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2.1.7
Has the university conducted any analysis of demand ratio for the
various programmes of the university departments and affiliated
colleges? If so, highlight the significant trends explaining the reasons for
increase / decrease.
The information given below pertains to the statistics for the academic year
2012 – 2013.
Programmes
Number of
applications
Number of students
admitted
Demand
Ratio
UG (B.Tech)
151551
3101
48.8 : 1.0
UG (other than B.Tech)
1080
585
1.8 : 1.0
PG
8885
1645
5.4 : 1.0
Integrated Masters
1870
446
4.2 : 1.0
M.Phil.
9
6
1.5 : 1.0
Ph.D.
626
315
1.9 : 1.0
M.S.
(By
Research)
50
16
3.1 : 1.0
2.1.8
Were any programmes discontinued / staggered by the university
in the last four years? If yes, please specify the reasons.
The following programmes were discontinued, during the last four
years, due to dwindling enrollment. The year of discontinuation is also given.
Integrated
MBA
2011 - 2012
B.Tech
Bioinformatics
2013 – 2014
B.Tech
and
IT
Double degree
2010 – 2011
B.Tech
and
MBA
Double degree
2010 – 2011
Integrated
M.Tech
Structural Engineering
2011 - 2012
2.2
Catering to Student Diversity
2.2.1
Does the university organize orientation / induction programme
for freshers? If yes, give details such as the duration, issues covered,
experts involved and mechanism for using the feedback in subsequent
years.
After admission, the students
undergo an orientation programme organized by
the respective Schools. Initially, the students (along with the parents) are given
an over view of the various facilities and academic processes involved. The
Chancellor, Vice Chancellor, Pro Vice Chancellor, Directors (Academics,
Placement, Students Welfare) participate in the introductory programme. This
is followed by programme specific information given by Dean, Programme
Chair and the class / year coordinator of the School concerned. In addition,
ice-breaking sessions are organized by the senior students, so that the life on
the ‘new campus’ is at ease for the freshers.
2.2.2
Does the university have a mechanism through which the
“differential requirements of the student population” are analysed after