
species. Propping up from this
valley setting are a number of small and low rocky ridges and table lands.
The University authorities have very thoughtfully selected these ridges
for constructing various buildings. The
architecture of some of these buildings is also noteworthy, as it has taken many
elements from the vijayanagara diction of architecture.
Some of the buildings are named after key personalities of the medieval
empire. It is also to be noted that
the buildings of the Tribal Studies Department are constructed keeping in view
the tribal housing structures. In
short the campus has several unique features of its own, adopted from the
natural and historic-cultural heritage of the region.
It has wide scope for further expansion of the physical infrastructure.
The
campus has a helipad bed of its own and it is used for receiving high
dignitaries. Except in three or
four cases all Departments have independent buildings. Adequate provision is made for teaching and administrative
staff within each Department. The
other major buildings include the Administrative office, Library and Museum
building, Guest House, Publication Building, all of which display a uniform
architectural style. A new library
building for Kannada books is under construction. The campus has also a
provision for some faculty quarters that are temporarily used as hostels for
students. A separate ladies hostel
is under construction. There is
also a small sports center on the campus with facilities available for indoor
and outdoor games for both students and staff.
There is no health center on the campus but the University has obtained a
sum Rs.6.25laksh from the Bellary Zilla Parishad to build a health center.
Each Department has a small library of its own consisting of one or two
shelves of books. The main Library
of the University is located on the first floor of large building while the
ground floor is occupied by the museum. The
Peer Team is fully satisfied with the facilities that these two units are
providing to the staff and students in promoting the interests of various
teaching and research programmes.
The
library is well maintained and has a total collection of about 45,000books.
It subscribes to 37 journals in English and 31 journals in Kannada. An Advisory Committee helps the library staff in various
administrative matters. The
computerization of books and periodicals is in progress.
It is to be noted that there are no facilities for interlibrary loan or
lending of books. The library has also a good section for manuscripts including
an audio-video section.
The
University museum is also a large one. It
has on display both archaeological materials collected from various places in
north Karnataka and also a folk section containing fishing and hunting items of
some of the surviving simple communities. More
judicious planning of its sections remains an imperative.
The main administrative building of the Universtiy has a computer unit
operating with ten computers. A few
Departments are also provided with a computer each.
The University has also an Information Centre which provides information
not only about Kannada University but also about various places and people of
Karnataka. The Peer Team is highly
satisfied with the University which has adequate infrastructural and learning
resources of various kinds nothing also these are being fully utilized.
The
Sculpture Park, when fully developed will be a prize piece of the Universtiy to
show to the outsiders. The open-air
auditorium, Navaranga is also an important part of the mission that this
University carries on its shoulder. As
it does not have too many departments than it can manage, separate buildings for
each of them should be on the cards.
Criterion V:
Student Support and Progression
Though
the students are enrolled from the same state, for a healthy interaction
university must encourage and reserve some seats for the students from other
states. Here of course the
monolingual programme may prove a barrier.
Further, there is a need of strengthening students welfare scheme
specially in the form of financial assistance for the underprivileged.
Also
sine new courses like Design, Fabric Printing etc. can create better
opportunities for the students seeking jobs.
Department
of visual Art can provide hobby classes that will strengthen intra departmental
activities.
Criterion VI:
Organization and Management
The
University is managed by various statutory bodies such as Board of Studies,
Faculties, Finance Committee, Executive Council and Governing Council of
Syndicate. Besides, there are some non-statutory bodies such as Dean's
Committee, Publication Advisory Committee, Library advisory committee, Academic
Audit Committee, Grievance redressel committee Purchase Committee, Disciplinary
committee etc.
The
University received grants mainly from the state Government, except for a small
assistance from the central government. The research projects are taken up with
an assistance of funding agencies such has UGC, ICSSR, ICHR, Central and State
Sahitya Academy, Kannada development Authority, IGNCA and such others.
The University has set up a permanent fund with the donations from NRIs,
which will be used for research, development, Publication and spread of
knowledge. The University makes
some allocation of funds to each department for research and holding
seminars/workshops. There is an
internal pre-audit mechanism followed by an local fund audit.
