National Assessment And Accreditation Council (NAAC)

India has one of the largest and diverse education systems in the world. Privatization, widespread expansion, increased autonomy and introduction of Programmes in new and emerging areas have improved access to higher education. At the same time, it has also led to widespread concern on the quality and relevance of the higher education. To address these concerns, the National Policy on Education (NPE, 1986) and the Programme of Action (PoA, 1992) spelt out strategic plans for the policies, advocated the establishment of an independent National accreditation agency. Consequently, the National Assessment and Accreditation Council (NAAC) was established in 1994 as an autonomous institution of the University Grants Commission (UGC) with its Head Quarter in Bengaluru. The mandate of NAAC as reflected in its vision statement is in making quality assurance an integral part of the functioning of Higher Education Institutions (HEIs).

The NAAC functions through its General Council (GC) and Executive Committee (EC) comprising educational administrators, policy makers and senior academicians from a cross-section of Indian higher education system. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician nominated by the President of GC (NAAC). The Director is the academic and administrative head of NAAC and is the member secretary of both the GC and the EC. In addition to the statutory bodies that steer its policies and core staff to support its activities NAAC is advised by the advisory and consultative committees constituted from time to time.

TIM SSR Report
Criterion 1 – Curricular Aspects
1.1 – Curricular Planning and Implementation
1.1.1 The Institution ensures effective curriculum planning and delivery through a well-planned and documented process including Academic calendar and conduct of continuous internal Assessment
1.2 – Academic Flexibility
1.2.1 Number of Certificate / Value added courses offered and online courses of MOOCs, SWAYAM, NPTEL etc. (where the students of the institution have enrolled and successfully completed during the last five years)
1.2.2 Percentage of students enrolled in Certificate/ Value added courses and also completed online courses of MOOCs, SWAYAM, NPTEL etc. as against the total number of students during the last five years
1.3 – Curriculum Enrichment
1.3.1 Institution integrates crosscutting issues relevant to Professional Ethics, Gender, Human Values, Environment and Sustainability in transacting the Curriculum
1.3.2 Percentage of students undertaking project work/field work/ internships (Data for the latest completed academic year)
1.4 – Feedback System
1.4.1 Institution obtains feedback on the academic performance and ambience of the institution from various stakeholders, such as Students, Teachers, Employers, Alumni etc. and action taken report on the feedback is made available on institutional website
Criterion 2 – Teaching-learning and Evaluation
2.1 – Student Enrollment and Profile
2.1.1 Enrolment percentage
2.1.2 Percentage of seats filled against reserved categories (SC, ST, OBC etc.) as per applicable reservation policy for the first year admission during the last five years
2.2 – Student Teacher Ratio
2.2.1 Student – Full time Teacher Ratio (Data for the latest completed academic year)
2.3 – Teaching- Learning Process
2.3.1 Student centric methods, such as experiential learning, participative learning and problem
solving methodologies are used for enhancing learning experiences and teachers use ICT enabled
tools including online resources for effective teaching and learning process
2.4 – Teacher Profile and Quality
2.4.1 Percentage of full-time teachers against sanctioned posts during the last five years
2.4.2 Percentage of full time teachers with NET/SET/SLET/ Ph. D./D.Sc. / D.Litt./L.L.D. during thelast five years (consider only highest degree for count)
2.5 – Evaluation Process and Reforms
2.5.1 Mechanism of internal/ external assessment is transparent and the grievance redressal
system is time- bound and efficient
2.6 – Student Performance and Learning Outcomes
2.6.1 Programme Outcomes (POs) and Course Outcomes (COs) for all Programmes offered by
the institution are stated and displayed on website
2.6.2 Attainment of POs and COs are evaluated. Explain with evidence in a maximum of 500 words
2.6.3 Pass percentage of Students during last five years (excluding backlog students)
2.7 – Student Satisfaction Survey
2.7.1 Online student satisfaction survey regarding teaching learning process
Criterion 3 – Research, Innovations and Extension
3.1 – Resource Mobilization for Research
