2 AUD Self-Study Report, 2014 - Volume II

AUD Self-Study Report 2014

Volume II
for NAAC

Ambedkar University Delhi

Lothian Road, Kashmere Gate, Delhi 110006
2 AUD Self-Study Report, 2014 - Volume II
Contents

Evaluative Report of School of Business, Public Policy 1

and Social Entrepreneurship (SBPPSE)

Evaluative Report of School of Culture and 15

Creative Expressions (SCCE)

Evaluative Report of School of Design (SDes) 31

Evaluative Report of School of Development Studies (SDS) 45

Evaluative Report of School of Education Studies (SES) 59

Evaluative Report of School of Human Ecology (SHE) 77

Evaluative Report of School of Human Studies (SHS) 93

Evaluative Report of the School of Liberal Studies (SLS) 119

Evaluative Report of School of Undergraduate Studies (SUS) 137

Evaluative Report of the Centre for Community Knowledge (CCK) 151

Evaluative Report of the Centre for Development Practice (CDP) 163

Evaluative Report of Centre for Early Childhood Education 175

and Development (CECED)

Evaluative Report of the Centre of Psychotherapy 195

and Clinical Research (CPCR)

Evaluative Report of the Centre for Social Science Reseach Methods (CSSRM) 211

AUDNAAC Self Study

Self-Study Report,
Report, 2014 2014 - Volume
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4 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of
School of Business, Public Policy and Social
Entrepreneurship (SBPPSE)

1. Name of the School:

School of Business, Public Policy and Social Entrepreneurship (SBPPSE)

2. Year of establishment:
The School launched its first programme in 2011 and the first batch of students was inducted in
2012

3. Is the School part of a School/Faculty of the university?

SBPPSE is a School in the University

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.):
i. Two-Year Full Time Masters in Business Administration (MBA)
ii. One-Year Post Graduate Diploma in Publishing
iii. Two-year MA Social Entrpreneurship (starting in June 2014)

5. Interdisciplinary programmes and Schools involved:

MBA programme is interdisciplinary in nature. The core faculty come with specialisation in
multidisciplinary areas. In addition, faculty from other schools take sessions on various topics
for the students of the MBA programme.
MA Social Entrepreneurship which will start from the last week of June 2014 will be offered
by the School of Business, Public Policy & Social Entrepreneurship, in collaboration with
the School of Design, the School of Education Studies among others. The second year of the
programme will be closely linked with the activities of the recently established Incubation
Centre for Social Entrepreneurship & Innovation.
PG Diploma in Publishing is offered in collaboration with the National Book Trust, the School
of Design and the School of Liberal Studies.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.:

The Post Graduate Diploma programme in Publishing is in collaboration with the National
Book Trust (NBT).

7. Details of programmes discontinued, if any, with reasons:

None

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 8. Examination System: Annual/Semester/Trimester/Choice Based Credit System:
The MBA programme is of two years duration comprising 6 trimesters of 12 weeks each.
Students are required to complete 9 courses of 2 credits each in every trimester. A 2-month
summer internship at the end of the 1st year / 3rd trimester, and before the commencementof
2nd year / 4th trimester, is mandatory. Thus, each student is required to complete 54 courses
(i.e. 108 credits) + 1 summer internship (2 credits), totalling 110 credits. The courses include
30 compulsory papers, 18 electives,1project study / dissertation and learning of an additional
Indian / Foreign language which runs through 5 trimesters.
The PG Diploma programme in Publishing programme is of one year duration comprising
2 semesters of 16 weeks each. The students are required to undergo a 2-month internship at
the end of the 1st semester and before the commencement of 2nd semester. Each semester
comprises 4 courses of 4 credits each, and 2 credits are assigned to the summer internship.
Thus, each student is required to complete 8 courses (i.e. 32 credits) + 1 internship(2 credits),
totalling 34 credits. The courses include a mix of compulsory and elective papers.
Both the programmes are based on credit system, and transfer of credits from another School
or University (Indian or abroad) is permitted.

The MA programme in Social Entrepreneurship will be beased on a mix of trimester and

semester.

9. Participation of the School in the courses offered by other schools:

Students of SBPPSE are encouraged to choose electives from programmes offered by other
schools. Credit transfer facility is available. Some of the faculty of SBPPSE is involved in
teaching courses at the School of Undergraduate Studies.

10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor 2 1 1
Associate Professor 3 1 1
Assistant Professor 5 5 5
Others 0 0 0
11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
Name Qualifi- Designation Specialisation No. of Years No. of PhD /
cation of Experience MPhil students
guided for the
last 4 years
Kuriakose PhD Professor & Human Resource 36 PhD: 2
Mamkoottam Dean Management
& Industrial
Relations

2 AUD Self-Study Report, 2014 - Volume II

 Kartik Dave PhD Associate Marketing 14 PhD: 1
Professor completed, 5 in
process
Kancharla PhD Assistant Sociology, Public 5 0
Valentina Professor Policy
Anshu Gupta PhD Assistant Operations 4.5 0
Professor Research
Tuheena PhD Assistant Psychology, 2 0
Mukherjee Professor Organisational
Behaviour
Kanwal Anil PhD Assistant Finance, 14 PhD: 2
Professor Accounting
Nidhi Kaicker MBA Assistant Economics, 1.5 0
Professor Finance

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors:

Visiting
i. Massimo Warglien, Professor, University of Venice
ii. Sanjit Sengupta, Professor, San Fransisco State University (SFSU)
iii. Ashish Gupta, Professor (Retired), University of Calgary
Adjunct
iv. A.S. Narag, Retired Professor, Faculty of Management Studies, University of Delhi
v. Sudhir Nayar, Senior Vice President (Retired), Hindustan Unilever
vi. Abhilash Lal, Senior Consultant
vii. Hari Parmeshwar, General Manager (Retired), Maruti Suzuki India Ltd
viii. Kritika Mathur, Adjunct Faculty, AUD
ix. Saurabh Mithal, Adjunct Faculty, AUD
x. Sanjay Modi, Senior Consultant
xi. Somya Nayak, trained language teacher
xii. Shilpa Nischal, trained language teacher
xiii. Debaratti Byabartta, trained language teacher
xiv. Jyotsana Sharma, trained language teacher
xv. Amit Gupta, Manager, Samsung
xvi. Neeti Leekha, Adjunct Faculty, AUD

13. Percentage of classes taken by temporary faculty – programme-wise information

In the first year of MBA programme, approximately 22% of the classes are taken by temporary
/adjunct faculty. In the second year of MBA programme, 54% of the courses are taken by
temporary/adjunct faculty. For the PG Diploma in Publishing, 95% of the courses are taken by
temporary/adjunct faculty.

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 14. Programme-wise Student Teacher Ratio
For the MBA programme, the ratio is about 6:1. For the PG Diploma programme in Publishing,
none of the permanent faculty of SBPPSE offer courses.

15. Number of academic support staff (Technical) and administrative staff: sanctioned, filled
and actual
Sanctioned: 1 Assistant Registrar + 2 Junior Executives
Filled : 2 Junior Executives
Actual : 2 Junior Executives

16. Research thrust areas as recognised by major funding agencies:

None

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
i. Project Title: Masculinities and Wife-battering: A sociological study of Muslims in
rural Bihar and Andhra Pradesh
Faculty Involved: Kancharla Valentina
Funded by ICSSR, Total Grant Received: Rs. 5.76 lakh
Year: Ongoing

18. Inter-institutional collaborative projects and associated grants received:

a) National collaboration
b) International collaboration
None

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
i. Project Title: A case study of hardwood timber business of the migrant community in
Satpura region.
Faculty Involved: Kancharla Valentina, Anshu Gupta, Tuheena Mukherjee, in
collaboration with Centre for Community Knowledge (CCK)
Funded by AUD, Total grant received: Rs. 2.6 lakh,
Year: 2012-13
ii. Project Title: Meri Shakti, Meri Beti: Female foeticide in Delhi
Faculty Involved: Kancharla Valentina
Funded by Ministry of Health and Family Welfare, Total Grant Received: Rs. 19 lakh
Year: 2008-09

4 AUD Self-Study Report, 2014 - Volume II

 iii. Project Title: Masculinities and Wife-battering: A sociological study of Muslims in
rural Bihar and Andhra Pradesh
Faculty Involved: Kancharla Valentina
Funded by ICSSR, Total Grant Received: Rs. 5.76 lakh
Year: Ongoing

20. Research facility / Centre with

• state recognition
• national recognition
• international recognition
None

21. Special research laboratories sponsored by / created by industry or corporate bodies

None

22. Publications:
• Number of papers published in peer reviewed journals (national / international) - 31
• Chapters in Book - 18

23. Details of patents and income generated:

None

24. Areas of consultancy and income generated:

None

25. Faculty selected nationally / internationally to visit other laboratories / institutions

industries in India and abroad :
None

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
Professor Kuriakose Mamkoottam is member on the editorial boards of several journals
including
i. Indian Jouranal of Industrial Relations
ii. Journal of Management and Change
iii. Vision
iv. Journal of Jamia Centre for Management;
He is also the reviewer for United States’ Association of Small Enterprises
Kanwal Anil is currently serving as a reviewer on the board of IABE.

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 Kartik Dave is the Member Editorial Review Board for the following journals:
i. Emerald Emerging Case Studies
ii. Journal of Services Research
iii. International Journal of Marketing Studies, Canadian Centre of Science and Education
iv. Global Journal of Enterprise Information System.
Anshu Gupta has served as the
i. Coordinator for a training Programme on Optimisation and its Applications, held at
VPCI Auditorium, Vallabhbhai Patel Chest Institute, University Of Delhi, Delhi
(November 26 - December 01, 2012)
ii. Conference Secretary for International Conference on Optimisation Modelling and
Applications (OPTIMA-2012), held at VPCI Auditorium, Vallabhbhai Patel Chest
Institute, University Of Delhi, Delhi (November 29 - December 01, 2012)
iii. Conference Joint-Secretary for 4th International Conference on Quality, Reliability
and Information Technology (Trends and Future directions), Indian National Science
Academy, New Delhi (December 18-20, 2009).

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programmes,

workshops, training programmes and similar programmes). How many faculty have
underwent staff development programmes during the last four years (add any other
programme if necessary)?
Academic Staff Development Programmes Number of Faculty
Refresher Courses Kuriakose Mamkoottam (Forum for Socially
Responsible Restructuring Worldwide”,
Brussels, December 2011)
HRD programmes None
Orientation programmes None
Staff training conducted by the university None
Staff training conducted by other institutions • Kanwal Anil (FDP at IIM Ahmedabad,
2009)
• Anshu Gupta and Nidhi Kaicker (Case
Writing, Teaching and Research, IIM
Calcutta, June 2012)
• Anshu Gupta (Case Method Teaching
Seminar, Case Research Society of India
in collaboration with Harvard Business
Publishing, October 2013)
• Kancharla Valentina (Faculty Training
Programme for Computer Literacy,
Delhi University, September 2009)

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 Summer/Winter schools, programmes • Nidhi Kaicker (Summer School on
Behavioral Economics at National
University of Singapore, 2012)
• Kancharla Valentina and Kanwal
Anil (Seminar in Centre for Social
Entrepreneurship, Tata Institute of Social
Sciences (TISS), Mumbai, 2012)

28. Student projects

• Percentage of students who have done in-house projects including inter-
Schoolprojects
All students of the second year complete a project study in the second year of the MBA
programme.
• Percentage of students doing projects in collaboration with other universities/
industry/ institute
All students of the MBA programme complete a 2 month internship in an organisation
(Industry, Government, or NGO), at the end of the first year. All students of the PG
Diploma Programme in Publishing undertake an internship in anorganisation (publishing
houses) for 8 weeks at the end of the first semester.

29. List the Awards / recognitions received at the national and international level by
• Faculty
Anshu Gupta was awarded the Young Author of the Year Award, 2009, by Society for
Reliability Engineering, Quality and Operations Management
• Doctoral / post doctoral fellows:
None
• Students:
None

30. Seminars/Conferences/Workshops organised and the source of funding (national/

international) with details of outstanding participants, if any.
The following Management Development Programmes were organised by SBPPSE
i. “Tools for Improving Customer Interactions” for middle level sales and marketing
employees of John Wiley Pvt. Ltd.
ii. “Leadership Skills” for officers of National Book Trust

31. Code of ethics for research followed by the Schools:

Not yet developed.

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 32. Student profile programme-wise:
Name of the Applications Selected Pass percentage
Programme (refer to Received
Male Female Male Female
question no. 4)
MBA (2012) 181 15 13 15 13
MBA (2013) 285 16 21 - -
PG Diploma in 70 9 6 - -
Publishing (2013)

33. Diversity of Students

Name of the % of % of students % of students % of students
Programme (refer to students from other from from other
question no. 4) from the universities universities countries
same within the State outside the
university State
MBA (1st Year) 0% 81% 19% 0%
MBA (2nd Year) 0% 79% 21% 0%
PG Diploma in 0% 73%% 27% 0%
Publishing
34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
Since the first batch has not graduated yet, none of the students have cleared these competitive
exams; however, some students have appeared for the UGC-NET examination in December
2013

35. Student progression –

The school currently offers only Post Graduate Programmes
Student progression Percentage against enrolled
UG to PG
PG to MPhil
PG to PhD
PhD to Post-Doctoral
Employed The first batch of students is yet to pass out in March 2014.
• Campus selection The School has a placement cell, and expects to place most
• Other than campus of its students in various organisations (NGO, Industry, and
recruitment Governmental). The School is in the process of setting up an
Incubation Centre and arrange for professional mentorship for
students who wish to start their own ventures

36. Diversity of staff

Percentage of faculty who are graduates of
o the same university – 0%

8 AUD Self-Study Report, 2014 - Volume II

 o from other universities within the State– 57%
o from universities from other States– 43%
o universities outside the country– 0%

37. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during theassessment
period
One faculty has been awarded PhD during the assessment period, and one faculty has submitted
her Thesis (degree yet to be awarded) during the assessment period.

38. Present details of School infrastructural facilities with regard to

a) Library – Well equipped library with a good mix of text books, references books,
e-journals and general books.
b) Internet facilities for staff and students – Wifi enabled classrooms and faculty rooms;
Well equipped computer lab to conduct lab-based courses
c) Total number of class rooms - 3
d) Class rooms with ICT facility - 3
e) Students’ laboratories - 0
f) Research laboratories- 0

39. List of doctoral, post-doctoral students and Research Associates

a) from the host institution/university
b) from other institutions/universities
The School does not have doctoral, post-doctoral students or research associates as of now.

40. Number of post graduate students getting financial assistance from the university.
In the academic session 2012-13, three students of the first year were given financial assistance
from the University in the form of full fee waiver. In the academic session 2013-14, four
students of the second year and 2 students of the first year were givenfinancial assistance from
the University in the form of full and partial fee waiver.

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
Before the launch of the MBA programme, several consultative meetings were held with the
experts from Industry, Government and Academia, to understand the need for a business school
to be housed in a social sciences university, and to reflect on how the programmes offered by
this School could be different from those offered by other business schools. The programme
structure reflects the needs of the various stakeholders. For the PG Diploma programme in
publishing, a similar exercise was done, and several workshops involving experts from the
publishing industry and related areas were conducted. For the MA programme in Social
Entrepreneurship, which is stated to begin in July 2014, a few consultative meetings have
already been held to finalise the first year programme structure. A few more workshops shall
take place to finalise the second year course structure.

AUD Self-Study Report, 2014 - Volume II 9

 42. Does the School obtain feedback from
a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilize the feedback?
Regular agenda based faculty meetings which are minuted and brainstorming sessions
to improve the curriculum delivery process, are held in the School. The School proposes
to revise / review / update its curriculum every three years, and faculty feedback would
be an important component in the revision process.
b. students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
i. Each faculty takes informal feedback from the students on the curriculum, and
teaching-learning-evaluation, after each session or course.
ii. A feedback form comprising quantitative and qualitative analysis is filled up by
the students at the end of each trimester / semester for each course / faculty. This
feedback is discussed with individual faculty members and kept confidential
with the School Dean.
iii. An open feedback session is held at the end of each trimester / semester in
presence of all the students and faculty and main issues are discussed and
deliberated.
All such feedback is used for improving the teaching and evaluation methodologies.

c. alumni and employers on the programmes offered and how does the School utilize the
feedback?
As the School is in the second year of operations, there is no alumni base. However, potential
recruiters and experts from the Industry were involved in the consultative meetings and
workshops when the curriculum was being designed for both the MBA and the PG Diploma
Programme in Publishing. Moreover, the University follows a 3 tier structure for approval of
any academic programme – the programme commity, the Board of Studies (comprising faculty
from the School, nominees of the Vice Chancellor from other departments in the University
and external experts representing the industry, academic circles and governments), and the
Academic Council.

43. List the distinguished alumni of the School (maximum 10)

As the School is in the second year of operations, there is no alumni base.

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts.
Several guest lectures are organised for the students as part of various courses, or in addition to
the existing course curriculum. Some of these are listed below:
i. Massimo Warglien, University of Venice, was invited to the School to take a series of
workshops on Crowd Sourcing and Crowd Funding, and also mentored the students on
coming up with interesting project ideas on the above themes.

10 AUD Self-Study Report, 2014 - Volume II

 ii. Sandeep Khanna, Vice President, Shell India, was invited for guest lectures – on Oil &
Gas Industry in India and future perspectives, and on Competitive Strategy
iii. Sharique Hassan, Assistant Professor at Graduate School of Business, Stanford
University was invited to deliver a lecture on Social Capital
iv. Professor Sanjit Sengupta, San Fransisco State University was invited to lead two
elective courses in the area of Marketing as modular courses.

45. List the teaching methods adopted by the faculty for different programmes.
Pedagogy is based on a mix of classroom teaching and field-based learning. Learning takes
place using a good blend of theoretical knowledge dissemination and practicum through case
studies, lab experiments, simulations and group/team exercises.

46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
Each student who enrols into the programmes of SBPPSE is given a handbook at the time of
orientation which contains details of all the courses offered, learning objectives and course
contents with reading lists. The faculty also distributes a session plan for the trimester at the
beginning of the course along with the assessment scheme. Constant feedback from the students
and faculty meetings ensure that the programme objectives are met. Provisions for remedial
sessions, bridge courses and extra classes are made from time to time.

47. Highlight the participation of students and faculty in extension activities.

Since the existence, in last two years the school as a part of social responsibility took initiatives
to constitute a student body in the University, Navsansaar, managed by the students from
the whole University under an advisory board which engages in organising social outreach
programmes. The School has also constituted a Student Council Body which takes care of
student activities and numerous other activities which not only promotes community welfare
but also contributes to the holistic development of the students. The Student Council in
collaboration with Navsansaar has organised blood donation camps, tree plantation drive and
clothes donation drive which shows their commitment to sustained community development.
Members of Navsansaar teach the children from the economically weaker sections in the
neighbourhood area and also take care of their elementary needs. They have also organised an
education trip to a zoological park for these students and rural training camp was organised by
them. Navsansaar took initiative to help the victims of Uttarakhand tragedy and people along
the banks of Yamuna River.
Community awareness and social responsibility is built consciously into the MBA programme
curriculum, especially in courses such as Public Policy, Business Ethics, Business, Culture
& Society, etc. As part of a field based learning in a course titled Public Policy, a survey
was undertaken by first year students in the neighbourhood of Kashmere Gate campus to
understand the awareness of Government schemes on working class people, especially the
rediwallahs, rickshaw-pullers and Safai- karamcharis.
In the year 2013 some students of SBPPSE have interned with ministries and NGOs, such as
Ministry of Woman and Child Development, Ministry of Environment and Forest, and Partners
in Change (NGO for social partnership).

AUD Self-Study Report, 2014 - Volume II 11

 48. Give details of “beyond syllabus scholarly activities” of the School.
The School constantly engages its students in ‘beyond syllabus scholarly activities’. Some
examples follow:
• Our students are encouraged to search and research to prepare their term papers and for
case discussions.
• They are also supposed to undertake a project study, where they are expected to analyse
empirical data on the basis of theoretical / scholarly literature.
• Several guest sessions are organised on topics for which full courses may not be offered
(for example, Social Capital, Retail Marketing, etc).
• Some other activities include mock European Unions, and other group activities.
• Weekly debates and discussions take place on current economic and political issues.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
The programme / School per se is not accredited or graded by any agency.

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
The School has forayed into an emerging area of social entrepreneurship, and aims to place
business education in a larger context, linking it to public policy as well. The MBA programme
itself is new, and innovatively structured. The foundation / first year courses include all
traditional elements of business along with some new and innovative courses such as Business,
Culture and Society, Public Policy, Social Entrepreneurship, Structured Thinking and Problem
Solving, Leadership and Change, Personality Development and Presentation, and Spreadsheet
Modelling. In the second year, students choose from a basket of electives offered in the areas
of finance, marketing, HR&OB, IT, operations, public policy, social entrepreneurship and
international marketing.

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths
• Both the MBA programme and the Publishing Diploma programme are first of its kind,
and a departure from the conventional programmes offered in other universities or
business schools. The fact that it is located within a university which is interdisciplinary
in nature, is an added advantage.
• The School has a young and dynamic faculty, with diverse backgrounds and disciplines
with fresh ideas. The permanent faculty is well complemented by adjunct and guest
faculty from various spheres – academia as well as industry.
• Our course is uniquely designed, with several value-added features like the opportunity
to learn an additional Indian / Foreign Language, core courses on strategy, spreadsheet
modelling, critical thinking and problem solving, leadership skills and personality
development.
• The School in its nascent stage has been able to enter into two collaborative arrangements

12 AUD Self-Study Report, 2014 - Volume II

 with San Francisco State University and Northampton University to facilitate offering
of joint programmes, faculty and student exchanges.
• The School follows a policy of continuous assessment, and best-in-class teaching aids
are made available. Pedagogy emphasizes dissemination of theoretical and practical
knowledge, and is based on case studies, simulations, and quizzes. Group assessment
comprises about 30% weightage, and group learning, team building exercises, and
mentor-buddy programme to promote student camaraderie is practiced.
Weaknesses
• Given our presence in a temporary campus, the School currently faces some
infrastructural constraints, especially with respect to space.
• The School and the programme is not an established brand yet among the students as
well as potential recruiters. Hence, we have not seen a significant rise in the number of
applications in the last two years.
• Our flagship programme, MBA, focuses on creating both wealth managers and wealth
creators for the society. As the University, School and the programme are relatively
new, not many of the potential employers know about us, and thus, we are not able to
easily attract them to our campus for projects / internships and final placements.
• As full faculty strength is not in place as yet, the School and the programme have to
depend on adjunct faculty for even some of the core papers. While we need distinguished
members of academia and industry to regularly interact with our students, the School
would certainly like to have a larger pool of permanent faculty to take care of certain
foundation courses.
• Since the School is in a nascent stage, it does not have an alumni base.
Opportunities
• Given the emerging area of Social Entrepreneurship, there is enormous potential for our
School, as we are one of the first to focus on this area in India. In this respect, the School
proposes to offer a MA Programme in Social Entrepreneurship, which will be linked to
its flagship MBA programme, for several foundation and core courses.
• Understanding the link between business, society and governments, there is growing
interest in public policy. SBPPSE, in collaboration with other schools of the university
(such as Liberal Studies, and Development Studies), sees enormous opportunity in
offering full time and part time (short term) courses in public policy.
• Given the location of our School, within a university, as well as its geographical location,
we see opportunities to offer short term courses to practicing managers (in and around
Delhi), as well as entrepreneurs who view this part of the country as a field for entering
into new ventures, and bringing about social change. Moreover, there is potential for
several community outreach activities.
• There are potential opportunities for collaboration with other institutions – in India as
well as abroad to offer joint programmes, and promote joint research. These collaboration
include those with industry, academic institutions, research bodies as well as NGOs.
• With the growing demand for business management education, and the world getting
closer through extensive use of information technology, we see a potential for online
educational programmes and distance learning courses.

AUD Self-Study Report, 2014 - Volume II 13

 Challenges
• The key challenge that our School faces is building the brand and the appeal, and
gaining credibility among potential applicants as well as employers.
• With the mushrooming of Business Schools in and around Delhi, succeeding in the
competitive environment is a challenge. Being aware of the criticism against the
traditional management education, SBPPSE has strived to make a difference, by taking
a holistic view of business in the context of society at large. Positioning this new kind
of a programme, in the eyes of various stakeholders is a challenge that the school faces.
• While we see potential opportunities in various related areas, such as Social
Entrepreneurship, and Public Policy, and would like to venture into these areas in a full
fledged manner, and offer full time courses, the infrastructural constraints, may lead to
some delays.
• The MBA Programme is structured in a way that the students choose from a basket of
electives under various specialisations – Finance, Marketing, HR&OB, IT, Operations,
International Business, Social Entrepreneurship and Public Policy. While we have
several elective options that can be offered, limited number of seats as well as small
faculty base allows us to offer only a few courses in a given trimester.
• Since the School and the Programme is relatively new, most of the energies of the
faculty members are devoted to curriculum development, and teaching. Balancing
teaching with research is a challenge that the School is facing.

52. Future plans of the School

a. The School plans to start two more programmes – MA in Social Entrepreneurship in
July 2014, and Masters in Public Policy, of two years duration in the next 3-5 years. In
the longer run, it may also delve into offering undergraduate programmes. The number
of seats for the flagship MBA programme is also expected to increase to cater to the
increasing demands.
b. The School also has recently established the Incubation Centre for Innovation and Social
Entrepreneurship, and proposes to establish the Centre for Publishing, in collaboration
with other Schools. Preliminary work has already been started on these.
c. A new facility – a training and extension Centre, is proposed. Some of the activities
/ areas that will be the prerogative of this Centre are continued learning (executive
programmes), Management Development Programmes (MDPs), Corporate Trainings,
and mentorship/ workshops for less privileged entrepreneurs.
d. The School also proposes to offer short term certificate courses / summer programmes,
and some of the areas that have been identified are Retail Marketing, Behavioural
Economics, and Supply Chain Management.
e. The School plans to offer online and distance learning courses in the next few years.
f. Keeping the above mentioned objectives in mind, the School also expects to offer some
of these programmes which are fully residential. Thus, we need to build residential
facilities for students, faculty and trainees.

14 AUD Self-Study Report, 2014 - Volume II

Evaluative Report of
School of Culture and Creative Expressions (SCCE)

1. Name of the School:

School of Culture and Creative Expressions

2. Year of establishment:
2011

3. Is the School part of a School/Faculty of the university?

It is a School in the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.)
i. MA FILM STUDIES
ii. MA LITERARY ART
iii. MA PERFORMANCE STUDIES
iv. MA VISUAL ART

5. Interdisciplinary programmes and Schools involved:

All the four MA programmes of SCCE are interdisciplinary

6. Courses in collaboration with other universities, industries, foreign institutions, etc.

None

7. Details of programmes discontinued, if any, with reasons:

None

8. Examination System:
Semester

9. Participation of the School in the courses offered by other Schools:

Yes, the faculty of the School contributes to transaction of some courses in SLS and SUS.

AUD Self-Study Report, 2014 - Volume II 15

 10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor 1 1 1
Associate Professor 4 2 2
Asst. Professor 5 5 5
Others - - -

11. Faculty profile with name, qualification, designation, area of specialisation,experience

and research under guidance
No. of PhD /

Specialisation

of Experience
Qualification

No. of Years
Designation
MPhil students
Name

guided for the

last 4 years

Rajan Krishnan PhD Assistant Film Studies 9½ Nil

Professor
Shivaji K. Panikkar PhD Professor Visual Studies 30 Nil
Milind Wakankar PhD Associate Literary Art 13 Nil
Professor
Deepan Sivaraman PhD Associate Performance 8 Nil
Professor Art
Santhosh S. MFA Assistant Visual Studies 4 Nil
Professor
Benil Biswas MPhil Assistant Performance 2 Nil
Professor Studies
Moushumi Kandali MVA Assistant Visual Studies/ 3 Nil
Professor Literary Art
Shefalee Jain MVA Assistant Visual Art 2 Nil
Professor

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors

Visiting Fellow/Professor:
i. Professor Anuradha Kapur, Former Director, National School of Drama, Delhi
ii. Vivan Sundaram, Visual Artist
iii. Masooma Syed, Visual Artist
iv. Vinod V, Visual Artist
Adjunct Faculty:
i. Ameet Parameswaran, PhD in Performance Studies
ii. Gargi Bharadwaj, Theatre Scholar and Performance Maker
iii. Belinder Dhanoa, Writer, Art Historian

16 AUD Self-Study Report, 2014 - Volume II

 iv. Asmita Hulyalkar, PhD in Japanese Studies
v. Hemant Sreekumar, Visual Artist/ Art Historian
vi. Sabih Ahmed, Art Historian/Archivist
vii. Anoop Panicker, Visual Artist
viii. Anuradha Chandra, Film Scholar and Film Maker
ix. Bindu Menon, Film Scholar
x. Abhija Ghosh, MPhil in Film Studies
xi. Nikhil Narkar, MPhil in Film Studies
xii. Vidya Sivadas, Art Historian/Curator
xiii. M Shankar, MPhil in Film Studies
xiv. Vebhuti Duggal, MPhil in Film Studies

13. Percentage of classes taken by temporary faculty – programme-wise information

The current Monsoon 2013 term:
• Film Studies : 50% (Four out of eight courses)
• Literary Art: 33% (Two out of six courses)
• Visual Art: 40% (Two out of five courses)
• Performance Studies: 33% (Three out of nine courses)

14. Programme-wise Student Teacher Ratio

54 Students/8 Faculty members.
7:1

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual
Post Sanctioned Filled Actual
Dean 1 1 1
Junior Executive 1 0 0
Office Assistant 1 1 1
Office Attendant 1 0 0

16. Research thrust areas as recognised by major funding agencies:

None

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
1. Moushumi Kandali a) National Agency. Rashtriya Lalit Kala Academy. Project Title:
Modern Art Discourse in North East India. Grant: 5 lakhs (2012)

AUD Self-Study Report, 2014 - Volume II 17

 18. Inter-institutional collaborative projects and associated grants received
a) National collaboration:
None
b) International collaboration:
None

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
None

20. Research facility / centre with

• state recognition: None
• national recognition: None
• international recognition: None

21. Special research laboratories sponsored by / created by industry or corporate bodies:

None

22. Publications:
Peer reviewed 6
journals (national /
international)
Chapters in Books 2
Edited Books 1

23. Details of patents and income generated:

None

24. Areas of consultancy and income generated:

None
25. Faculty selected nationally/internationally to visit other laboratories / institutions /
industries in India and abroad
None

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
• Deepan Sivaraman, Artistic Director of International Theater Festival of Kerala (ITFOK
2013)
• Moushumi Kandali, Member Advisory Committee for Publications, Rashtriya Lalit
Kala Academy, New Delhi, 2013.

18 AUD Self-Study Report, 2014 - Volume II

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programmes,
workshops, training programmes and similar programmes). How many faculty have
underwent staff development programmes during the last four years (add any other
programme if necessary)?
Nil

28. Student projects

• percentage of students who have done in-house projects including inter-School projects:
100%
• percentage of students doing projects in collaboration with other universities industry /
institute:
None

29. List the Awards / recognitions received at the national and international level by NIL
• Faculty:
Deepan Sivaraman, selected by esteemed jury as Creative Director for International
Theatre Festival of Kerala (ITFOK) to be held in January 2014. Deepan Sivaraman,
Kerala Sangeet Natak Akademi Award 2012 in the category of theatre direction for over
all contribution to theatre in Kerala.
• Doctoral / post doctoral fellows:
None
• Students:
Four students from MA Visual Art have been selected out of more than 100 applicants
for forthcoming exhibition and publication organised by Raqs Media Collective in
collaboration with the India Foundation for the Arts, Bangalore, held in January 2014,
titled Insert ’14.

30. Seminars/ Conferences/Workshops organised and the source of funding (national /

international) with details of outstanding participants, if any.
Week-long curatorial workshop organised by ACUA, Vadodara, and India Foundation for the
Arts, Bangalore hosted by SCCE, Ambedkar University Delhi in October, 2012

31. Code of ethics for research followed by the Schools:

Being formulated.

AUD Self-Study Report, 2014 - Volume II 19

 32. Student profile programme-wise: 2013-4 admission figures
Name of the Applications Selected Pass percentage
Programme received
M F M F
(refer to question no. 4)

MA Film Studies 189 in all; since many 5 5 - -

MA Literary Art applicants opt for more 2 7
MA Performance than one programme it is 6 6
Studies difficult to split programme
MA Visual Art wise. 3 4

33. Diversity of students: Admission data of 2013-14

Name of the % of % of students % of students % of students
Programme students from other from from other
from the universities universities countries
same within the outside the
university State State
MA Film Studies - 90% 10% -
MA Literary Art - 78% 22% -
MA Performance Studies - 82% 18% -
MA Visual Art - 75% 25% -

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise:
First batch of students is yet to graduate.

35. Student progression:

Not applicable

36. Diversity of staff:

Percentage of faculty who are graduates of
o the same university – 0%
o from other universities within the State – 0%
o from universities from other States – 63%
o universities outside the country – 38%

37. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during the assessment
period:
None

20 AUD Self-Study Report, 2014 - Volume II

38. Present details of School infrastructural facilities with regard to
a) Library:As applicable to the university
b) Internet facilities for staff and students: As applicable to the University
c) Total number of class rooms: Five
d) Class rooms with ICT facility: Five
e) Students’ laboratories: Two Visual Art Studio/workshop.
f) Research laboratories: None

39. List of doctoral, post-doctoral students and Research Associates:

a) from the host institution/university
b) from other institutions/universities
None

40. Number of post graduate students getting financial assistance from the university.
Full fee waiver: 19
Partial fee waiver: 4
Scholarship: 10
Student welfare fund: 2 ( one for medical and one for study material)

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology:
None

42. Does the School obtain feedback from

a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilise the feedback?
Faculty feedback is central to the revision/upgradation of programmes and courses.
Regular feedbacks from faculty during the weekly staff-meetings help in better
dissemination of the course objectives. Different programmes, and courses also have
internal review mechanisms, and any change has to go through the Board of Studies,
and the Academic Council.
b. students on staff, curriculum and teaching-learning-evaluation and how does the
School utilise the feedback?
There are two kinds of feedback received from students. There is a blind review
from students at the end of the semester (anonymous course evaluation); there is the
periodic visit by the Dean to each stream’s cohort once in the semester to gather student
feedback. The student feedback is reviewed at faculty level meetings and necessary
modifications are suggested to concerned course instructors after intense deliberation
around all suggestions.
c. alumni and employers on the programmes offered and how does the School utilise
the feedback?
None, as the first batch of students is yet to graduate.

AUD Self-Study Report, 2014 - Volume II 21

 43. List the distinguished alumni of the School (maximum 10):
None, as the first batch of students is yet to graduate.

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts

MONSOON SEMESTER 2012

i. ‘Painting Dis-ease’(Drawings, watercolours, installation and video work), a presentation
by Shefalee Jain, Assistant Professor, School of Culture and Creative Expressions, 24
August 2012.
ii. Screening of the French film, “Chicken With Plums” directed by Marjane Satraoi and
Vincent Paronnod followed by an interactive session, “The Significance of Technique
in Art”, 29 August 2012.
iii. Two documentary films of
– R P Amudhan from Tamil Nadu on Dalit livesPee (Shit): 26 min; Tamil with
English subtitles, 2003.
– Seruppu (Footwear) 74 minutes; Tamil with English subtitles; 2006,
7 September 2012.
iv. Screening of the film, “Goya’s Ghost” by followed by an interactive session,
5 September 2012.
v. Screening of the documentary film,”PINA - dance, dance otherwise we are lost”
(English subtitles) followed by an interactive session on 12 September 2012.
vi. Rabha Theatre: Towards an alternative aesthetics in the post 90’s people’s theatre in
the North-East of India a presentation by Benil Biswas, Assistant Professor, School of
Culture and Creative Expressions on 21 September 2012.
vii. A poster making work shop by visual artist Lokesh Khodke as part of the Manto Festival
‘Manto-Age’ held on 29-31 October 2012.
viii. Association of Academics, Artists and Citizens for University Autonomy (ACUA),
Vadodara, in collaboration with SCCE, AUD and India Foundation of the Arts (IFA)
Bangalore organised Book Release of Articulating Resistance:Art and Activism (Tulika
Books, New Delhi), edited by Deeptha Achar and Shivaji Panikkar; followed by panel
discussion titled: Art and Activism with speakers including Susie Tharu, Geeta Kapur,
and K Satchidanandan, moderated by Shivaji K. Panikkar, 10 October 2012.
ix. A Five day workshop, titled Curating Indian Visual Culture: Theory and Practice
held at SCCE, organised by ACUA, Vadodara and IFA, Bangalore. Resource persons
including, Chaitanya Sambrani, Manjeet Baruah, M S S Pandian, Geeta Kapur, Susie
Tharu, Hoshang Merchant, Vidya Shivadas, Shivaji K. Pannikar, K Satchidanandan,
Deeptha Achar, Moushami Kandali, Dharitri Nazary and Santhosh S. The workshop
was held from 9-13 October 2012.
x. Meet the Artist: SHEBA CHHACHHI held on 7 November 2012.