Criterion
VII: Healthy Practice
Teachers
in Every department meet once in a week and discuss important research findings
with PEER group and exchange ideas. Students
and teachers also interact with each other on every Friday through Study Circle
meeting in each Department. Teachers submit annual self-appraisal reports, which help in
realizing their academic performance. An
Academic Audit committee monitors the performance of each teacher, department
and Un9iversity annually. Redressal
of grievances is attended by a committee. The
University has adopted a school in the neighborhood with an aim of developing
the local communities. One must
also appreciate the efforts being made by the University to give counseling to
Grama Panchayats and Zilla Panchayats as part of its extension activity.
Regular interdisciplinary seminars are providing exposure for teachers
and students to emerging knowledge areas.
The
University holds special seminars at the time of annual convocation.
The
Department of Sculpture and Painting organizes sculptors and painters camps at
National and International levels. This
provides a good occasion to staff and students to keep abreast of the latest
developments in the contemporary art scene.
Traditional artists are also involved in regular teaching work, and this
enable the students to be come familiar with traditional techniques of the area.
Another notable aspect of the Department concerns equal emphasis placed
on practical theoretical knowledge. Both
teachers and students are exhibiting their works at state and national levels
and have won several awards in painting and sculpture.
Alongside with this, research activity has been given full importance.
The topics covered include prehistoric to classical traditions of the
area.
The
professional competence of students has enabled them to become good freelance
artists and sustain themselves economically.
The under privileged SC/ST students are given remedial coaching.
3.OVERALL
ANALYSIS
Based
upon the study of three volumes of self-study report submitted by the University
and also arising from the experience of Peer team during the last 3 days the
latter would like to record the various positive, commendable aspects of the
University.
The
Peer Team has no hesitation in recording that the University has fulfilled its
mission as in institution of higher learning and research, with basic
orientation towards Kannada Language, Arts and Culture.
We would like to point to the following commendable features in
particular.
In a
short span of time, the University as built up an excellent documentation
database through its various schools. This
very useful information base is not readily available and accessible through
other sources.
Secondly,
research orientation of the University is broadly what can be termed as its
foundation of strength. It has a
legitimate emphasis on under-researched and un-researched areas and on
marginalized and deprived sections of the society. Thirdly, the University has established strong linkages
between research and teaching and has started certain innovative programmes.
In this regard the recently introduced integrated M.A. PhD Programme is
step in the right direction. Fourthly,
although much more needs to be done, the University in a short span of time has
built up a good amount of physical academic infrastructure.
Lastly, and perhaps the most importantly, the publication activity of the
University deserves special praise for the impressive quantity as well as high
quality of its output and for its efforts to disseminate its intellectual output
to scholars as to the general literate public. The Information Centre of the University is also doing
excellent work, the like of which is seldom found in the university system
elsewhere.
Recommendations
and Suggestions
An
institution of this nature has to guard against isolationism, fragmentation and
a loss of focus in academic matters. While
the emphasis on Kannada is understandable, it should not become and end in
itself. The University should bear
in mind the multicultural context in which it operates.
Networking with institutions of higher learning both within the state and
outside, spreading out in terms of research and dissemination in languages other
than Kannada (including English) would be essential to guard against the
isolation. As far as fragmentation
in academic pursuits is concerned the University has to institute certain
measures for consolidation. Certain departments, for example, may be merged to provide
better and more cogent research orientation.
The department of History, Archaeology, Epigraphy could work in union; so
could the departments of tribal Studies, Folklore, Anthropology, Kannada
Language and Literature and Kannada Language Development.
Thirdly
the emphasis on short-term projects runs the risk of attempted empiricism with
insufficient theoretical ground-base. Large
long-term research projects that are multi-disciplinary in character involving
more than one department of school would have to be planned to guard against
such possibilities. For example, a project on manuscript illustrations can be
jointly tackled by the departments of Manuscriptology and Fine Arts (Painting).
Duplication of projects in various departments should be avoided.
In
certain fields infrastructure needs improvement, like in computerization,
library facilities etc. The Peer
Team is apprehensive that new buildings under construction (the girl Students'
Hostel and the Kannada Library) nmay not conform to this broad design.
This the University should look into.
If
possible, the University should organize one or two Art Fairs every year in
order to exhibit as well as sell the art objects created by its students and
teachers. It should also avail of
such opportunities offered by country fairs by opening a stall form which books
and artifacts can be sold. The Peer
Team thought that the present fair being held at Banashankari was a good
occasion to put up a stall. The
Pustaka Yatra of the Prasaranga division should also have a component of Shilpa
Yatra, as well as that of other materials produced by the University.