3.1.1 Grants received from Government and non-governmental agencies for research projects /
endowments in the institution during the last five years (INR in Lakhs)
3.2 – Innovation Ecosystem
3.2.1 Institution has created an ecosystem for innovations, Indian Knowledge System
(IKS),including awareness about IPR, establishment of IPR cell, Incubation centre and other
initiatives for the creation and transfer of knowledge/technology and the outcomes of the same
are evident
3.2.2 Number of workshops/seminars/conferences including on Research Methodology,Intellectual Property Rights (IPR) and entrepreneurship conducted during the last five years
3.3 – Research Publications and Awards
3.3.1 Number of research papers published per teacher in the Journals notified on UGC care listduring the last five years
3.3.2 Number of books and chapters in edited volumes/books published and papers published innational/ international conference proceedings per teacher during last five years
3.4 – Extension Activities
3.4.1 Outcomes of Extension activities in the neighborhood community in terms of impact and
sensitizing the students to social issues for their holistic development during the last five years.
3.4.2 Awards and recognitions received for extension activities from government / government
recognised bodies.
3.4.3 Number of extension and outreach programs conducted by the institution through organized forums including NSS/NCC with involvement of community during the last five years.
3.5 – Collaboration
3.5.1 Number of functional MoUs/linkages with institutions/ industries in India and abroad forinternship, on-the-job training, project work, student / faculty exchange and collaborative research during the last five years.
Criterion 4 – Infrastructure and Learning Resources
4.1 – Physical Facilities
4.1.1 4.1.1: The Institution has adequate infrastructure and other facilities for,
1. Teaching – learning, viz., classrooms, laboratories, computing equipment etc
2. ICT – enabled facilities such as smart class, LMS etc.
Facilities for Cultural and sports activities, yoga centre, games (indoor and outdoor), Gymnasium, auditorium etc (Describe the adequacy of facilities in maximum of 500 words.)
4.1.2 Percentage of expenditure for infrastructure development and augmentation excluding
salary during the last five years
4.2 – Library as a Learning Resource
4.2.1 Library is automated with digital facilities using Integrated Library Management System
(ILMS), adequate subscriptions to e-resources and journals are made. The library is optimally
used by the faculty and students
4.3 – IT Infrastructure
4.3.1 Institution frequently updates its IT facilities and provides sufficient bandwidth for internet
connection Describe IT facilities including Wi-Fi with date and nature of updation, available
internet bandwidth within a maximum of 500 words.
4.3.2 Student – Computer ratio (Data for the latest completed academic year)
4.4 – Maintenance of Campus Infrastructure
4.4.1 Percentage expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary component, during the last five years (INR in Lakhs)
Criterion 5 – Student Support and Progression
5.1 – Student Support
5.1.1 Percentage of students benefited by scholarships and free ships provided by the institution, government and non-government bodies, industries, individuals, philanthropists during the last five years.
5.1.2 Following capacity development and skills enhancement activities are organised for improving students’ capability
1.Soft skills
2.Language and communication skills
3.Life skills (Yoga, physical fitness, health and hygiene)
4.ICT/computing skills
5.1.3 Percentage of students benefitted by guidance for competitive examinations and career counseling offered by the Institution during the last five years.
5.1.4 The institution adopts the following for redressal of student grievances including sexual harassment and ragging cases
1.Implementation of guidelines of statutory/regulatory bodies
2.Organisation wide awareness and undertakings on policies with zero tolerance
3.Mechanisms for submission of online/offline students’ grievances
4.Timely redressal of the grievances through appropriate committees
5.2 – Student Progression
5.2.1 Percentage of placement of outgoing students and students progressing to higher education during the last five years
5.2.2 Percentage of students qualifying in state/national/ international level examinations during the last five years
5.3 – Student Participation and Activities
5.3.1 Number of awards/medals for outstanding performance in sports/ cultural activities at University / state/ national / international level (award for a team event should be counted as one)during the last five years