22 AUD Self-Study Report, 2014 - Volume II

 xi. Global Shorts Film festival in collaboration with Indranil Chakravarathy held on 16-17
November 2012
xii. Presentation by MA Visual Art student, Nahusha K on 21 November 2012.
xiii. End-Semester lecture by Professor Moinak Biswas, titled From Space to Location: The
City in our Cinema held on 7 December 2012.
xiv. End Semester Open Viva-Voce held on 3 and 4 December 2012
xv. End Semester Display of work by MA Visual Art Students held on 7 December 2012

WINTER SEMESTER 2012-13

i. SCCE Orientation Programme for all students and faculty members held on 4 January
2013
ii. Gallery visit to Nature Morte Gallery and talk with artist Shuddhabrata Sengupta on 7
January 2013.
iii. “Embodied presence and dislocated spaces: playing the audience in Ten Thousand
Several Doors a promenade, site-specific performance of John Webster’s The Duchess
of Malfi” Lecture by Professor Jane Collins from Wimbledon College of Art London,
author of ‘‘Theatre and performance design - A reader in scenography’’ on 15 January
2013.
iv. CD launch of “Insurrections”, a poetry-music collaboration between Indian and South
African artists, with Sumangala Damodaran, Neo Muyanga, Sazi Dlamini and Ari Sitas,
held on 30 January 2013.
v. Presentations of works by artists Ivana Franke and Rasmus Nielsen (Superflex) on 30
January 2013.
vi. Presentation, “A Look At The Narrative Evolution” by Nandan Rosario, MA Literary
Art student, held on 6 February 2013.
vii. Screening of the film, “Close Up” by Abbas Kiarostami, on 13 February 2013.
viii. In collaboration with FICA ( Foundation for Indian Contemporary Art), the screening
of ART 21 (films based on interviews with contemporary art practitioners), was held on
15 February and 22 February 2013.
ix. The prejudiced gaze, a lecture by Ishammuddin Khan, moderated by Tanuja Kothiyal
on 27 February 2013.
x. A panel discussion around the book Dalit Art and Visual Imagery (OUP, 2012) by Gary
Tartakov, with speakers including Y.S. Alone, Shivaji K. Panikkar and Gary Tartakov,
1 March 2013.
xi. Workshop on material and concepts with artist Mansoor Ali held from 4 to 6 March
2013.
xii. Questioning Spectatorship, A lecture by Anuradha Kapur on 8 March 2013.
xiii. Timbuktu, A film by Rintu Thomas and Sushmit Ghosh, screened on 15 March 2013.
xiv. Workshop by artist Lokesh Khodke, held on 18-20 March 2013.

AUD Self-Study Report, 2014 - Volume II 23

 xv. Film-screening and discussion of the film “Majma” by Rahul Roy on 20 March, 2013.
xvi. Salsa/bachata workshop conducted by Salsa India on 25 March 2013.
xvii. Presentation by artist Sumedh Rajendran on 22 March 2013.
xviii. A cluster of events under the title “Atlantic Crossings: Routes of Latin American
Culture” consisting of : a panel of lectures, three-day film festival, posters, performances
and installation exhibition held from 28 to 31 March 2013.
xix. The Word in Utterance, Featured Reading by poet Amit Dahiya Badshah on 3 April
2013.
xx. Winter Semester Open Viva-Voce held on 29-30 April 2013.
xxi. Crossover: Display of second semester Visual Art students on 26 April 2013.
xxii. The Little Prince, an end-semester performance by students of the ‘Space and
Spectatorship’ course at SCCE, AUD, held at the Black Box. Performed on 26 and 27
April 2013.

MONSOON SEMESTER 2013

i. SCCE Orientation programme followed by a Performance of “The Little Prince” A
theatre production by the senior cohorts of SCCE on 2 August 2013.
ii. SCCE Academic Orientation held on 7 August 2013.
iii. Visit to Kiran Nadar Museum of Modern Art held as part of Orientation Week on 9
August 2013.
iv. Lectures and Workshop by Paolo Favero (University of Antwerp) from 13-21 September
2013. Lecture titled, “Documentary film and Digital technologies: From Grierson to
WebDocs and return”.
v. Presentation by Dhrupadi Vashisht, an artist/activist from Shantiniketan in October
2013.
vi. A Talk by Maya Krishna Rao, Performing Artist/Activist, titled ‘Body, Performance
and Technology’ on 6 September 2013.
vii. Actors , Pilgrims, Kings and Gods: The Ramlila at Ramnagar – presentation and lecture
by Anuradha Kapur on 25 September 2013.
viii. Film Screenings of 3D Stereo caste, a film by A S Ajith Kumar and Don’t Be Our
Fathers, a film by Rupesh Kumar held on 30 September 2013.
ix. Field immersion trip to Banaras for third semester MA students and faculty members of
SCCE from 1-9 October 2013.
x. Workshop in Materials and Concepts by artist Masooma Syed from October 14-20
November 2013.
xi. Gallery visit and discussion with artist Asim Waqif at Nature Morte Gallery on 18
September 2013.

24 AUD Self-Study Report, 2014 - Volume II

 xii. SCCE visit to watch Mahesh Elkunchwar’s play Wada Trilogy ‘Virasat’ on 21 October
2013.
xiii. A presentation of works by artist Vasudha Thozhur on 25 October 2013.
xiv. Presentation by third semester students based on their work during the field immersion
trip to Banaras, held on 30 October 2013.
xv. A presentation by artist Masooma Syed on 1 Novemebr 2013.
xvi. Display by first semester MA Visual Art students based on workshop conducted by
Masooma Syed, held on 22 November 2013.
xvii. ‘Access Denied’, a display and presentation of works by third semester MA Visual Art
students on 2-3 December 2013.
xviii. End-Semester Viva Voce held from 27-30 November 2013.

45. List the teaching methods adopted by the faculty for different programmes.
Film Studies:
In addition to the rigorous courses in film theory, modes of scrutinising closely film sequences
and film scripts are taught in a semester-long course to understand film narrative as a practice in
images and signs. Film sequences are classified according to the narrative features they contain
which makes students conscious of creative decisions made in film making. This becomes the
basis on which they would approach various kinds of cinema in India and abroad.
Visual Art:
Development of conceptual apparatus in students, New Media practices, enhancing and enabling
practices through Studio Practice involving Lectures, Seminars, Workshops; fortnightly review
and assessment of progress; end semester public display of work and Viva Voce, research and
experimentation done through maintaining a workbook and a journal, museum and exhibition
visits facilitating reflections on contemporary art trends, meeting contemporary artists and
critical interaction with their work, 1) archive based research leading to artistic production, 2)
collaborative creative practices, 3) public Art/Community art projects/site specific installations.
Literary Art:
Intensive writing workshops, weekly peer review of writings as in-class presentations, revised
presentations based on feedback, peer to peer assessment of revisions, emphasis on generic
diversity (writing in different literary genres like diaries, travelogue, journalistic essays),
intensive training in ways of reading, interpretations and hermeneutics, historical modes of
critical analysis and literary theory, introduction to comparative literature example taking
Japanese literature as an example, development of historical and critical perspective cutting
across time periods, languages and geographic locations/divisions and sharing work in public
through readings,
Performance Studies:
Integrating performance studies with a close analysis of performance practices both through
courses and readings, engaging in performance making in all its aspects like Scenography,
Dramaturgy, Acting methodology, script making, sound and choreography.

AUD Self-Study Report, 2014 - Volume II 25

 46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
There is a constant review process about meeting programme objectives in the weekly faculty
meeting where specific hurdles and problems faced are discussed; apart from that the faculty
also meet before the Board of Studies meeting each term to brainstorm about the courses,
student feedback, impressions on classroom proceedings, etc.

47. Highlight the participation of students and faculty in extension activities.

None

48. Give details of “beyond syllabus scholarly activities” of the School.

Events in Campus:
Soon after it began to function the School took major initiatives in conducting a wide range
of ‘beyond scholarly’ scholarly events in the campus. Our weekly events brought film makers,
artists, writers and scholars with national and international renown, each time ensuring a
stimulating discussion around the theme presented. In fact many discerning students have
realised that these events mark some of the best moments in their learning process. These events
are not syllabus bound but touch upon core issues of pedagogic and intellectual concerns. Apart
from weekly events, the School played a leading role in organising “Manto-Age” a three-day
festival of events marking the centenary of the legendary Urdu writer Sadat Hasan Manto. It
involved lectures, theatre performances and film screenings all of which were followed by
engaging discussions. The School organised two film festivals, one on Global Youth Films and
the other on Latin American Cinema. The Latin American Film Festival was part of another
week long event that was called “Atlantic Crossings” with lectures, workshops and the film
festival all based on and reflecting on the region of “Latin America”. Several leading scholars
of Latin American literature, art and music participated.
Many of these events were also complemented by Poster Making Workshops in which the Visual
Art Students, guided by experienced artists, experimented in creative acts of communication
through making posters, implements and mementos.
In its second year of functioning, the School has initiated a common field immersion trip for
students of all four streams. The sixteen second year students were taken to Varanasi for six
days during the Ram Lila festival at Ram Nagar. Several lectures and discussions with scholars
and cultural figures of Varanasi were arranged apart from specific trips to important sites
including the Ram Lila event. Students was encouraged to do a short-term project connected to
their artistic and scholarly persuasion, which they later presented to the University community
in a special seminar.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
No

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
The School is in its third semester and hence it is too early to respond to this question.

26 AUD Self-Study Report, 2014 - Volume II

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths
• Interdisciplinary synergy among creative fields:
The great strength of the School is to draw from every programme certain complementary
field of energy to combine with critical and creative practices of a particular program.
Visual art is in active communication with cinematic and performance art and literary
art draws from visual art and performance art and so on and so forth. In fact the School
incubates the foreseeable admixture of these artistic fields in the digital environment.
• Responsiveness to the emergent rather than history or tradition:
The programmes focus on the changing environment of artistic fields and the new
emergent practices. This is not to say that the past is neglected but the weight of reflection
is not bound to cetain liturgy of epochs gone by but is oriented to a comprehension of
the emergent trends and their philosophical underpinnings.
• Integration of concept and practice as conceptual practice:
The School makes every attempt to abolish the division between theory and practice
uniting them under the rubric of concept generation. It is self-reflexive in both its
creative and critical aspirations.
• Willingness to innovate beyond the conventional boundaries of art pedagogy:
The strength of the School lies in its unfettered thrust towards innovation in art pedagogy
where it is not looking to replicate the rusticated models of monadic dispositions
of creativity but rather situate creative energy in the tumult of the every day in its
radically changing contours through a sophisticated theoretical understanding of the
contemporary.
• Philosophically grounded vision of the place of arts in the social fabric and its
transformative potential:
It is the cohesive philosophical vision of the contemporary times and demands of a
socially responsive artistic practice that provides the basic underlying strength of the
School.
Weaknesses
• Dependance on infrastructure: The vision of the School requires providing sound
infrastructure for innovation in visual, performance and cinematic art in the form studio
space, computer equipments and related tools and appliances like sound recording,
editing and so on.
• Lack of local precedence: Though the courses introduced in the four programmes of
the School have international precedence, there are no precedences within the country
to learn from or corroborate with. For example, the School offers the first Performance
Studies MA programme in the country with no precedence elsewhere.
• Incomprehensibility of the new approach: Students who are trained to look at art and
critical practices in the conventional way find it hard to comprehend the innovative
thrusts of these programmes which adds to the burden of pedagogy.

AUD Self-Study Report, 2014 - Volume II 27

 • Ideal of student teacher ratio: For the kind of intense artistic and intellectual practice
that is being planned the student teacher ratio should be as low as six to eight students in
a classroom. However, such ratio is not encouraged in the normal perspective of public
funding of education.
• Ideal of diversity in training: In order to make a wide range of scholarly and practical
sources available to students we need a range of faculty members who can introduce
diverse scholarly resources and practices which again require resources exceeding the
ambit of normal perspective in public funding of education.
Opportunities:
• International Collaboration: Being situated in Delhi particularly enhances the inflow
of interested foreign scholars. The School has already received some proposals for
collaborative efforts like seminars on pedagogic methods.
• Digital archive initiatives: The School is eminently suited for collaboration with other
institutions to create and sustain digital archive environments which are likely to
become the backbone of research in future.
• Developing modular courses: The School is poised to become a hub for incubating
cutting edge courses in art curation, translation studies, film studies and performance
studies and performance making.
• Significant intervention in creative and critical practices: The School, through the
students who are trained in it, is expecting to make a significant intervention in creative
and critical practices in the country.
• Outreach Programmes: In due course of time, the School will have an opportunity
to develop outreach programmes that can make a difference to pedagogic methods
employed in the School to teach arts and literature.
Challenges
• Procuring funds: The main challenge for the School is to procure sufficient funds for
developing the programmes to their ideal potential.
• Student Placement: Programmes like Film Studies and Performance Studies depend on
how the disciplines develop at the national level for the fruitful absorption of graduating
students. In the absence of supportive environment in the terrain of higher education it
may be difficult to sustain student interest in some of these cutting-edge programmes.
• Sustaining Curricular Innovation: The need to impart best of the available scholarship in
the respective fields in a manner in which students can absorb it best calls for sustained
curricular innovation rather than creating a new canon of textual material. It calls for
rigorous self-examination.
• Maintaining the synergy between the fields: The ideal of interdisciplinary synergy calls
for enormous work to really nurture a fertile ground of cross fertilisation.
• Sustaining administrative support: The School needs sustained administrative support
for all its innovative ventures. If the need for measures as introduced by the School is
not understood and approved by administration either within or outside the university,
it will become hard to maintain the spirit of innovation in the School.

28 AUD Self-Study Report, 2014 - Volume II

52. Future plans of the School
The School has already planned nine MA programmes as against the four MA programmes
running now. Performance Art, Cinematic Art, Visual Studies, Translation and Curation, will
be the subjects of the MA programmes to be started. The School with its nine programmes will
become an important hub in higher education where cinema, performance, literature and visual
art will be both creatively and critically engaged within a hitherto non-existing atmosphere of
interdisciplinary synergy and philosophical grounding.

AUD Self-Study Report, 2014 - Volume II 29

30 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of School of Design (SDes)

1. Name of the School:

School of Design

2. Year of establishment:
2013.

3. Is the School part of a School/Faculty of the university?

SDes is a School in the University.

4. Names of programmes offered: (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.):
The School of Design offers an MA in Social Design.

5. Interdisciplinary programmes and Schools involved:

The School of Design has been involved with conception of the Incubation Centre of Social
Entrepreneurship and Innovation in collaboration with the School of Business, Public Policy
and Social Entrepreneurship.

6. Courses in collaboration with other universities, industries, foreign institutions, etc:

The School of Design will be collaborating in a workshop in the History of Design with the
Royal College of Art, London.

7. Details of programmes discontinued, if any, with reasons:

None of the programmes have been discontinued.

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System:

The School of Design follows the Semester System.

9. Participation of the School in the courses offered by other Schools:

Professor Jatin Bhatt is associated as a faculty with the PG Diploma in Publishing programme
offered by SBPPSE.

AUD Self-Study Report, 2014 - Volume II 31

 10. Number of teaching posts sanctioned, filled and actual (Professors/ Associate Professors/
Assistant Professors):
Sanctioned Filled Actual (including
CAS & MPS)
Professor 1 1 1
Associate Professor 2 2 2
Assistant Professor 5 2 2
Full Time Visiting Faculty 1 1

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
No. of PhD

No. of Years of
Specialisation
Qualification

Designation
/ MPhil
Name

Students

Exp.
guided for the
last 4 years

Jatin Bhatt 5.5 years Professor & Industrial 36 None.

Diploma in Dean Design
Industrial
Design
Suchitra Bala PhD Associate Design 25 None
Subrahmanyan Professor History
M.S. Farooqi 5.5 years Associate Industrial 23 None
Diploma in Professor Design
Industrial
Design
Venugopal Maddipati PhD Assistant Art History 12 None
Professor
Abeer Gupta MA Assistant Film 9 None
Professor Studies

32 AUD Self-Study Report, 2014 - Volume II

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors:
No. of PhD /

No. of Years of
Specialisation
Qualification

Designation

Experience
MPhil Students

Name
guided for the
last 4 years

Henri Fanthome BArch Visiting Architecture 10 None

Professor
Jogi Panghaal 5.5 years Full-Time Design 37 None
Diploma in Visiting
Industrial Professor
Design
Anubha Wakroo BArch Visiting Architecture 20 None
Professor
Sachin Sachar PG Diploma Visiting Exhibition 16 None
Professor Design

13. Percentage of classes taken by temporary faculty – programme-wise information:

2013- 70%
2014- 20%

14. Programme-wise Student Teacher Ratio:

10:1

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual:
Sanctioned: 4 (Technical); 4 (Administrative)
Filled: 1 (Administrative) on contract

16. Research thrust areas as recognised by major funding agencies:

The School of Design pursues research in Social Design, Service Design, Design for
Sustainability, Material Culture Studies, Design & Anthropology, Design, Theory, Criticism
and History, Design Research, Urban Documentation, Architectural History and Art History.

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise:
Funding Agency: British Council
Project Title: Evolving Best Practices for Postgraduate Teaching about Design, Culture and
Society: Developing curriculum, pedagogy and teaching materials through collaborative, cross-
cultural partnership

AUD Self-Study Report, 2014 - Volume II 33

 Grant sanctioned: GBP 8460 (GBP 4230 each to RCA and School of Design, AUD).
This collaboration is from January to December, 2014 and will be anchored by Suchitra
Balasubrahmanyan, Venugopal Maddipati and Abeer Gupta of AUD along with three faculty
members from the Royal College of Art with one workshop each to be held at London and
Delhi.

18. Inter-institutional collaborative projects and associated grants received

a) National collaboration:
None.
b) International collaboration:
Please see response to Qs#17

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received:
None

20. Research facility / centre with

• state recognition
• national recognition
• international recognition S
Not Applicable

21. Special research laboratories sponsored by / created by industry or corporate bodies:

Not Applicable

22. Publications:
Jatin Abeer Venugopal M.S. Suchitra Bala
Bhatt Gupta Maddipati Farooqui Subrahmanyan
Chapters in - 1 1 - 3
Books
Edited Books 1 - - 1 3
Number of 2 2 2 - 9
papers published
in peer reviewed
journals
(national/
international

23. Details of patents and income generated:

Not Applicable

34 AUD Self-Study Report, 2014 - Volume II

24. Areas of consultancy and income generated:
Not Applicable

25. Faculty selected nationally / internationally to visit other laboratories / institutions

industries in India and abroad:
• Suchitra Balasubrahmanyan: Leverhulme Visiting Fellowship at Royal College of Art,
Feb-Dec, 2013
• Abeer Gupta: National Institute of Design, Ahmedabad; Centre of Indigenous Cultural
Studies, Central University of Jharkhand; Craft Development Institute, Srinagar.
• Venugopal Maddipati: College Art Association in Chicago, University of Illinois,
Chicago and Middlebury College, Vermont. Will also give lecture, in the South Asia
Seminar Series, at South Asian University, Delhi, in April 2014. Organizing conference
at Nehru Memorial Library in July 2014 titled “Spaces of Water.”
• Jatin Bhatt and Jogi Panghaal were invited to be part of the delegation on Design
Education Collaboration with design institutions in the United Kingdom.
• Jatin Bhatt
i. Invited to give Convocation Address at the National Institute of Fashion Techion
Technology, Shillong.
ii. Invited to be a panelist at the Indian Institute of Craft & Design, Jaipur at the
Symposium “Craft- Emerging Future”.
iii. Invited to give Keynote Address at the Green Fashion Conference, Consortium
of Green Fashion, Pune.
iv. Appointed member of selection panel for approving the proposals received at
School of Planning & Architecture, New Delhi for pursuing PhD studies - July
2012
v. Invited by the Parliamentary Committee, Government of India to present views
on the proposed NID Bill to consider the status of Institute of Excellence to
National Institute of Design (NID), Ahmedabad, Gujarat. 2013.
vi. Appointed as external Examiner by the Nottingham Trent University, UK for
their Program, Interior Product Design, 2012-2016.
vii. Invited by the Kashmir University as expert member on the selection committees
for faculty selection for the MBA program in Craft Enterprise Management at
Srinagar, Kashmir, 2012.
viii. Member, Academic Council, School of Art, Architecture & Design, ITM
University, Vadodara, Gujarat, India since 2012.
ix. Member of the Screening Committee for the PhD studies proposals at School of
Planning & Architecture, New Delhi, July 2012.
x. Invited to be on the faculty selection panel for appointment of Assistant, associate
and full professors posts at the National Institute of Fashion Technology (NIFT),
July, 2012.

AUD Self-Study Report, 2014 - Volume II 35

 xi. Invited by the World Bank on the expert consultation group for potential
intervention in crafts sector under its Cultural Heritage Program, June 2012.
xii. Invited on expert group for review of proposed curricula in Product Design
being introduced at Pearl Academy of Fashion, March 2012
xiii. Invited to the panel discussion on “Future of Design Education in India” held by
the British Council and Royal College of Art UK, February 2012.
xiv. Invited as expert speaker at the UGC funded Curricula Development Workshop
at MS University Vadodara for faculty members from various institutions,
December 2011.
xv. Invited as expert to review programmes curricula at Indian Institute of Craft &
Design, Jaipur, November 2011.
xvi. Invited to be reader of the INDEED proposal for Future of Design Education in
India being developed at the instance of SamPitroda, Advisor to the PM, by the
TUDelft University of Netherlands, November 2011.
xvii. Invited as expert to participate in discussions with design representatives of
India & Netherlands and Sam Pitroda on developing a roadmap for Design
Education in India, July 2011.
xviii. Invited as speaker on Macro Branding at the International Seminar on “Enhancing
Competitiveness of Indian Toy Industry” organised by Ministry of MSME and
Toy Association of India, July 2011.
xix. Invited on forum of expert consultation on Traditional Knowledge & Traditional
Creative Expressions Draft to be presented at the WIPO by DIPP, Ministry of
Industry & Commerce, GOI, April 2011
xx. Core team member of the voluntary group “VISIONFIRST” lobbying with the
government and Sam Pitroda on the need to redefine and expand the role of
design beyond the established silos of design education being perpetuated to
ensure its equitable application and benefits for the larger masses of India, 2011
and ongoing.
xxi. Appointed as Core team member on the Joint research initiative by Northumbria
University UK and Pearl Academy of Fashion, India, July 2010.
xxii. Invited as expert faculty to present the core concept of “Development through
Heritage- Towards a New Model of Development” at the “Vikas and Virasat
Conclave, Jaipur” as a precursor to setting up of Heritage Management
Authority with announcement of INR 100 Crores budget for the first year by the
Government of Rajasthan under the patronage of the Chief Minister, January
2010.
xxiii. Expert on Advisory Group for insights into consumer aspirations and emerging
trends- Global Consumer Design Studio, Asia of Whirlpool and CKS, 2009-
2010.
xxiv. Invited as a speaker by Tata Institute of Social Sciences, Mumbai in the
programme “Regeneration & Enhancement of Livelihoods in Post Disaster
Situations”, October 2009.

36 AUD Self-Study Report, 2014 - Volume II

 xxv. Presented a paper “Design, Education & Training in Craft Sector – An Illusive
Convergence” at the IICD, Jaipur seminar on Education & Training in Crafts –
The Real Stakeholders, September 2009.

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
• Jatin Bhatt is a permanent invitee on the Educational and Technical Committee of
Indian Institute of Gems and Jewellery.
• Venugopal Maddipati: Member of the American Council for Southern Asian Art,
Organizing conference at Nehru Memorial Library in July 2014 titled “Spaces of
Water.”
• Suchitra Balasubrahmanyan: Convenor, 36th Annual International Conference of the
Design History Society, 2013
• Abeer Gupta: Co-director of the Achi Association.

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programmes,

workshops, training programmes and similar programmes). How many faculty have
underwent staff development programmes during the last four years (add any other
programme if necessary)?
None

28. Student projects

• Percentage of students who have done in-house projects including inter-School
projects:
The MA Social Design started in 2013 and the first students’ projects will happen in
2014-2015.

• Percentage of students doing projects in collaboration with other universities

industry/institute:
Not Applicable

29. List the Awards / recognitions received at the national and international level by Faculty:
M. S. Farooqui:
• State award by the Government of J&K for exemplary contribution to Arts and Crafts
of J&K
• Member Planning Commission on the Committee for Handloom & Handicrafts for the
twelth plan 2012-17.
Jatin Bhatt
• Received Perles De Tahiti Lifetime achievement award for exemplary contributions to
Gems and Jewellery industry.

AUD Self-Study Report, 2014 - Volume II 37

 Venugopal Maddipati:
• CSDS Visiting fellowship: 2011-2012.
• Tata Institute of Social Sciences, Fellowship: 2011-2012,
• Institute of Advanced Studies, Shimla Fellowship: 2012-2014.
• Nehru Memorial Fellowship: 2012-2014.
Suchitra Balasubrahmanyan:
• Leverhulme Visiting Fellowship at Royal College of Art, Feb-Dec, 2013
• Book Shaping of Modern Gujarat shortlisted for the Crossword Book Award (Non-
fiction category), 2006
• Ashoka Fellowship for Social Entrepreneurship, 1999
Abeer Gupta:
• Awarded fellowship on Circulation of Popular Images and Media in Muslim Religious
Spheres by the Cluster of Excellence – Asia and Europe in a Global Context, 2010,
University of Heidelberg, Germany, for research for the culture of Islam in the Western
Himalayas.
• Awarded Early Career Filmmaker Fellowship, 2011 by Centre for Media and Cultural
Studies,Tata Institute of Social Sciences, Deonar, Bombay for the film-Old Routes,
New Journeys.
Doctoral / post doctoral fellows:
Not Applicable
Students:
Not Applicable
30. Seminars/ Conferences/Workshops organised and the source of funding (national /
international) with details of outstanding participants, if any.
• Venugopal Maddipati: Organizing conference at Nehru Memorial Library in July 2014
titled “Spaces of Water.” International Participants: James Wescoat, Catherine Asher,
Tamara Sears and Hannah Baader. Source of Funding: Nehru Memorial Library.
• Abeer Gupta: Paper in International Seminar on Trans-Border Cultures and Communities
in Asia: Issues and Perspectives, organised by the Anthropological Survey of India and
the Indira Gandhi Manav Sangrahalaya, 22-26 February 2013.
• Suchitra Balasubrahmanyan: Convenor, 36th Annual International Conference of the
Design History Society, London organised at National Institute of Design Ahmedabad,
5-8 September, 2013. Funding from Design History Society and National Institute of
Design.
31. Code of ethics for research followed by the Schools:
Not yet developed

38 AUD Self-Study Report, 2014 - Volume II

32. Student profile programme-wise:
Name of the Applications Selected Pass percentage
Programme received
M F M F
MA Social 77 3 9 - -
Design, 2013
Selected 20; 12 joined, and 5 dropped/failed. So only 7 students remain

33. Diversity:
Name of the % of Students % of students % of students % of
Programme from the same from other from students
university universities in universities from other
the state outside state countries
MA Social Design 0 29% 71 0

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
None

35. Student progression:

Not available as the programme was launched in July 2013.

36. Diversity of Staff

Percentage of faculty who are graduate Percentage
(%)
Of the same university 0
From other universities within the State 0
From universities from other State 83
From universities outside the country 17

37. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during the assessment
period
• Venugopal Maddipati: PhD 2011.
• Suchitra Balasubrahmanyam: PhD 2012.

38. Present details of School infrastructural facilities with regard to

Library: A central library is available.
Internet facilities for staff and students – Internet Facilities are available.
Total number of classrooms: Four classrooms are available.
Class rooms with ICT facility – All rooms are wifi enabled. We do not have computers yet. We
are procuring them.
Students’ laboratories: 2.
Research laboratories: Not Applicable

AUD Self-Study Report, 2014 - Volume II 39

 39. List of doctoral, post-doctoral students and Research Associates –
a. From the host institution/university
b. From other institutions/universities
Not Applicable

40. Number of post graduate students getting financial assistance from the university:
One

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology:
• Consultative meetings with potential stake-holders and contemporary design
academicians and professionals.
• Study and research on emerging areas of design applications.
• Analyzing potential areas that can benefit from design expertise.

42. Does the School obtain feedback from

• Faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilize the feedback?
i. Curriculum evolved by faculty of SDes through collaborative consultation.
ii. Curriculum reviewed by inter-disciplinary group and subject experts.
• Students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
Continuous feedback is taken on concerns of on course-translation, pedagogy and
applied experiences of learning
In the Design School we have followed the following methods:
i. Faculty has worked on one to one feedback from students.
ii. Meetings between students and the dean are encouraged.
iii. We follow a system of cumulative performance evaluation in which external
faculties and jurors provide direct feedback to students and also address their
concerns.
iv. We also offer customised support to students by going through their submissions.
If they have not been able to do the submissions, we ask them why they could
not do so? Was the assignment difficult? This leads to mid-course corrections as
well.
• Alumni and employers on the programmes offered and how does the School utilize
the feedback?
Not available as the first batch is yet to graduate.

43. List the distinguished alumni of the School (maximum 10) –

Not Applicable

40 AUD Self-Study Report, 2014 - Volume II

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts.
i. “What Hell Looks Like: Picturing Punishment in Indian Popular Visual Culture” on 27
September 2013, by Christopher Pinney, University College London.
ii. Three-day workshop on Contemporary Indian Perspectives in Design Research &
Innovation, by QUICKSAND design studio, January 2014. The workshop exposed the
participants to experiential understanding of contemporary design research tools, areas
of social design and innovation with real life examples of project methodology and
applied assignments.
iii. Participation of all the MA Social Design students at a four day International Design
History Conference held at National Institute of Design, Ahmedabad organised by the
Design History Society, UK in September 2013.
iv. Five day Workshop at the University campus on Sustainist Design by Michiel Schwarz,
Netherlands, author and practitioner of the book Sustainist Design Guide, February
2014. The workshop was located among various communities and locations in Delhi.

45. List the teaching methods adopted by the faculty for different programmes:
The School of Design adopts user studies, field immersion, projects, community engagement,
interviews, writing assignments, workshops, simulations, modeling, evaluations, student
feedback, presentation critiques and tutorials.

46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
The School emphasizes continuous course evaluation and feedback, end-semester cumulative
performance and peer reviews.

47. Highlight the participation of students and faculty in extension activities:

The School is setting up Future Projects Lab to address real life projects and Centre for Skills,
Crafts and Vernacular Material Expressions to conduct research.

48. Give details of “beyond syllabus scholarly activities” of the School.

The School is engaged in field-based projects in the realm of design. The School regularly
invites scholars and practitioners to interact and present their projects to the students.

49. State whether the programme / School is accredited / graded by other agencies? If yes,
give details:
Not applicable.

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied:
The School of Design (SDes) at AUD is unique in its conception – this is the first time in India
that design education will be embedded in and actively collaborating with the humanities and
social sciences. The School draws from its distinct position within Ambedkar University Delhi

AUD Self-Study Report, 2014 - Volume II 41

 (AUD), a university wholly focussed on the humanities and social sciences, to amalgamate
core attributes of design with human needs in their complex social settings. By relocating the
hitherto object-centred focus of design to that of the “social”, the School of Design proposes
to create equitable, just and sustainable communities through new public services, systems,
interfaces, products and imaginations. This mandate is an invitation to re-visualise design
education and practice in order to creatively meet the multiple challenges offered by a rapidly
changing, deeply interconnected local and global landscape.
We see this as an opportunity to question existing specialisations within design education
and practice, examine current curricular structures and pedagogies around the world and
contemplate the larger role and potential of design in contemporary India. The SDes has a
special commitment to the National Capital Region of Delhi whose landscape we hope to
transform through design.

Programmes
The School of Design is visualised as both, a practice and research-based school for the pursuit
of design education from the undergraduate level to MPhil/PhD. It will begin by offering
masters programmes in Social Design, Service Design, Design history, theory and criticism.
The School will also venture into critical areas of study and development of contemporary
design research tools and methods, a first in Indian design education.
The School intends to offer programmes in Design Education & Pedagogy through a network
of centres and institutions involved in design education to address the need for high quality
design educators. The expertise of experienced and mature Indian and global experts is also
envisaged to be engaged in this initiative.
The School of Design commenced its first programme, Masters in Social Design, in August
2013.

Projects and Research

To complement and strengthen its educational programmes, the School of Design has initiated
the following:

A. Futures Lab
Futures Lab will undertake real life and self-initiated projects to demonstrate the
efficacy and value of design in areas of larger relevance. The Futures lab will act as a
convergence hub for all the schools and centres of the University and provide thought
leadership and policy influence based on collaborative research across AUD Schools
in the form of emerging and preferred scenarios reflecting the values of equity, access,
participation, inclusion and opportunity.
B. Centre for Skills, Crafts and Vernacular Material Expression
The Centre for Skills, Crafts and Vernacular Material Expression will address the skills
in Indian communities, shaping our selves, material culture, habitats and ecology.
Human systems and services are served by varied skills that emanate from the margins
of unorganised or underprivileged sector. Yet, they are not at the centre of our economic
universe but at the periphery. This Centre seeks to study, understand and explore ways
to redress this reality of contemporary India.

42 AUD Self-Study Report, 2014 - Volume II

 By participating in the multi-disciplinary projects undertaken under the above initiatives,
students at the School of Design would also have the opportunity to enhance their
learning in real-life situations.
C. Design Museum
The School also plans to set up a Museum of Design in the near future. This will be first
of its kind in India and will become a major centre for research, study and reference
for understanding and articulation of design from a historical perspective to shape its
emerging future in both local and global contexts.
The design programme, in keeping with the larger mandate of the University, emphasizes
access, equity and social justice. The social design curriculum at the School of Design
can transform communities by making them more sustainable. Moreover, social design,
as a vocation, can help to create new livelihood opportunities for the marginalised by
providing new services, environments and events. In this sense, in a growing economy,
the School of Design strives to connect large marginalised sections to the mainstream,
through designer services.
51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School:
Strengths
• Interdisciplinary approach of faculty in innovating new areas of Design Scholarship.
• Interdisciplinary approach to Design practice.

Weaknesses & Challenges

• Reach limited to Delhi
• Predominance of English as medium of instruction.

Opportunities:
• Such a programme does not exist in Delhi or India. The presence of the School in
the city ensures its proximity to public culture and policy making at national level.
The school is uniquely placed to take advantage of Delhi’s central location in national
discourse.
• The School also envisages opening Social Design as a new disciplinary area in the
country and also bring that discipline into conversation with other emergent fields as
Social Entrepreneurship and Service Design.
• The School can also serve as a critique of existing design practices in the country that
have increasingly moved further and further away from discourses on social equity and
marginality. The School, in essence, is uniquely placed to humanize design curriculum
in India.
• The School can also make inroads into participatory policy making, as a field unto
itself.

AUD Self-Study Report, 2014 - Volume II 43

 52. Future plans of the School.
The SDes is visualised as a major influence and voice in the discipline of Design through its
programmes and practice from UG to PhD. Next five-seven years will see a full manifestation
of all its programmes with estimated student strength of about 450.
Design education has so far tended to emphasise the creation or transformation of particular
objects with a focus on functional, artisanal or aesthetic ends. Social design builds on this
approach by bringing human needs to centre-stage. A social design education is thus actively
people-centred, humanistic and empathetic with co-creation and participatory approaches
as the leitmotifs of the design process it espouses. In this sense, then, SDes at Ambedkar
University seeks to play a pioneering role in India in bringing together a variety of themes
relating to the social and cultural aspects of design practice. More significantly, the School
plans on developing a curriculum that is geared towards opening design thinking to such allied
disciplines as design history, spatial history and architectural history. We anticipate beginning
a programme titled Design History, which will have a significant component, devoted to such
themes as design and social justice and also spatial justice.

44 AUD Self-Study Report, 2014 - Volume II

Evaluative Report of School of Development
Studies (SDS)

1. Name of the School:

School of Development Studies

2. Year of establishment :
2009

3. Is the School part of a School/Faculty of the university?

SDS is a School in the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, D.Sc., D.Litt., etc.):
• MA in Development Studies
• PhD in Development Studies

5. Interdisciplinary programmes and Schools involved:

MPhil in Development Practice is jointly run by SDS and SHS. Additionally, the School’s
faculty members teach in programmes offered by other schools.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.:

Collaboration with SOAS, University of London is in the pipeline. An MoU has been signed
for a joint MA programme with the Institute of Social Studies, the Hague, Netherlands.

7. Details of programmes discontinued, if any, with reasons:

None

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System :

Semester system

9. Participation of the School in the courses offered by other Schools:

School faculty has been regularly contributing to other programmes like the MA programmes
in Sociology, Performance Studies and Social Design. Additionally faculty is also engaged in
teaching and designing courses for the undergraduate programme.