These
other materials may be audio and video cassettes (or CDs) of musical and other
performances prepared by the Tribal Studies or Folklore departments, who can
sell them to the electronic media and to the general public.
We
could also emphasize that given the very specified nature and mission of the
University, and given that it has done a commendable job in such a short time on
a rather restricted budget, to expect that it will raise internal resources on a
significant scale in order to maintain and build upon its admirable record, we
believe, will be totally unrealistic. We appreciate what it has achieved so far along these lines,
including the initiative taken by the present Vice Chancellor in collection MP
local area development funds. However,
we feel it strongly that it is the State that has established it with a definite
mission and philosophy, and it is the State that should bear by far the major
responsibility of maintaining and nurturing this distinctive institution with
sufficient financial and other support.
Here is
a list of specific suggestions by the Team:
Academic
·
Larger
consolidated research programs involving a number of faculty members, students
and departments and are interdisciplinary in nature should be attempted.
·
In order to
avoid fragmentation and loss of focus in academic qualities a comprehensive
reorganizing the departments/programs with analysis on consolidation.
·
Each
School/Faculty should prepare position papers identifying gaps in research and
has to provide a roster of researchable issues.
·
Comprehensive
studies on the region in Deccan Karnataka should provide a needed focus.
·
The
relationship between the academic chairs and departments needs sharper
definition and strengthening.
·
Periodic peer
review of individual faculty member, department and schools should be attempted.
These reviews should provide the required focus on faculty involved ion
active research.
·
A time span
for completion of the research projects to be decided on case ti can basis.
Emphasis on completion without full theoretical and pragmatic elaboration
which the topic needs should not be forced.
·
The Ph.D.
Program should be dovetailed to the larger research and teaching programme.
·
Provision for
providing assistantship (Teaching & Research) to be explored.
·
Research
scholars should be attached to Schools rather than departments, and course works
should devised by the School.
·
Introduction
of tutorial system can be considered.
Publication
and Extension
·
Translation of
few important publications can be taken up in English.
·
In Explore
possibilities for translation, publication& distribution of important works
wi5h established national and international publishing houses.
·
Working paper
series of research findings by different schools may be published as a means for
dissemination and interaction with peer groups.
·
Networking
with other institution and Universities like IISC, ISAC etc.
·
Consultancy in
possible area may be explored.
·
The Sculpture
department may choose rocks on the roadside to create something out of them.
In addition, they may work in places of heritage to leave an imprint of
their work there.
·
As has already
been noted, festival and fairs should be utilized by the University.
Administration and Related Areas
·
Earmarking
substantial funds for Library for providing more journals, Books and
periodicals.
·
Users survey
in the library to be conducted for optimized utilization.
·
Documentation
Center to be established for digitalization of date created in all departments.
·
Large scale
computerization with networking and Internet facility is an immediate
requirement.
·
Commercial
utilization of the campus space by way of plantation etc.
·
Adequate
transport facility to be provided by the University.
·
A long-term
vision document for the University to be prepared.
·
The university
may establish statutory Department Research Committee at department level and
Board of Research Studies at University level.
·
A Course in
Kannada Journalism (collaboration with Samyuktha Karnataka, Prajavani Etc may be
attempted).
·
Information
Centre may explore possibilities of collaboration with newspapers.
·
Widening
curriculum to bring in other forms & cultures -like folk music, western
classical music to in music classes.
·
A
Placement/career guidance cell for students may be considered.
·
Adequate
training (Incl. computer training), Institution of career advancement schemes,
incentives for involvement in academic activities by the non-academic staff.
·
Common
facilities such as dining hall for lady students, non-teaching staff, and some
opportunities for indoor sports/games, Bus Shelter etc may be planned in future.
·
All the
epigraphic data so far available may be converted into electronic form and saved
permanently.
·
Archaeology,
ancient history, epigraphy dep0artments need holistic approach in their
research.
The
Peer Team was quite favourably impressed by the progress made by the University
in such a short span and also by the earnestness of its community for its
development and progress. The Team
thanks the Vice chancellor and all his colleagues, big and small, for according
to the Team the best of cooperation and other supports that they could offer,
and wishes the best for the University.