5.3.2 Average number of sports and cultural programs in which students of the Institution participated during last five years (organised by the institution/other institutions)
5.4 – Alumni Engagement
5.4.1 There is a registered Alumni Association that contributes significantly to the development
of the institution through financial and/or other support services
Criterion 6 – Governance, Leadership and Management
6.1 – Institutional Vision and Leadership
6.1.1 The institutional governance and leadership are in accordance with the vision and mission
of the Institution and it is visible in various institutional practices such as NEP implementation,
sustained institutional growth, decentralization, participation in the institutional governance and in their short term and long term Institutional Perspective Plan.
6.2 – Strategy Development and Deployment
6.2.1 The institutional perspective plan is effectively deployed and functioning of the institutional
bodies is effective and efficient as visible from policies, administrative setup, appointment,
service rules, and procedures, etc
6.2.2 Institution implements e-governance in its operations
1. Administration
2. Finance and Accounts
3. Student Admission and Support
4. Examination
6.3 – Faculty Empowerment Strategies
6.3.1 The institution has performance appraisal system, effective welfare measures for teaching
and non-teaching staff and avenues for career development/progression
6.3.2 Percentage of teachers provided with financial support to attend conferences/workshops
and towards membership fee of professional bodies during the last five years
6.3.3 Percentage of teaching and non-teaching staff participating in Faculty development Programmes (FDP), Management Development Programmes (MDPs) professional development/administrative training programs during the last five years
6.4 – Financial Management and Resource Mobilization
6.4.1 Institution has strategies for mobilization and optimal utilization of resources and funds
from various sources (government/ non government organizations) and it conducts financial
audits regularly (internal and external)
6.5 – Internal Quality Assurance System
6.5.1 Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the
quality assurance strategies and processes. It reviews teaching learning process, structures &
methodologies of operations and learning outcomes at periodic intervals and records the
incremental improvement in various activities
6.5.2 Quality assurance initiatives of the institution include:
1. Regular meeting of Internal Quality Assurance Cell (IQAC); quality improvement initiatives
identified and implemented
2. Academic and Administrative Audit (AAA) and follow-up action taken
3. Collaborative quality initiatives with other institution(s)
4. Participation in NIRF and other recognized rankings
5. Any other quality audit/accreditation recognized by state, national or international agenciessuch as NAAC, NBA etc.
Criterion 7 – Institutional Values and Best Practices
7.1 – Institutional Values and Social Responsibilities
7.1.1 Institution has initiated the Gender Audit and measures for the promotion of gender equity
during the last five years. Describe the gender equity & sensitization in curricular and co-curricular activities, facilities for women on campus etc., within 500 words
7.1.2 The Institution has facilities and initiatives for
1. Alternate sources of energy and energy conservation measures
2. Management of the various types of degradable and non degradable waste
3. Water conservation
4. Green campus initiatives
5. Disabled-friendly, barrier free environment
7.1.3 Quality audits on environment and energy regularly undertaken by the Institution. The institutional environment and energy initiatives are confirmed through the following
1. Green audit / Environment audit
2. Energy audit
3. Clean and green campus initiatives
4. Beyond the campus environmental promotion activities
7.1.4 Describe the Institutional efforts/initiatives in providing an inclusive environment i.e.,
tolerance and harmony towards cultural, regional, linguistic, communal socioeconomic and
Sensitization of students and employees to the constitutional obligations: values, rights, duties
and responsibilities of citizens (Within 500 words)
7.2 – Best Practices
7.2.1 Describe two best practices successfully implemented by the Institution as per NAAC
format provided in the Manual
7.3 –  Institutional Distinctiveness
7.3.1 Portray the performance of the Institution in one area distinctive to its priority and thrust
within 1000 words