AUD Self-Study Report, 2014 - Volume II 45

 10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor 1 nil nil
Associate Professor 3 2 2
Assistant Professor 5 4 4
Others - - -

11. Faculty profile with name, qualification, designation, area of specialisation, experience
andresearch under guidance
No. of PhD

No. of Years of
Specialisation
Qualification

Designation

Experience
/ MPhil
Name

Students
guided for
the last 4
years
Chandan PhD Officiating Development studies 40 None
Mukherjee Indian Dean on different issues years
Statistical in agriculture,
Institute, employment, health,
Calcutta crimes against women.
Sumangala PhD Associate Labour market changes 20 None
Damodaran Jawaharlal Professor and employment years
Nehru patterns, music &
University contemporary society
Subrata PhD Associate Energy Economics, 21 None
Mandal Jawaharlal Professor Development years
Nehru Economics,
University Environment and
Natural Resource
Economics,
International Trade and
Development
Anirban PhD Assistant Exploration of 8 None
Sengupta Tata Institute Professor relationship between years
of Social entrepreneurship
Sciences, and social justice,
Mumbai methodological
issues of studying
entrepreneurship, and
studying the connection
between trust and
market.

46 AUD Self-Study Report, 2014 - Volume II

 Aruna PhD Assistant Environmental 3 None
Kumar University of Professor Politics, Public Policy, years
Monditoka Hyderabad Natural Resources and
Development
Ivy Dhar PhD Assistant Tribal Development 6 None
Jawaharlal Professor and Politics, Political years
Nehru Process and Policy,
University Identity and Inclusion,
Governance and
Citizenship and
Environmental Politics.
Preeti Mann PhD Assistant Culture & Development, 3 None
University of Professor Social Anthropology years
Oxford

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors.

Temporary Faculty
• Nandini Nayak, PhD SOAS, University of London
• Imran Amin, PhD Scholar, JNU

Visiting / Adjunct Fellows

• Ari Sitas, Senior Professor, Department of Sociology, University of Cape Town
• Tanvir Aiejaz, MPhil University of Delhi, Assistant Professor, Ramjas College,
University of Delhi
• Saumyajit Bhattacharya, MPhil Jawaharlal Nehru University, Associate Professor,
Kirorimal College, University of Delhi
• Saurabh Gupta, PhD University of London, Senior Teaching Fellow, Department of
Development Studies, School of Oriental and African Studies
• Roxanne Hakim, PhD University of Cambridge, Senior Social Development Specialist,
World Bank
• Richa Kumar, PhD Massachusetts Institute of Technology, Fellow, New India
Foundation
• Krishna Menon, PhD Jawaharlal Nehru University, Associate Professor, Lady Sri Ram
College, University of Delhi
• K Ramachandran, MA University of Delhi, formerly served in different positions in
UNICEF
• Vinay Kumar Srivastava, PhD University of Cambridge, Professor, Department of
Anthropology, University of Delhi
• Arun R Swamy, PhD University of California, Berkeley
• Jyoti Vig, MA, Jawaharlal Nehru University.
• Smitha Francis, PhD, Jawaharlal Nehru University

AUD Self-Study Report, 2014 - Volume II 47

 13. Percentage of classes taken by temporary faculty –
33%

14. Programme-wise Student Teacher Ratio:

Student-teacher ratio for MA programme: 9:1
Student-teacher ratio for PhD programme : 2:1

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual:
Sanctioned Actual
Dean: 1 Dean: 1
Junior Executive: 2 –
Assistant: 1 Assistant: 1

16. Research thrust areas as recognised by major funding agencies:

Labour Studies, Governance, Environment and Development

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
Migrant Identities and Industrial 5.6 lakh ICSSR, Operational Sumangala
Work: A Study of Two Industrial 18 Damodara
Areas in Delhi months
3.25 lakh IGIDR, -do- -do-
Migrant Identities and Industrial
12
Work: Understanding Narratives
months
Exploring the cross- cultural AUD Completed Ivy Dhar
creation of Khasi attires in
Assam- Meghalaya

18. Inter-institutional collaborative projects and associated grants received

a) National collaboration:
b) International collaboration:
None

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
None

20. Research facility / centre with

• state recognition:
None

48 AUD Self-Study Report, 2014 - Volume II

 • national recognition:
None
• international recognition:
None

21. Special research laboratories sponsored by / created by industry or corporate bodies:

None

22. Publications:
• Number of papers published in peer reviewed journals (national / international): 5
• Chapters in Books: 5
• Edited Books: 1
• Books with ISBN with details of publishers: 2

23. Details of patents and income generated:

None

24. Areas of consultancy and income generated:

None

25. Faculty selected nationally / internationally to visit other laboratories / institutions /

industries in India and abroad
Sumangala Damodaran:
• Involved with the ILO, Geneva to study decent work implications of Asian investments
in Africa. Also involved with the African programme for Rethinking Development
Economics (APORDE), and was involved in the planning and conducting of this
international workshop as its Deputy Course Director in Durban, South Africa, for the
year 2009.
• In the past year or so, she has been involved in collaborative work with the Labour
and Livelihoods Unit of the Department of Sociology, University of Cape Town, South
Africa, as part of a Research Programme of the National Research Foundation, South
Africa.
• She has also been attached in an advisory capacity and in training programmes of the
V V Giri National Labour Institute, Noida and the National Judicial Academy, Bhopal.
She was awarded a one-year Research Grant by the Gender and Labour programme of
the National Labour Institute, India, to work on Gender and Migration in 2006.
• She has been involved in research and documentation of a forgotten musical tradition
of the Indian People’s Theatre Association from the 1940s and 1950s and this work
is presently being supported by a grant from the National School of Drama, New
Delhi. She has lectured on the subject at the School of Arts and Aesthetics, JNU,
New Delhi, various colleges in Delhi University and at the Centre for India Studies in

AUD Self-Study Report, 2014 - Volume II 49

 Africa, University of the Witwatersrand, South Africa. She has also performed from
the repertoire extensively in different parts of the country and has recently finished
recording a selection of the songs from the research into an album with professional
musicians.
Anirban Sengupta:
• He has been involved with preparation of ‘Journal of Abstracts and Reviews: Sociology
and Social Anthropology’ published by Indian Council for Social Science Research.
Aruna Kumar Monditoka
• Awarded the fellowship to visit Thailand under exchange of scholars of the ICSSR
-NRCT Bilateral Programme for the year.

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
• Anirban Sengupta is a life member of Indian Sociological Society.
• Sumangala Damodaran is a life member of the Indian Society of Labour Economics
• Ivy Dhar is a member of Development Studies Association.

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programmes,

workshops, training programmes and similar programmes). How many faculty have
underwent staff development programmes during the last four years (add any other
programme if necessary)?
Academic Staff Development Programmes Number of Faculty
Refresher Courses -
HRD programmes -
Orientation programmes conducted by UGC 2
Staff training conducted by the university -
Staff training conducted by other institutions -
Summer/Winter schools, programmes -

28. Student projects

• percentage of students who have done in-house projects including inter-school
projects
100%. All MA students enrolled till now have done internships and dissertation required
for the fulfilment of degree.
• percentage of students doing projects in collaboration with other universities /
industry / institute :
None

29. List the Awards / recognitions received at the national and international level by
• Faculty:
None

50 AUD Self-Study Report, 2014 - Volume II

 • Doctoral / post doctoral fellows:
None
• Students:
None

30. Seminars/ Conferences/Workshops organised and the source of funding (national /

International) with details of outstanding participants, if any.
• International Conference titled “Land Labour and Livelihoods - A Focus on the Global
South” organised in November 2010 in collaboration with University of Cape Town,
South Africa (funded by AUD).
• National Seminar on Ambedkar’s legacy organised in 2011(funded by AUD)

31. Code of ethics for research followed by the Schools:

Not yet. But the University has constituted a committee to evolve ethical guidelines for the
university.

32. Student profile programme-wise:

Name of the Applications Total Admitted Students Pass percentage (Out of
Programme received those admitted)
Male Female Male Female
MA in Development Studies
2009 39 21 18 80 44
2010 199 17 24 76 58
2011 183 19 23 37 52
2012 505 17 30 NA NA
2013 582 15 37 NA NA

33. Diversity of students

Name of the % of Students % of students% of students % of students
Programme from the Same from other From from other
University universities Universities
within the Stateoutside the
State
MA in Development Studies
2009 0/39 (0%) 26/39 (67%) 11/39 (28%) 2/39 (5%)
2010 0/41 (0%) 31/41 (75%) 8/41 (20%) 2 /41(5%)
2011 0/42 (0%) 34/42 (81%) 7/42 (16.6%) 1/42 (2.4 %)
2012 0/47 (0%) 46/47 (98%) 1/47 (2%) 0/47 ( 0 % )
2013 1 /52 (2%) 46/52 (88%) 6/52 (12%) 0/52 (0 % )

AUD Self-Study Report, 2014 - Volume II 51

 34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
MA Development Studies
JRF and NET 1
NET 11
SSC 1
PhD Development Studies
JRF and NET 1
NET 5

35. Student progression

Student progression Percentage
against enrolled
UG to PG -
PG to MPhil -
PG to PhD 20%
PhD to Post-Doctoral -
Employed >80%
• Campus selection -
• Other than campus recruitment -
Entrepreneurs -

36. Diversity of staff

Percentage of faculty who are graduates
of the same University None
from other Universities within the State 38%
from other universities outside the State 25%
from other Universities outside the country 37%

37. Number of faculty who were awarded MPhil, PhD, D.Sc. and D.Litt. during the assessment
period:
None

38. Present details of School infrastructural facilities with regard to

a) Library:
School doesn’t have any separate library for itself, rather faculty actively takes interest
in ordering and updating the stock of books which are relevant for SDS students.
b) Internet facilities for staff and students:
Students & staff are provided with own ID & password to access internet.
c) Total number of class rooms :
2 (One entirely for SDS and one shared with other Schools)

52 AUD Self-Study Report, 2014 - Volume II

 d) Class rooms with ICT facility :
Both the rooms are equipped with ICT facility
e) Students’ laboratories
f) Research laboratories

39. List of doctoral, post-doctoral students and Research Associates

a) from the host institution/university:
• Karan Sachdeva, Doctoral student & Research Assistant
• Nitin Kumar Mishra, Doctoral student
b) from other institutions/universities:
• Shaifali, Doctoral student
• Anand David, Doctoral student
• Kaushik Kumar Bhadra, Doctoral student
• Ashok Meena, Doctoral student
• Sweta Suman, Doctoral student
• Pooja, Doctoral student
• Nibedita Hazarika, Doctoral student
• Ngaranagam Keishing, Doctoral student

40. Number of post graduate students getting financial assistance from the university.
Academic year Semester No. of students getting financial
assistance from the university
2009-10 Monsoon 04
2009-10 Winter 10
2010-11 Monsoon 15
2010-11 Winter 15
2011-12 Monsoon 13
2011-12 Winter 15
2012-13 Monsoon 12
2012-13 Winter 12
2013-14 Monsoon 10
2013-14 Winter NA

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
There are several processes that are engaged with in developing and redesigning the curriculum
periodically. These consist of student need assessment and feedback, faculty experiences,
consultative processes and formal structures like Board of Studies. These consultations have
been organised many times before and after the introduction of the programme in 2009.
Changes in course syllabus and programme structure are first discussed at the programme
team-level before it is taken in the BoS, and finally it is discussed in the Academic Council.

AUD Self-Study Report, 2014 - Volume II 53

 Feedback from students has also helped in making changes/inclusion of certain aspects/areas/
issues in the courses and programme structure.

42. Does the School obtain feedback from

a. Faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilise the feedback?
The Faculty meetings are held every week, and long ones are held at the end and
beginning of each semester, where these issues are discussed thoroughly and decisions
are incorporated into the curriculum and course structure as an ongoing process.
b. Students on staff, curriculum and teaching-learning-evaluation and how does the
School utilise the feedback? Through two channels:
• Course feedback forms are distributed to students at the end of each course and
the summaries of these are shared with the whole faculty by course instructors
• SFC, where suggestions/grievances/difficulties faced by students are taken up
in a structured manner involving several levels
c. Alumni and employers on the programmes offered and how does the School utilise
the feedback?
None

43. List the distinguished alumni of the School (maximum 10):

None

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts.
The School has a regular Tuesday seminar series where external experts deliver lectures and
initiate discussions. Research methodology workshops are conducted for development of
hands-on techniques of research. Conferences / workshops on specialised areas involving
resource persons from India and abroad are also held.

45. List the teaching methods adopted by the faculty for different programmes.
Classroom lectures, Tutorials, Seminar sessions and presentations by students (with faculty in
guidance), field visits, film screenings followed by discussions.

46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
The School has day long meetings at the end of each semester to assess the conduct of the
programme with regard to programme objectives using self-assessment as well as student
feedback as indicators in the initial stage. This is also buttressed with regular Board of Studies
meetings where external members as well as the School’s faculty assess progress as well as
alter course outlines in line with its objectives.

54 AUD Self-Study Report, 2014 - Volume II

47. Highlight the participation of students and faculty in extension activities:
None

48. Give details of “beyond syllabus scholarly activities” of the School.

The School runs a regular Tuesday seminar series where eminent scholars from India and
abroad have given talks over the years. In addition, theret are student seminars, academic
conferences as well as panel discussions that are organised from time to time.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
Not yet

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
SDS, over the five years, has worked with innovative interdisciplinary methods and
frameworks of addressing developmental issues, both in India as well as in a global context.
While retaining strong disciplinary mooring, this has been possible because most of its faculty
members are actively engaged in developing such frameworks. Courses on Discrimination,
Alternative Theoretical Perspectives, Environment and Natural Resources, Industrialisation
and Urbanisation are a few examples where this has happened. Further, research methodology
papers are a combination of conceptual and applied frameworks specifically from a
developmental context. These are pioneering efforts in comparison to other programmes in
development studies in the country.

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths
• Interdisciplinary synergy among social science disciplines: one great strength of the
School has been to draw from the disciplinary rigour that has characterised the training
of individual faculty members with interdisciplinary approaches that have been adopted
in most of their research.
• Responsiveness to the policy and theoretical challenges of development.
• Integration of concept and practice, through internships and the Masters dissertation.
The School makes every attempt to abolish the division between theory and practice by
integrating theoretical knowledge with intensive field work.
• Willingness to innovate beyond the conventional boundaries of the social sciences,
which the structure of AUD allows and encourages.
• Strong network of already established links with institutions/organisations working in
the development field.
Weaknesses
• Insufficient faculty strength to do justice to the objectives laid out
• Financial constraints, especially with regard to field involvement

AUD Self-Study Report, 2014 - Volume II 55

 • Dependence on infrastructure: The vision of the School requires providing sound
infrastructure in the form of classrooms and computer equipments which are presently
in scarce supply.
• Incomprehensibility of the new approach: Students who are trained to look at social
sciences in the conventional way find it hard to comprehend the methodologies of this
programme which adds to the burden of pedagogy. Further, there is often not enough
time in the semester to make good this fact by giving students more time to cope
Opportunities
• Location: Being situated in Delhi allows the possibility of becoming a highly visible
programme in a relatively new area of pedagogy and research in the country. Delhi is
also a destination for a very large number of students from different parts of the country
which allows a programme like this to potentially receive a diverse range of students.
• International Collaboration: Being situated in Delhi particularly enhances the inflow
of interested foreign scholars. The School has already received some proposals for
colloborative efforts from scholars and institutions outside India.
• Research repository: With students undertaking research from the Masters level through
dissertations, it is possible to create a unique multidisciplinary repository of research on
development.
• Developing modular courses: The School is poised to become a hub for incubating
cutting edge courses in specialised areas.
• Outreach Programmes: In due course of time, the school will have an opportunity
to develop outreach programmes, based in the field and communities, that can make
a difference to pedagogic methods employed in the School as well as within the
communities.
Challenges
• Procuring funds: The main challenge for the School is to procure sufficient funds for
developing the programmes to their ideal potential.
• Student placement: The success of the programme and the School will be sustained
only if students get good jobs which are in turn connected with the thrust areas of the
School. In the absence of a supportive environment in the terrain of higher education it
may be difficulty to sustain student interest in some of these cutting edge programmes.
• Sustaining Curricular Innovation: The need to impart the best of the available
scholarship in the respective fields in a manner in which students can absorb it best calls
for sustained curricular innovation rather than creating a new canon of textual material.
It calls for rigorous self-examination.

52. Future plans of the School.

SDS plans to develop its teaching and research programmes in the following Interdisciplinary
Knowledge and Research Areas:
i. Economic Sociology
ii. Institutions and Governance
iii. Conflict and Development

56 AUD Self-Study Report, 2014 - Volume II

 iv. Labour Studies
v. Gender and Development
vi. Social Entrepreneurship
vii. Discrimination and Marginalisation
viii. Culture and Society
These are envisaged as planning out in stages as follows:
i. Developing clusters of Elective Courses to offer specialisations to students – this
is already underway from the present batch. Examples: Agrarian Change and Rural
Development; Peace, Conflict and Development; Industrialisation and Labor;
Development Economics; Public Policy and Governance
ii. These clusters could develop as independent MA programmes in 5 years
iii. Joint projects among members of the faculty.

AUD Self-Study Report, 2014 - Volume II 57

58 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of School of Education Studies
(SES)

1. Name of the School

School of Education Studies

2. Year of establishment
2011

3. Is the School part of a School/Faculty of the university?

SES is a School in the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.)
MA Education Programme.

5. Interdisciplinary programmes and Schools involved:

The Masters programme offered at SES is interdisciplinary in nature and has interfaces with
programmes offered in the School of Human Studies, School of Development Studies and
School of Liberal Studies. Several courses like Gender & Education; Reading Education Policy;
Comparative Studies in Histories of Education; Education & Development; Social-Emotional
Perspectives on Educational Failure; among others are taught drawing faculty members from
the different Schools and are also collaboratively developed.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.

i. School of Education Studies (SES) through a MoU with the Ahvaan Trust has organised
five workshops for teachers of government schools in Delhi along with monthly
meetings, hosted in the SES.
ii. Currently, SES working in a Delhi School Project for the enhancement of content and
teacher development of government schools in Delhi. The project is in collaboration
with Ahvaan Trust, Department of Education (DoE), Government of Delhi.
iii. SES organised a Workshop on ‘Education Policy’ in December, 2013 at TISS, Hyderabad
in collaboration with National University of Education Planning and Administration
(NUEPA), AzimPremji University (APU), Tata Institute of Social Sciences (TISS,
Hyderabad).

7. Details of programmes discontinued, if any, with reasons

Not Applicable

AUD Self-Study Report, 2014 - Volume II 59

 8. Examination System: Annual/Semester/Trimester/Choice Based Credit System
Semester wise

9. Participation of the School in the courses offered by other Schools

The following faculty members have participated in different courses of other Schools:
Name of faculty Course(s) School (s)
1. Manish Jain Introduction to Social Science School of Undergraduate Studies
2. Rakhi Banerjee Logic and Reasoning School of Undergraduate Studies
3. Abhijeet (1) Introduction to Social School of Undergraduate Studies
Badrapurkar Science
2) Nature of Science
4. Manasi Thapliyal Nature of Science School of Undergraduate Studies
Navani

10. Number of teaching posts sanctioned,filled and actual (Professors/Associate Professors/

Assistant Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor 01 01 01
Associate Professor 02 01 (Temp) 01
Assistant Professor 12 06 06
Others - - -

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance:
No. of
No. of Years of

PhD /
Specialisation
Qualification

Designation

Experience

MPhil
Name

Students
guided for
the last 4
years
Venita Kaul PhD Professor & Early Childhood Care 40 None
Dean and Education
Monimalika PhD Associate Special Education, 12 None
Dey Professor Concentration in Early
(Temporary) Childhood
Rakhi PhD Assistant Mathematics Education 8 None
Banerjee Professor
(till Dec. 16,
2013)

60 AUD Self-Study Report, 2014 - Volume II

 Manish Jain PhD, Assistant History of Education; 4.5 One
MEd Professor Sociology of education; Student at
educational policies; present
comparative education;
social science education
and gender and
education
Gunjan PhD, Assistant Sociology of 2 Years None
Sharma MEd Professor Education;Curriculum and 4
Theory and Practice; Months
Qualitative Research,
Business Education
Akha Kaihrii MPhil, Assistant Teacher Education, 3 None
Mao MEd Professor History of Education
Manasi MPhil, Assistant Higher Education policy 6 1 MPhil
Thapliyal MEd Professor and Research. Sociology Student at
Navani of Education and present
Development. Science
Education
Abhijeet PhD Assistant Science Education, 7 None
Bardapurkar Professor Philosophy of Science
(Till Dec. 16,
2013)

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors

2011-12 Katherine Hargrove, (Visiting Fulbright Professor), Associate Professor,
Southern Methodist University, Dallas, USA
2012-13 Farida Khan (Adjunct Faculty) Department of Education Studies, Jamia Milia
Islamia)
2013-14 Ajay Kumar Singh (Adjunct Faculty), Chief Consultant (Pedagogy and
Quality), EdCil
2012-14 Anjila Gugnani (Adjunct Faculty), Institute of Home Economics, University of
Delhi
2014 Sunil Batra (Adjunct Faculty) Director, Shikhsarth
2014 Susan Stires, (Visiting Faculty) Instructor and Advisor, Reading and Early
Literacy Programme, Bankstreet College, New York

13. Percentage of classes taken by temporary faculty – programme-wise information

17% of the classes were taken by adjunct faculty.
(12 out of a total of 70 credits were taught by adjunct faculty.)

14. Programme-wise Student Teacher Ratio:

10:1

AUD Self-Study Report, 2014 - Volume II 61

 15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual
Technical Staff Administrative Staff Filled Staff (Actual)
Sanctioned
Not Applicable 1 Junior Executive 1 Assistant
1 Assistant 1 Office Attendant
1 Office Attendant

16. Research thrust areas as recognised by major funding agencies

Currently, the School is working for the whole school reform and development in collaboration
with the Department of Education, Government of Delhi and the Ahvaan-Trust. The Project
is called the Delhi Government School Project (DGSP). The main thrust is to work for
enhancement of content and teacher development for government schools in Delhi.

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
Name of the faculty/ Project National/ Grant Name of funding
International Received agencies
Delhi School Project, Professor National Rs. 2,20,000/- AUD
Venita Kaul (Principal Investigator),
Gunjan Sharma (Project
coordinator): All SES faculty are
involved in the project.

18. Inter-institutional collaborative projects and associated grants received

a. National collaboration
i. Manish Jain, Comparative Inquiry into the Post RtE School Scenario in India:
Survey of Schools (Institutional Quality, Teachers and Parents)’, with Padma
Sarangapani (TISS) and Rahul Mukhopadhyay (Azim Premji University),
funded by MHRD (2011-12), Rs. 8 Lakh.
ii. Manish Jain, Collaborative Workshop on Education Policy, on the theme of
Regulation in Education, with TISS, APU, NUEPA, 16-21 December, TISS-
Hyderabad, funded by ICSSR, Rs. 1 Lakh.
b. International collaboration:
MoU with the Bank Street College of Education New York, USA.

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
Not Applicable

20. Research facility / centre with

• state recognition
• national recognition
• international recognition
None.
62 AUD Self-Study Report, 2014 - Volume II
21. Special research laboratories sponsored by / created by industry or corporate bodies
None

22. Publications:
• Number of papers published in peer reviewed journals (national / international): 6
• Monographs: 2
• Chapters in Books: 8

23. Details of patents and income generated:

Not Applicable

24. Areas of consultancy and income generated:

Not Applicable

25. Faculty selected nationally / internationally to visit other laboratories / institutions /

industries in India and abroad
Rakhi Co-Chairperson, Teaching and Learning of Algebra (TSG-09), 12th
Banerjee International Congress on Mathematical Education (ICME-12), Seoul, 8-15
July 2012.
Manish Jain Invited as visiting faculty to teach History of Education course in MA
Education (Elementary) Programme, Tata Institute of Social Sciences,
Mumbai, 2011-2012
Gunjan • Sharma, Gunjan (2011): “An NGO’s and community’s understanding
Sharma of each other: A case in educational context.” Paper presented at the
Civil Society and state partnership in Education workshop, National
University for Educational Planning and Administration, Delhi, 16 –
18 March.
• Invited resource person to facilitate Workshop for development
of teacher training design for the teachers. S.C.E.R.T. and Sarva
Shiksha Abhiyan, Goa, 04 – 05 April, 2011.
• Invited resource person to facilitate Right to Education Act, 2009
– Developing guidelines on the implementation of Continuous and
Comprehensive Evaluation workshop. S.C.E.R.T., Hyderabad, 17 –
20 August, 2011.
• Invited resource person in Regional workshops on education of
equitable quality II. SSA, MHRD, Puducherry, 10 – 13 November
2010.
• Invited resource person in Regional workshops on education of
equitable quality II. SSA, MHRD, Puducherry, 24 – 27 November
2010.

AUD Self-Study Report, 2014 - Volume II 63

 Akha Kaihrii • Invited to Department of Education, Allahabad University,
Mao as consultant during the National seminar cum workshop on
expectations of functionaries of education from university for quality
enhancement, 4-6 January 2013.
• Invited as resource person on Right to Education for all children
irrespective of gender, caste and class during the three day education
focal meeting of the Save the Children, Delhi, 30 May – 1 June 2012
.
• Invited as member in the consultation meeting on Adivasi education
by the education portfolio at National Institute of Advanced Studies,
Bangalore, held at the Adivasi Academy, Tejgadh, Gujarat on 21-22
of March 2011.
Manasi • Participated in a curriculum development workshop for development
Thapliyal of a course on ‘De-colonised Philosophy of Science’ organised by
Navani Multiversity at Al-Bukhari University, Malaysia, March 2012
• Participated in the research project of International Association of
University (IAU) on ‘Equitable Access and Success’, reviewing
AUD as a case. Project participation proposal prepared on behalf
of AUD was one of the ten (and the only one from India) selected
for funding sponsorship by IAU among the 60 applicant universities
internationally.

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
Faculty Category Details
Venita Kaul International • Advisory Board Member of Children’s Investment Fund
Committee Foundation
• Steering Committee Member of ARNEC
Venita Kaul National • National Advisory Council for RTE (MHRD)
Committee • National Core Group for preparation of policy on ECCE
• Sub-group on ECCE for 12th FYP
• NCTE core committee
Rakhi International • Member, Indian National Presentation Team, 12th
Banerjee Committee International Congress on Mathematical Education
(ICME-12), Seoul 8-15 July, 2012.

64 AUD Self-Study Report, 2014 - Volume II

 Manish Jain National • Sub-Committee on Revision of MEd Norms and Standards,
Committees National Council for Teacher Education (NCTE), New
Delhi, September-October 2013.
• Representative, National Council for Teacher Education
(NCTE), Workshop on Revision of D.El.Ed. Syllabus,
West Bengal Board of Primary Education, Kolkata, 29-30
August, 2013.
• Member, Joint Review Mission on Teacher Education
for the State of Tripura, Ministry of Human Resource
Development (MHRD), New Delhi, June 2013.
• Coordinator, Social Science Education Course, DIET,
SCERT, Delhi (2011).
• Co-opted Member, National Council for Teacher Education
(NCTE) subcommittee for preparing a model syllabi for
Elementary level Teacher Education courses (D.Ed.),
2010, designed Education, Society, Curriculum and
Learners, Contemporary Indian Society, Diversity, Gender
and Inclusive Education and Social Science Education.
Manish Jain Editorial • Guest Editor, Voice of Teachers and Teacher Educators,
Board of 2 (2), June, Ministry of Human Resource Development,
National Government of India, New Delhi
Journal
Gunjan National • Member Secretary in Sub-Committee for reviewing
Sharma Committees current teacher education programmes keeping in view the
recommendations in the National Curriculum Framework
for Teacher Education, 2009 and Justice Verma
Commission, National Council for Teacher Education,
2013-2014.
• Member Secretary in Sub-Committee for reviewing and
developing model MEd curriculum, National Council for
Teacher Education, 2013-2014.
• Member in working group for developing guidelines
for implementation of Continuous and Comprehensive
Evaluation, EdCIL, Ministry of Human Resource
Development, 2011.

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programmes,

workshops, training programmes and similar programmes). How many faculty have
underwent staff development programmes during the last four years (add any other
programme if necessary)?
Academic Staff Number of Faculty
Development Programmes
Refresher Courses -
HRD programmes -
Orientation programmes -

AUD Self-Study Report, 2014 - Volume II 65

 Staff training conducted by -
the university
Staff training conducted by Manasi Thapliyal Participated in Curriculum Development
other institutions workshop of the course on De-colonised Philosophy of Science
by Multiversity at Al-Bukhary University, Malaysia.
Summer/Winter schools, Gunjan Sharma completed a short course, ‘Theory of
programmes knowledge’, with 10 CATS points at Department of continuing
education, University of Oxford, September – November 2011.
Manasi Thapliyal participated in a Workshop, ‘Learning from
children’ by K B Jinan in Nilambur (Kerala) 16-22 May 2011.

28. Student projects

• Percentage of students who have done in-house projects including inter-School projects:
100%
• Percentage of students doing projects in collaboration with other universities /industry
/ institute.
100% students of the MA Education programme (final year) have completed their two
field-based attachments (both outside school and school-based) as a core component
of the MA programme in collaboration with Vidya Bhawan Society, Eklavya, SSA
Lucknow, NCERT, Bodh Shiksha Samiti, etc.

29. List the Awards / recognitions received at the national and international level by
• Faculty:
None
• Doctoral / post doctoral fellows:
Not Applicable
• Students
Three students were selected to participate in the Workshop on Educational Policy
organised collaboratively by TISS, Hyderabad, Azim Premji University, Bangalore,
NUEPA and AUD.

30. Seminars/ Conferences/Workshops organised and the source of funding (national /

international) with details of outstanding participants, if any.
2013
● Consultation workshop organised for preparing a course on Education Leadership in
collaboration with Shiksharth, a non-governmental organisation working in the area of
education leadership, with participants from IT for Change, Bangalore; Azim Premji
Foundation; Kaivalya Foundation, November 2013, Funding source: AUD.
● Hite, S. (2013). ‘Qualitative research in Education’. November 2013. SES Seminar.
Funding Source: Fulbright Visiting Professor Fellowship.

66 AUD Self-Study Report, 2014 - Volume II

 ● A three-day workshop on ‘Learning from Nature’ by K.B. Jinan (Director, Sadhna
School, Pune) for SES students and faculty at the Dwarka Campus.April 2013. Funding
Source: AUD.
● Consultation workshop on Social Science Education courses for MA Education
programme, with Dipta Bhog et. al. (about 12 participants). March 2013. Funding
Source: AUD
● Mukunda, K. (2013).‘Intelligence: A psychological introduction for educators’. January
2013. SES Seminar. Funding Source: AUD.
● Sanyal, K. (2013). ‘Proposed changes in the regulatory structure of higher education
and the possible challenges’. January 2013. SES Seminar. Funding Source: AUD.
● Khaliq, M.A. (2013). ‘A teacher’s perspective on school and everyday curricular
practice’. March 2013. SES Seminar. Funding Source: AUD.
● Srivastava, A. B. L. and Singh, A. K. (2013). ‘Analysing Minimum Levels of Learning
(MLL) and contemporary directions of curricular policy’. March 2013. SES Seminar.
Funding Source: AUD.
● Collaborative Workshop on Education Policy, on the theme of ‘Regulation in
Education’, SES, AUD with TISS, APU, and NUEPA, held during 16-21 December, at
TISS-Hyderabad. Funding Source : ICSSR.

2012
● Maharaj, A. (2012).‘Mathematics e-learning and Assessment: A South African context’.
November 2012. SES Seminar. Funding Source: AUD.
● Batra, Poonam (2012).‘Educating teachers: The policy-practice interface’. March 2013.
SES Seminar. Funding Source: AUD.
● Sharma, G., Panchapakesan, N., and Singh, A. K. (2012). ‘Workshop on Continuous
and Comprehensive Evaluation’. 21-22 May 2012. Ahvaan Trust and SES. Funding
source: Ahvaan Trust
● Guruswamy, M. (2012). ‘Supreme Court case Society for Unaided Private Schools of
Rajasthan v. Union of India and others’. October 2012. SES Seminar. Funding Source:
AUD.
● Raju, C.K. (2012). ‘Learning Calculus without Limits’. May 2012. SES Workshop.
Funding Source: AUD. Professor Raju is with University Sains Malaysia.
● ‘Seminar on Right to Education’. School of Educational Studies, Ambedkar University,
Delhi, and Ahvaan Trust, 2012. Funding Source: AUD and Ahvaan Trust
● Sayed, Y. (2012). ‘Education policy change in South Africa: a long road to travel in
effecting redress and promoting quality’. October 2012. SES Seminar. Funding Source:
AUD. (Dr Sayed is a Reader in International Education, University of Sussex, UK,
Editor of Compare: A Journal of Comparative and International Education).
● Balagopalan, Sarada (2012). ‘The Politics of Failure: Street Children, Schooling and
the State’. May 2012. SES Seminar. Funding Source: AUD.

AUD Self-Study Report, 2014 - Volume II 67

 2011
● ‘First focus group discussion with government school teachers in Delhi: Challenges of
quality’. Ahvaan Trust and School of Education Studies, Ambedkar University, Delhi,
10 September, 2011. Funding source: Ahvaan Trust
● ‘Second focus group discussion with government school teachers in Delhi: Pedagogic
experiences and imaginations’. AhvaanTrust and School of Education Studies,
Ambedkar University, Delhi, 6 November, 2011. Funding source: Ahvaan Trust
2009
● Apple, Michael (2009). ‘Curriculum studies and critical theory workshop’. Ambedkar
University, Delhi, 19 – 23 October 2009. Funding Source: AUD

31. Code of ethics for research followed by the Schools:

To be created

32. Student profile programme-wise:

Name of the Application Selected Selected Pass percentage
programme received Male Female
MA Education (2012) 128 2 16 (4 First Batch of
withdrawals) students would pass
out in May, 2014
MA Education (2013) 192 2 22 (4
withdrawals)

33. Diversity of students

Name of the % of students % of students % of students % of students
programme from the same from other from from other
university universities universities countries
within the State outside the
State
MA Education 0 84 16 0

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
Not applicable

35. Student progression

Not applicable as the first batch of students is yet to graduate and the School offers only Masters
Programme at present.

68 AUD Self-Study Report, 2014 - Volume II

36. Diversity of staff
Percentage of faculty who are graduates
Of the same university --
From other universities within the state 5 (62%)
From universities from other States 2 (25%)
Universities outside the country 1 (13%)

37. Number of faculty who were awarded MPhil, PhD., D.Sc. and D.Litt. during the assessment
period:
Gunjan Sharma was awarded PhD from University of Delhi.

38. Present details of School infrastructural facilities with regard to

a. Library: University has a central library
b. Internet facilities for staff and students: Yes
c. Total number of class rooms: 2 and one additional tutorial room space
d. Class rooms with ICT facility: 2
e. Students’ laboratories: None
f. Research laboratories: None

39. List of doctoral, post-doctoral students and Research Associates

a. from the host institution/university:
b. from other institutions/universities:
None

40. Number of post graduate students getting financial assistance from the university.
Two MA Education final year students have been given financial assistance (fee-waiver)
from the Uuniversity. Four first-year students are being provided financial assistance from
the University. Three students from the first cohort have been receiving Merit and Academic
Progress Scholarships from past three semesters.

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
A number of consultative meetings were organised by the School with experts and practitioners
coming from field-based institutions and other universities. The objective for organising these
meetings was to get a sense of the demand for the programme and courses and identify critical
thrust areas for an innovative programme in education.

42. Does the School obtain feedback from

a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilize the feedback?
Yes, feedback is obtained through periodic faculty meetings and the forum of Board of
Studies where feedback is provided by peers as well as external experts.

AUD Self-Study Report, 2014 - Volume II 69

 b. students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
The School and the programme has a mandatory feedback system in place. Students
give feedback on each course with reference to its content, readings, transaction, and
assessment along with suggestions for changes and improvement. Each course team
reads these feedbacks to reflect and work on their course. At present, this feedback is
not used for any evaluation of the teacher by the senior functionaries. The forum of
Student-Faculty Committee (SFC) also enables feedback to be obtained from students
regarding academic matters pertaining to the School and the programme.
c. alumni and employers on the programmes offered and how does the School utilize
the feedback?
Not applicable as the first batch of students is yet to graduate.

43. List the distinguished alumni of the School (maximum 10):

Not applicable as the first batch of students is yet to graduate.

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts.
SES has been regularly organising lectures and interaction sessions between experts /
practitioners and its students to orient them to challenges and issues pertaining to the practice
of education and its theorising. Students have been engaged through workshops on specific
themes like “Learning and Being”, to processes of self-development through “Experiencing
the Self” workshop as well as, “Introduction to Quantitative Research”. Apart from special
lectures, seminars (both student seminars as well as open forums), specialised workshops
on research methods training, basic research skill development, field-work and audio-visual
documentation, have been organised through the first and second semesters of the programme to
strengthen students’ foundations in research and field work. The various events and workshops
are listed below:
− Hite, S. (2013). ‘Qualitative research in Education’. SES Seminar. November 2013.
AUD.
− Jinan, K.B. (2013). ‘Learning and Being’. A three-day Workshop for SES students.
− Maharaj, A. (2012). ‘Mathematics e-learning and Assessment: A South African context’.
SES Seminar, November 2012, AUD.
− Mukunda, K. (2013). ‘Intelligence: A psychological introduction for educators’. SES
Seminar, January 2013, AUD.
− Batra, P. (2012).‘Educating teachers: The policy-practice interface’. SES Seminar,
March 2013, AUD.
− Bhog, Diptaet. al. (2013). Consultation workshop on Social Science Education courses
for MA Education programme, March 2013.
− Guruswamy, M. (2012). ‘Supreme Court case Society for Unaided Private Schools of
Rajasthan v. Union of India and others’. SES Seminar, October 2012.
− Sanyal, K. (2013). ‘Proposed changes in the regulatory structure of higher education
and the possible challenges’. SES Seminar, January 2013.