 

Extended Profile
1 – Students
1.1 Number of students year wise during the last five years
2 – Teachers
2.1 Number of teaching staff / full time teachers during the last five years (Without repeat count)
2.2 Number of teaching staff / full time teachers year wise during the last five years

List of faculty members with qualification-2023-2024

List of faculty members with qualification-2022-2023

List of faculty members with qualification-2021-2022

List of faculty members with qualification-2020-2021

List of faculty members with qualification-2019-2020
3 – Institution
3.1 Expenditure excluding salary component year wise during the last five years (INR in lakhs)
Criterion 1 – Curricular Aspects
1.2.1 Number of Certificate/Value added courses offered and online courses of MOOCs, SWAYAM, NPTEL etc. (where the students of the institution have enrolled and successfully completed during the last five years)
1.2.2 Percentage of students enrolled in Certificate/ Value added courses and also completed online courses of MOOCs, SWAYAM, NPTEL etc. as against the total number of students during the last five years
1.3.2 Percentage of students undertaking project work/field work/ internships (Data for the latest completed academic year)
1.4.1 Institution obtains feedback on the academic performance and ambience of the institution from various stakeholders, such as Students, Teachers, Employers, Alumni etc. and action taken report on the feedback is made available on institutional website
Criterion 2 – Teaching-learning and Evaluation
2.1.1 Enrolment percentage
2.1.2 Percentage of seats filled against reserved categories (SC, ST, OBC etc.) as per applicable reservation policy for the first year admission during the last five years
2.2.1 Student – Full time Teacher Ratio (Data for the latest completed academic year)
2.4.1 Percentage of full-time teachers against sanctioned posts during the last five years
2.4.2 Percentage of full time teachers with NET/SET/SLET/ Ph. D./D.Sc. / D.Litt./L.L.D. during thelast five years (consider only highest degree for count)
2.6.3 Pass percentage of Students during last five years (excluding backlog students)
Criterion 3 – Research, Innovations and Extension
3.1.1 Grants received from Government and non-governmental agencies for research projects /
endowments in the institution during the last five years (INR in Lakhs)
3.2.2 Number of workshops/seminars/conferences including on Research Methodology,Intellectual Property Rights (IPR) and entrepreneurship conducted during the last five years
3.3.1 Number of research papers published per teacher in the Journals notified on UGC care listduring the last five years
3.3.2 Number of books and chapters in edited volumes/books published and papers published innational/ international conference proceedings per teacher during last five years
3.4.3 Number of extension and outreach programs conducted by the institution through organized forums including NSS/NCC with involvement of community during the last five years.
3.5.1 Number of functional MoUs/linkages with institutions/ industries in India and abroad forinternship, on-the-job training, project work, student / faculty exchange and collaborative research during the last five years.
Criterion 4 – Infrastructure and Learning Resources
4.1.2 Percentage of expenditure for infrastructure development and augmentation excluding
salary during the last five years
4.3.2 Student – Computer ratio (Data for the latest completed academic year)
4.4.1 Percentage expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary component, during the last five years (INR in Lakhs)
Criterion 5 – Student Support and Progression
5.1.1 Percentage of students benefited by scholarships and free ships provided by the institution, government and non-government bodies, industries, individuals, philanthropists during the last five years.
5.1.2 Following capacity development and skills enhancement activities are organised for improving students’ capability
1.Soft skills
2.Language and communication skills
3.Life skills (Yoga, physical fitness, health and hygiene)
4.ICT/computing skills
5.1.3 Percentage of students benefitted by guidance for competitive examinations and career counseling offered by the Institution during the last five years.
5.1.4 The institution adopts the following for redressal of student grievances including sexual harassment and ragging cases
1.Implementation of guidelines of statutory/regulatory bodies
2.Organisation wide awareness and undertakings on policies with zero tolerance
3.Mechanisms for submission of online/offline students’ grievances
4.Timely redressal of the grievances through appropriate committees
5.2.1 Percentage of placement of outgoing students and students progressing to higher education during the last five years
5.2.2 Percentage of students qualifying in state/national/ international level examinations during the last five years
5.3.1 Number of awards/medals for outstanding performance in sports/ cultural activities at University / state/ national / international level (award for a team event should be counted as one)during the last five years
5.3.2 Average number of sports and cultural programs in which students of the Institution participated during last five years (organised by the institution/other institutions)
Criterion 6 – Governance, Leadership and Management
6.2.2 Institution implements e-governance in its operations
1. Administration
2. Finance and Accounts
3. Student Admission and Support
4. Examination
6.3.2 Percentage of teachers provided with financial support to attend conferences/workshops and towards membership fee of professional bodies during the last five years
6.3.3 Percentage of teaching and non-teaching staff participating in Faculty development Programmes (FDP), Management Development Programmes (MDPs) professional development/administrative training programs during the last five years
6.5.2 Quality assurance initiatives of the institution include:
1. Regular meeting of Internal Quality Assurance Cell (IQAC); quality improvement initiatives
identified and implemented
2. Academic and Administrative Audit (AAA) and follow-up action taken
3. Collaborative quality initiatives with other institution(s)
4. Participation in NIRF and other recognized rankings
5. Any other quality audit/accreditation recognized by state, national or international agenciessuch as NAAC, NBA etc.
Criterion 7 – Institutional Values and Best Practices
7.1.2 The Institution has facilities and initiatives for
1. Alternate sources of energy and energy conservation measures
2. Management of the various types of degradable and non degradable waste
3. Water conservation
4. Green campus initiatives
5. Disabled-friendly, barrier free environment
7.1.3 Quality audits on environment and energy regularly undertaken by the Institution. The institutional environment and energy initiatives are confirmed through the following
1. Green audit / Environment audit
2. Energy audit
3. Clean and green campus initiatives
4. Beyond the campus environmental promotion activities

 

BEST PRACTICES

FOSTERING EXCELLENCE AND COMMUNITY ENGAGEMENT

“Empowering Students, Enriching Communities”

Best Practice 1. Participant Performance Score: Driving Academic Excellence

At TKM Institute of Management (TIM), the Participant Performance Score (PPS) system is a cornerstone of the institution’s commitment to academic excellence. This best practice involves a continuous and comprehensive assessment of students’ performance across various parameters which shapes their attitude, skills and knowledge. The PPS system provides students with regular feedback, helping them identify strengths and areas for improvement. By focusing on holistic development, TIM ensures that students not only excel academically but also develop essential skills such as critical thinking, communication, and teamwork. The PPS fosters a culture of continuous learning and self-improvement, motivating students to strive for excellence in all aspects of their academic journey.

Best Practice 2. Community Engagement: Building Stronger Societies

Community engagement is a fundamental aspect of TIM’s educational philosophy. The institution actively encourages students to participate in various community-based projects and initiatives, fostering a sense of social responsibility and civic engagement. Through NGO visits and community engagements, TIM students are involved in activities such as awareness campaigns, environmental conservation efforts, and educational programs for underprivileged communities. These experiences not only contribute to the personal growth of students but also have a lasting positive impact on the communities they serve. By integrating community engagement into the curriculum, TIM ensures that its graduates are not only skilled professionals but also compassionate, socially-conscious leaders.

7.2 Best Practices 1 & 2

INSTITUTIONAL DISTINCTIVENESS

“Excellence in Placement, Ethical Integrity, and a Student-Centric Approach”

Since its founding in 1995, TKM Institute of Management (TIM) has distinguished itself through its exceptional placement record, unwavering commitment to ethical values, and student-centric approach. Central to TIM’s success is its Corporate Relations Cell (CRC), which orchestrates a comprehensive Campus to Corporate (CACO) training program, ensuring students are industry-ready through a structured blend of foundational, skill- enhancement, and advanced training phases. This strategic focus on placements is complemented by TIM’s strong ethical framework, which promotes honesty, integrity, and professionalism, guiding students to uphold high moral standards.