70 AUD Self-Study Report, 2014 - Volume II

 − Khaliq, M. A. (2013). ‘A teacher’s perspective on school and everyday curricular
practice’. SES Seminar, March 2013.
− Srivastava, A. B. L. and Singh, A. K. (2013). ‘Analysing Minimum Levels of Learning
(MLL) and contemporary directions of curricular policy’. SES Seminar, March 2013.

45. List the teaching methods adopted by the faculty for different programmes.
While the range of courses being taught as part of the MA programme entail a diverse set of
teaching methods and modes, such as lecture, discussion, field immersion, guided reading,
discussions and reflection on A/V material used, screening documentaries and movies, project
and group work by students, and student presentations, what is critical to the philosophy of
teaching at SES is the emphasis on project and field-based learning through the component of
Field Attachment (both out of school and in-school). Group activities, both for peer learning,
bonding and social skills are used; students were also exposed to and provided opportunities for
group and individual presentations. They were also given the opportunity to explore relevant
critical issues to engage with and scaffold was provided.

46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
The programme objectives as well as the course objectives are shared with the students.
These are, however, not necessarily presented as directly observable or measurable learning
outcomes, but in terms of the expectations ingrained in the course objectives. These are shared
with students at the beginning of the programme itself.
SES through a range of learning opportunities and assessment situations and by trying to
integrate field-based projects with classroom learning has been trying to meet these objectives.
Student feedback and evaluation of programme by students as a mechanism of monitoring is
still taking shape and evolving at the School level. Initial feedback in open house sessions has
been overall positive.

47. Highlight the participation of students and faculty in extension activities.

Rakhi Banerjee:
• Involved in popular writing on issues and themes related to mathematics, mathematics
teacher development workshops, development and review of teaching-learning-
assessment material specific to mathematics.
• Banerjee, R. (2013). ‘Teaching and learning of mathematics: Issues and challenges’.
Voices of teachers and teacher educators, Vol II, Issue 2, MHRD.
• Number patterns and relational thinking (2012): - To be part of the mathematics
education curriculum in Diploma in Elementary Education course material, IGNOU.
• Video conferencing programme in mathematics at primary stage. NCERT, Delhi, March
2012.
• Resource person at National Conference on Learning mathematics: Concerns & Future
Directions, Bal Bharti Public School Training Centre, Delhi, April 2013
• Resource person for workshops for Mathematics Teacher Professional Development at
Bal Bharti Public School Training Centre, Delhi, May 2013.

AUD Self-Study Report, 2014 - Volume II 71

 • Consultative meeting for reviewing evaluation tools for a UNICEF-EI project on
practice of ABL (Activity based learning) in different states of the country. Delhi,
November 2013.
Manish Jain:
• Resource person for several workshops on Social Science education and Education
Policies in the Certificate Programme in Foundations of Education organised by
Digantar
• Jain, Manish (2013): St. Thomas School through history and memory, Workshop for
Class VIII and IX students at St. Thomas School, Delhi, November 2013.
• Invited lectures for B.El.Ed. students, ‘Critical Thinking: Its importance and relevance
in teaching of History’. Department of Elementary Education, Institute of Home
Economics, New Delhi, April 2013.
Gunjan Sharma:
• Resource person for developing ‘Understanding the elementary school child course’ and
its reading material for teacher training, Diploma in Elementary Education Programme,
IGNOU, 2011.
• Invited as resource person in six RtE 2009 related workshops for state level functionaries,
organised by EdCIL, MHRD, 2010-12.
• Organised and facilitated five workshops for school teachers under the aegis of the
MoU between School of Education Studies, Ambedkar University Delhi, 2011-12.

48. Give details of “beyond syllabus scholarly activities” of the School.

Students are provided a diverse set of learning experiences through engagement with Visiting
Professors and eminent thinkers and practitioners who visit School on a regular basis. Details of
these interactions have been provided in item.44. Curriculum also encapsulates within its core,
field-based academic engagement for SES students, where they are mandated to engage with
critical experiences emanating out of practice at the field site and contribute by participating in
the processes. A range of workshops have been planned to equip students with core competencies
in the areas of curriculum development, textbook development, policy analysis, data analysis,
among others.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
None.

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
SES is envisioned to evolve as a community of professionals and scholars endeavouring to
understand education in its historical and contemporary contexts through engaged scholarship
and practice. The MA programme that the School currently offers is unlike MEd programmes
that are of one year duration or of most MA education with two year duration—it is a two-year
programme that combines both professional and liberal aspects. In this respect it demonstrates a
tried and tested innovative model for an MA Education or MEd programme as envisaged in the
NCFTE (2009) and endorsed further in the recent Justice Verma Committee recommendations

72 AUD Self-Study Report, 2014 - Volume II

 which are currently being acted upon. The programme has been presented in this context to the
relevant Committees.
Through its programmes, the School aspires to develop a perspective about understanding
education as a phenomenon and simultaneously deal with the mechanics, systems and
processes of education. To bridge the gap between the theory and practice of education in its
multiple locations, the programme attempts to foster greater convergence between the study
of education as a social phenomenon and the preparation of professional educators through
development of a rigorous praxis-based theoretical perspective for analysis and research while
engaging with teacher education, pedagogy, curriculum, policy, planning and administration.
University’s mission to develop ‘informed and sensitive professionals who will engage with
their social responsibilities’ is in-built in the programme through rigorous theoretical training
combined with exposure to different sites of education through two kinds if field attachments:
non-school and school-based.

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths Weakness Opportunities Challenges
Interdisciplinarity Very small group of
Young, committed Identifying
faculty members with
and motivated faculty specialists in certain
attrition of two faculty
members who are critical curricular
members. keen to explore areas outside
innovative pedagogical of disciplines
approaches and available in AUD.
methods for working
through establishing
and strengthening field-
linkages and research
focus of the School
Engagement with Some disciplinary and An ethos of reform Diversifying the
community based specialisation areas in the policy context, existing programme
organisations, need representation particularly in the post with more
NGOs, as well as and strengthening in RTE scenario provides opportunities for
State level bodies the School. an opportunity for the students to choose
like SCERT, School to develop specialisation
NCERT, NCTE, as an institution of trajectories
etc.particulary advanced studies
through non-school in education with
and schools based specialisation on
filed immersion different aspects of
programmes, as a education including
core component of research and teacher
the MAprogramme education.

AUD Self-Study Report, 2014 - Volume II 73

 Diversity in the School is at present School has the Strengthening
research interests, able to offer only one possibility to shape the engagement with
experiences, and Masters programme, policy context as well practice in the
expertise of the and there is no as the idea of a praxis- existing courses
faculty members vertical linkage to based MEd course with closer linkages
advance degrees in the institutional and interface
or undergraduate imagination of teacher with theory,
degree programmes in education for providing
education opportunites for
reflection and a
more complete
understanding and
insights to students.
As a new School, Infrastructure is Attracting a larger
there is openness, limited because of number and diverse
willingness and which several plans group of learners
enthusiasm to work to host certificate to apply for
with alternative course, or setting up admissions to the
ideas and areas of a resource centre for programme given
engagement education practitioners its longer duration
in the schools, and non MEd
grassroots, etc have nomenclature
been put on hold
Student-centred More of middle level Possibility to use the To balance research
approach to and senior level presence of colleagues developemnt
thinking and faculty is needed from other Social and teaching
planning School science disciplines at responsibilities with
activities and AUD to develop multi- limited strength of
curriculum disciplinary courses, faculty members,
research projects, more so as the
theme based study initial years of the
groups and academic School has seen
writings a greater time
engagement of
faculty members
in the activities of
curriculum review,
development,
revisions, and
teaching

74 AUD Self-Study Report, 2014 - Volume II

 Given the increasing
focus on teacher
education at the
national level and
absence of resource
materials in both
English and Hindi
for a variety of users
/ programmes, the
School can contribute
to plugging this gap

52. Future plans of the School.

The School intends to start the MPhil and PhD programme in the near future along with an MA
in Early Childhood Care and Education and some short-term certificate courses in education. It
will also continue with the Delhi School Project in collaboration with Department of Education,
Government of Delhi and Ahvaan Trust.
The School is also contemplating setting up a resource centre for school teachers and other
individuals and organisations engaged in education. But this dream would require greater space
that may not be possible till the development of the permanent campus.
The School also plans to contribute to teacher training, resource material, and policy briefs in
due course of time.

AUD Self-Study Report, 2014 - Volume II 75

76 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of School of Human Ecology
(SHE)

1. Name of the School:

School of Human Ecology

2. Year of establishment:
2009

3. Is the School part of a School/Faculty of the university?

SHE is a School of the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, D.Sc., D.Litt., etc.):
MA in Environment and Development
PhD in Human Ecology

5. Interdisciplinary programmes and Schools involved:

SHE offers an interdisciplinary MA programme in Environment and Development. No other
School is involved in this programme.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.:

None

7. Details of programmes discontinued, if any, with reasons:

None

8. Examination System:
Semester

9. Participation of the School in the courses offered by other Schools:

a. Courses offered by SHE faculty in the School of Undergraduate Studies
b. Elective courses of SHE’s MA Environment and Development programme are open to
students of other MA programmes

AUD Self-Study Report, 2014 - Volume II 77

 10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor 1 0 0
Associate Professor 3 2 2
Assistant Professor 5 4 4
Others (Academic Fellow) 1 1 1

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
No. of PhD

No. of Years of
Specialisation
Qualification

Designation

Experience
/ MPhil
Name

Students
guided for
the last 4
years
Asmita Kabra PhD Associate Economics 18 2
Professor and
Deputy Dean
Ghazala Shahabuddin PhD Associate Ecology 13 3
Professor
Praveen Singh PhD Assistant History 12 1
Professor
Rohit Negi PhD Assistant Geography 4 1
Professor
Suresh Babu PhD Assistant Ecology 10 1
Professor
Hemlata Devi Oinam PhD Assistant Anthropology 5 1
Professor
Kopal Chaube MPhil Academic Political 3 0
Political Fellow Science
Science

78 AUD Self-Study Report, 2014 - Volume II

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors
Emeritus Professor Professor C R Babu, CEMDE, University of Delhi
Vikram Dayal, IEG, University of Delhi
Vinay K. Srivastava, University of Delhi
Ankila Hiremath, ATREE, Delhi
Amit Love, CEMDE, University of Delhi
Ajit Menon, MIDS, Chennai
Videh Upadhyay, Lawyer and Legal Consultant, Delhi
Anu Sabhlok, IISER, Chandigarh
G. Areendran, WWF-India, Delhi
Adjunct/Visiting
Faculty Raman Kumar, Ecologist, Dehradun
Shankar Chandra, Communications specialist, Delhi
Koustubh Sharma, Snow Leopard Trust and Nature Conservation
Foundation
KS Gopi Sundar, International Crane Foundation and Nature
Conservation Foundation
Sreedhar Ramamurthy, Environics Trust, Delhi
Nitin Tiwari, EIA Consultant, Ahmedabad
Abhishek Singh, International Finance Corporation, Delhi

13. Percentage of classes taken by temporary faculty – programme-wise information

Course type Course credits % of credits taken by
Temporary/Guest/
Adjunct Faculty
Core courses 32 12.5
Electives 22 45.4

14. Programme-wise Student Teacher Ratio: MA Environment & Development–

14:1

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual
Post Sanctioned Filled Actual
Dean 1 1 (Officiating) 1
Junior Executive 2 0 0
Office Assistant 1 1 1

AUD Self-Study Report, 2014 - Volume II 79

 16. Research thrust areas as recognised by major funding agencies:
• Risk and vulnerability (ICSSR)
• Restoration Ecology (SAIL)

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
Grant Name of funding Name of the project Year
Amount agency
(in Rs. Lakh)
University Awarded Project
1.97 AUD Evolution of post-resettlement livelihood 2012
strategies among a community affected
by conservation-induced displacement:
A study of the Sahariya of Madhya
Pradesh
1.34 AUD When People Work for Forests: Re- 2013
examining Community Forestry
with a Biological Lens in the Central
Himalayas, India
Other Agencies – national and international (specify)
2.0 WWF Assessing Conservation Threat in 2011
an Endemic Bird Area: Great Slaty
Woodpecker in Sub-Himalayan
Uttarakhand, India
75 SAIL Ecological Restoration of Mined Out 2012
Areas.
4 ICSSR Culture and Ecology of Sacred Groves 2013
and Temples in Manipur
4.98 Rufford Restoration of degraded pasture lands in 2012
Foundation, UK a central Indian dryland ecosystem
21.8 ICSSR Mapping Social-Ecological Vulnerability 2013
6.0 Rufford Community based restoration of 2013
Foundation, UK degraded grasslands and fallow land
in the buffer area of the Kuno Wildlife
Sanctuary

80 AUD Self-Study Report, 2014 - Volume II

18. Inter-institutional collaborative projects and associated grants received
a) National collaboration
i. Small Grant from Ashoka Trust for Research in Ecology and the Environment:
To study the impact of conservation induced displacement on host community
livelihoods in Kuno Sanctuary, Madhya Pradesh (AUD, Samrakshan Trust)
ii. Grant from Society for Promotion of Wasteland Development for a study titled:
Three Narratives of Forest Dependence on the Periphery of Kuno Wildlife
Sanctuary: Exploring Changing Patterns of Resource Use
iii. Community-based restoration of degraded grasslands and fallow land in the
buffer area of the Kuno Wildlife Sanctuary (Samrakshan Trust, Sheopur, MP
and SHE, AUD)
iv. A Ford Foundation Grant has been created for research activities in Banni,
Gujarat, by the collaboration of SHE at AUD, ATREE, and Sahjeevan (Bhuj).
The overall grant generated was about US $ 100,000, which is being coordinated
by ATREE, following which research scholars are being funded and a field
station has been created in Banni.
v. Centre for Ecology, Development and Research, Dehradun (CEDAR) and SHE,
AUD on “Ecology and Livelihoods in Community Managed Forest of Central
Himalayas” with an outlay of Rs. 3 Lakh.
b) International collaboration
i. Urban Knowledge Network Asia, programme with 14 international institutions,
Marie Curie Actions, 1.25 million Euro.

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received:
None

20. Research facility/centre with

• state recognition:
None
• national recognition:
None
• international recognition:
None

21. Special research laboratories sponsored by / created by industry or corporate bodies:

It is vital to augment the science teaching and research component at SHE so that students
find future work opportunities in the field of environment and ecology. A basic environmental
laboratory facility has been established to address the requirements of the present and future
envisaged programmes at SHE, and a beginning has been made in this direction with partial
financial support from the Steel Authority of India Limited. However, training in a modern

AUD Self-Study Report, 2014 - Volume II 81

 environmental laboratory - even its minimalist form would require significant consolidation
of the existing laboratory to build up a set of instrumentation that forms the core. Such
instrumentation and facilities need to be robust and contemporary at the same time, so that it is
able to add value in the form of a teaching lab as well as stand its ground as a reliable scientific
laboratory for research activities of the faculty and researchers at the school.

22. Publications:
Faculty Name Peer Monographs Book Edited Books
reviewed Chapters Books
Journal
articles
Asmita Kabra 3 1 0 0 0
Ghazala Shahabuddin 4 0 1 0 1
Praveen Singh 1 0 5 0 0
Rohit Negi 4 0 3 0 0
Suresh Babu 6 0 0 0 0
Hemlata Devi Oinam 0 0 2 0 0
Kopal Chaube Datta 0 0 0 0 0

23. Details of patents and income generated:

None

24. Areas of consultancy and income generated:

None

25. Faculty selected nationally/internationally to visit other laboratories/institutions

industries in India and abroad:
None

26. Faculty serving in

National committees None
International None
committees
Editorial Boards Asmita Kabra: Conservation and Society
of national and Ghazala Shahabuddin: Conservation & Society
international journals
Steering committees Asmita Kabra:
of international • Member, Science Programme Committee for Biodiversity Asia
conferences 2012, a conference organised by the Society for Conservation
recognised by reputed Biology
organisations/ • Students’ Conference of Conservation Science (Advisory Council)
societies
Ghazala Shahabuddin:
• Students’ Conference of Conservation Science (Advisory Council)

82 AUD Self-Study Report, 2014 - Volume II

 Any other Ghazala Shahabuddin:
• Nature Conservation Foundation (Research Advisory Board)
• Madras Crocodile Bank Trust (Research Advisory Board)
• Centre for Ecology, Development and Research (Governing
Council)

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programme, workshops,
training programme and similar programme). How many faculty have underwent staff
development programmes during the last four years (add any other programme if
necessary)?
Academic Staff Development Programmes Number of Faculty
Refresher Courses Asmita Kabra:
• Refresher Course in Economics (Feb
2010 – DU); Refresher Course in
Economics (May 2011 - JNU).
HRD programmes -
Orientation programmes Rohit Negi:
• 80th Orientation Programme, Academic
Staff College, JNU (April 2012).
Oinam Hemlata Devi
• 14th Orientation Programme. Academic
Staff College, NEHU (May 2011).
Staff training conducted by the university -
Staff training conducted by other institutions -
Summer / Winter schools, programmes -

28. Student projects

• Percentage of students who have done in-house projects including inter-School
projects:
Nearly 100 per cent of students in each batch have done in-house projects as a part of
their MA internship and dissertation. Batch-wise details are as follows:
Batch Total no. of students Students with in- Collaborative
house projects student projects
(internship/
dissertation)
2009-2011 11 11 0
2010-2012 17 13 0
2011-2013 18 18 0
2012-2014 19 19 0

AUD Self-Study Report, 2014 - Volume II 83

 • Percentage of students doing projects in collaboration with other universities:
Nil
• industry / institute:
Nil

29. List the Awards / recognitions received at the national and international level by
• Faculty:
None
• Doctoral / post doctoral fellows:
None
• Students: 2
Best poster at SCCS Bangalore 2011 for Shaina Sehgal, and
Paper selected for International Conference in Freiberg, Germany in 2013 for Lakshmi
B.

30. Seminars/ Conferences / Workshops organised and the source of funding (national /
international) with details of outstanding participants, if any
Seminars Year Funding Source
National Seminaron 'Ambedkar and Contemporary Indian April AUD
Politics' 2011
National Seminar on 'Nature, Knowledge, Power: Seminar Dec 2012 AUD
on Human Ecology'
International conference on Global Studies Sept 2013 Common Ground
and AUD

31. Code of ethics for research followed by the Schools:

Not formalised

32. Student profile programme-wise:

MA Applications Selected Pass percentage
Environment received
Male Female Male Female
and
Development
2009-11 Not available 4 11 100 100
2010-12 Not available 1 19 100 84
2011-13 143 9 12 78 92
2012-14 268 11 9 NA NA
2013-15 285 13 26 NA NA

84 AUD Self-Study Report, 2014 - Volume II

 PhD in Human Ecology
2010-11 10 0 1 NA withdrawn
2011-12 26 2 1 NA NA
2012-13 13 1 1 NA NA
2013-14 35 2 1 NA NA

33. Diversity of students

Programme: % of students % of students % of students % of students
MA from the same from other from from other
Environment university universities universities countries
and outside the
Development state
2009 ZERO 59 41 0
2010 ZERO 92 08 0
2011 ZERO 93 7 0
2012 ZERO 90 10 0
2013 ZERO 88 12 0

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations?
Three PhD students have cleared the NET, and two of them have been awarded the JRF.

35. Student progression

Student progression Percentage against enrolled
UG to PG NONE
PG to MPhil 3%
PG to PhD 1%
PhD to Post-Doctoral Not Applicable
Employed Not available
Campus selection NONE
Other than campus recruitment Not available
Entrepreneurs Not available

36. Diversity of staff

Percentage of faculty who are graduates
of the same university 0
from other universities within the State 71%
from universities from other States 0
from universities outside the country 29%

AUD Self-Study Report, 2014 - Volume II 85

 37. Number of faculty who were awarded MPhil, PhD, D.Sc. and D.Litt. during the assessment
period:
Nil

38. Present details of School infrastructural facilities with regard to

a) Library:
School has access to a well equipped and growing Central Library.
b) Internet facilities for staff and students:
Faculty have access to internet in their work station. Students can access internet from
the computer lab. The University premises are also wifi enabled.
c) Total number of class rooms:
2
d) Class rooms with ICT facility:
2
e) Students’ laboratories:
Students have access to a computer lab which is common to all University students.
Some classes of Research Method and GIS are conducted in the Labs which are
equipped with relevant softwares.
f) Research laboratories:
An Environmental laboratory is currently being established, and functions at this point
with minimal facilities. The School has acquired GIS software which has been installed
in computers housed currently at the University’s computer lab.

39. List of doctoral, post-doctoral students and Research Associates

a) from the host institution/university
Doctoral Post Doctoral Academic fellows/Research
Students Associates
8 0 1
b) from other institutions/universities
NONE

40. Number of post graduate students getting financial assistance from the university.
The number of postgraduates getting fnancial assistance from the University was 9 in 2009-10;
15 in 2010-11; 6 in 2011-12; 11 in 2012-13 and 7 in the Monsoon Semester of 2013-14

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
The existing curriculum of the programme is the result of a series of consultations with
academicians and practitioners. These consultations have been organised even after the
introduction of the programme in 2009. Changes in course syllabus and programme structure

86 AUD Self-Study Report, 2014 - Volume II

 are first discussed at the programme team-level before it is taken in the Board of Studies, and
finally it is discussed in the Academic Council. Feedback from students has also helped in
making changes / inclusion of certain aspects / areas / issues in the courses and programme
structure.

42. Does the School obtain feedback from

a. Faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilize the feedback?
SHE faculty members conduct a stock taking meeting at the end of each semester where
the feedback as well as process of course transactions are discussed and decisions are
recorded as minutes of the meeting. Apart from this the faculty meets weekly throughout
the semester and any urgent issues pertaining to offered courses in the semester are
raised as required.
b. Students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
The faculty takes regular feedback through formal feedback forms as well as through a
duly formed Student Faculty Committee at the end of each semester. This is then used
to improve course transaction.
c. Alumni and employers on the programmes offered and how does the School utilize
the feedback?
No process has been constituted so far

43. List the distinguished alumni of the School (maximum 10):

None

44. Give details of student enrichment programmes (special lectures / workshops /seminar)
involving external experts.
Seminars Year
NationalSeminaron 'Ambedkar and Contemporary Indian Politics' April 2011
National seminar on 'Nature, Knowledge, Power: Seminar on Human Dec 2012
Ecology'
International conference on Global Studies Sept2013

Guest lectures Year

‘Earth, Water and Humans’, Prof S.K. Tandon, University of Delhi,
25 August 2010.
‘Understanding Adaptation to Global Change’, Prof Marcus Moench, 7 September 2010
Institute for Social and Environmental Transition, Boulder, Colorado
USA
‘The Border Roads Organisation at work in the Himalayas’, Anu 14 September 2010
Sabhlok, Indian Institute of Science Education and Research, Mohali
‘From Conservation to Clearance: The Indian Environmental 21 September 2010
Regulatory Framework in the Era of Globalisation’, Kanchi Kohli,
Kalpavriksh

AUD Self-Study Report, 2014 - Volume II 87

 ‘Integrated Approaches to Environment and Sustainability Research’, 27 October 2010
Gordon Hickey, McGill University, Canada
‘No Sustainable Development without Sustainable Urbanisation’, 2 November 2010
Shipra Narang
‘Inquilab 2.0? Or Why the Revolution in India has not (yet) come 9 November 2010
online?’, Anja Kovacs, Centre for Internet and Society
‘Whither Nature and Culture? Environmental Imaginaries of Ethnic 16 November 2010
Movements in Latin America’, Kiran Asher, Clark University USA
Panel on ‘Poverty, Environment, Governance’, Ashwini Chhatre, 18 January 2011
University of Illinois at Urbana Champaign and Bharati Chaturvedi,
CHINTAN
‘The Elephant and the Indian’, Vivek Menon, Wildlife Trust of India 25 January 2011
‘Glocalisation and the Phenomenon of Dera in Punjab’, Santosh 15 February 2011
Kumar Singh, AUD
‘Caste and Capital’, Harish Damodaran, The Hindu, 11 March 2011
‘Performing Identity: A closer look at a Hakhun Tangsa Festival 15 March 2011
in Assam, India’, Meenaxi Barkataki-Ruscheweyh, Academy of
Sciences, Gottingen, Germany
Dan Brockington, University of Manchester, “Fortress Conservation: 4 April 2012
Eviction, Power and Conservation Vision”
Harini Nagendra, ATREE, “Conservation in Cities: Scenario, Scope 17 August 2012
and Challenges”
Claude Alvares, “The Political Economy of Mining with Special 4 September 2012
Reference to Goa”
Sharachchandra Lele, ATREE, “Interdisciplinary Analysis of the 9 October 2012
Environment: Insights from Research on Tropical Forests”
Gill, K., “Evidence, Consensus and Policy: The Curious Case of 6 November, 2012
Public Health in India's XIIth Plan”
Janaki Lenin, Madras Crocodile Bank Trust, “My Husband and Other 27 November 2012
Animals”
R. Chellam, “Ecology of Asiatic Lions and the Politics of their 22 January 2013
Conservation”
Mekhala Krishnamurthy “The Honest Weighbridge: Agrarian Markets September 2013
in Central India”
Piyush Sekhsaria 'Glorious Mud, Living Heritage: Community, September 2013
Conservation, and the Mud Mosque of Djenné,
S. Ravi Rajan 'A Theory of Environmental Human Rights' September 2013

45. List the teaching methods adopted by the faculty for different programmes.
Classroom lectures are held for all courses. In addition, teaching in the MA Environment
and Development programme includes the following activities:
• One of the key innovations in teaching at the School has been related to field-based
learning approaches. Each semester, students are taken on field trips to help them
connect theoretical learnings to field reality.

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 • Student presentations are held on specific topics and class projects; these include team-
based assignments, projects and class activities
• Mentoring of MA students by faculty and PhD students is carried out via tutorials

46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
• Student feedback
• Weekly faculty meetings
• Board of Studies meeting every semester
• Reporting to the University’s Standing Committee on Academic Programmes and the
Academic Council
• Occasional external consultations with invited external experts

47. Highlight the participation of students and faculty in extension activities:

None

48. Give details of “beyond syllabus scholarly activities” of the School.

• Field based learning:The curriculum of MA SHE has been designed to attune students
to the practical aspects of learning as along with the theoretical foundation. This is
achieved through regular field visits to different locations. Details are in the table below:
Field Visit Location and Theme Date Details and Faculty mentors
Displacement and restoration of October 2012 5 day visit led by Asmita
degraded pastures, Kuno Sanctuary, Kabra and Suresh Babu;
Madhya Pradesh Participation by 3rd semester
students of SHE and SDS
Chandigarh, for a study of issues in September 2 day visit led by Rohit Negi;
urban ecology and development 2012 Attended by 3rd semester
SHE and SDS students
Renuka Dam, Sirmour, Himachal February 4 day visit led by Suresh Babu
Pradesh to study issues in limestone 2013 and Rohit Negi; Participation
mining, restoration ecology and by 3rd semester students
political ecology
Rajaji National Park, Uttarakhand Nov-Dec 5 day field trip led by Suresh
to study basic ecological field work 2012 Babu; Attended by 1st
skills semester students
Rao Jodha Desert Rock Park, Jodhpur September 2 day field trip led by Ghazala
to study biodiversity conservation in 2012 Shahabuddin
practice, nature awareness activities
and ecosystem restoration
• An Annual Research Seminar is organised with presentations and organisation by
students

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 • A weekly seminar series has been established in which eminent experts and research
scholars are invited to talk on issues related to environment and development. On an
average, eight such talks are held every semester.
• External scholars are also regularly invited to hold classes in areas of research not
available amongst the existing faculty, or even certain sections / modules of existing
courses taught by regular faculty.
• Students are encouraged to attend lectures held in institutions outside the University
and subscribe to e-mailing lists related to Human Ecology issues.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
Not graded yet.

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied:
None

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths Weaknesses Opportunities Challenges
Unique blend of social New course with Producing new kinds of Maintaining
and natural sciences unknown ‘market professionals working disciplinary rigour
value’ – affects on the interface of while catering to
student quality environment-society interdisciplinarity
linkages
Interdisciplinary Shortage of faculty Changing the debate Working with
faculty on environment and minimal resources
development with limited
state funding and
facilities
Focus on field based Lack of adequate, Developing linkages Creating a niche
learning competent and networks of mutual within a fast-
administrative staff support between changing world of
academia, industry, state practice
and civil society
Fostering strong Laboratory facilities Maintaining the
research and delicate balance
analytical abilities between “access”
among its students and “success”
Providing world class
education to students
who may not have
received the best
quality education till
the undergraduate
level

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52. Future plans of the School
• To widen the basket of electives and specialisations
• To offer an MS in Human Ecology
• To offer an MA in Global Studies
• To offer an MPhil in Human Ecology
• To expand the laboratory
• To establish field stations
• To initiate additional projects (internal and collaborative).

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92 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of School of Human Studies (SHS)

1. Name of the School:

School of Human Studies

2. Year of establishment:
2009

3. Is the School part of a School/Faculty of the university?

SHS is a School in the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.)
The following programme are being offered by the School:
• MA Psychology (Psychosocial Clinical Studies)
• MA Gender Studies
• MPhil Psychotherapy and Clinical Thinking
• MPhil Development Practice
• MPhil Gender Studies
• PhD Psychology
• PhD Women and Gender Studies
SHS has also incubated the idea of two Centres that have been created in 2013–the Centre of
Psychotherapy and Clinical Research, and the Centre for Development Practice. SHS faculty
members have largely contributed to the building up of these two centres, and also contribute
to its activities.
From the year 2010 onward, AUD nurtured a project by the name of Ehsaas. Ehsaas grew
into the University’s counselling and psychotherapy clinic and also got associated with related
research questions in the field of mental health and ethics of care. AUD provided Ehsaas with
four rooms to begin low cost and free mental health services and also provided the clinic with
supporting facilities. The clinic has been running with four research assistants (four posts of
full time contractual psychotherapists have been now created). Along with the regular teachers
of SHS, the psychotherapists helped to establish the University’s clinical services. The work
undertaken at Ehsaas led to the idea of a fully-fledged Centre of Psychotherapy and Clinical
Research (CPCR), which got formally approved in July 2013.
Similarly, 2010 onward AUD, in association with PRADAN, also supported ideas of reexamining
questions related to development in poverty affected parts of rural India. Since 2012, with the
help of the SDTT, MPhil programme in Development Practice was launched. The work which
had taken place in the preceding years led to the formation of Centre for Development Practice
(CDP) in July 2013.
Both the Centres work in close coordination with SHS. They have now reached a place where
their activities, though closely associated with SHS, are expanding beyond into interrelated but

AUD Self-Study Report, 2014 - Volume II 93

 independent territories as well. The ongoing activities and futuristic vision of CPCR and CDP
have been detailed in separate documents. Please refer to the evaluative report of CPCR and
CDP.

5. Interdisciplinary programmes and Schools involved

The School of Human Studies (SHS) has brought together, perhaps for the first time in the
history of Indian academia, an interdisciplinary group of psychologists, social anthropologists,
feminist scholars, sociologists, political scientists, philosophers and social work professionals
to address through teaching, issues related to the individual, ‘of’ and ‘about’ lives, to her
environment - family, community, changing lifestyles, relationships, sexuality, the changing
character of workplaces, stages of life (particularly old age), etc. SHS seeks to foster deliberate
and critical engagement with particular realities that belong to our times even as it preserves
and privileges human experience and thinking. SHS envisages interdisciplinarity on a set of
conceptual axes such as experience and subjectivity, gender and development, violence and
resistance, and associated practices which inform the thrust of its programmes as well as the
processes of teaching, mentorship, assessment, research and engagement with the fields of
practice in society. Currently, the School offers MA in Psychology (Psychosocial Clinical
Studies), MPhil in Psychotherapy and Clinical Thinking, MA in Gender Studies, MPhil/PhD in
Women and Gender Studies in collaboration with CWDS (National Research Institution- Centre
for Women Development Studies), PhD in Psychology and MPhil in Development Practice in
collaboration with School of Development Studies (AUD) to engage with some crucial issues
about human lives and life stories with a playfulness not ordinarily associated with higher
education. In addition, SHS works in close collaboration with the Centre for Development
Practice and the Ehsaas, the psychotherapy and counselling clinic that brings interdisciplinarity
to research concerns and practices. Ehsaas, as a project incubated for a few years and it has
now become a part of the Centre for Psychotherapy and Clinical Research.
Centre of Psychotherapy and Clinical Research and the doctoral programme in Psychology are
guided by an interdisciplinary thrust, a self-reflexive perspective and the psychoanalytical and
psychosocial framework of research seek to constantly question both knowledge and power
and thereby aspires to reclaim a psychological human science which is culturally sensitive,
decolonised and socio- politically aware.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.

• MPhil Development Practice in collaboration with PRADAN
The MPhil in Development Practice (co-hosted by two schools of AUD and a reputed
development sector agent, PRADAN) reflects on the unexamined ‘underdevelopment of
the rural’ and the equally unexamined ‘royal roads to development’. This collaborative
programme offers a new perspective by the setting up of a relationship with the rural
through a ten-month long immersion-based-learning in rural contexts to create a
cohort of Development Sector Professional who would have the capacity to initiate
transformative social action in rural India.
• MPhil/ PhD in Women and Gender Studies in collaboration with Centre for
Women’s Development Studies (CWDS)
The programme will assimilate analytical understandings of the significance of
gender (relations) as an object of inquiry, and the necessity of studying conduits and

94 AUD Self-Study Report, 2014 - Volume II

 configurations of power, causes, contexts and consequences of women’s subordination.
MPhil / PhD in Women and Gender Studies also seeks to strengthen two poles of
intervention – one through the setting up of a separate disciplinary space for Women and
Gender Studies and the other through the incorporation of aspects of the discipline of
Women and Gender Studies in already existing disciplines. The production of feminist
knowledge is political—that it is not and has not been the sole purview of either women
movements or academic women studies—informs the core approach of the MPhil / PhD
programme. The programme arising out of cooperation between Women and Gender
Studies theorists and activists on the one hand and teachers-scholars on the other is
likely to generate important insights and change practices within education institutions
and in society. The collaboration between AUD and CWDS is an important aspect of
the programme that will facilitate this core interdisciplinary approach.

7. Details of programmes discontinued, if any, with reasons:

None

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System:

The School follows a Semester based system.

9. Participation of the School in the courses offered by other Schools

The School faculty teaches BA Psychology programme with School of Undergraduate Studies.
In addition to this, Wrick Mitra and Lovitoli Jimo teach Sociology in School of Liberal Studies
and School of Undergraduate Studies. Shubhra Nagalia also teaches on some themes in School
of Undergraduate Studies. Similarly, Vinod R. also teaches in School of Education in the
University.

10. Number of teaching posts sanctioned, filled and actual (Professors / Associate Professors
/ Asst. Professors / others)
Post Sanctioned Filled Actual (including
CAS & MPS)
Professor 2 for Psychology, 1 for 2 for Psychology 2 for Psychology
Gender Studies, 1 for
Disability Studies
Associate Professor 2 for Psychology, 1 for 2 for Psychology 2 for Psychology
Gender Studies
Assistant Professor 9 for Psychology, 4 for 8 for Psychology, 3 8 for Psychology, 3 for
Gender Studies for Gender Studies Gender Studies
Others 4 Psychotherapists 4 Psychotherapists 4 Psychotherapists
(Psychotherapists)

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 11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
No. of
PhD /

No. of Years of
Specialisation
Qualification
MPhil

Designation

Experience
Students
Name

guided for
the last 4
years

Ashok PhD Professor Psychoanalytical 30 4 PhD, 5

Nagpal Psychology Psychotherapy, MPhil
Psychoanalysis and
Clinical Practice.
Honey PhD Professor Clinical Psychology, 20 3 PhD, 5
Oberoi Vahali Psychology psychoanalysis, research MPhil
methods.
Anup Dhar PhD Associate Philosophy, 9
Philosophy Professor Psychoanalysis,
Feminism,
Development, Cultural
Studies
Rachana PhD Associate Feminism, Gender , 28 7 MPhil
Johri Psychology Professor Cultural psychology,
Psychoanalysis,
Disability, Motherhood
Gangmumei MA Assistant 3
Kamei Psychology Professor
(Organi-
sational
Behaviour)
Anshumita MA Assistant Clinical Psychology, 4
Pandey Psychology Professor Psychoanalysis, Culture
and Women Studies
Deepti MSc Social Assistant Urban anthropology 6 2 MPhil
Sachdev Anthropology Professor and application
of psychoanalytic
work with socially
disadvantaged
and marginalised
communities in India.
Neetu Sarin MA Assistant Clinical psychology, 5
Psychology Professor psychoanalysis

96 AUD Self-Study Report, 2014 - Volume II

 Bibinaz MA Assistant Clinical psychology, 4½
Thokchom Psychology Professor community mental
health, crisis
intervention, mental
health services for the
minoirity group and
victims of heinous
crimes
Vinod R. MPhil Assistant Psychoanalysis 11
(Education) Professor and education,
marginalisation
and education,
curriculum and mental
health, psychosocial
construction of male
identity, pedagogy
and psychoanalysis,
classroom observation
and self-development,
mentoring and group
work and listening
pedagogy
Mamatha PhD in Social Assistant Gender and sexuality, 3
Karollil Sciences Professor life courses
Wrick Mitra MPhil Assistant Urban Poverty, 4 3 MPhil
Sociology Professor Discourses of
Corruption,
Psychological
Anthropology.
Ashis Roy MA Psycho- Psychoanalysis, Clinical 4
Psychology therapist Psychology, Clinical
Research, Qualitative
research
Dr Shifa Haq PhD Psycho- Psychoanalysis and 6
Psychology therapist political resistance,
routes to healing in
the context of social
violence, women
and militarisation,
psychoanalysis as a
method in research,
pedagogy and clinical
work.
Rajinder MA Psycho- Clinical Psychology, 4
Singh Psychology therapist psychoanalysis,
Community Mental
health
Lovitoli Jimo MPhil Assistant Culture Studies 3½
Professor
Rachna PhD Political Assistant Research Interests: 12 1 MPhil
Chaudhary Science Professor Feminist Jurisprudence
Criminology, Film
Studies.