The institute’s student- centric approach is reflected in its personalized mentorship, robust support services, and holistic development initiatives, all designed to cater to individual student needs and prepare them for successful careers. Through this blend of placement excellence, ethical guidance, and tailored student support, TIM stands out as a premier institution in management education, dedicated to shaping well-rounded and principled future leaders.

7.3 – Institutional Distinctiveness

CODE OF CONDUCT

“The Ethical Backbone which upholds integrity and builds a Culture of Respect and Responsibility”

At TKM Institute of Management (TIM), fostering an environment of high ethical standards is more than just a mandate—it’s a way of life. The institution’s meticulously crafted Code of Conduct ensures that every member of the TIM community—students, teachers, administrators, and staff—upholds the values of integrity, respect, and responsibility. This code, prominently displayed on the institution’s website and notice boards, serves as a constant reminder of the commitment to ethical behavior.

Central to maintaining these standards is the Internal Complaints Committee (ICC), which plays a pivotal role in monitoring compliance, handling complaints, and enforcing disciplinary measures. The com-mittee’s responsibilities include evaluating incidents, ensuring fair decision-making, and maintaining records for transparency. Complementing this is the Grievance Redressal Mechanism, addressing concerns of faculty and staff, and ensuring a positive and fair working environment.

Moreover, TIM’s commitment to a safe and welcoming environment is further reinforced by specialized committees like the Anti-Ragging and Anti-Drugs Committees. These bodies not only enforce strict policies but also engage the community through awareness campaigns and educational programs.

The Ethics Club, led by faculty and driven by students, adds another layer to this ethical framework by organizing workshops and seminars that promote professional ethics. Together, these initiatives reflect TIM’s unwavering dedication to building a campus culture rooted in integrity and respect.

Code of Conduct

DISABLED FRIENDLY CAMPUS

TIM’s Commitment to a Disabled-Friendly Environment

“Designing a Future Without Barriers”

At TKM Institute of Management (TIM), the drive towards inclusivity is exemplified in its commitment to creating a truly disabled-friendly campus. Recognizing the importance of accessibility, TIM has imple-mented numerous initiatives to ensure that all students, especially those with disabilities, can fully engage in both academic and campus life. The campus infrastructure at TIM has been meticulously designed to accommodate the needs of students with disabilities. Ramps, railings, and lifts are strategically placed in the campus providing seamless access to classrooms, libraries, and other key facilities. The campus is equipped with spacious, disabled-friendly washrooms, tailored to ensure comfort, privacy, and independence.

TIM also extends its commitment to accessibility beyond physical infrastructure by providing essential assistive services. Mechanized equipment like wheelchairs, along with personalized human assistance, ensure that students with disabilities receive the support they need. Additionally, reader and scribe servi-ces during exams make academic success more achievable for all. Through these focused efforts, TIM reaffirms its dedication to building a barrier-free campus, where every student, regardless of ability, can pursue their education with dignity and full participation.

Disabled Friendly Campus

ENVIRONMENTAL PROMOTIONAL ACTIVITIES BEYOND THE CAMPUS

“Empowering Communities for a Greener Tomorrow through Sustainable Actions”

At TKM Institute of Management (TIM), community engagement is at the heart of our mission to foster sustainable development and social responsibility. We believe that education extends beyond the class-room, and our initiatives are designed to make a tangible impact on the communities around us. One of our cornerstone activities is organizing community clean-up drives. These events bring together students, staff and faculty in promoting cleanliness and environmental stewardship. Our efforts extend to local schools, where we provide free computer education, conducting painting competitions empowering young minds with essential digital skills and creative skills that will shape their futures. Tree-plantation drives are another vital aspect of our outreach, where we collaborate with local authorities and schools to green our surroundings. In conjunction with these drives, we conduct awareness programs that educate school students about the importance of planting trees, nurturing a new generation of environmentally conscious citizens.