AUD Self-Study Report, 2014 - Volume II 97

 Shubhra PhD Assistant Former Soviet Union; ½ 1 MPhil
Nagalia Professor litscience; International
Relations/Gender
Studies
Radhika PhD Assistant Women’s Movements 3
Govinda Professor and Global Femier and years
Development – Identity
Politics – Gender
and City Spaces –
South Asian Studies
– Postcolonial State
and Civil Society –
Local Governance and
Grassroots Democracy –
Social Science Research
Methods

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors

Adjunct Faculty (Psychology)
i. Professor Neil Altman, Fulbright fellow, Adjunct Clinical Professor, Postdoctoral
Program in Psychotherapy and Psychoanalysis, New York University.
ii. Anurag Mishra, Psychoanalytic Psychotherapist and Head of Psychoanalytic Unit,
Fortis Hospitals, Delhi – Adjunct faculty, MPhil Psychotherapy & Clinical Thinking
Programme
iii. Madhu Sarin, Psychoanalyst; Adjunct faculty, MPhil Psychotherapy & Clinical
Thinking Programme
iv. Vinita Kshetrapal, Psychoanalyst and Reader, Jesus & Mary College, University of
Delhi; Adjunct faculty, MPhil Psychotherapy & Clinical Thinking Programme
Adjunct Faculty (In Gender Studies)
i. Shad Naved, PhD, Assistant Professor, Comparative Literature & Women Studies
ii. Samia Vasa, MPhil, Assistant Professor, Cultural Studies

13. Percentage of classes taken by temporary faculty – programme-wise information:

• In MA Psychology, no classes are taken by temporary faculty.
• In MA Gender studies, 40% of the classes are taken by temporary faculty.
• In MPhil Psychotherapy & Clinical Thinking, no classes are taken by the temporary
faculty. We have visiting faculty who regularly contribute to the teaching learning and
clinical supervision process.
• In MPhil Development Practice, 20% of the classes are taken by temporary faculty. The
programme is enriched by the participation of faculty from PRADAN.

14. Programme-wise Student Teacher Ratio:

School of Human Studies has 11 teachers and 5 psychotherapists in the MA Psychology faculty;
5 teachers (3 permanent and 2 temporary) in MA Gender Studies and a number of visiting

98 AUD Self-Study Report, 2014 - Volume II

 faculty involved through collaborations on MPhil/PhD Gender and Women Studies, MPhil
Development Practice, MPhil Psychotherapy and Clinical Thinking. MA Psychology faculty
are also engaged in teaching BA Psychology in the School of Undergraduate Studies, AUD.
The comprehensive teacher student ratio for programmes:
• BA and MA Psychology, MPhil Psychotherapy, PhD is 1:18;
• For all the programmes associated with Gender Studies it is 1:19, and
• MPhil Development Practice, the ratio is variable, as its taught by concurrent faculty
from other schools and Pradan.)

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual
• School of Human Studies: 3 sanctioned posts. 2 filled (Actual as well)
• Centre of Psychotherapy and Clinical Research: 1 sanctioned and 0 filled. Interviews
are shortly awaited.
• Centre for Development Practice: Project Manager: 1 (filled); Academic Coordinator:
1 (filled), 2 Project Assistants (one filled)

16. Research thrust areas as recognised by major funding agencies

A dedicated funding from Sir Dorabjee Tata Trust supports the MPhil in Development Practice.
The same programme is also expected to get a corpus grant from the Ministry of Rural
Development, GoI.

17. Number of faculty with ongoing projects from

a. National
b. International funding agencies
c. Total grants received. Give the names of the funding agencies, project title and grants
received project-wise.
ICSSR 6th Review of Psychology in India, headed by Professor Ashok Nagpal
(Rs 5 lakh were sanctioned). The review team consists of Dr Rachana Johri, Dr Anup
Dhar, Professor Honey Oberoi Vahali amongst others.

18. Inter-institutional collaborative projects and associated grants received

a. National collaboration
National collaboration with Departments of Economics, University of Kalyani and
University of Calcutta, in an ICSSR sponsored project titled “Class and Caste: In Need
of a Theoretical and Empirical Re-Examination” (Rs15 lakh)
b. International collaboration:
None.

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 19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
None

20. Research facility / centre with

• State recognition:
• National recognition:
• International recognition:
None
We don’t have any research facility and centre that falls in this category. We hope that
in the coming years the Centre of Psychotherapy and Clinical Research, and the Centre
for Development Practice grow and gain recognition at this various levels. The experts
that we have involved nationally and internationally are helping us to move towards
that vision.

21. Special research laboratories sponsored by / created by industry or corporate bodies:

So far we do not have any research laboratories that fall in this category.

22. Publications:
Faculty Name Peer Monographs Book Edited Books
reviewed Chapters Books
Journal
articles
Honey Oberoi 1 0 2 0 1
Ashok Nagpal 0 0 1 0 0
Anup Dhar 10 0 7 0 2
Rachna Johri 1 0 3 0 0
Mamatha Karolil 1 0 1 0 0
Shubhra Nagalia 2 0 1 0 0
Shad Naved 7 0 4 0 0
Samia Vasa 2 0 0 0 0
Lovitoli Jimo 2 0 0 0 0

23. Details of patents and income generated:

Not Applicable

24. Areas of consultancy and income generated:

None

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25. Faculty selected nationally / internationally to visit other laboratories / institutions/
industries in India and abroad :
None

26. Faculty serving in

a. National committees:
• Honey Oberoi Vahali: Fellow, Indian Association of Clinical Psychologists.
Executive Member, IACP, 2006-2009.
b. International committees:
None
c. Editorial Boards of national and international journals:
• Honey Oberoi Vahali: Indian Journal of Clinical Psychology, on the review panel
of International Journal of Refugee Studies, Psychological Studies, Journal of
National Academy of Psychology, India.
• Anup Dhar: Annual Review of Critical Psychology, Teoría y Crítica de la
Psicología: http://www.teocripsi.com/consejo.php
d. Steering committees of international conferences recognised by reputed organisations /
societies e) any other (please specify):
None

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programs, workshops,
training programs and similar programs). How many faculty have underwent staff
development programmes during the last four years (add any other programme if
necessary)?
Academic Staff Development Number of Faculty
Programmes
Refresher Courses 3 faculty members have attended
refresher courses
HRD programmes
Orientation programmes 3 faculty members have finished or are
about to finish Orientation programme.
Staff training conducted by the university
Staff training conducted by other
institutions
Summer/Winter schools, programmes

28. Student projects

• Percentage of students who have done in-house projects including inter-School
projects
As a part of our course each MA Psychology and MA Gender Studies students has to do
a dissertation (4 credits) in the fourth semester. All our students do a dissertation.

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 • Percentage of students doing projects in collaboration with other universities/
industry/institute
We have not had any researchers which fall in this category. We are still in the process
of being recognised by other institutions. Even though our students find employment in
organisations and their distinctive professional trajectories are gaining recognition, we
need to think more actively about projects which fall in this category.
In the MA Psychology and MPhil Psychotherapy & Clinical Thinking Programmes one
of the sites has been mental health institutions where our students do internships for
varying periods of time. This has been an ongoing feature especially for the students
who want to become psychotherapists. We find that the over medicalised, short term and
profit based orientation of these institutions is not the most suitable site for training and
growth of a socially sensitive psychotherapist. Our own initiative has led the creation of
Ehsaas, the psychotherapy &counselling clinic, which serves as a site for the training of
the MPhil Students. We need more sites which are premised on a similar philosophy,
The Gender Studies programme has always encouraged students to undertake fieldwork
as part of their internship and dissertation research. As a result, students from the
programme have engaged with various sections of women in Delhi, Andhra Pradesh,
Tamil Nadu, Maharashtra and Assam as well as other parts of the country.

29. List the Awards / recognitions received at the national and international level by
• Faculty:
Mamatha Karollil: Commonwealth Doctoral Scholarship, 2008-2009
• Doctoral / post doctoral fellows:
None
• Students:
None

30. Seminars / Conferences / Workshops organised and the source of funding (national /
international) with details of outstanding participants, if any.
• Collaborative workshop on ‘Psychobiography as Methodology’ with Anup Dhar and
team from CUSP [Studies in Culture-Subjectivity-Psyche: Rethinking Mental Health],
Centre for the Study of Culture and Society, Bangalore. August 16-17, 2010.
• Dialogue with Veena Das, Anthropologist and Professor Johns Hopkins University, on
her work, “Life and Words: Violence and the Descent into the Ordinary.” August 20,
2010.
• Events with Professor Neil Altman, Fulbright fellow, Adjunct Clinical Professor,
Postdoctoral Program in Psychotherapy and Psychoanalysis, New York University.
Professor Altman’s visit to India during the months of August and September was
hosted by SOHS, as part of an ongoing collaborative program to develop a project on
Community Mental Health under the Fulbright Fellowship. During his stay in Delhi, a

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 number of events were organised at AUD. These included:
i. Faculty Seminar on ‘Interdisciplinary linkages of Psychoanalysis and the
Extension of Analytic Thought to Community based work.’ August 27, 2010.
ii. Special Lectures on ‘The Place of Aggression and Sexuality in Psychoanalytic
Theory’ and “Relational Child Psychotherapy” on September 6, 2010.
iii. Seminar on ‘How can Psychoanalysis contribute to Social Justice.’ September
8, 2010.
• Faculty seminar on ‘Network Limited’: People’s Movements and Online Activism in
India’ by Anja Kovacs on November 19, 2011.
• Special lecture by Anja Kovacs on ‘Empowering Reproduction? Researching
Motherhood as a Paradigm for Activism among Women in the Hindu Nationalist
Movement’ on November 23, 2010.
• Book Release of ‘GHAZAL@ENGLISH JUCTION’ by Salman Akhtar, Psychoanalyst,
followed by a public talk by the author titled ‘Poetry and Psychoanalysis: What do they
have in common?’ Presided by Nida Fazli, Moderated by Dr. Sudhir Kakar. Held at
India Habitat Center. December 12, 2010.
• Seminars on ‘Health Psychology’ by Swapna Gupta, Professor at the Alberta Children’s
Hospital in Calgary, Canada. January 11 and 13, 2011.
• Gender Studies team field visit to Wardha, Maharashtra (MGAHVV) to attend the
XIIIth National Conference of Indian Association for Women’s Studies (IAWS) and a
field visit to a village struggling with cases of farmer’s suicides. January 21- 24, 2011.
• Talk on ‘Dialogics of Self, The Mahabharata and Culture: The History of Understanding
and Understanding of History’ by Lakshmi Bandlamudi, Professor of Psychology at the
City University of New York. February 14, 2011.
• Department educational trip to Balaji, Rajasthan: February 24 to 28th, 2011.
• Special lecture delivered by Ritikha Khera on ‘NREGA and its Impact on Women’ on
February 28, 2011.
• Festival to mark 100 years of International Women’s Day, March 8, 2011.
• Special Lecture by Nitya Rao on ‘Agrarian Women: Assets and Property Relations’ on
7 March 7 and 9, 2011.
• Special lecture by V. Geetha on ‘Talking about Labouring Women’ on March 10, 2011.
• Special lecture by Padmini Swaminathan on ‘Beginning with, but, Going Beyond
Numbers’ on March 24, 2011.
• Inter-University Dialogue between National Law University and AUD on ‘Towards
Creating Gender Friendly Campus Spaces: Understanding Sexual Harassment, Dignity
and Freedom on April 8, 2011 at NLU, Dwarka.
• Talk on ‘Conflict in the Therapy Room: A Family Therapist’s Experience’ by Reena
Nath, Psychotherapist and Family therapist. April 5, 2011.

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 List of activities held at SHS in the academic year 2011-2012.
• Special lecture delivered by C. Sathyamala on ‘Women and Health Care’ on July 30,
2011.
• Six week long seminar by Neil Altman on ‘Relational Perspective in Psychoanalysis’ in
August 2011.
• Special Lecture by Sanjay Srivastava on ‘Masculinities: An Overview’ on August 2,
2011.
• Talk by Varnica Arora on ‘Development Practice as a Helping Relationship’ on August
5, 2011.
• Talk by Nivedita Menon on ‘Disappearing Bodies and Feminist Thought’ on August 11,
2011.
• Special lecture by Radhika Chopra on ‘Work and Masculinities’ on August 18, 2011.
• Talk by Patricia Uberoi on ‘Androgyny’ on August 19, 2011.
• Talk on ‘Women in Conflict and Militarisation’ by Anuradha Chenoy and Urvashi
Butalia on September 26, 2011.
• Talk by Bimol Akoijam on ‘Inhumanity in Indian Democracy: Armed Forces Special
Powers Act’ on October 9, 2011.
• Special lecture by Lakshmi Lingam on ‘Social determinants’ of Health and Gender’ on
October 20, 2011.
• Talk on ‘Comparative Perspective of Violence in South Asia’ by Uma Chakravarti,
November 22, 2011.
• Talk by Mudita Rastogi on ‘Indian Middle Class Marital Relationship: Findings and
Questions’ on December 2, 2011.
• Talk by Jaya and Kaushik on ‘Neo-sexualities’ on December 7, 2011.
• Talk by Winston Wilde on ‘Reclaiming Eros: The Psychopathologisation of Sexuality
on December 8, 2011.
• Talk by Monisha Akhtar on ‘Child Psychoanalysis and its Difference from Adult Work’
on December 12, 2011.
• Talk by Monisha Akhtar on ‘Trauma in Children’ on December 13, 2011.
• Talk by Swapna Gupta on ‘Health Psychology’ on December 14, 2011.
• Talk by Alan Roland on ‘Art in Psychoanalysis’ on January 9, 2012.
• Talk by Salman Akhtar on ‘Clinical Supervision and its New Echoes’ on January 30,
2012.
• Special lecture by Anupama Roy on ‘Conceptualizing State Nation and Citizenship’ on
February 7, 2012.
• Clinical Workshop by David Tuckett on February 13, 2012.
• Talk by Ngwang Samtena on ‘Buddhist Philosophy and Psychology’ on March 6, 2012.

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 • Talk on ‘The Institutionalisation of Gender Studies in France: A Subjective Appraisal’
by Stephanie Tawa Lama-Rewal, March 7, 2012.
• Talk by Richard Fritsch on ‘Psychoanalytic Work with Adolescents’ on March 9, 2012.
• Talk by K. Sridhar on ‘Spissitudinal Explorations’ on March 16, 2012.
• Talk on ‘Feminism and Science’ by Gita Chadha, March 19, 2012.
• Discussion on K. Sridhar’s novel ‘Twice Written’ on March 19, 2012.
• Special lecture by N. Nita on ‘Conceptual approaches to Work’ on March 28, April 2, 4
and 9, 2012.
• ‘Women’s Movement, Theatre and Protests’ organised by Saheli (women’s organisation
in Delhi). April 4, 2012.
• A week long workshop with Bhargavi Davar on ‘Mental Health and Gender’ from 9-13
April 2012.
• A day long workshop on ‘Masculinities’ by independent film maker Rahul Roy. 13
April, 2012.

List of Activities held in the academic year 2012-13

• Inaugural lecture for PhD Psychology Programme by Professor Girishwar Misra,
University of Delhi on “Psychological Research in India: Methodological and Cultural
Considerations” on 14 September 2012.
• Talk by Dr Rachana Patni on “Polished selves, Emotional Fools and Dangerous Robots:
postcolonial emotional geographies in International Non-Governmental Organisations”
on 12 September 2012.
• Workshop by Natasha Nair (California Institute of Integrated Therapy) on “Clinical
Work with the Here and Now” on 26 September 2012.
• Talk by Pulkit Sharma, psychoanalyst on “Dream Interpretation and Analysis” on 3
October 2012.
• “Wake-Up” Session by the Ahimsa Trust, an organisation based on secular Buddhist
Principles of Engaged Spirituality as envisioned by the well known Buddhist monk and
teacher, Thich Nath Hanh.
• Panel Discussion on “Challenges to Mental Health Work : Notions of Care, Cure and
Holding” by Alok Sarin, Shanti Auluck and Vatsala Subramanium on World Mental
Health Day event Awaaz, organised by Ehsaas on 10-11 October 2012.
• Film Screenings, musical events, inter-college paper presentations by students organised
by Ehsaas on World Mental Health Day event Awaaz on 10-11 October 2012.
• Sharing of work by Ranjita Biswas, Jadhavpur University and Ahonaa Roy, Sussex
University on 12-29 November 2012.
• Talk by Swapna Gupta, clinical psychologist on “Cognitive behavioural formulation
and management of Attention Deficit and Anxious Clinical States” on 6 February 2013.

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 • Talk by Dr Loveleen Postmenteir on “Developmental Theories and Psychoanalytical
Treatment” on 11 March 2013.
• Talk by Dr Anirban Das, CSSSC on Researching the Body on 7 March 2013.
• Panel discussion on ‘Engendering Dignity Gender Justice, Criminal Law And The
Verma Committee Report’ by Vrinda Grover (Advocate), Kavita Krishnan (activist,
All India Progressive Women’s Association), Muralidharan (activist, National Platform
for the Rights of the Disabled) and Rukmini Sen (AUD), in collaboration with Gender
Issues Committee and Forum by Students, AUD on 13 February 2013
• Special Lecture by Tiplut Nongbri on ‘‘Deconstructing Masculinity: Fatherhood,
Matriliny and Gender in the context of the Khasi’ on 13 February 2013.
• Special Lecture titled, ‘Daughter Aversion, Dowry and Demographic Change’ by
Professor Patricia Jeffery, University of Edinburgh, Scotland, UK, on 22 November
2012.
• Special Lectures by Uma Chakravarti: ‘An overview of South Asia and Feminist
Politics’ held on 8 October 2012, and 8 November 2012.
• Talk on ‘Journey through Physics, women’s health movement and other issues of
Women’s Movements and engagement with the sexuality rights organisation called
‘Lesbians and Bisexuals in Action (LABIA)’, by Chayanika Shah on 18 October 2012.
• Special Lectures by Chayanika Shah: ‘Researching reproductive health’ held on 17-18
October, 2012.
• Special Lectures by P M Arathi: ‘On new reproductive technologies’ held on 8, 15 and
16 October 2012.
• Talk by Ines Pousadela, (PhD Political Science) working with Institute of Communication
and Development (Uruguay) delivered a lecture on ‘Contentious Performances and the
language of Rights. The Chilean Student Movement (2011-2012)’ on 27 August 2012.
• Special lecture by Anupama Roy on the topic, ‘Mapping Citizenship’ held on 14th and
21 January 2013.
• Talk by Shad Naved on the theme titled, ‘Colonial Perversions: Reform and Same-Sex
Sexuality’ held on 5 December 2012.
• Talk on the theme titled, ‘Rethinking Justice in Sexual Violence: From Injury to Pain by
Ranjita Biswas, on 29 November 2012.
• Talk by Ahonaa Roy on the theme titled, ‘The Contemporary Discourses on Sexuality,
Masculinity and Development in India’, 12 November, 2012.
• Research Presentations of the following scholars were held on 3 September, 2012;
• PM Arathi presented her work on ‘ Gendered Bodies, Medicine and Law: A Study of
Selected Case Laws from India.’
• Rashmi Gopi on ‘Constructions of Masculinity in contemporary Kerala: A study of
three political spheres-political parties, Ayurveda tourism and ragging.’
• Sanjana Sharma on ‘Continuity and Change in the Notions of Beauty in Society – A
Sociological Study.’

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 • Dyuti Ailawadi on ‘Re-Reading Rape Laws: A Discursive Reading of Law Commission
Report.’
• Talk by Mihir Shah. ‘Civil Society and Development in India: Emerging Concerns’
organised on 21 March, 2013.

List of Activities held in the academic year 2013-14

• Awaaz, a celebration on the Mental Health day was organised by the Centre for
Psychotherapy and Clinical Research to reflect on emotional and mental health. Two
days were devoted to intense deliberation, reflection and psychological activities for
students and faculty on the above mentioned theme. The theme for this year was
“Suffering and Surviving”.
• Talk by Vatsala Subramaniam, Psychotherapist, on ‘Mental health in India’ and ‘Work
with suicidal and psychotic patients’ .
• Talk by His Holiness the 17th Gyalwang Karmapa, on ‘Psychology and Human
concerns’.
• Conference on ‘Psychoanalysis, Religion and Culture’ in collaboration with
Psychoanalytical Unit, Fortis Hospital, Gurgaon, December 2013.
• Workshop on ‘Disability, Gender, Subjectivity’ held on 31 August, 2013
Note: All of these activities were funded by Ambedkar University Delhi, except if mentioned
otherwise

31. Code of ethics for research followed by the Schools

The University is in the process of framing its code of ethics for research. As this process is
under way, at SHS we rigorously think through the ethical imperatives and implications of all
our research commitments, be they at the level of student research or faculty level. Ethics is an
active and critical concern in our mind.

32. Student profile programme-wise:

MA Environment and Applications Selected Pass percentage
Development (refer to question received
no. 4) Male Female Male Female
MA Psychology
2009 195 4 38
2010 257 3 31
2011 344 1 37
2012 460 4 28
2013 464 5 42
MPhil Psychotherapy (2011) 46 2 15
PhD Psychology (2012) 45 5 9

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 MA Gender Studies
2010 18 0 12
2011 80 3 12
2012 267 0 13
2013 319 1 16
PhD Women and Gender 36 1 2
Studies, 2012
MPhilWomen and Gender
Studies
2012 87 0 13
2013 124 1 16
MPhil Development Practice
2012 420 11 13
2013 145 11 12

33. Diversity of students

Name of the % of students % of students % of students % of students
Programme from the same from other from from other
university universities universities countries
within the State outside the
State
MA Psychology
2009 76% (32/42) 24% (10/42)
2010 97%(33/34) 3%(1/34)
2011 76% (29/38) 24% (9/38)
2012 98% (41/42) 2% (1/42)
2013 90% (57/63) 9.5% (6/63)
MPhil 6% (1/17) 76% (13/17) 18% (3/17)
Psychotherapy
(2011)
PhD Psychology 7% (1\14) 86 % (12/14) 7% (1/14)
MA Gender Studies
2010 100% (12/12 ) 0
2011 100% (15/15) 0
2012 86%(21/24) 14% (3/24)
2013 98%(45/46) 2% (1/46)
MPhil Women's and Gender Studies
2012 84% (11/13) 16 % (2/13)
2013 88%(15/17) 12%(2/17)
PhD Women's and 1/3 (33%) 1/3 (33%) 33 % (1/3)
Gender Studies
(2013)

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 MPhil Development Practice
2012 20% (5/24) 63 % (15/24) 37 %(9/24)
2013 8% (2/23) 52% (12/23) 48%(11/23)

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise. (being
procured)
In MA Gender Studies 7 students have cleared the UGC NET exam. In MA Psychology 1
student has cleared it and in MPhil Psychotherapy and Clinical Thinking 5 students have
cleared the UGC NET.

35. Student progression

Student progression Percentage against enrolled
UG to PG Only one batch has passed
out from UG in 2013, and 4
students were inducted in the
MA Psychology Program out of
a total of 47 students.
PG to MPhil • One student in Mphil
psychotherapy and Clinical
Thinking out of 17
• 6 students in MPhil
Development Practice out
of 24.
• 6 students in second batch
of MPhil Development
Practice out of 23.
• 5 students in MPhil/PhD
in Women’s and Gender
Studies
PG to PhD • PhD admissions have
been sought only once
and only one candidate
took admission in PhD
Psychology programme out
of 14 candidaes.
• 1 student in MPhil/PhD
in Women’s and Gender
Studies out of 3 candidates.
PhD to Post- None
Doctoral
Campus selection Percentage data not available.

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 Other than campus recruitment So far our students have been employed
in the following sectors:-
● Research organisations, NGO’s,
International NGO’s, Private
Hospitals, Private Schools, colleges,
Private Clinics, Deaddiction
and Rehabilitation Centers,
Orphanages, Shelter homes, Help
lines, Soft skills corporate training
organisations, Publishers of testing
and psychological material, crisis
intervention centers, Rights based
organisations
● Their designations have covered the
spectrum of Research Assistants,
counsellors, teachers, life skills
educators, psychotherapists, group
therapists, family therapists, marital
therapists, dance therapists, special
educators, content developers,
helpline counsellors, consultants,
designers of life skills curriculum,
and health mangers.
Entrepreneurs Two students started an NGO
that works with poor and
marginalised people.
36. Diversity of staff
Percentage of faculty who are graduates of the same university Nil
from other universities within the State 60%
From universities from other states from the country 20 %
From universities outside the country 20%

37. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during the assessment
period:
None

38. Present details of School infrastructural facilities with regard to

a. Library:
In the last four years we have built one of the finest libraries in psychoanalysis in the
country, along with books in critical psychology, anthropology, literature and the field
of gender studies as part of the Central Library. This library will be a huge resource for
clinical practitioners, researchers, students all over India.
b. Internet facilities for staff and students:
Available to all.

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 c. Total number of class rooms:
6 classrooms, 5 clinics (Abhivyakti – adolescent clinic; Khel Khel mein – child clinic;
Humsafar – family clinic; Anubhav – adult clinic are a part of Ehsaas the psychotherapy
clinic). We are in the process of creating a space for the Centre for Development
Practice, and we also share classrooms with the School of Undergraduate Studies for
the UG classes.
d. Class rooms with ICT facility:
All classrooms have this facility
e. Students’ laboratories:
Along with the School of Undergraduate Studies, SHS is in the process of creating a
Psychology lab for experiments and psychological tests.
f. Research laboratories:
None

39. List of doctoral, post-doctoral students and Research Associates

a) from the host institution/university
b) from other institutions/universities

Data for PhD Candidates in Psychology and Women’s and Gender Studies
Academic Year Institution last Attended # of Students
Students Enrolled in SHS Psychology
PhD Programme
2012 - 2016 AUD 2
2012 – 2016 Delhi University 7*
2012 - 2016 JamiaMilliaIslamia 2
2012 – 2016 University of Pittsburgh 1
2012 - 2016 Oxford University 1*
2012 – 2016 Kurukshetra University 1**
2012 - 2016 University of Hyderabad 1
2012- 2016 Indian Law Institute (Delhi) 1
TOTAL - 16

Faculty/Psychotherapists Enrolled in PhD Programmes outside AUD

Academic Year Institution Last No. of Students Institution
Attended Attending
2007 - Present DU 1 DU
2008 - 2013 DU 1 DU
2013 – 2017 DU 1 DU
TOTAL - 3 -
* These students are currently employed as faculty/psychotherapists within SHS.
** This student is employed as an Academic Fellow in CECED, AUD

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 40. Number of post graduate students getting financial assistance from the university.
In MA Psychology 7 students and in MA Gender Studies 5 students are getting financial
assistance from the University.
MA Psychology programme
Academic Year No. of students awarded No. of students awarded
with Fee Waiver with Students’ Welfare
Fund
2009-10 01 –
2010-11 03 –
2011-12 08 –
2012-13 09 –
2013-14 14 02

41. Was any need assessment exercise undertaken before the development of new programme(s)?
If so, highlight the methodology.
For all of the programmes which have been initiated in SHS, series of consultative meetings
with practitioners, thinkers, teachers, and researchers in each of the areas concerned were held.
Detailed deliberations on the need, viability, knowledge base, social readiness and feasibility,
also employability of students graduating from these programmes were undertaken.
In each direction we reviewed existing curriculum, for instance we studied the syllabus of MA
Psychology programmes, those of MPhil Clinical Psychology in India and rethought the area
of Development Studies to arrive at MA Psychosocial Clinical Studies, MPhil Psychotherapy
and Clinical Thinking and MPhil Development practice. Similarly professionals, activists and
thinkers in Gender Studies and those from the feminist movement contributed to think about
an innovative curriculum for MA and MPhil Gender Studies. We discussed and deliberated on
what the mainstream was and how these programmes did not sufficiently address many aspects
that were incorporated in these programmes.
As teachers and practitioners in our own right, we have, over the last two-three decades,
ourselves been reflecting and thinking for long on the contemporary needs in contemporary
Indian society.
A list of some of the distinctive members who participated in the need assessment and curriculm
design process were: RC Tripathi, U. Vindhya, SudhirKakar, Arup Ghoshal, Girishwar Mishra,
RenuAdlakha, Mary John, InduAghnihotri, Sanjay Srivastava, Uma Chakravarti, Anita Ghai,
VatsalaSubramaniam, Deep Joshi, Mihir Shah, Patricia Uberoi.
The University consulted the stakeholders in the development sector including NGOs, scholars
and professionals working in the development sector and the Government before starting the
programme, MPhil in Development Practice.

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42. Does the School obtain feedback from
a. Faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilize the feedback?
All of our programmes have been created in the last four years or less. Therefore,
in spite of regular deliberations around feedback, we have yet to undertake formal
reviews of programmes. However, we spend considerable time and energy during our
weekly faculty meetings to discuss issues related to teaching-learning and evaluation
processes. There is a self-reflexive and self-critical eye through which we evaluate
our performance and efforts at teaching. It has been our effort to listen to one another
and learn as much from failures in classroom as much from some moments of success
therein.
b. Students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
Like in all other Schools of the University in SHS too we have the Student-Faculty
Committees. Elected representatives from each class as well as a few teachers from
every programme constitute the SFCs. The function of the SFC is to bring to the attention
of the teaching team any lacuna and gaps in the academic delivery of the courses
on offer. The SFC also takes into account power imbalances between teachers and
students. Every semester we convene SFC meetings in which student representatives
give detailed feedback on the teaching process in the semester with particular reference
to each course. The meeting is chaired by the Dean of the School. The feedback of the
students is shared with the faculty and wherever possible active interventions are made
to attend to the issues raised. This is a new process and we are still working to make it
a consolidated part of our teaching-learning process.
c. Alumni and employers on the programmes offered and how does the School utilize
the feedback?
In the past we have made a number of efforts to follow up on our alumni. Of late we
have again asked our graduates to give us detailed feedback on how has the teaching at
AUD enabled their personal and professional growth. We have received feedback from
a considerable number of students on both what helped them as well as what they could
have gained further from their years at the University. We are eager to incorporate
their experiences into our programme review process. Places where students go for
internship too are healthy sources of feedback for us. We have been utilizing this in
planning future activities.

43. List the distinguished alumni of the School (maximum 10)

We are too young and only three batches of MA Psychology and two of MA Gender Studies have
so far graduated. Though our students have not yet reached a place of identity consolidation
but some organisations have called to tell us about their special contributions for instance the
psychiatry Department at Lady Harding Medical College, Sanjeevani Society for care of the
mentally ill.

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 44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts.
List of programmes in 2010-11
i. Events with Neil Altman, Fulbright fellow, Adjunct Clinical Professor, Postdoctoral
Program in Psychotherapy and Psychoanalysis, New York University. Professor
Altman’s visit to India during the months of August and September was hosted by SHS,
as part of an ongoing collaborative program to develop a project on Community Mental
Health under the Fulbright Fellowship. During his stay in Delhi, a number of events
were organised at AUD. These included:
• Faculty Seminar on ‘Interdisciplinary linkages of Psychoanalysis and the
Extension of Analytic Thought to Community based work.’ August 27, 2010.
• Special Lectures on ‘The Place of Aggression and Sexuality in Psychoanalytic
Theory’ and “Relational Child Psychotherapy” on September 6, 2010.
• Seminar on ‘How can Psychoanalysis contribute to Social Justice.’ September
8, 2010.
ii. Seminars on ‘Health Psychology’ by Swapna Gupta, Professor at the Alberta Children’s
Hospital in Calgary, Canada. January 11 and 13, 2011.
iii. Gender Studies team field visit to Wardha, Maharashtra (MGAHVV) to attend the XIII
National Conference of Indian Association for Women’s Studies (IAWS) and a field
visit to a village struggling with cases of farmer’s suicides. January 21- 24, 2011.
iv. Talk on ‘Dialogics of Self, The Mahabharata and Culture: The History of Understanding
and Understanding of History’ by Lakshmi Bandlamudi, Professor of Psychology at the
City University of New York. February 14, 2011.
v. Department educational trip to Balaji, Rajasthan: February 24 to 28th, 2011.
vi. Talk on ‘Conflict in the Therapy Room: A Family Therapist’s Experience’ by ReenaNath,
Psychotherapist and Family therapist. April 5, 2011
List of programmes in 2011-12
i. Six week long seminar by Neil Altman on ‘Relational Perspective in Psychoanalysis’ in
August 2011.
ii. Talk by MonishaAkhtar on ‘Trauma in Children’ on December 13, 2011.
iii. Talk by Swapna Gupta on ‘Health Psychology’ on December 14, 2011.
iv. Talk by Alan Roland on ‘Art in Psychoanalysis’ on January 9, 2012.
v. Talk by Salman Akhtar on ‘Clinical Supervision and its New Echoes’ on January 30,
2012.
vi. Clinical Workshop by David Tuckett on February 13, 2012.
vii. ‘Women’s Movement, Theatre and Protests’ organised by Saheli (women’s organisation
in Delhi). April 4, 2012.
viii. A week long workshop with BhargaviDavar on ‘Mental Health and Gender’ from April
9-13, 2012.
ix. A day long workshop on ‘Masculinities’ by independent film maker Rahul Roy. April
13, 2012.

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 List of activities by MPhil Development Practice program
The programme has instituted the Special Lecture Series in Development Practice in which we
invite external experts. So far, the following lectures have been delivered: Between August 15-
30, 2013
i. ‘Inequality: Why Does it Matter, and How Does it Differ to Focussing on Poverty’ by
Duncan Green, Senior Strategic Adviser, Oxfam GB
ii. ‘Inclusive Growth and Postmodernisation’ by M N Panini, eminent sociologist and
former Professor, CSSS, School of Social Sciences, JNU
iii. ‘Women, Work and Development’- by Rajni Palriwala, Professor, Department of
Sociology, University of Delhi.
iv. ‘Public Policy and Access to Equity and Justice’ by Binayak Sen, primary health care
practitioner and human rights activist.
v. ‘Shifting identities: Refugee Politics and Urbanisation in West Bengal’- by Rajarshi
Das Gupta, CPS, School of Social Sciences, JNU.
vi. Civil Society and Development: Emerging Concerns’ by Mihir Shah, Member, Planning
Commission, Govt. of India.
vii. ‘Political Economy, Development, Third world studies’ by Anjan Chakrabarti, Professor,
Calcutta University
viii. “Development Studies and Development Practice’ by Nandan Nawn, Assistant
Professor, West Bengal National University of Juridical Sciences.

45. List the teaching methods adopted by the faculty for different programmes.
At SHS we are eager to experiment with innovative methods and creative pedagogical ideas.
The classroom reality is created through delivery of lectures, experiential workshops, seminar
based courses and group participative processes. While experimenting with innovative
possibilities, it is the endeavour of teachers to respect the voice of each and every student in
the classroom. Also, in our effort to listen to the rhythms of the unconscious mind, we await
for articulations which are surprising to the speaker himself or herself too. A free following
mode of receiving the other in a non-judgemental manner often lends a different vibrancy to
the classroom context.
A special feature of our teaching process is a focus on mentoring as the engagement and as a
pedagogic process that characterises all the programs at SHS. This reflects our thinking that
the questioning of established and normative categories requires processes of communication
between faculty and students so that questions that may initially arise as personal also acquire
the potential to become research questions. The mentoring space also often becomes a space
where concerns related to the personal life of students and their struggles in the academic
context are brought together.
Similarly, in the MPhil psychotherapy programme, the space for close clinical supervision and
the mandate of personal work call for a unique immersion into one’s own life and creating
knowledge from an immersed plunge into human struggles. A minute emphasis on emotion
and affect, which is given primacy in many programmes in SHS, also has the potential for us
to rethink the place of subjectivity in social science disciplines.

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 46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
We frequently meet for faculty meetings, which are extensive in the range of issues discussed
and intensive in the quality of deliberations. One of the ways in which programme objectives
of the various programmes are met is by creatively thinking about our assessments, internships,
field visits and mentorship process. Also we don’t always think about our objectives as fixed
but we constantly work towards deepening the objectives themselves, and we attempt to
cultivate the freedom by which different individual members evolve an ethic of disseminating
the programme objective according to their own sensibility and purpose. Periodic reviews of
the progress and the stabilising of the frame of the programmes is engaged with “noisy and
vibrant’ meetings. At the present juncture we are about to undertake review of our various
programmes.
Monitoring of learning outcomes: One of the ways in which learning outcomes are monitored
is through the ongoing and continuous process of evaluation. The assessment process itself
moves across a range which includes end term exams, term papers, expression of students ideas
through creative media such a poems, artistic processes and writing of literary pieces, book
reviews, viva situations, observing human situations in the real life context etc.
On the other hand, we are still in the process of gathering data on our alumni. Once this data base
is consolidated it will give us a base to undertake a serious exercise of locating the consonance
of our programmes and learning outcomes to the actual demands of professional and academic
world. The creative tension in this too has to be kept alive, as we are eager that our programmes
and graduates will also influence the professional and academic world through a renewed lens
so that new ways imagining the discipline and work culture are kept alive.

47. Highlight the participation of students and faculty in extension activities.

The MPhil Psychotherapy students have aided and supported the faculty in doing outreach for
the clinic, building alliances with schools and other mental health institutions. The students of
this course have successfully organised Awaaz, an event on the occasion of the Mental Health
day which has helped in making other mental health professionals in the city become aware of
our distinctive perspective and also have an interface with them. This has been a significant and
consistent step in making both the University community and members outside aware about
issues concerning mental health.
The students have also worked in hospitals such as Lady Hardinge Medical College, NGOs and
schools and have created interventions and links, which will help in the growth of CPCR.

48. Give details of “beyond syllabus scholarly activities” of the School.

The School organises workshops lectures and interactive sessions with experts in which
students and faculty actively participate (please refer to Q.44).
Every year the students of the MA Psychology programme are taken to sites where the linkages
between the philosophy and practice of the program can be consolidated. Some of the sites
include the Mehendipur Balaji temple in Rajasthan, which is a site for witnessing faith healing,
spirit possession and cultural understandings of mental health. We have also taken them to
Dharamsala in Himachal Pradesh, where the students interacted with leaders, Buddhist monks,
and political prisoners belonging to Tibetan community who are settled there in an effort to
engage with their suffering and their ongoing protest.

116 AUD Self-Study Report, 2014 - Volume II

49. State whether the Programme/ School is accredited/ graded by other agencies? If yes, give
details.
No, the School and its programmes are not graded by other agencies.

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
The School has engendered the birth of two (inter)disciplinary domains and areas of enquiry and
intervention - Psycho-Social-Clinical Studies and, Development Practice. Both domains were
conceptualised at the cusp of inherited epistemo-ontological divides of ‘theory/practice’, ‘basic/
applied’, ‘theoretical/clinical’. The birth of these two new domains have in turn engendered
the ongoing conceptualisation, framing and curricularisation of new courses (with new objects
of enquiry and new research questions) at both MA and MPhil levels. The School hopes to see
these two domains are contributing to the repositioning of higher education and human science
concerns in India. The School has also started the first MA Gender Studies programme in India.

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths: The School has been sharp and thick in its conceptualisation of novel areas of
enquiry and domains, like Psycho-social-clinical Studies, Development Practice as also Gender
Studies.
Weaknesses: The School however has not managed to convert the above mentioned
conceptualisations to clearly articulated public documents or have not managed to give shape
to them in terms of publications (edited volumes for example). This is one of the reasons why
the impact of such innovations on Higher Education in India is still awaited.
Opportunities: The interdisciplinary stance of the School is an opportunity for reimagining
social sciences and to go beyond disciplinary boundaries. The psychosocial clinical perspective
has a potential to critically and clinically resituate the disciplinary knowledge of academic
psychology. The Centre of Psychotherapy and Clinical Research has rich possibilities for
extending depth oriented long term and short term, low fee, services to a vast neglected majority
in India. Its emphasis on cultural-clinical thinking also is of significance to understanding the
psyche through a relational ambit. The MA Gender Studies, first of its kind in the country, is an
endeavor to bring into a dialogue and strengthen the legacy of Women Studies, its vast, rigorous
and rich pioneering work foregrounding the invisibilisation, marginalisation and oppression of
women, the energy of the Women’s Movements and critical contemporary knowledges that
were opened up by Sexuality and Queer Studies, Disability Studies and others. This dialogue is
significant and unique in the context of the short history of the emerging discipline of Women’s
and Gender Studies. MPhil / PhD Women’s and Gender Studies programme is precisely a step
further in this direction with its vision to invite a productively critical dialogue between the two
terrains of Women Studies and Gender Studies and to encourage crucial researches by young
scholars who will push the boundaries of both terrains. Both programmes, housed as they
are in the School of Human Studies, provide for a rich linking up of human subjectivity with
politico-social roots of oppression, violence and silenced selfhoods. Development Practice in
its relationship to Human Studies is aiming to rethink about the field of Development Studies
by emphasising as much on questions of economics and growth as equally of self introspection,
emotions and complexities of interpersonal dialogue in the field of work. The heavy emphasis
on field based learning, self reflexive processes, mentorship and close supervision in all

AUD Self-Study Report, 2014 - Volume II 117

 programmes of SHS, allow for immersion and involved participation in real life contexts, thus
bridging the gap between theory and life as it is actually lived.
Challenges: The challenge before the School in the coming years is (i) to keep afloat the three
domains it has given shape to, (ii) to bring coherence and clarity to the framing of the three
domains, (iii) to see to it that such domains find other takers in Indian higher education and (iv)
to bring to dialogue the three domains within the School (iv) to creatively link this work with
the area of disability studies, which is the next “situatedness” from where we want to engage
with the question of the human.

52. Future plans of the School.

The School is envisaging deepening a process of dialogue across the different programmes
which constitute it and is eager to grow in creative directions with respect to all of them. MA
Gender Studies, MPhil / PhD Women and Gender Studies and MPhil Development Practice,
being relatively new programmes in the school, are in the process of synthesising its creative
thrusts that may open newer directions for initiatives and outreaches. So far, the psycho-
social-clinical studies programme has been able to imagine an extension of our vision in four
directions:
a. Research at the interface of psychological, social and clinical studies that in turn will
extend itself to relating and attending to deep-seated roots/routes of human suffering.
b. Community Mental Health outreach programmes that would also like to learn from
communities and not just become delivery outposts of extant metropolitan kind of
services to the community. Building on the community’s understanding of reason,
madness, suffering, and health the Community Mental Health programme shall make
an attempt to develop a model of mental health care that is affordable, sustainable and
in sync with the communities’ imagination of cure and care.
c. School based outreach programmes.
d. Strengthening Ehsaas – the University clinic – and its linkages with other mental health
services and institutions. As already mentioned our efforts have finally given shape to
a Centre for Psychotherapy and Clinical Research (CPCR).
e. Gender Studies hopes to initiate a series of national/international seminars/conferences
consolidating our vision of initiating a rigorous dialogue between the terrain of Women’s
Studies and emerging disciplines such as Sexuality, Queer and Disability Studies.
f. Over the next few years we are looking forward to developing the field of Disability
Studies at SHS.
g. We hope that appropriate bodies in higher education will support the Development of
our two centres. The Centre for Development Practice and the CPCR hope to grow into
research hubs at the National level.

118 AUD Self-Study Report, 2014 - Volume II

Evaluative Report of the School of Liberal Studies
(SLS)

1. Name of the School:

School of Liberal Studies

2. Year of establishment:
2011

3. Is the School part of a School/Faculty of the university?

SLS is a School of the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.):
i. MA Economics
ii. MA History
iii. MA English
iv. MA Sociology
v. PhD in History
vi. PhD in Hindi
vii. MPhil in History
viii. MPhil in Hindi

5. Interdisciplinary programmes and Schools involved:

The SLS Faculty is responsible for teaching most of the courses in the School of Undergraduate
Studies. It is involved in teaching parts of some courses in other Schools as well in addition to
the courses of various SLS programmes.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.:

None

7. Details of programmes discontinued, if any, with reasons:

None

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System:

The School follows a semester system with a minimum of three assessments per course per
semester.

AUD Self-Study Report, 2014 - Volume II 119

 9. Participation of the School in the courses offered by other Schools:
The faculty of SLS undertakes the primary responsibility of transacting most of the courses
offered by the School of Undergraduate Studies. It also engages with the courses offered by all
other Schools in the University. Students of various programmes in SLS credit courses across
these schools.

10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others).
Positions Sanctioned Filled Actual (including
CAS & MPS)
Professor 7 4 4
Associate Professor 12 9 9
Assistant Professor 31 25 25
Others (Academic Fellow / Temporary) 4 4

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
No. of

No. of Years of
PhD/

Specialisation
Qualification

Designation

MPhil
Name

Exp
students
guided for
the last
four years
Gunjeet Aurora PhD JNU Assistant English 3 -
Professor
Arindam Banerjee PhD JNU Assistant Economics 5 MPhil: 1
Professor
Taposik Banerjee PhD JNU Assistant Economics 4 -
Professor
Minaketan Behera PhD Allahabad Assistant Economics 5 -
Professor
Priya Bhagowalia PhD Purdue Associate Economics 8 -
Professor
Jyotirmoy PhD JNU Assistant Economics 5 -
Bhattacharya Professor
Sayandeb Chowdhury MPhil Jadavpur Assistant English 3 -
Professor
Dhirendra Datt PhD JNU Associate History 11 MPhil:02
Dangwal Professor
Chirashree Das Gupta PhD London Associate Economics 10 -
Professor
Bidhan Chandra Dash PhD IIT, Assistant Sociology 6 -
Mumbai Professor

120 AUD Self-Study Report, 2014 - Volume II

 Aparna Kapadia PhD London Assistant History 3 MPhil:01
Professor
Tanuja Kothiyal PhD JNU Assistant History 14 MPhil:02
Professor
Denys Leighton PhD Washington Visiting History 25 -
Professor
Surajit Mazumdar PhD JNU Associate Economics 21 -
Professor
Bhoomika Meiling MPhil JNU Assistant English 3 -
Professor
Shailaja Menon PhD JNU Assistant History 7 MPhil:01
Professor PhD: 01
Urfat Anjem Mir PhD DU Assistant Sociology 6 -
Professor (Anthropology)
Salil Misra PhD JNU Professor History 30 MPhil:01
PhD: 01
Usha Mudiganti PhD IIT, Delhi Assistant English 3 -
Professor
Chandan Mukherjee PhD ISI Kolkata Professor Economics 30 -
Dharitri Narzary PhD DU Assistant History 3 MPhil: 01
Professor
Dhiraj Kumar Nite PhD JNU Assistant History 3 MPhil:01
Professor
Anil Persaud PhD JNU Assistant History 3 MPhil:01
Professor
Gopalji Pradhan PhD JNU Associate Hindi 15 MPhil:10
Professor PhD: 06
Satyaketu Sankrit PhD Patna Associate Hindi 15 MPhil:06
Professor PhD:04
Rukmini Sen PhD Kolkata Assistant Sociology, 10 MPhil:3
Professor Gender Studies
Sanjay Kumar Sharma PhD London Associate History 26 MPhil:01
Professor PhD:01
Santosh Kumar Singh PhD JNU Assistant Sociology 12 -
Professor
Yogesh Snehi PhD Panjab Assistant History 7 PhD:01
Professor
Vikram Singh Thakur PhD University Assistant English 3 -
of Hyderabad Professor
Sanju Thomas MA Kerala Assistant English 3 -
Professor
Diamond Oberoi PhD JNU Associate English 18 -
Vahali Professor
Geetha Venkataraman PhD Oxford Professor Mathematics 20 -

AUD Self-Study Report, 2014 - Volume II 121

 Balchand Prajapati PhD IIT Delhi Assistant Mathematics 3 -
Professor
Ramneek Khassa PhD Panjab Assistant Mathematics 3 -
Professor
Pranay Goswami PhD Univeristy Assistant Mathematics 3 -
of Rajasthan Professor

12. List of Senior Visiting Fellows, adjunct faculty, emeritus professors:

• Alok Bhalla (English)
• Amit Singh (English)
• Simona Sahwney (English)
• Debabarta Pal (Economics)
• Shantanu Dey(Economics)
• Saikat Banerjee (Economics),
• Satyaki Roy (Economics),
• Nupoornima Yadav(Sociology)
• Tanya (Sociology)
• Debabrata Baral (Sociology)
• Ashish Das (Sociology)
• Shalini Grover,(Sociology)
• Amit Chaturvedi, (Sociology)
• GarimaYadav, (Sociology)
• Vineet Thakur, (History)
• Nandan Nawn (Economics)
• Saroj Malik (Mathematics)

13. Percentage of classes taken by temporary faculty – programme-wise information :

Economics 25%
English 36%
History 9%
Sociology 55%

13. Programme-wise Student Teacher Ratio:

In calculation of student-teacher ratio for SLS, the total number of students of undergraduate,
postgraduate and research programme of each discipline was factored in. The SLS faculty takes
care of majority of the teaching in School of Undergraduate Studies.
• Economics - 19:1
• English - 17:1
• History - 19:1
• Sociology - 21:1

122 AUD Self-Study Report, 2014 - Volume II

14. Number of academic support staff (technical) and administrative staff - sanctioned, filled
and actual:
Position Sanctioned Filled
Dean 1 1
Junior Executive 2 0
Assistant 1 1

15. Research thrust areas as recognised by major funding agencies:

No research thrust areas in the School have yet been recognised by any major funding agencies.
But a number of faculty members of the School have received funding for their individual
research projects from various agencies. The details of these are mentioned in response to
Question No. 17.

16. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) total grants received. Give the names of the funding agencies, project title
and grants received project-wise:
• Bidhan Chandra Dash (Completed Project): AUD was commissioned by the
Government of NCT of Delhi to carry out an ethnographic survey on the Socio-
Economic and Educational conditions of the Bairwa and Kapadia communities in
Delhi. This project was carried out by a team of teachers and students from the School
of Liberal Studies. The Research Project was coordinated by Bidhan Chandra Dash
from the Sociology programme. The total grant received was Rs. 7 lakh.
• Rukmini Sen (Ongoing Project): Rukmini Sen is working on a two-year research
project with grant from ICSSR aiming to do institutional histories of women’s
organisations in the cities of Delhi and Kolkata. The total grant is Rs. 5.5 lakh.
• Minaketan Behera (Ongoing Project): Minaketan Behera has conducted a study
on “An Assessment of Dependence of Forest Fringe Villagers on Forest Products and
Marketing Issues in Kandhamal and Kalahandi Districts of Orissa” funded by ICSSR
with a grant of Rs. 5 Lakh.
• Surajit Mazumdar is member of the project team for the ongoing research programme
on “A Multi-dimensional Study of Imperial Order and its Journey Towards Neoliberal
Imperialism under Globalisation” being sponsored by ICSSR (2012-14) (Project
Coordinator – Professor Sunanda Sen) with responsibility for the study tentatively
titled, “New Rivalries or New Partnerships? ‘Emerging’ Third World Capitalisms and
Contemporary Imperialism.”
• Surajit Mazumdar and Chirashree Das Gupta jointly have a research grant of 3,00,000
NOK (approx. US $ 50,000 or Rs. 30 lakh) by the Research Council of Norway (to be
processed through AUD) under its INDNOR programme for contributing studies to
the research programme on “The State, Globalisation and Industrial Development in
India: The Political Economy of Regulation and Deregulation”. Partners in the research
programme (separately funded) are from the Norwegian Institute of International
Affairs (NUPI) and from IIM Kolkata (2013-16).

AUD Self-Study Report, 2014 - Volume II 123

 • Shailaja Menon (Ongoing Project) has undertaken a Project titled “Livelihood and
Identity of the Pulayas (Untouchables): A Study of ‘Sarpam Thullal’ in Kerala” funded
by ICSSR.

17. Inter-institutional collaborative projects and associated grants received

a) National collaboration
Surajit Mazumdar is member of the project team for the ongoing research programme
on “A Multi-dimensional Study of Imperial order and its Journey towards Neoliberal
Imperialism under Globalisation” being sponsored by the ICSSR (2012-14) (Project
Coordinator – Professor Sunanda Sen) with responsibility for the study tentatively
titled, “New Rivalries or New Partnerships? ‘Emerging’ Third World Capitalisms and
Contemporary Imperialism”.
b) International collaboration
Surajit Mazumdar and Chirashree Das Gupta jointly have a research grant of 3,00,000
NOK (approx. US $ 50,000 or Rs. 30 lakh) by the Research Council of Norway (to be
processed through AUD) under its INDNOR programme for contributing studies to
the research programme on “The State, Globalisation and Industrial Development in
India: The Political Economy of Regulation and Deregulation”. Partners in the research
programme (separately funded) are from the Norwegian Institute of International
Affairs (NUPI) and from IIM Kolkata (2013-16).

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received:
• Rukmini Sen is working on a two-year research project with a grant (Rs. 5.5 lakh) from
ICSSR aiming to do institutional histories of women’s organisations in the cities of
Delhi and Kolkata.
• Minaketan Behera has conducted a study on “An Assessment of Dependence of Forest
Fringe Villagers on Forest Products and Marketing Issues in Kandhamal and Kalahandi
Districts of Orissa” funded by ICSSR (5 lakh).
• Shailaja Menon (Ongoing Project) has undertaken a Project titled “Livelihood and
Identity of the Pulayas (Untouchables): A Study of ‘Sarpam Thullal’ in Kerala”, funded
by ICSSR.

20. Research facility / centre with state, national or international recognition:

None

21. Special research laboratories sponsored by / created by industry or corporate bodies:

None

22. Publications:
• Monographs: 2
• Articles in Peer Reviewed Journals: 21
• Edited books: 1

124 AUD Self-Study Report, 2014 - Volume II

 • Chapters in books: 43
• Newspaper articles / E-Journals: 22
• Book Reviews: 3
• Working / Occasional Papers: 8

23. Details of patents and income generated:

None

24. Areas of consultancy and income generated:

None

25. Faculty selected nationally / internationally to visit other laboratories / institutions /

industries in India and abroad
• Sayandeb Chowdhury participated in London Critical Theory Summer School at
Birkbeck College, University of London from1-12 July 2013.
• Rukmini Sen participated at a two-week workshop on “Theatre and Civil Society:
Politics, Public Space and Performance” organised by Brown International Advanced
Research Institute of Brown University, Providence, USA in June 2012.

25. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify):
• Geetha Venkataraman was member, Advisory Committee for Technology Vision
2035-Education Sector (TIFAC, Govt. of India) (2012-2013).
• Geetha Venkataraman was member, Editorial Board of Little Mathematical Treasures,
Ramanujan Mathematical Society (2012-2013).
• Geetha Venkataraman was member of Zonal Committee, North Zone, Project titled
`Indian Women and Mathematics’ awarded by National Board of Higher Mathematics,
DAE, Govt. of India (2013-2018).
• Geetha Venkataraman was member, Indian National Presentation team for International
Congress of Mathematical Education (July 2012).
• Sanjay Sharma is a Co-editor, Diwan-e-Sarai, Hindi journal published by Sarai, Centre
for the Study of Developing Societies (CSDS), 29, Rajpur Road, Delhi–110 054
• Sanjay Sharma is the Editorial Consultant to Pratiman, Hindi journal published by the
Centre for the Study of Developing Societies (CSDS), 29, Rajpur Road, Delhi–110 054.
• Sanjay Sharma is a Member and office bearer (Treasurer) of the Association of
Asia Scholars, a registered body for comparative Studies of Asian societies.(www.
asiascholars.org).
• Santosh Singh is a member of the Editorial Board, International Journal of Humanistic
Ideology.

AUD Self-Study Report, 2014 - Volume II 125

 27. Faculty recharging strategies (UGC, ASC, Refresher/orientation programs, workshops,
training programs and similar programs). How many faculty have underwent staff
development programmes during the last four years (add any other programme if
necessary)?
Academic Staff Development Programmes Number of Faculty
Refresher courses 5
HRD programmes None
Orientation programmes 4
Staff training conducted by the university None
Staff training conducted by other institutions None
Summer/Winter schools programmes 1

28. Student projects:

• Percentage of students who have done in-house projects including inter-School
projects
All students are expected to write term papers and projects as a part of their assessment
in all courses that they do. Sociology, English and History programmes of SLS have a
dissertation component.
• Percentage of students doing projects in collaboration with other universities/
industry/institute:
Students of MA Sociology have started work on a project with Oxfam. Oxfam India is
planning a study on time use as a marker of inequalities between various social groups
and across regions. Unlike inequalities in income, disparities in access to health and
education, time use has received limited attention in recent debates about inequalities.
The study will focus on time use patterns around key basic needs, such as education,
health, sanitation and income. Its main thesis is that time use is a powerful marker of
disparities in the ability to access essential services and build long term productive
assets. More specifically, it will seek to understand disparities in time use patterns along
lines of gender, income, caste, religion and geography. Data will be collected on a
sample of population representing key variables of class, gender, caste and religion in
Delhi as well as two urban and two rural samples from other parts of India.

29. List the Awards / recognitions received at the national and international level by faculty,
doctoral / post doctoral fellows/ students:
None

30. Seminars / Conferences/Workshops organised and the source of funding (national /

international) with details of outstanding participants, if any.
Lectures / Talks / Workshops organised by the School
School of Liberal Studies and Tulika Books organised a book launch of Gauging and Engaging
Deviance: 1600-2000 authored by Ari Sitas, Sumangala Damodaran, Wiebke Keim, Nicos
Trimikliniotis and Faisal Garba in January 2014. There was a panel discussion on this occasion
with Nandini Sundar (Professor of Sociology, Delhi University), Biswamoy Pati (Professor

126 AUD Self-Study Report, 2014 - Volume II

 of History, Delhi University) Ari Sitas and Sumangala Damodaran with Surinder Jodhka
(Professor of Sociology, JNU) as Chair.
Faculty of Sociology organised the screening of “7 Islands and a Metro” with an interaction
with the Director of the film Madhusree Dutta in February 2014.
Faculty of Sociology organised a panel discussion on the book Against the Madness of Manu
by Sharmila Rege with Professor Uma Chakravarti, retired History Professor, Delhi University,
and Anand from Navayana (the publisher of the book) as panelists on 7 November 2013.
School of Liberal Studies and Tulika Books, New Delhi, organised a book launch of Gender and
Neoliberalism: The All India Democratic Women’s Association and Globalisation Politics, by
Elisabeth Armstrong. A panel discussion was organised on the occasion with Rajni Palriwala,
Kumkum Sangari, and Githa Hariharan with Indu Agnihotri as the Chair.
The Literary Society, SLS organised a discussion with Moinak Biswas, Associate Professor,
Jadavpur University, on his film “Spring in the Colony”, on 22 March 2013.
The Faculty of Economics organised a discussion by Indu Agnihotri, Director, Centre for
Women’s Development Studies (CWDS), and Indrani Mazumdar, Associate Professor, CWDS
on “Gender Migration in India: Finding of a Research Project” on 8 August 2013.
The Faculty of Economics invited Luigi Russi, Department of International Politics & Centre for
Food Policy, City University, London to give a talk on “Hungary Capital: The Financialisation
of the Food Economy” on 3 September 2013.
The Faculty of Economics invited Satyaki Roy, Institute for Studies in Industrial Development,
New Delhi, to give a talk on “Informality and Capital’s Control under Neoliberalism” on 26
September 2013
The Faculty of English organised a special lecture by Poonam Trivedi, Professor, IP College,
University of Delhi, on “Adaptations of Shakespeare in Indian Cinema” on 28 September 2013.
The Faculty of Economics invited Sona Mitra, Centre for Budget and Governance Accoutability
(CBGA), New Delhi, to give a talk on “Reserve Army, Sexual Division of Labour and Declining
Women’s Work Participation in India: Exploring Linkages” on 10 October 2013.
The Faculty of Sociology organised a special lecture by Sasank Parera, South Asia University
(SAU), New Delhi on “Towards a Sociology of South Asia” on 12 October 2013.
The Faculty of Economics invited Anjan Mukherji, Country Director, IGC India-Bihar, to give
a talk entitled “On the Role of the Government”, on 14 November 2013.
The Faculty of History organised a talk for history students by Aparna Balachandran,
Department of History, University of Delhi, on “Law in Early Modern India,” on 3 October
2013.
The Faculty of Economics organised a series of lectures for the students of Economics on the
themes of Political Economy and Marxist Political Economy by Satyaki Roy, Institute for
Studies in Industrial Development, Delhi, during 1-10 November 2013.
The Faculty of History invited Professor Sunil Kumar, Department of History, University of
Delhi, to give a talk on “Deep Structures: The Riverine Plain and the Capitals of the Delhi
Sultanate” on 19 October 2012.

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 Shirley Wazda from Kent State University, Ohio, spoke to the faculty and students of SLS on
“American Studies and the American Dream” on 24 October 2012.
The Faculty of History organised a lecture by Samira Sheikh, Vanderbilt University, Nashville,
USA, on “Mughal Vaishnavism” on 11 January 2013.
The Faculty of History organised a lecture by Aryama, Department of History, Khalsa College,
University of Delhi, on “Liberalism and the Making of Modern World” on 29 January 2013.
The Faculty of History organised a lecture by Prabhu Mahapatra, Department of History,
University of Delhi, on “Slavery and the Origin of Racism” on 6 February 2013.
The Faculty of History organised a talk by Ashutosh Kumar, Department of History, Daulat Ram
College, University of Delhi, on “Sattu, Tobacco and Vermilion: A Close Look at Provisioning
the Girmitias” on 20 February 2013.
The Literary Society, SLS invited Alka Saraogi, noted author and Sahitya Akademy winner, for
a discussion and book reading session on 26 February 2013.
The Faculty of Sociology invited Susan Visvanathan, Centre for the Study of Social Systems
(CSSS), JNU to speak on “Sociology of Agriculture” on 1 March 2013.
The Faculty of Economics organised a panel discussion by Abhijit Sen, Member, Planning
Commission, Government of India, and N R Bhanumurthy, National Institute for Planning and
Financial Policy (NIPFP), on “Union Budget 2013-14” on 6 March 2013.
The Faculty of History organised a talk by Theirry DiCostanzo, University of Strassbourg,
France, on the topic “Pakistan is a Poetic Name: Intra-Muslim Debates on the Future of an
Independent India,” on 6 March 2013.
The Faculty of History organised a lecture by Arvind Kumar, Jamia Millia Islamia, on
“Interrogating Race, Caste and Class: Some Insights from the Dalit Panther and the Black
Panther Movements” on 7 March 2013.
The Faculty of Sociology invited Saptarshi Mandal, Legal Researcher, Partner for Law in
Development, to give a lecture on “Caste and Law” on 19 March 2013.
The Faculty of Economics invited Rohit, Faculty of Economics, South Asia University (SAU),
to make a presentation on “What’s Wrong with Inflation Targeting?” on 20 March 2013.
The Literary Society, SLS organised a discussion and a book reading session by AmandeepSandhu,
an upcoming author in English, on 20 March 2013.

31. Code of ethics for research followed by the Schools:

It has not yet been developed.

32. Student profile programme-wise:

Name of the Programme (MA) Applications Selected Pass percentage
received
Male Female Male Female
Economics (2011-12) 273 11 34 91 88
(2012-13) 551 12 44 NA NA
(2013-14) 939 21 28 NA NA

128 AUD Self-Study Report, 2014 - Volume II

 English (2011-12) 257 10 40 10 65
(2012-13) 438 13 45 NA NA
(2013-14) 729 11 28 NA NA
History (2011-12) 110 9 14 33 86
(2012-13) 177 12 33 NA NA
(2013-14) 246 12 31 NA NA
Sociology (2011-12) 170 10 30 30 87
(2012-13) 373 12 36 NA NA
(2013-14) 400 11 53 NA NA
MPhil (History) (2011-12) 07 04 03 NA NA
(2012-13) 02 01 01 NA NA
(2013-14) 08 03 05 NA NA
MPhil (Hindi) (2011-12) 07 04 03 NA NA
(2012-13) 02 0 02 NA NA
(2013-14) 0 0 0 NA NA
PhD (History) (2011-12) 03 0 03 NA NA
(2012-13) 01 0 01 NA NA
(2013-14) 0 0 0 NA NA
PhD (Hindi) (2011-12) 03 0 03 NA NA
(2012-13) 02 01 01 NA NA
(2013-14) 04 02 02 NA NA

Diversity of Students
Name of the % of % of students % of students % of students
Programme (MA) students from other from from other
from the universities universities countries
same within the State outside the
university State
Economics (2011-12) Data not available
(2012-13 Nil 88 12 Nil
(2013-14) Nil 95 5 Nil
English (2011-12) Data not available
(2012-13) Nil 89 11 Nil
(2013-14) Nil 86 14 Nil
History (2011-12) Data not available
(2012-13) Nil 90 10 Nil
(2013-14) Nil 95 5 Nil
Sociology (2011-12) Data not available
(2012-13) Nil 88 12 Nil
(2013-14) Nil 83 17 Nil
MPhil. (History) Nil 95 5 Nil
(2011-12)
(2012-13) Nil 100 Nil Nil

AUD Self-Study Report, 2014 - Volume II 129

 (2013-14) 37 73 Nil Nil
MPhil. (Hindi) (2011- Nil 100 Nil Nil
12)
(2012-13) Nil 100 Nil Nil
(2013-14) Nil 100 Nil Nil
PhD (History) (2011- Nil 100 Nil Nil
12)
(2012-13) Nil 33 67 Nil
(2013-14) NA NA NA NA
PhD (Hindi) (2011- Nil 100 Nil Nil
12)
(2012-13) Nil 100 Nil Nil
(2013-14) Nil 100 Nil Nil

33. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
Two students from Sociology batch of 2011-12 have cleared the NET examination.

34. Student progression

Student progression Percentage against enrolled
UG to PG NIL
PG to MPhil 17%
PG to PhD Nil
PhD to Post-Doctoral Nil
Campus selection Nil
Employed
Other than campus recruitment 21% (Approx.)
Entrepreneurs Nil

35. Diversity of staff:

Percentage of Faculty who are graduates
Of same university Nil
From other universities within the state 52%
From universities from other states 32%
Universities outside the country 13%

36. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during the assessment
period:
Three faculty members received their PhD degrees between 2011 and 2013.

130 AUD Self-Study Report, 2014 - Volume II

37. Present details of School infrastructural facilities with regard to:
a) Library
Students and Faculty have full access to the University Library Facilities. While the
School does not have a dedicated library of its own. It is ensured that most of resources
required for the courses offered are available in print or soft format, as well as through
access to online resounces.
b) Internet facilities for staff and students
The faculty have been provided with lap/desk tops and their work stations are wifi
enabled. Students can access internet through work stations in the library or through the
computer labs.
c) Total number of class rooms
The School has been allocated 5 classrooms in the postgraduate classroom block.
However, this number can vary depending upon the requirements of the courses.
d) Class rooms with ICT facility
All the classrooms have mounted projectors.
e) Students’ laboratories
Nil
f) Research laboratories:
Nil

38. List of doctoral, post-doctoral students and Research Associates

a) From the host institution/university
b) From other institutions/universities

Doctoral Student list

History
1. Cheryl Jacob
2. Kanika Singh
3. Atul Bhardwaj
4. Maitree Devi
Hindi
1. Jyoti Gupta
2. Nirmesh
3. Ragini Sankrit
4. Nitika Gupta
5. Avinash Mishra

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 39. Number of post graduate students getting financial assistance from the university:
Academic Year Fee waiver (full / Scholarship
partial)
2011-12 26 72
2012-13 39 99
2013-14 74 52 ??
Total 139 171

40. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology:
A series of rigorous consultative meetings were held before the launch of programmes in
various schools, where structure as well as course content had been deliberated upon.
The English faculty held three Consultative Meetings. The Meetings were organised mainly
to discuss the structure and the curriculum of the Master’s Programme in English. The First
Consultative Meetitng was held on 15 February 2011. Professor G.J.V. Prasad (JNU), Saugato
Bhaduri (JNU), Rukmini Bhaya Nair (IIT Delhi), Hosang Merchant (University of Hyderabad)
were the four experts who were invited. The Second Consultative Meeting was held on 23
February 2011. Harish Narang (JNU), Alok Bhalla (Central University, Hyderabad), Taisha
Abraham (Jesus and Mary College, University of Delhi) and Hephzibah Israel (SOAS,
University of London) were the four experts who were invited. The Third Consultative Meeting
was held on 24 March 2011.
Professor Alok Bhalla was the only external expert who was invited.
The faculty of Sociology organised a consultative meeting for the development of curriculum
for the Masters Programme in Sociology on 7 March 2011. The meeting was attended by
Professor Satish Deshpande (Delhi School of Economics), Professor Maitrayee Choudhary
(JNU), Professor Surinder Singh Jodhka (JNU), Professor Biswajit Das (Jamia Millia Islamia)
and Professor Neeta Mathur (IGNOU). The meeting was also attended by faculty members
from other disciplines within the School. The meeting discussed proposals and highlighted the
possibilities and challenges before offering the programme. Prior to convening the consultative
meeting, the faculty members of Sociology held extensive discussions with eminent Sociologist
Professor Andre Beteille and Professor Yogendra Singh in order to elicit their views on the
nature, basic outline and the general orientation of the masters programme in Sociology to be
offered by AUD.
The faculty of Hindi organised its first consultative meeting to discuss the nature of MPhil /
PhD programme in Hindi, on 10 May 2011, at the Dwarka campus of AUD. It was attended
by Professor J.M.Parakh (IGNOU), Anil Kumar Rai (University of Delhi), Alpana Mishra
(University of Delhi), Devendra Chaube (JNU) and C D Yadav (Jamia Millia Islamia).
The faculty of Hindi organised a one-day seminar on Faiz Ahmed Faiz on the occasion of his
birth anniversary, on 18 March 2011 at the Dwarka campus of AUD. Namvar Singh, Ashok
Vajpeyi, Asad Zaidi, Noor Zaheer and Manglesh Dabral spoke on the occasion.

132 AUD Self-Study Report, 2014 - Volume II

41. Does the School obtain feedback from
a. Faculty on curriculum as well as teaching-learning-evaluation, If yes, how does
the School utilize the feedback:
Faculty discusses its experiences at faculty meetings several times within the semester.
In these meetings, issues of course design as well as course delivery are taken up.
Sometimes these discussions have led to changes in the structure of the programme
as well as that of individual courses. However, so far such deliberations have not been
carried out at the level of the School, primarily because each discipline group operates
with full autonomy on matters of course design and delivery.
b. Students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback:
Students fill up the feedback form at the end of the semester which is utilised for
assessment and improvement of the course curriculum. Sometimes students also bring
up their concerns regarding course design, delivery and readings through the student-
faculty committees.
c. Alumni and employers on the programmes offered and how does the School utilize
the feedback?
It is yet to be done, owing to the fact that only one batch of students has graduated so
far.

42. List the distinguished alumni of the School (maximum 10):

The first batch of students to graduate was in 2013. It is hoped that they would achieve distinction
in their respective areas of work in near future.

43. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts:
Same as Qs 31.

44. List the teaching methods adopted by the faculty for different programmes:
To a large extent the teaching in the Masters Programmes of the School is carried out through
direct classroom interaction. The programmes also use methods like field studies, report-writing,
audio-visual aids, debates, discussions, language workshops, academic writing workshops,
organisational exposure etc. to facilitate an effective teaching-learning process.
45. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
The faculty of each Masters Programme meets at the end of the each semester to discuss
feedback and review courses.

46. Highlight the participation of students and faculty in extension activities:

• Students of Masters Programme in History were taken on a historical exposure trip to
Punjab as part of the course “The making of Modern Punjab.”

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 • Sociology Programme has a 2 credit course called Organisational Exposure, in which
students are taken to various organisations like Media Houses, NGOs, UN organisations,
and research institutions to make them aware about various spaces they can occupy
after doing MA in Sociology and also to make them aware about the kind of work that
happens in the field.
• In February 2014, all Sociology students were taken to attend an ICSSR Conference on
Status Report of Sociology and Social Anthropology at JNU, New Delhi.

47. Give details of “beyond syllabus scholarly activities” of the School:

The students and faculty of the School regularly organise events like talks and film shows
that are aimed at continuing the discussions carried out in the classrooms in a non-classroom
environment.

48. State whether the programme / School is accredited/ graded by other agencies? If yes,
give details:
No, so far no accreditation or grading has been carried out.

49. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
The School of Liberal Studies has attempted to evolve an interdisciplinary approach to social
sciences through courses that share methodologies and concepts. On the one hand the courses
impart the essentials of the disciplines, on the other, they a help students develop methodological
tools. Besides, all programmes in the School have striven to move away from the conventional
understanding of their disciplines. For instance the Masters Programme in History has developed
courses that explore South Asia as a broader region as well as an intellectual category. The
Masters Programme in English has focused on literature from Indian languages. The Masters
Programme in Economics aims to develop a socio-political and historical perspective on the
economy as well as to help students acquire skills in absorbing and communicating economic
ideas. The Masters Programme in Sociology integrates interdisciplinary and inter-sectoral
knowledge and emphasises both on existential and intellectual leaning. In this process all these
programmes come in constant interaction with each other which results in the creation of a pool
of courses that are interdisciplinary and unique to AUD.

50. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths:
• The School of Liberal Studies has attempted to evolve an approach to social sciences
where specific disciplines rather than completely effacing themselves, provide
multiple perspectives through which social realities can be gauged. The focus on
inter-disciplinarity allows faculty to introduce methodological approaches from
other disciplines in their courses as well as participate in teaching courses offered by
disciplines other than their own. Students are also encouraged to take credit courses
offered by various disciplines in the University.
• The programmes in the School attempt to achieve a balance between methodological
grounding in a discipline and innovative approaches which allow faculty and students

134 AUD Self-Study Report, 2014 - Volume II

 to experiment with ideas beyond their specific disciplines.
• Research is a significant component of each programme in the School. Often placed
towards the final semester of the programme the Research Courses are aimed at
combining research and analysis tools with the practice of writing.
• The faculty exercises autonomy in course design, delivery and assessment.
• Apart from classroom teaching, the courses include field and experience based pedagogy.
Weakness:
• The number of faculty positions per programme is inadequate to fully deliver the
objectives of the programme, which have, at times, been forced to cut down on the
electives.
• Given that all the programmes are now running two full batches of Masters Programme,
the number of classrooms allocated to the School is inadequate. The lack of extra
classrooms also impacts the discipline groups’ ability to offer electives, which they
might want to.
Opportunities:
• The School has opportunity to offer newer programmes as well as courses given that it
is allocated extra resources by way of faculty positions and space. These programmes
can be in disciplines like Mathematics, Philosophy and Political Science, which would
further enrich the interdisciplinary approach of the School.
• The School has been in the process of designing interdisciplinary Foundational Courses
in Social Sciences methodologies.
• The School has been negotiating possibilities of collaborative research with other social
sciences institutions.
• Initiating student exchange programmes among other social sciences institutions in
Delhi would also be a way of fostering knowledge-sharing among a range of institutions.
Challenges:
• The School has to establish itself as an exemplar where interdisciplinary social sciences
can be taught and practiced.
• Delhi already has several established social sciences institutions. The challenge for the
School is to carve a space and identity for itself so as to attract the best students and
faculty resources.

51. Future plans of the School.

The School plans to introduce new Masters Programmes in Maths, Philosophy and Political
Science to the existing four programmes.
The School plans to reinforce the existing Masters Programmes by introducing a comprehensive
research programme with MPhil, PhD and post-doctoral components. Already the research
programme is in place in History and Hindi and over 20 research students have been enrolled.
The idea is to focus on certain key-themes not belonging exclusively to any particular discipline.
These researches, once they reach a certain level of maturation, will feed into the curriculum.
Following themes have been identified as key areas of research:

AUD Self-Study Report, 2014 - Volume II 135

 A Study of Delhi- Economically, Sociologically and Historically.
Institutions and their Role in India’s Social Development
The Peculiarities of India’s Social Transformation
Diaspora Studies
Politics of Language
Identity Politics
Translations of literatures from the Margins.

The School also proposes to create a few Centres without any particular disciplinary focus,
which will function as repositories of specialised knowledge with demarcated conceptual,
rather than disciplinary, boundaries. The following have been identified aso far.
A centre for documenting and digitising the oral and folk literatures, cultures and performative
traditions of India.
An archive for India’s literary and cinematic traditions
A centre for the comparative study of South Asian, Far-Eastern and Australian literatures.
A centre for studies of institutions to be developed as a unique hub for inter-disciplinary and
multi-disciplinary research on the role of institutions in the development of spatial and temporal
specificities of social development trajectories.

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Evaluative Report of School of Undergraduate
Studies (SUS)

1. Name of the School:

School of Undergraduate Studies

2. Year of establishment:
2009

3. Is the School part of a School/Faculty of the university?

SUS is a school of the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, D.Sc., D.Litt., etc.)
School of Undergraduate Studies (SUS) is the academic home for Undergraduate Studies. All
undergraduate programmes at AUD come under the purview of the School. At the moment the
School has seven undergraduate programmes. These programmes were offered in two phases,
2010 and 2011.
Year 2010
BA Honours with a Major in Economics
BA Honours with a Major in History
BA Honours with a Major in Psychology
BA Honours with a Major in Social Science and Humanities (SSH)
Year 2011
BA Honours with a Major in English
BA Honours with a Major in Mathematics
BA Honours with a Major in Sociology

5. Interdisciplinary programmes and Schools involved

All the Schools of the University contribute programmes to the SUS. The School maintains a
special interface with the School of Liberal Studies (SLS)which houses all the conventional
disciplines (Economics, English, History and Sociology). The School of Human Studies (SHS)
takes the responsibility for the BA Honours in Psychology. Various other Schools, such as the
School of Culture and Creative Expressions (SCCE), the School of Human Ecology (SHE)
and the School of Development Studies (SDS) offer courses to the SUS and share the teaching
responsibilities.

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 On the whole the School offers four types of courses for all its programmes:
a. Foundation Courses: These courses are compulsory for all the students and are
interdisciplinary in nature. At the moment there are three foundation courses:
• English for Academic Purposes (EAP)
• Introduction to Social Sciences (ISS)
• Logic and Reasoning (LR)
b. Foundation Optional: All students have to take some courses from this basket of
foundation courses. Some of the Foundation Optional are:
• Nature of Science (NOS)
• Indian Constitution and Democracy (ICD)
• Identity Through Popular Narratives (ITPN)
• Environment: Issues and Challenges (EIC)
• Indian Society: Continuity, Change and Paradoxes (ISCAP)
• Youth, Society and Literature (YSL)
• Quantitative Methods (QM)
• Introduction to Indian and World Literatures (IIWL)
• Bhartiya Aur Vishwa Sahitya (BAVS)
• Hindi Sahitya Ki Rooprekha. (HSR)
c. Discipline Based Electives:These are discipline-based courses and all students have to
take 48-56 of the credits (out of a total of 96) from this basket.
d. Special Interest Courses: The programme offers a set of courses that provide training
and skills in selected applied and career oriented fields. A basket of these courses is
offered in several areas such as Digital Storytelling, Computer Applications in Project
Management, Legal Literacy, Understanding Disability, Digital Photography, Editing
and Publishing, and Art Appreciation among others. These are all special interest
courses and are drawn from different fields such as computers, cinema, photography,
publishing etc.
The courses from the baskets a,b and c are essentially interdisciplinary in nature.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.

• A course on Creative Writing is in the early stages of development with Manchester
Metropolitan University, UK.
• A faculty-student exchange programme with University of Hawaii has just been
concluded in which Professor Ned Bertz, the Visiting Faculty from the University of
Hawaii, developed a special course for both exchange students and senior SUS students
across programmes.

7. Details of programmes discontinued, if any, with reasons:

None

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8. Examination System: Annual/Semester/Trimester/Choice Based Credit System
SUS follows a semester system of examination. It practises continuous assessment. The different
assessment situations are distributed throughout the semester. A four credit course generally has
at least three assessment situations. These include mid-semesters, written assignment, term-
end examination, class-room participation, group discussion, individual presentation, project
work done by a team, field trips and other visits outside.

9. Participation of the School in the courses offered by other Schools

As part of the broader and inbuilt interdisciplinary structure of AUD, SUS courses are offered
by faculty across other Schools. The possibility of having SUS courses open to other Schools
and higher programmes than undergraduate is under active consideration.

10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others)
It is to be noted that SUS does not have a dedicated faculty for teaching undergraduate
programmes. Instead every faculty appointed in AUD is automatically and concurrently part
of SUS, and is expected to be involved in teaching and designing courses for programmes
across SUS. This not only ensures participation of faculty across the University but also helps
to leverage their expertise and skills in undergraduate teaching. This structure is in keeping
with AUD’s overall commitment to collegiality and democratic practice and also to ensure the
mandate of excellence in teaching and new pedagogic practices that AUD promises. So the
next few categories related to faculty are left blank since the details would be available in other
School specific reports.

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
See response to Question 10.

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors

At the moment there are six temporary faculty members (four Academic Fellows and two
Assistant Professors) who are exclusively occupied with teaching of undergraduate courses at
the SUS. Following is the list of temporary faculty at SUS:
Name Designation Teaching Responsibilities
Nupur Samuel Academic Fellow Courses on English Teaching
Juhi Rituparna Academic Fellow Courses on English Teaching
Monishita Hajra Academic Fellow Courses on English Teaching
Anand Saurabh Academic Fellow Courses on Political Science
Amit Kumar Singh Assistant Professor Logic and Reasoning
Vineet Thakur Assistant Professor Introduction to Social Sciences

13. Percentage of classes taken by temporary faculty – programme-wise information

Around 25-30% of the classes are taken by the temporary faculty.

AUD Self-Study Report, 2014 - Volume II 139

 14. Programme-wise Student Teacher Ratio
Since all courses in SUS are taught by faculty from other Schools, the student-teacher ratio
cannot be calculated exclusively for SUS. The total strength for SUS students has been factored
in while calculating the student-teacher ratio for other programmes and Schools.

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual
Sanctioned Filled Actual
Dean – 1 Dean – 1 Dean – 1
Junior executive – 2 Junior executive – 1 Junior executive – 1
Office assistant – 1 Office assistant – 1 Office assistant – 1
Attendant- 1 Attendant - 1 Attendant - 1

16. Research thrust areas as recognised by major funding agencies:

Not applicable since this is an undergraduate school

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
See note on faculty above

18. Inter-institutional collaborative projects and associated grants received

a) National collaboration b) International collaboration
Not applicable since this is an undergraduate school. However, in near future such collaborations
may become a reality since AUD is moving towards a greater thrust on research at the
undergraduate level. SUS has already had a collaboration on Student-Exchange programme
with University of Hawaii, USA.

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
Since SUS is an undergraduate School, there is as yet no facility for research and hence no
scope of receiving funding from funding bodies and agencies. However, one of the future plans
of the University is to develop the scope of having undergraduate students involve in research
in which case the University will be in a position to apply for and accept funding from such
agencies as above.

20. Research facility / centre with

• state recognition
• national recognition
• international recognition
Not applicable since this is an undergraduate school.

140 AUD Self-Study Report, 2014 - Volume II

21. Special research laboratories sponsored by / created by industry or corporate bodies
Not applicable since this is an undergraduate school.

22. Publications:
Please see note on faculty above. The relevant information on publication will be found in
Evaluative Reports of other Schools.

23. Details of patents and income generated:

Not applicable

24. Areas of consultancy and income generated:

Not applicable

25. Faculty selected nationally / internationally to visit other laboratories / institutions /

industries in India and abroad
See details in Evaluative Reports of other Schools.

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
See details in Evaluative Reports of other Schools.

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programs, workshops,
training programs and similar programs). How many faculty have underwent staff
development programmes during the last four years (add any other programme if
necessary)?
See details in Evaluative Reports of other Schools.

28. Student projects

• percentage of students who have done in-house projects including inter-School projects
• percentage of students doing projects in collaboration with other universities / industry /
institute
There is no space for student project in the programme structure, but different courses encourage
students to carry out independent projects as part of the course assessment.

29. List the Awards / recognitions received at the national and international level by
• Faculty (please see reports of other schools)
• Doctoral / post doctoral fellows (please see reports of other schools)
• Students

AUD Self-Study Report, 2014 - Volume II 141

 30. Seminars/ Conferences/Workshops organised and the source of funding (national /
international) with details of outstanding participants, if any:
Not applicable

31. Code of ethics for research followed by the Schools:

Not yet finalised.

32. Student profile programme-wise:

Name of the Applications Students Selected Pass percentage
Programme Received Admitted Male Female Male Female
(BA)
BA Economics
2010-11 117 36 17 19 59 79
2011-12 458 51 30 21 NA NA
2012-13 528 42 28 14 NA NA
2013-14 1058 50 34 16 NA NA
BA English
2010-11 NA NA NA NA NA NA
2011-12 823 37 9 28 NA NA
2012-13 747 55 13 42 NA NA
2013-14 1610 53 24 29 NA NA
BA History
2010-2011 28 04 02 02 50 50
2011-12 224 21 13 08 NA NA
2012-13 444 28 20 08 NA NA
2013-14 723 45 28 17 NA NA
BA Mathematics
2010-11 NA NA NA NA NA NA
2011-12 144 11 05 06 NA NA
2012-13 236 25 15 10 NA NA
2013-14 566 37 26 11 NA NA
BA Sociology
2010-11 NA NA NA NA NA NA
2011-12 285 16 10 06 NA NA
2012-13 546 34 16 18 NA NA
2013-14) 917 36 21 15 NA NA
BA Psychology
2010-11 98 22 04 18 25 50
2011-12 457 15 04 11 NA NA
2012-13 642 35 14 21 NA NA
2013-14) 1069 42 22 20 NA NA

142 AUD Self-Study Report, 2014 - Volume II

 BA Social Sciences and Humanities
2010-11 128 06 04 02 NA NA
2011-12 335 37 21 16 NA NA
2012-13 515 29 14 15 NA NA
2013-14 901 41 27 14 NA NA

33. Diversity of students

Name of the % of Students % of students % of students % of students
Programme from the Same from other From from other
University* Universities Universities countries
within the outside the
State* State*
2010-11 – – – –
2011-12 – – – –
2012-13 – 86 14 0
2013-14 – 87 13 0
*As is evident, the School caters only to students at the undergraduate level. Therefore, all the students are drawn from the senior secondary
schools. AUD practices reservation of 85% of seats for students from Delhi.

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
Not applicable at the undergraduate level

35. Student progression

Student progression Percentage against
enrolled
UG to PG (In Economics, History, Psychology) 1%
PG to MPhil
MPhil to PhD
PG to PhD

36. Diversity of staff:

Please see note on faculty in response to Question No.10.

37. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during the assessment
period:
Please see note on faculty above

38. Present details of School infrastructural facilities with regard to

a. Library: Extensive and rapidly growing University Library which is being expanded
with each course and programme on a semester to semester basis. The library is open 8

AUD Self-Study Report, 2014 - Volume II 143

 am to 8 pm through the week and 10 am - 5 pm on Saturdays and Sundays. The library
also provides link to most relevant journals and academic sites free of cost to students
with options to access, read and download academic and other material, including
journal articles.
b. Internet facilities for staff and students: Extensive availability of ICT for students
across three facilities with virtually unlimited access to web and online resources. The
University is also wi-fi enabled.
c. Total number of class rooms. Classrooms available to the 7 programmes under SUS are
13.
d. Class rooms with ICT facility: Most of the classrooms are fitted with projectors and
white boards and have seamless internet connection. One classroom is equipped with
drop-down screen and fitted with audio-visual equipment.
e. Students’ laboratories: There are proposals to develop a Language Lab, and Psychology
Lab.
f. Research laboratories: Not relevant in a humanities and social science university.

39. List of doctoral, post-doctoral students and Research Associates

a) from the host institution/university
b) from other institutions/universities
Not applicable

40. Number of post graduate students getting financial assistance from the university.
All the students of SUS are entitled to financial assistance from the University under two
schemes - fee waiver for economically disadvantaged students, and scholarships for meritorious
students.
Fee Waiver:
Every semester 15% of the total fee collected is returned to needy students in the form of fee
waivers. All students with parental income up to four lakh per annum are eligible to apply for
fee waiver. The genuineness of each case is ascertained through an interview of the student by
a committee consisting of the Pro Vice Chancellor, Dean, Student Services, and Deans of the
Schools. The fee waiver is generally provided in the denominations of 100%, 50% and 25%.
Scholarships:
Every semester 10% of the total fee collected is returned to meritorious students in the form of
scholarship. The meritorious students for scholarship are generally drawn from the pool of top
20% students with a minimum grade of B Plus. The scholarship is given in the denomination
of Rs. 8000 for student.

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
All the current programmes in the school are founding programmes and are 3-4 years old. Each

144 AUD Self-Study Report, 2014 - Volume II

 programme is hence new. However, a detailed consultative process involving experts from
fields relevant to the programmes and also outside was undertaken before each programme was
launched. There were consultative committees set up involving experts from outside AUD as
well as from inside to design the programme and syllabus for the courses in the framework.
However, at the University level, a decision was taken in March 2011 to institute a review of the
University’s broad direction of progress and development since the time of its establishment.
Subsequently, a Mid-Term Review (MTR) Committee was constituted which began its work in
April 2012 and completed its report in January 2013. The Committee consisted of some members
of the University and distinguished academics from outside. The Committee undertook wide
consultations and paid special attention to the School of Undergraduate Studies. The Committee
made a number of recommendations pertaining to the academic and administrative functioning
of the School. Some of the recommendations are in the process of being implemented.

42. Does the School obtain feedback from

a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilize the feedback?
Each programme has a Programme Committee consisting of faculty members of AUD
of that field. Each Committee monitors the programme continuously and introduces
changes as and when relevant. Experts and faculty from other programmes and Schools
are consulted as and when required. There is also the Academic Coordination Committee
(ACC), a School level Committee, comprising Programme and Joint Programme
Coordinators and other invited members who debate and discuss various administrative
and academic issues as and when needed; and ensure that relevant feedbacks from such
meetings are utilised in future developments of courses/ Programmes.
b. students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
Each course in SUS has to compulsorily collect feedback from students of that course
at the end of the semester and the course coordinator has to bring the relevant feedback
into discussion either at the Programme Committee meetings or at the ACC.
c. alumni and employers on the programmes offered and how does the School utilize
the feedback?
A system to collect, systematise and utilise alumni feedback is currently being worked
upon.
d. List the distinguished alumni of the School (maximum 10)
Not applicable at the moment
e. Give details of student enrichment programmes (special lectures / workshops /
seminar) involving external experts.
A series of seminars / workshops and special lectures are conducted across the 7
programmes of SUS with particular attention not just to relevant courses but also to
emerging areas of study and knowledge as may be relevant to the undergraduate studies.
f. List the teaching methods adopted by the faculty for different programmes.
Across programmes, faculty offer a mix of lecture based, workshop-based, field-based,
seminar based and practice-based teaching and pedagogic practice. In most courses

AUD Self-Study Report, 2014 - Volume II 145

 more than one of the above is involved.
g. How does the School ensure that programme objectives are constantly met and
learning outcomes are monitored?
The Academic Coordination Committee and the Programme Committees constantly
monitor the programmes. Student feedback is also used to monitor various aspects of
teaching-learning in the programme.
h. Highlight the participation of students and faculty in extension activities.
Many programmes also have societies, like the Economics Society, Literary Society
and the Mathematics Society through which special lectures and / or workshops are
organised. Students and faculty are also involved in gender sensitisation, theatre, music
and dance.

43. List the distinguished alumni of the School (maximum 10):

Not Applicable.

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts:
SUS periodically organises lectures by external experts for its students. It also encourages
its students to participate in seminars / discussions / book discussions that are organised by
other Schools. If the students wish to participate in seminars or workshops outside the city,
the University has a provision of sponsoring and financing such activities. The University, as a
policy, sets aside 25% of the fees collected for learning enhancement schemes for the students.
The SUS students are encouraged to make use of these resources for their enrichment.

45. List the teaching methods adopted by the faculty for different programmes.
The School ensures that every week a tutorial session is held for a small batch of students
for every course. These tutorial sessions are used as a reinforcement of classroom teaching,
question-answer session, and for discussion on the major issues emerging out of didactic
interactions. All the classrooms are equipped with OHP facilities and so the actual teaching
is interspersed with audio-video programmes, documentaries and feature films. In addition,
teaching-learning is also taken out of classrooms.

46. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
This is done in two ways. One, learning outcomes are monitored through student appraisal at
the end of every course. Students are encouraged to give their comments on the curriculum,
assessment scheme, and teaching techniques. They are also expected to give a sense of how
much or how little they accomplished during the transaction of the course. The student feedback
forms are treated as confidential and the students need not reveal their identity on the form.
This is done to ensure that the students give their honest and frank opinion.
Two, after completing the course, the teachers are expected to make an assessment of the
course, the nature and length of curriculum, the appropriateness of teaching techniques, and the
extent to which the learning outcomes were met. They are expected to re-examine the course

146 AUD Self-Study Report, 2014 - Volume II

 content in the light of student feedback and their own experiences.

47. Highlight the participation of students and faculty in extension activities.

Apart from field trips and visits outside, the students are also encouraged to participate in the
University admissions as student volunteers. All the interactions with admission seekers are
maintained by the AUD students. During the admission period, the students of AUD virtually
act as Public Relation Team of the University. This enables the students to establish close ties
with the new students and also gain necessary experience. In addition, the University has a
Student Cell which carries out various surveys from time to time. The students of SUS also
participate in these surveys and contribute to them. The students of SUS thus participate in a
large number of extension activities which greatly enrich them and add to their self-confidence.

48. Give details of “beyond syllabus scholarly activities” of the School.

There is provision for field based research, community outreach, regular workshops, seminars
and talks and to engage in academic projects.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
Not applicable

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
As a School that is central to the University’s vision, the undergraduate programmes offer a
unique liberal arts education that acquaint students with diverse approaches to knowledge. In
creating a system of in-built interdisciplinarity, in having research faculty teach undergraduate
courses, in having field-based learning as a necessary component in most programmes, in having
foundational language, logic and social science courses and in having a continuous system of
assessment as well as a detailed mechanism for review and feedback, AUD’s undergraduate
programme is unique in scope.

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths
• The School of Undergraduate Studies offers the only undergraduate programme in the
city of Delhi which offers the students the possibility of choosing between a three-year
Single Major or four-year Double Major honours degree.
• The students of all undergraduate programmes start with common foundation courses
which are aimed at developing an interdisciplinary approach to social sciences.
• The structure of the programme ensures that students credit certain number of courses
from discipline other than their own. To enable this, courses from a number of disciplines
along with Major discipline are available to the students.
• The students have the flexibility to choose or change main discipline during the first
two-years of study.

AUD Self-Study Report, 2014 - Volume II 147

 • English language courses are aimed at developing English language skills of the students
as English is the primary language of instruction in the University.
• Apart from classroom teaching a significant number of courses use field based pedagogy,
as well as audio-visual aids for teaching.
• All courses of the School of Undergraduate Studies have a tutorial component where
readings and other issues related to courses are discussed in smaller groups.
• The School has the provision of individual mentoring of students.
• Continuous assessment and feedback on performance throughout the semester helps
students keep track of their academic performance.
• The programmes in the School of Undergraduate Studies can introduce new courses
and curriculum of relevance through their programme committees.
Weaknesses
• The School does not have any dedicated faculty of its own and is primarily dependent
upon faculty drawn from other schools, primarily the Schools of Liberal and Human
Studies.
• While the number of programmes, courses and students have grown over the last four
years, the infrastructure and support facilities have not kept up with this growth.
• In order to ensure a smooth conduct of teaching and tutorial system greater faculty
strength than what is currently available is required. The absence of adequate faculty
impinges on ability of programmes to offer newer electives.
• Even though the School has been functional for four years statutory committees at the
ground level and formal systems of governance are still being put in place.
Opportunities
• The School of Undergraduate Studies has the unique opportunity of offering
interdisciplinary undergraduate education unlike the ones offered in the city.
• In a scenario when the institutional support for liberal arts education is gradually
weakening, the School of Undergraduate Studies has the unique opportunity of
strengthening liberal arts education.
Challenges
• The biggest challenge faced by the School is to make a space for itself among old
institutions offering Undergraduate Education.
• It also faces the challenge of reaching out to students from underprivileged backgrounds
whom the vision of the University aims at.
• The School also faces the challenge of bridging the gap between the English language
proficiency of the students from underprivileged background and the level at which the
courses are being delivered.

148 AUD Self-Study Report, 2014 - Volume II

52. Future plans of the School.
• To further define the vision of the school vis-à-vis the vision of the University.
• To develop linkages with like-minded institutions inside and outside India for exchange
and support.
• To create a mechanism to reach out to the right kind of students who can make the best
of his / her opportunity to be part of a unique liberal arts education.
• To develop ways to sensitise students to issues of local, national and global impact.
• To develop SUS as an integral part of the Institution with potential for excellence.
• To be able to offer online courses that are open to public and help in improving
qualifications.

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150 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of the Centre for Community
Knowledge (CCK)

1. Name of the Centre:

Centre for Community Knowledge

2. Year of establishment :
2010

3. Is the Centre part of a School/Faculty of the university?

No

4. Names of programmes offered (UG, PG, Mphil,PhD, Integrated Masters, Integrated

PhD, DSc, DLitt, etc.) :
None

5. Interdisciplinary programmes and Schools involved:

Not Applicable

6. Courses in collaboration with other universities, industries, foreign institutions, etc.:

“Oral History Workshop Series” for research scholars with P C Joshi Archives, Centre for
Historical Studies, JNU (2012-13).

7. Details of programmes discontinued, if any, with reasons:

Not Applicable

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System

Semester:
Not Applicable

9. Participation of the School in the courses offered by other Schools:

The Centre actively participates in teaching and research programmes with faculty and doctoral
research students from School of Liberal Studies, School of Business, Public Policy and Social
Entrepreneurship, School of Design, School of Human Ecology, School of Human Studies and
School of Development Studies.
a. School of Undergraduate Studies - Teaching programme – Delhi in History (H11) –
Fieldwork component of BA (Hons) History.
b. School of Human Ecology, School of Human Studies, School of Development
Studies – Research programme involving faculty of North East Forum on Material
Culture, Creation and Use: Perspectives from Inside the Community.

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 c. School of Liberal Studies – Research Programme – involving faculty and research
scholars leading to workshop and exhibition on Cartography and Indian Approximations
entitled Time, Space, Direction.
d. School of Business, Public Policy and Social Entrepreneurship – Research
Programme on oral histories of the timber trade in Central India.
e. School of Design – Research Programme on Sustainable Use of Heritage Knowledge
by Communities Living in the Old City.

10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Asst. Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor
Associate Professor 1 1 (On contract) 1
Assistant Professor

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
Specialisation No. of PhD/
Qualification

Designation

Experience
MPhil

Years of
No. of
Name

students
guided for the
last 4 years

Surajit Sarkar MSc, MBA Visiting Ethnological 25 0

Associate Field Work and
Professor Digital Media
Sanjay Sharma PhD Director History 26 MPhil : 01
PhD : 01

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors

Dr Stephen Monteiro, Visiting Faculty August 2012, American University, Paris – Material
Culture and Ethnology

13. Percentage of classes taken by temporary faculty – programme-wise information:

Not Applicable

14. Programme-wise Student Teacher Ratio:

Not Applicable

152 AUD Self-Study Report, 2014 - Volume II

15. Number of academic support staff (technical) and administrative staff
Research Assistants Sanctioned Filled Actual
Project Position 2 2 2
AUD Position -- -- --

16. Research thrust areas as recognised by major funding agencies

i. Oral History and Heritage: AUD and National Innovation Foundation (NIF)
ii. Pre-modern Craft traditions and Community Knowledge: National Museum and Indian
Museum
iii. Community Cultural Heritage and Resources: AUD, Ministry of Culture and Ministry
of HRD
iv. Ethnographic Archives: Ministry of Culture.

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
S.N. Project name Faculty Funding Agency Status Grant
Amount
(Rs.)
1 Shadi Khampur Surajit Sarkar AUD Completed 1,35,000
Neighbourhood (CCK) Sanjay
Museum Sharma (SLS)
2 CCK NIF Surajit Sarkar NIF (National Completed 5,55,000
Field Fellow (CCK) Innovation
Program(Mon, Dharitri Narzary Foundation)
Nagaland and (SLS)
Pipariya, M.P)
Akha Mao (SES)
3 Safarnama Surajit Sarkar NMI (National Completed 3,20,000
Conference (CCK) Museum
Ashok Nagpal Institute)
(SHS)
4 Lotika Surajit Sarkar Ministry of Ongoing 4,00,000
Vardarajan (CCK) Culture
Ethnographic
Archive
5 AUD Surajit Sarkar AUD Ongoing 8,00,000
Institutional (CCK)
Memory Project Manasi Thapliyal
(SES)

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 6 Celebrating Surajit Sarkar AUD-UGC Ongoing 2,50,000
Memories of (CCK)
Delhi Yogesh Snehi (SLS)
Shailaja Menon
(SLS)
Suchitra Bala
subramaniam
(SDes)
Abeer Gupta (SDes)
7 Time, Space, Surajit Sarkar ICHR-National Ongoing 3,00,000
Direction- (CCK) Museum
Diversities in Ned Bertz (SLS)
Cartographic
Tradition
8 Oral History Surajit Sarkar AUD-JNU(CHS) Completed 75,000
Workshop Series (CCK)
– AUD-JNU Sanjay Sharma
(SLS)
9 Conference Surajit Sarkar Ministry of Completed 5,75,000
on Digital (CCK) HRD,
Archiving of Vijaya S Varma Anthropological
Community (AUD) Survey of India,
Knowledge
Anirban Sengupta Centre for
(SDS) Cultural
Resources and
Training

18. Inter-institutional collaborative projects and associated grants received

a) National collaboration – See list below
S.N. Project name Faculty Funding Agency Grant
Sanctioned
1 Conference on Surajit Sarkar Ministry of HRD, 5.75 lakh
Digital Archiving Vijaya S Varma Anthropological
of Community Survey of India,
Anirban Sengupta
Knowledge
Centre for Cultural
Resources and
Training
2 CCK NIF Surajit Sarkar NIF (National 5.55 lakh
Field Fellow Dharitri Narzary Innovation
Program(Mon, Akha Mao Foundation)
Nagaland and
Pipariya, M.P)

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 3 Safarnama Surajit Sarkar NMI (National 3.20 lakh
Conference Ashok Nagpal Museum Institute)
4 Lotika Vardarajan Surajit Sarkar Ministry of Culture 4.0 lakh
Ethnographic Archive
5 Time, Space, Surajit Sarkar ICHR-National 3.0 lakh
Direction- Diversities Ned Bertz Museum
in Cartographic
Tradition
6 Oral History Surajit Sarkar AUD-JNU(CHS) Rs 0.75 lakh
Workshop Series – Sanjay Sharma
AUD-JNU
b) International collaboration – See list below
S.N. Project Name Faculty Funding Agency
1 Safarnama Conference Surajit Sarkar French Institute, Embassy of
Ashok Nagpal France and Museum of Printed
Textiles, Mulhouse, France.
2 Time, Space, Direction- Surajit Sarkar Bibliothèque nationale de
Diversities in Cartographic Ned Bertz France.
Tradition

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
S.N. Project name Faculty Funding Status Grant
Agency Amount
(Rs.)
1 Celebrating Surajit Sarkar, AUD-UGC Ongoing 2,50,000
Memories of Delhi Yogesh Snehi,
Shailaja Menon

20. Research facility / centre with

• state recognition
• national recognition
• international recognition
Not Applicable

21. Special research laboratories sponsored by / created by industry or corporate bodies:

None

AUD Self-Study Report, 2014 - Volume II 155

 22. Publications:
• Number of papers published in peer reviewed journals (national / international): 2
• Edited Books: 2

23. Details of patents and income generated:

Not Applicable

24. Areas of consultancy and income generated:

Not Applicable

25. Faculty selected nationally / internationally to visit other laboratories / institutions /

industries in India and abroad
i. Surajit Sarkar – Smithsonian Institution, Washington, D.C, USA – January 2012
ii. Surajit Sarkar and Sanjay Sharma (SLS and Director CCK) – Al-Bukhary International
University, Alor Setar, Malaysia, Oct 2012
iii. Surajit Sarkar and Akha Mao (SES) – Indian Museum, Kolkata, November 2012

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
i. Surajit Sarkar – Member, Public Advisory Board, Cultural Anthropology, American
Anthropological Association, Arlington, Virgina, USA.
ii. Surajit Sarkar – Executive Member, Oral History Association of India, Bengaluru.
iii. Sanjay Sharma – Co-editor, Hindi Journal, Diwan-e-Sarai, CSDS, Delhi.

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programmes,

workshops, training programmes and similar programmes). How many faculty have
underwent staff development programmes during the last four years (add any other
programme if necessary)?
None

28. Student projects

• percentage of students who have done in-house projects including inter-School projects
• percentage of students doing projects in collaboration with other universities / industry /
institute
CCK has helped students and research scholars from Schools of AUD in their various projects.

29. List the Awards / recognitions received at the national and international level by
• Faculty
• Doctoral / post doctoral fellows
• Students

156 AUD Self-Study Report, 2014 - Volume II

 None

30. Seminars/ Conferences/Workshops organised and the source of funding (national /

international) with details of outstanding participants, if any.
Name Source of Funds Status
International Conference on Digital AUD Completed:
Archiving of Community Knowledge Proceedings published by
AUD
Safarnama Conference (April 2013) NMI(National Completed: Publication on
Museum Interdiscipinary Discourse on
Institute); French a Kalamkari Craft Tradition
Institute; Embassy underway
of France.
Time Space Direction- Workshop ICHR Completed: Publication
and Exhibition on Divergences in under process.
Cartographic Approaches in Indian
Ocean Region
Sustainable Use of Heritage Knowledge AUD-UGC Ongoing: Background report
by Communities Living in the Old City of city based groups under
of Delhi (March 2014) preparation.

31. Code of ethics for research followed by the Schools

• All research and documentation activity is community led and regular review meetings
are held to oversee the documentation.
• A no-objection clause for academic study is obtained for all information received /
collected, especially from practitioners.

32. Student profile programme-wise:

Not Applicable

33. Diversity of students:

Not Applicable

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
Not Applicable.

35. Student progression:

Not Applicable

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 36. Diversity of staff
Percentage of faculty who are graduates
Of the same university Not applicable
From other universities within the State 50%
From universities from other States 50%
From universities outside the country 50%

37. Number of faculty who were awarded MPhil., PhD., D.Sc. and D.Litt. during the
assessment period:
None

38. Present details of School infrastructural facilities with regard to

a) Library:University Library
b) Internet facilities for staff and students:LAN and Wifi enabled office
c) Total number of class rooms: None
d) Class rooms with ICT facility: None
e) Students’ laboratories: Shared with other laboratories in the University.
f) Research laboratories: 1 × Multimedia desktop
3 × Digital video recorder
1 × Audio recorder
1 × Digital still camera
1 × Table top camera scanner
1 × Printer

39. List of doctoral, post-doctoral students and Research Associates

a) from the host institution/university
Doctoral candidate:
• Cheryl Jacob
b) from other institutions/universities
Research Associates:
• Ranjani Prasad
• Anoushka Mathews

40. Number of post graduate students getting financial assistance from the university:
Not Applicable

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
The Centre proposes to start research programmes in the interdisciplinary areas of (a) Material
Culture and Community Knowledge Studies and (b) Knowledge Traditions of Riverine and
Coastal Communities.

158 AUD Self-Study Report, 2014 - Volume II

 Methodology
• Preliminary exercise includes assessment of research students’ interests, building tie-
ups with external research and field agencies; and identifying and engaging faculty
support across different schools.
• Liaising with field and community organisations to identify key resource people for the
project, including field based research associates.
• Once human resources are identified, a brainstorming workshop / consultative meeting
with internal and external resource people will help to identify the contours of the
broader research project.

42. Does the School obtain feedback from

a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does
the School utilize the feedback?
Not Applicable
b. students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
Not Applicable
c. alumni and employers on the programmes offered and how does the School utilize
the feedback?
Not Applicable

43. List the distinguished alumni of the School (maximum 10):

Not Applicable

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts:
Not Applicable

45. List the teaching methods adopted by the faculty for different programmes:
Not Applicable

46. How does the School ensure that programme objectives are constantly met and
learningoutcomes are monitored?
Not Applicable

AUD Self-Study Report, 2014 - Volume II 159

 47. Highlight the participation of students and faculty in extension activities.
S.No. Name Faculty and Students
1. Celebrating Lived Memories of Faculty –
Delhi Surajit Sarkar, CCK
Sanjay Sharma, CCK / SLS
Yogesh Snehi, SLS
Shailaja Menon, SLS
Suchitra Balasubramanyam, SDesign
Abeer Gupta, S Des
Anoushka Mathews, CCK
Students –
Cheryl Jacob, PhD student, SLS
Kanika Singh, PhD student, SLS
Swati Goel, MPhil student, SLS
Ishita Singh, MPhil student, SLS
Niti Deoliya, UG student, SUS
Satinder, PG student, SDes
And students of the following UG courses
a) Delhi in History (H11)
b) Digital Storytelling (DS)
2. Material Culture, Creation and Faculty-
Use: Insider Perspectives from Surajit Sarkar, CCK
Communities in North East India. Dharitri Narzary, SLS
Akha Mao, SES
Ivy Dhar, SDS
Lovitoli Jimo, SHS
Hemlata Oinam, SDS
Bibinaz Thokchom, SHS
Students-
16 students of UG and PG courses.