TIM also values the importance of social outreach. Our visits to NGOs allow students to engage with diverse communities, offering support and learning from the resilience and strength of others. On-campus, we host environment-related talks and workshops that are open to both our students and the broader community, fostering a culture of continuous learning and environmental awareness. Through these initiatives, TIM is committed to not just educating but also inspiring action, ensuring that our community engagement efforts leave a lasting, positive impact.

Environmental promotion and community engagement beyond campus
Green Audit Report
Green  Certificate and green / clean campus initiatives

TIM – Annual Report of Activities (2019-2023)

“Years of Innovation, Learning, and Leadership”

The annual report of activities at TKM Institute of Management (TIM) from 2019 to 2023 reflects a period of significant growth and dynamic engagement. Over these four years, TIM successfully conducted a variety of impactful events including talk series, workshops, seminars, and research conferences, alongside hosting a prestigious management summit. The institute’s focus on experiential learning was evident through its Campus to Corporate training programs, outbound training sessions, industrial visits, and international immersion programs, providing students with practical insights into the corporate world. Guest talks, industry and alumni interactions, and active club programs further enriched students’ learning experiences.

Events like the energetic TIM Fest, sports activities, and celebrations of cultural festivals and commemorative days contributed to a vibrant campus life, fostering both personal growth and professional excellence.

Annual Report on TIM Activities

Capability Building And Skills Enhancement

In today’s rapidly evolving digital world, proficiency in Information and Communication Technology (ICT) and computing is essential for personal and professional growth. TKM Institute of Management’s ICT/Computing Skills Enhancement Programs are designed to equip individuals with the knowledge, skills, and competencies needed to navigate and excel in the digital landscape especially in DATA SCIENCE.

These programs cater to various skill levels of MBA Participants, from beginners seeking foundational knowledge to professionals aiming to refine or expand their expertise. We giving regular training Programs for SPSS (Statistical Package for the Social Sciences), Microsoft Excel Training Programs, Data Analytics , EBSCO etc and we encourage students to take up Value Added Courses as part of Mandatory MOOC Courses in the field of Digital/ Social Media Marketing, Data Science & Data analytics.

In TKM Institute of Management we have dedicated faculty and sessions for imparting Soft Skills for MBA participants. Soft skill training is an integral part of our MBA program, equipping students with the interpersonal and leadership abilities necessary to succeed in the business world. We have included dedicated 3hrs session in every week for Soft Skills in all two semesters. We also provide one Mock Group Discussion sessions and Mock Interview sessions every semester for all Participants. Apart from that our institute conducts/ organizes various Guest Talks, Campus to Corporate (CACO) Training programs, Workshops etc for imparting soft skills to MBA participants.

 

ICT or Computing Skills
Soft Skills Report

 

The Internal Quality Assurance Cell (IQAC)

“The Internal Quality Assurance Cell (IQAC) at TKM Institute of Management plays a pivotal role in ensuring and enhancing the quality of academic and administrative activities within the institution. Established as part of the post-accreditation quality sustenance measures, IQAC serves as a mechanism to develop a systematic approach for conscious, consistent, and catalytic improvement in the overall performance of the institute.

The IQAC’s primary objective is to foster a quality culture by institutionalizing best practices and striving for continuous improvement in all aspects of the institution’s functioning. It aims to develop and implement quality benchmarks for various academic and administrative activities, facilitating the creation of a learner-centric environment conducive to quality education. By integrating modern teaching and learning methodologies, IQAC ensures the alignment of the institute’s educational processes with the latest industry standards and societal needs.One of the core functions of the IQAC includes collecting and analyzing feedback from all stakeholders, including students, parents, faculty, and alumni, to identify areas for improvement. The cell coordinates various internal and external activities such as workshops, seminars, and guest lectures that aim at enhancing the quality of education and professional development of the faculty and students.”

IQAC Composition / Agenda /Minutes / Action Taken Report