48. Give details of “beyond syllabus scholarly activities” of the School:

CCK provides a forum where students from various Schools engage in such activities.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes,
givedetails:
Not Applicable

50. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
The Centre for Community Knowledge (CCK) is envisioned as a melting pot for multidisciplinary
research areas. Its range of activities extends from institutional and ethnographic archives to
alternative approaches to history, cartographies, material culture and community knowledge.
By integrating oral knowledge traditions to codified academic knowledge, CCK projects
expand the scope of knowledge systems.

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 The Centre is engaged in Research Projects that attempt to develop an interdisciplinary
understanding of historical and contemporary community knowledge, and work traditions taking
into account factors ranging from ecology and history to work processes and technologies.
The Neighbourhood Museum at Shadi-Khampurand and the upcoming Celebrating Lived
Memories of Delhi Festival uncovers stories from the city that have never entered a history
book. Personal narratives, photographs and artefacts lead to further engagement with the
subject of changing landscapes and demography of the city.
The Institutional Memory Project is working towards creating an online archive that will be
the storehouse of information and memories pertaining to the growth and development of the
University.
The LotikaVadarajan Ethnographic Archives documents rich knowledge heritage of Indian
seafaring communities and textiles traditions. This collection, belonging to ethno-historian
LotikaVardarajan, extends to several parts of the country and world. The collection is currently
being digitised and will be available online as a resource for researchers and scholars alike.
Other activities which are reflective of an alternative approach to traditional discourses include
the Cartography Exhibition-Time, Space and Direction, as well as Safarnama: Journeys of
a Kalamkari Hanging. Time, Space and Direction, exhibited mapmaking and cartographic
traditions from the Indian Ocean Region. It exhibited maps from European and Islamic traditions
as well as Indian approximations. Safarnama was a Conference that explored the meaning
and origin of a 17th Century Tapestry (From the Mulhouse Museum of Printed Textiles) with
multicultural motifs and designs.
The Centre is also building a repository of material culture, its creation and use from the Mon
District in Nagaland. Field representatives provide insights and perspectives of communities of
the Northeast.
The ongoing and upcoming projects attempt to contribute in building CCK as an academic
centre of learning and applied research through engagements and collaborations that contribute
to the University’s diverse learning environment.

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths
• Multi-disciplinary and innovative thinking offers scope for collaboration with students
and faculty from different Schools and Centres.
• Emphasis on field practice and community engagement in projects undertaken.
• Access to technical expertise and training in digital documentation.
Weakness
• Under staffed, too few people doing too many diverse kinds of work.
• Under funded for the number of programmes undertaken.
• Requires more technical support, especially in the multimedia archiving area.

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 Opportunity
• Documenting and codifying oral community knowledge is becoming important both
for institutional agencies and communities, and the state.
• Increasing awareness by commercial and public organisations of community and oral
knowledge heritage.
• CCK can act as resource centre to help in digitising and documentation; by research
into and dissemination of oral and unexamined sources of knowledge heritage in the
academic and wider community.
• Building archives that will provide access to a range of information including
institutional memory and ethnographic archives.
Challenges
• To create an online repository of knowledge accessible from anywhere using
publications, online and print; and a knowledge archive of ethnological knowledge.
(Work on creating this last is currently underway).
• To develop active ongoing research programmes that involves research students and
faculty on multi-year basis.
• Act as a base for field based ethnological knowledge research by faculty and students
by creating ongoing long / medium term field projects in a few regions.

52. Future plans of the School.

• Expand the Centre’s faculty and staff strength.
• Establish itself as a Centre of Excellence in research and documentation of oral histories
and intangible cultural heritage.
• To serve as a rescourse centre and repository for archives.

162 AUD Self-Study Report, 2014 - Volume II

Evaluative Report of the Centre for Development
Practice (CDP)

1. Name of the Centre:

Centre for Development Practice

2. Year of establishment :
2013

3. Is the School part of a School/Faculty of the university?

It is an independent Centre.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, D.Sc., D.Litt., etc.):
None

5. Interdisciplinary programmes and Schools involved:

Not Applicable

6. Courses in collaboration with other universities, industries, foreign institutions, etc.:

The Centre for Development Practice operates in collaboration with NGOs involved in
grassroots level development work.

7. Details of programmes discontinued, if any, with reasons:

Not Applicable

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System:

Not Applicable

9. Participation of the School in the courses offered by other Schools:

Not Applicable

10. Number of teaching posts sanctioned, filled and actual (Professor/Associate Professor/
Assistant Professor/others)
Sanctioned Filled Actual
(including CAS
& MPS)
Professor - - -
Associate Professor 02 01 (concurrent) 01
Assistant Professor - 01 (Temporary against 0
vacancy)

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 11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance:
Please refer to faculty list of SHS and SDS, and also SLS
No. of PhD

No. of Years of
Specialisation
Qualification

Designation

Experience
/ MPhil
students
guided for
Name

the last 4
years
Anup Dhar PhD Associate Development 9 years 5 PhD
Professor Studies, students
Psychoanalysis, + 8 MPhil
Marxism, students
Feminism
Rajesh K.P. MPhil in Academic Development 3.5
Research and Coordinator Practice, Social years
Development Theory, Social
Movements
Imran Amin MPhil in Assistant Policy and 8
Political Professor Governance, months
Science (Temporary) Social
Movements

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors:

i. Anjan Chakrabarti, Professor, Dept. of Economics, University of Calcutta
ii. Nandan Nawn, Assistant Professor of Economics, West Bengal National University of
Juridical Sciences
iii. Mihir Shah, Member, Planning Commission
iv. Ravi Chopra, Director, Peoples Science Research Institute and Former Director,
PRADAN
v. Rajni Palriwala, Professor of Sociology, Delhi School of Economics, Delhi University
vi. Rajarshi Dasgupta, Assistant Professor of Political Science, Centre for Political Systems,
Jawaharlal Nehru University
vii. M N Panini, Former Professor of Sociology, Centre for the Study of Social Systems,
Jawaharlal Nehru University
viii. Duncan Green, Senior Strategic Adviser, Oxfam, GB
ix. Avinas Paranjape, Former Professor, IRMA
x. Deep Joshi, Chairman, IRMA
xi. Chiranjib Sen, Professor, Azim Premji University
xii. Sanjiv Phansalkar, Formerly at IRMA; currently Program Leader at Sir Dorabji Tata
Trust.

164 AUD Self-Study Report, 2014 - Volume II

13. Percentage of classes taken by temporary faculty:
The Centre for Development Practice is not responsible for conducting any classes.

14. Programme-wise Student Teacher Ratio:

Not Applicable

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual:
Currently there is only one sanctioned position, Director, CDP, which has been filled.

16. Research thrust areas as recognised by major funding agencies:

The following are the research areas / questions that are being developed at the Centre for
Development Practice: the relevance of studying the rural in the era of growing urbanisation;
the idea of action research; gender, health and development; rural livelihoods and MGNREGA;
mapping the development sector in India; gender, empowerment and development.

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
None

18. Inter-institutional collaborative projects and associated grants received

a) National collaboration:
National collaboration with Departments of Economics, University of Kalyani and
University of Calcutta,an ICSSR sponsored project titled “Class and Caste: In Need of
a Theoretical and Empirical Re-Examination”, 15 lakh.
b) International collaboration:
None.

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received:
None

20. Research facility / centre with

• state recognition:
• national recognition:
• international recognition:
None

21. Special research laboratories sponsored by / created by industry or corporate bodies:

None

AUD Self-Study Report, 2014 - Volume II 165

 22. Publications:
Please refer to list of publications provided in the Evaluative Reports of SHS and SDS faculty.

23. Details of patents and income generated-

Not Applicable

24. Areas of consultancy and income generated-

None

25. Faculty selected nationally / internationally to visit other laboratories / institutions/

industries in India and abroad
Dhar, Anup. Plenary Speaker at ‘Second Marxism & Psychology’ Conference held at the
Michoacana de San Nicolas de Hidalgo, in Morelia, Michoacan, Mexico, from 9 to 11 August
2012.
Dhar, Anup. ‘Rethinking Marxism 2013’: Surplus, Solidarity, Sufficiency Conference,
University of Amherst, Massachusetts, September 18-22, 2013.
Johri, Rachana. “Surviving domestic violence: subjectivity, trauma and resistance”. Paper
presented at the International Conference on Violence Against Women: Complex Realities and
New Issues in a Changing World, Montreal, Canada. May, 2011.
Rajesh K P. “A Discursive Structure on Land and Transcending the Tradition / Modern
Dichotomy: The Case of Adivasi Gothra Maha Sabha in Kerala, South Indian. Paper presented
at the Internationational Conference on Indian State and Indigenous / Tribal People: Revisiting
Philosophical Foundations of Constitutional Guarantee at Bodoland University, Kokrajhar,
Assam on March 28 & 29, 2014.

26. Faculty serving in

a) National committees:
Please refer to list provided by SHS and SDS
b) International committees:
None
c) Editorial Boards of national and international journals:
None
d) Steering committees of international conferences recognised by reputed organisations
/ societies:
None
e) Any other (please specify):
None

166 AUD Self-Study Report, 2014 - Volume II

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programs, workshops,
training programs and similar programs). How many faculty have underwent staff
development programmes during the last four years (add any other programme if
necessary)?
Academic Staff Development Programmes Number of Faculty
Refresher Courses None
HRD programmes None
Orientation programmes None
Staff training conducted by the university None
Staff training conducted by other institutions None
Summer / Winter schools, programmes None

28. Student projects

• percentage of students who have done in-house projects including inter-School
projects:
Not Applicable
• percentage of students doing projects in collaboration with other universities /
industry / institute:
None

29. List the Awards / recognitions received at the national and international level by
• Faculty
Please refer to SHS and SDS list
• Doctoral / post doctoral fellows
• Students
None

30. Seminars / Conferences / Workshops organised and the source of funding (national /
international) with details of outstanding participants, if any.
Seminars
Lecture by Professor Anjan Chakrabarti. ‘Political Economy, Development, Third world
studies’, September 2012.
Lecture by Nandan Nawn. ‘Development Studies and Development Practice’, October 2012.
Talk by Mihir Shah. ‘Civil Society and Development in India: Emerging Concerns’, 21 March
2013.
Talk by Rajarshi Das Gupta. ‘Shifting Identities: Refugee Politics and Urbanisation in West
Bengal’, 11 April 2013
Public Lecture by Binayak Sen. ‘Public Policyt and Access to Equity and Justice’, 26 April
2013.
‘Women, Work and Development,’talk by Rajni Palriwala, Professor, Department of Sociology,
University of Delhi 2 May, 2013.

AUD Self-Study Report, 2014 - Volume II 167

 ‘Inclusive Growth and Postmodernisation,’talk by M N Panini, eminent sociologist and former
Professor, CSSS, School of Social Sciences, JNU, 19 September, 2013.
‘Inequality: Why Does it Matter, and How Does it Differ to Focussing on Poverty,’ talk by
Duncan Green, Senior Strategic Adviser, Oxfam GB, 20 November, 2013.
Workshops:
Workshop on ‘Action Research’ organised on 26 and 27 October, 2013.
Workshop on ‘Field Immersion’ held in May, 2013.
Workshop on ‘Field Faculties and Immersion Phase I’ held in April 25-27, 2013
Workshop on ‘Field faculties and Immersion Phase II’ held in May 29-31, 2013
Workshop on ‘Development Practice and the Field’ organised in December, 2012

31. Code of ethics for research followed by the Schools:

Not yet developed.

32. Student profile programme-wise:

The Centre does not have any students

33. Diversity of students:

The Centre does not have any students

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise:
The Centre does not have any students

35. Student progression:

The Centre does not have any students

36. Diversity of Staff

Percentage of faculty who are graduates
of the same university None
From other universities within the State 33%
From universities from other States from 67%
Universities outside the country None

37. Number of faculty who were awarded MPhil, PhD, D.Sc. and D.Litt. during the assessment
period:
None

168 AUD Self-Study Report, 2014 - Volume II

38. Present details of Centre infrastructural facilities with regard to
a) Library
We are in the process of setting up a library at the Center
b) Internet facilities for staff and students
Available to all
c) Total number of class rooms
Not Applicable
d) Class rooms with ICT facility
Not Applicable
e) Students’ laboratories
Currently we do not have any laboratory at CDP
f) Research laboratories
Currently we do not have any laboratory at the Centre

39. List of doctoral, post-doctoral students and Research Associates

a) from the host institution/university
b) from other institutions/universities
None

40. Number of post graduate students getting financial assistance from the university –
None

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
The University organised a series of consultations with various stakeholders in the development
sector including NGOs, scholars and professionals working in the development sector and the
Government before starting the Centre. Some of the experts consulted include Deep Joshi,
Mihir Shah (Member, Planning Commission), Professor Chiranjib Sen (Indian Institute of
Management, Bengaluru), Professor Sanjiv Phansalkar (Sir Dorabji Tata Trust, Mumbai) and
Mr Sandip Dixit (Member of Parliament). The mode of consultation was mainly individual
discussions, focus group discussions and consultative meetings.

42. Does the School obtain feedback from

a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does the
School utilize the feedback?
b. students on staff, curriculum and teaching-learning-evaluation and how does the School
utilize the feedback?
c. alumni and employers on the programmes offered and how does the School utilize the
feedback?
The Centre does not offer any programmes.

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 43. List the distinguished alumni of the School (maximum 10)
Not Applicable

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts.
The Centre for Development Practice has instituted a Lecture Series in Development Practice.
This lecture series is an attempt to bring to the university setting Scholars who have straddled
the space of both academics and developmental practice (either in the form of policy making,
or grassroots level developmental work [in government and in non-government initiatives] or
through participation in ‘new social movements’). It was also to give us – the Development
Practice team, the larger AUD faculty and the research students at AUD – a sense of what the
conceptual-practical contours of the emergent discipline of Development Practice could be. So
far the following lectures have been held:
• ‘Inequality: Why Does it Matter, and How Does it Differ to Focussing on Poverty’ by
Duncan Green, Senior Strategic Adviser, Oxfam GB
• ‘Inclusive Growth and Postmodernisation’ by Professor M N Panini, eminent sociologist
and former Professor, CSSS, School of Social Sciences, JNU
• ‘Women, Work and Development’- by Professor Rajni Palriwala, Professor, Department
of Sociology, University of Delhi.
• ‘Public Policy and Access to Equity and Justice’ by Binayak Sen, primary health care
practitioner and human rights activist.
• ‘Shifting identities: Refugee Politics and Urbanisation in West Bengal’- by Rajarshi
Das Gupta, CPS, School of Social Sciences, JNU.
• Civil Society and Development: Emerging Concerns’- by Mihir Shah, Member,
Planning Commission, Govt. of India.
• ‘Political Economy, Development, Third world studies’ by Professor Anjan Chakrabarti,
Professor, Calcutta University
• ‘Development Studies and Development Practice’ by Nandan Nawn, Assistant
Professor, West Bengal National University of Juridical Sciences.

45. List the teaching methods adopted by the faculty for different programmes:
Not Applicable

46. How does the School ensure that programme objectives are constantly met andlearning
outcomes are monitored?
Not Applicable

47. Highlight the participation of students and faculty in extension activities:

Not Applicable

170 AUD Self-Study Report, 2014 - Volume II

48. Give details of “beyond syllabus scholarly activities” of the Centre:
Not Applicable

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
No, the Centre is not graded by any agency.

50. Briefly highlight the contributions of the Centre in generating new knowledge, basicor
applied.
The Centre for Development Practice is engaged in the process of setting up Development
Practice as a discipline (and as distinct from Development Studies). As a discipline Development
Practice tries to bridge the inherited divide between theory and practice, natural and social
science, self-perspective and group-perspective, individual research and collaborative research.
Taking off from the idea of Development Practice as envisaged by the Centre for Development
Practice, three other institutions have set up or are in the process of setting up an MA programme
in Development Practice. All three institutions have taken off from the outline of the MPhil
programme in Development Practice at AUD, Centre for Development Practice. We are in
touch (as Advisory Board / Curriculum Committee members) with three institutions:
• the Institute of Rural Management Anand, Gujarat, India
• the Rajiv Gandhi National Institute of Youth Development (Institute of National
Importance), Sriperumbudur, Tamil Nadu (this institute comes under the Ministry
of Youth Affairs and Sports and is mandated with important functional domains of
Policy development, Training, Teaching and Research; it already has 5 important MA
programmes related to Youth Development)
• Vidyasagar University, Bengal.

51. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
Centre.
Strengths:
• The Centre in its first year has been sharp and thick in its conceptualisation of novel
disciplinary domains like Development Practice, in especially rural and community
contexts.
• It is perhaps the only research Centre in the country where the concept and practice of
‘transformation’ have been taken as an object and area of enquiry. The idea and practice
of transformation has in turn been related to the questions of transformations of self,
social and the political at the Centre.
• The Centre has developed through the idea of Immersion (as against Field Work) a
much closer connection with the ontological specificities of rural India and community
life.
• The Centre, through the idea of Action Research, has redefined the entrenched dichotomy
between theory and practice that has been institutionalised for a long time in the Indian
academia.

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 • The Centre through the birthing of a new discipline called Development Practice
has enabled a reconceptualisation and a repositioning of the social sciences and their
social importance in the Indian context. In the process, it has also redefined the idea of
development.
Weaknesses:
• While the Centre has been strong in conceptualizing new and novel angles at approaching
social reality in the Indian context, including rural reality, it has not managed to give
shape to actual grassroots research and practice, primarily because the Centre does not
have any personnel (academic or administrative) or funding as of now.
• The Centre was imagined as a space for building ‘capacities’ in terms of developing
and increasing the pool of quality human resource in the developmental sector and
thus to offer to the country professionals who would fulfil the bottom-up dream of
development. The Centre has not been able to do this primarily because of lack of
financial and human resource.
Opportunities:
• The Centre provides a unique opportunity for reimagining the social sciences and their
role in Indian society.
• It also helps us go beyond given disciplinary boundaries, as also beyond the theory /
practice divide.
• It helps one reimagine the idea of development. In its imagination of development not
only does it connect questions of economy, politics, culture and nature it also brings
in the dimension of self-introspection, emotion, affect, desire, and the complexities of
interpersonal and group dialogue in development work.
• The Centre helps institutionalize in a University setting the professionalizing of
rural development practice. It helps legitimize developmental practice as a socially
meaningful and valuable arena of work.
• The Centre deinstitutionalizes the existing imagination of the University (which is largely
academic, urban, elite) through its partnership with grassroots level developmental
agents of change like NGOs and take it to the rural sector; the Centre makes University
level work relevant to the needs of the rural poor.
Challenges:
• Challenges remain in terms of finding a balance between and building a wholesome
relationship between an academic institution (University) and a practitioner organisation
at the grassroots (NGO), as also between researchers and rural communities.
• Developing a new discipline requires cutting edge research and it takes times for
research to coalesce into a discipline, all the more in this case because the research
is not conventional academic research (but what we have called ‘action research’)
and the discipline is not a conventional social science discipline (but what we called
‘development practice’).
• Finding a balance between theory and practice, academic research and project based
implementation, development studies and developmental work has not been easy.

172 AUD Self-Study Report, 2014 - Volume II

52. Future plans of the Centre:
Centre for Development Practice being relatively new is in the process of synthesising its
creative thrusts in opening newer directions for developmental initiatives and outreaches. It is
envisaged that in the future the Centre will emerge as a research, documentation, and capacity
building and reflection site for the developmental sector scholars and agents, engaged with
issues like rural livelihoods, education, governance and health. The Centre for Development
Practice is expected to serve as a nucleus to deepen and further the University’s engagement
with social development. One of the most important objectives of the Centre is to make
‘development practice’ a distinct and unique field / discipline. The core aims that go behind
the setting up of this discipline are bridging the inherited divide between theory and practice,
natural and social science, self-perspective and group-perspective, individual research and
collaborative research. The Centre aims to achieve this through cutting edge action research in
the areas of rural livelihoods, education, health, political participation, gender-class-caste and
development, community empowerment, environment and natural resource management and
so on. Research clusters have been formed around some of these themes and preliminary work
has started.
Projected activities of the Centre
a. Collaborative action research (with development sector agents, grassroots organisations,
social movements) in Development Practice.
b. Setting up of a Resource Centre in Development Practice, with online library facilities.
c. Organizing one International Seminar and three National Seminars on different aspects
and various theoretical and practical dimensions of Development Practice every two
years.
d. Conducting four National Workshops every year for the continuing training of personnel
employed asdevelopment sector agents.
e. Publications: Edited Volumes in English (one every two years) and Monographs (two
every year) in the vernacular on Development Practice.
f. Publish Journal of Development Practice (annual).
g. Collaborate with the Ministry of Rural Development, India and engage in collaborative
research.
h. Collaborate with other institutions who are in the process of setting up programmes in
Development Practice

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174 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of
Centre for Early Childhood Education and
Development

1. Name of the Centre:

Centre for Early Childhood Education and Development (CECED)

2. Year of establishment:
2009

3. Is the School part of a School/Faculty of the university?

CECED is a centre of the University.

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.)
Programmes Proposed to be offered from August 2014:
• MA in Early Childhood Care and Education (ECCE)
• Post Graduate Diploma in ECCE

5. Interdisciplinary programmes and Schools involved –

Academic programmes conceptualised by CECED will be housed in the School of Education
Studies. Some courses offered in MA (ECCE) programme are already being offered in 1) MA
Education Studies, such as Child Development; State, Society and Education; Gender and
Education, Introduction to Educational Research and some elective courses; 2) MA Psychology
(Psychosocial Clinical Studies) such as Childhood Identity and Society; and 3) MA Social
Entrepreneurship.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.

MA in ECCE & PG Diploma - In collaboration with Sir Ratan Tata Trust

7. Details of programmes discontinued, if any, with reasons –

Not applicable

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System

Given the requirements for professionals at different levels, the 2 year (four semester) MA
ECCE is proposed with an exit option after 1 year which will qualify students for award for
Post Graduate Diploma in ECCE.
PG Diploma in ECCE has been conceptualised to cater to specific demands from the field
for informed and professionally competent mid-level functionaries who can implement
developmentally appropriate practices in their settings.

AUD Self-Study Report, 2014 - Volume II 175

 The two year MA programme will give in-depth understanding of early childhood care and
education using multiple disciplines – child development, sociology, history, psychoanalytic
frame, anthropology, critical pedagogy, and management. The courses will be developed
by reviewing existing national and international programmes, and through a systematic
consultation with experts in the field.
Depending on the nature of the courses and the course objectives, assessments will be designed
Continuous evaluation and semester end exams will be conducted.

9. Participation of the School in the courses offered by other Schools –

Students from other schools can opt for some courses offered in MA ECCE. And likewise,
students of MA ECCE can opt for courses offered from other schools.

10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor - - -
Associate Professor 1 1 (Temporary) 1
Assistant Professor 0 0 0
Academic Fellow 2 1 1
Research Assistant 1 1 1
Assistant 1 1 1

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
No. of PhD
No. of
/ MPhil
years
Name Qualification Designation Specialisation students
of
guided for the
Exp.
last 4 years
Venita Kaul Phd (IIT Delhi) Director Early Childhood 40 None
Care and
Education
Sunita PhD (University Associate Elementary 14 None
Singh of Illinois Professor Education
at Urbana
Champaign)
Aparajita MSc in Child Academic Early Childhood 6 None
Bhargarh Development Fellow Care &
Education
Ikanshi MSc in Human Research Child 2 None
Khanna Development Assistant Development
and Childhood
Studies

176 AUD Self-Study Report, 2014 - Volume II

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors
None

13. Percentage of classes taken by temporary faculty

Not applicable

14. Programme-wise Student Teacher Ratio

Not applicable

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual
AUD Supported Staff
Sl No Position No. Sanctioned No. Filled
1 Professor 1 1
2 Associate Professor 1 1
3 Academic Fellows 2 1
4 Research Assistant 1 1
5 Assistant 1 1
Project Positions*
1 Senior Project Officer 1 1
2 Project Associate 5 5
3 Project Assistants 6 5
4 Finance Consultant 1 1
5 Office Assistant 1 1
* Project positions are variable on number and nature of ongoing projects.

16. Research thrust areas as recognised by major funding agencies:

a. Situational Analysis of Children
b. Teacher Education
c. Impact of ECE on Primary Level Learning Outcomes
d. Action Research in ECCE – CARE India
e. Early Learning and Literacy
f. Multilingualism
g. Impact Evaluation of ECCE Programmes
h. Special Needs and Inclusion
i. Infancy and Early Stimulation

AUD Self-Study Report, 2014 - Volume II 177

 17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
All the projects are led by Director, CECED with different project teams working on the same.
Project title Duration Funding Agency Grants
received/ to be
received
Indian Early Childhood Education 3 years UNICEF Delhi, UNICEF, 4,87,71,278
Impact Study (IECEI) Rajasthan, MHRD, CIFF,
BVLF, CARE, SERP, World
Bank,
Impact Evaluation of Katha’s I 9 months Katha 9,99,900
love Reading Programme in MCD
schools
Academic programmes in early 2 years Sir Ratan Tata Trust 70,00,000
childhood care and education
Early Childhood Development for 3 years Institute of Fiscal Studies 17,89,700
the Poor: Impacting at Scale (NIH)
Impact Evaluation of Gali Gali Sim 1 year Uttarakhand Infrastructure 33,00,000
Sim in ICDS, Uttarakhand Development Company
Limited
Technical assistance to develop 2 years UNICEF, West Bengal 19,00,000
curriculum for ICDS and capacity
building in West Bengal
Strategy paper to strengthen ICDS 6 months UNICEF, Rajasthan 4,00,000
in Rajasthan
Preparation of training clips 6 months CARE, India 2,50,000
Supporting ELS in preschools & 9 months CARE, India 35,000
Development Framework for School
Readiness Curriculum

18. Inter-institutional collaborative projects and associated grants received

a) National collaboration
PARTNER ORGANISationS
1 National Institute of Public Cooperation and Child Development, Regional Centre
Guwahati
2 Andhra Mahila Sabha
3 ASER, Delhi
4 Akshara Foundation
5 National Council for Teacher Education
6 Pratham
7 CARE, India
8 Sir Ratan Tata Trust

178 AUD Self-Study Report, 2014 - Volume II

 9 Ministry of Human Resource Development, Govt. of India
10 Gali Gali Sim Sim
11 Centre for Learning Resources (CLR)
12 Mobile Crèches

b) International Collaboration
PARTNER ORGANISationS
1 Yale University
2 UNICEF
3 UNESCO
4 The World Bank
5 Children Investment Fund Foundation (CIFF)
6 Bernard van Leer Foundation
7 Aga Khan Foundation

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
None

20. Research facility / centre with

• state recognition:
• national recognition:
• international recognition:
CECED is recognised as a national resource centre in the field of early childhood care and
education. After the approval of National Early Childhood Care and Education Policy in
October 2013 which mandates each state to come up with the curriculum for children below six
years, many states such as West Bengal, Rajasthan, Goa, Chattisgarh have requested CECED
to help them in preparation of their ECCE curriculum.

21. Special research laboratories sponsored by / created by industry or corporate bodies

None

22. Publications:
• Number of papers published in peer reviewed journals (national / international): 4
• Edited books: 2

23. Details of patents and income generated

None

AUD Self-Study Report, 2014 - Volume II 179

180
24. Areas of consultancy and income generated

Ambedkar University Delhi Centre for Early Childhood Education and Development
Project-wise Income expenditure statement as on 31-10-2013
S.N. Project/Scheme Supported / Amount Amount Balance Remarks
Name Funded by Received spent (Rs.) (Rs.)
(Rs.)
1 2 3 4 5 6 7
Situational Analysis Aga Khan 4,84,105 4,84,105 Nil AUD overhead charges
of ECCE initiatives in Rs. 1,24,945/-
Nizamuddin Basti 03- Accounts finalised with Aga
11-2009 to Khan Foundation
15-06-2010
(project Cost
Rs. 4,67,500+
Rs. 30,000
(Contingency)
1 Total of Aga Khan Rs. 4,97,500 4,84,105 4,84,105 Nil
Foundation
Review of Provisions 1st Installment 2,10,000 3,15,000 Recd. (-) 1,05,000 i. Final accounts submitted to
for Preparation/ 2nd Installment 1,05,000 1,05,000 NCTE in February, 2012
Teacher Education 3rd Installment *1,05,000 Awaited ii. Last Installment of Rs.
Personnel for ECCE (A) NCTE (Project (yet to be 4,20,000 1,05,000 is awaited and shall
March, 2010 to cost Rs. 4.20 lac) received) 86,316 be retained by AUD as the
15-11-2010 By AUD entire excess expenditure of
5,06,316 Actl Rs. 86,316 beyond allocation
Exp.4,20,000 of Rs. 4,20,000 has been borne
By ACTE by AUD
2 Total of NCTE 3,15,000 4,20,000 (-) 1,05,000

AUD Self-Study Report, 2014 - Volume II

 March, 2010 to 15-11- (B) AUD Project 6,80,000 6,38,430 Nil Project funded by AUD actual
2010 Cost Rs. 6.80 41,570 expdr. Rs.638430/- Unspent
Rs.41570/- available with AUD
being a AUD funded project
3 Total of AUD/NCTE Total of AUD 680000 680000 Nil
Exploring impact 1st installment 5,34,600 8,95,790* Nil Break up of $ 20000
of Early Learning, 2nd installment 3,16,190 1st installment $12000
Socialisation, and 3rd Installment 45,000 2nd installment $ 7000
school readness (A)UNESCO 3rd installment & Final
experiences in pre- (project Cost $ Installment $ 1000 awaited

AUD Self-Study Report, 2014 - Volume II

school settings 20,000) Accounts finalised and
on eduational and submitted in Nov. 2011 for
behavioral outcome release of lst installment of Rs.
along the primary 45000/- by UNESCO to AUD
stage 15-10-2010 to * Includes overhead charges of
30-06-2011 AUD Rs. 39182/-
4 Total of UNESCO 8,95,790 8,95,790 Nil
April, 2011 to June, (B) UNICEF 3,79,600 3,79,600 Nil (Account Finalised in June, 2011)
2011 Project I Rapid 1,84,536 -
Survey UNICEF Actual Exp. - 1,95,064 -
Amount Refd - 3,79,000
(Account Finalised in Sept, 2011)
15,23,322 -
Actual Exp. 3,15,490
Amount Refd. 18,38,812
AUD Overhead Charges
Rs. 1,83,881
5 April to July, 2011 ii Main Project 18,38,812 18,38,812 Nil
Cost Rs. 2451750,
UNICEF
Total of UNICEF 22,18,412 22,18,412 NIl

181
182
Early Childhood 1st Installment 6,38,880 12,77,760 Nil Final Accounts/UC sent to
Component - "Linked 2nd Installment 3,83,328 CARE (INDIA) on 21-03-2012
for Learning" 3rd Installment 2,55,552 AUD Overhead charges
(Project cost Rs. Rs. 1,27,776
12,77,760)
6 19-11-2010 to 31-01- Total of CARE 12,77,760 12,77,760 Nil
2012
Study of Impact of 1st & 2nd 5,20,500 17,35,000 Nil Rs. 1,51,999 credited back from
Early… Outcomes Installment July,11 10,41,000 UNICEF and debited to UNICEF
along the primary 3rd & 4th 1,73,500 (See Dec-2011 statement)
stage 24-06-2011 to Installment Aug,11 Total 1735000/- (received) AUD
31-08-2011 5th & final Overhead Charges Rs. 1,73,500
Installment Bal Rs. 1,85,102 used for
October, 11 purchase of Office work station in
(Project cost Rs. August, 2012
17,35,000)
7 Total of World 17,35,000 17,35,000 Nil
Bank
Study of Impact 1st installment 6,04,499 10,94,144 1,13,379 Cheque no. 545556 dated 23-09-
Early… Outcome April, 11 4,89,645 3,62,700 11 Rs. 1094144/- in Sept. 2011 &
along the primary 2nd Installment 3,62,700 2,82,905 cheque no. 276612 dated 06-
stage April, 2011 July, 11 3,96,284 03-12, cheque no. 667914 dated
to March, 2013 3rd Installment 02-01-13 Rs. 362700 in March,
20,15,000 + 23,16,600 Nov., 11 2012, Rs. 282905 in Jan,2013
= 43,31,600 4th Installment remitted to Andhra Mahila Sabha
Aug., 12
8 Total of SERP 18,53,128 17,39,749 1,13,379

AUD Self-Study Report, 2014 - Volume II

 Study on Impact of 1st Installment 14,71,850 45,79,862 Nil 1. Trfd. To ASER Rs. 13,24,665
Early… Outcome Dec., 11 16,36,162 in February, 2012 2. * CECED
along the primary 2nd Installment 14,71,850 overhead charges Rs. 95,757
stage October, 2011 Dec., 12 spent for Work Station in August,
to March, 2013 3rd Installment 2012 Balance Rs. 51,428/-
29,43,700 + 32,72,325 Feb., 13 3 Trfd. To ASER Rs. 13,24,665 in
= 62,16,025 March, 2012
AUD Overhead Charges Rs.
310801
9 Total of MHRD 45,79,862 45,79,862 Nil

AUD Self-Study Report, 2014 - Volume II

Strategic 1st Installment 6,88,000 17,20,000 Nil Cheque no. 140535 dated
Collaboration of April, 12 6,88,000 15-04-12 Rs. 6,88,000
ECCE Project 2nd Installment 3,44,000 Cheque No. 114882
period Feb, 2012 Aug., 12 dated 22-08-12 Rs. 6,88,000
to Jan., 2013 3rd Installment Cheque No. 138927
Project Cost: March, 13 dated 28-03-13 Rs. 3,44,000
Rs. 17,20,000 AUD overhead charges
Rs. 83,683/-
10 Total of 17,20,000 17,20,000 Nil
CARE(INDIA)
Global Action UNICEF Allocation 2,44,877 2,44,877 Nil Finally settled Rs. 2,44,877
Week on Childhood Rs. 245000 received from UNICEF by Bank
Celebrations on 26- transfer dated 04-12-12 to AUD
04-2012 at National
Bal Bhawan
11 Total of UNICEF 2,44,877 2,44,877 Nil
Technical Support by UNICEF 1,12,681 1,12,681 Nil Finally settled Rs. 1,12,681 by
CECED to UNICEF, West Bengal UNICEF bank transfer
W.B April, 2012 to Allocation dated 25-10-12 to AUD
July, 2012 Rs. 2,60,700
12 Total Of UNICEF 1,12,681 1,12,681 Nil
(WB)

183
184
Technical Support by UNICEF West 52,000 1,73,354 (-) 73,354 Bank transfer dated 04-12-2012
CECED to UNICEF, Bengal 48,000 Bank transfer dated 10-12-12
W.B October to Reimb. Claim sent to UNICEF,
December, 2012 WB
13 Total of UNICEF (WB) 1,00,000 1,73,354 (-) 73,354
Technical Support Budget Rs. 3,89,500 18,967 3,70,533
by CECED to 7,79,000
UNICEF, W.B May to
December, 2013
14 Total of UNICEF (WB) 3,89,500 18,967 3,70,533
Analytical and 1st installment July, 6,76,000 61,67,018 5,92,982 Cheque No. 141255
Research activities in 2012 33,80,000 dated 27-07-2012 for Rs. 6,76,000
ECCE July, 2012 to 2nd installment 27,04,000 Cheque No. 142057
Sept, 2012 Aug. 2012 dated 30-08-12 for Rs. 33,80,000
3rd installment Cheque No. 142162
Sept, 2012 dated 26-09-12 for Rs. 27,04,000
15 Total of World 67,60,000 61,67,018 5,92,982
Bank
Release of NCTE/ AUD Rs. 3,22,000 3,22,000 2,20,545 - Exp. Nil Finally settled with AUD in June,
AUD Publication at 1,01,455 - Refd 2012
IHC 28-29, March, 3,22,000
2012
16 Total of AUD 3,22,000 3,22,000 Nil

AUD Self-Study Report, 2014 - Volume II

 Study on Impact of UNICEF Period 22,37,950 1,50,64,468 nil Cheque no. 078767
Early… Outcome Sept, 2011 to 5,08,484 (exp.) 8494 dated 11-11-11
along the primary December, 2012 27,76,693 (Refd) Cheque no. 078820
stage - Rs. 1,55,47,400/- 18,91,359 dated 22-11-11
Sept, 2011 to July, 42,45,500 Cheque no. 803017
2012 13,03,500 dated 03-04-12
11,17,389 Cheque no. 806113
9,92,087 dated 23-07-12
1,50,72,962 Cheque no. 806440
dated 09-08-12

AUD Self-Study Report, 2014 - Volume II

Bank transfer dated 04-12-2012
Bank transfer dated 05-12-2012
Bank transfer dated 21-12-2012
AUD Overhead charges Rs.
10,66,648
Final accounts submitted
UNICEF in Aug, 2013
17 Total of UNICEF 1,50,72,962 1,50,72,962 Nil
Study on Impact of UNICEF Phase-2 30,81,600 33,04,344 33,92,346 Bank transfer dated 20-05-2013
Early… Outcome May to December, 36,15,090 Bank transfer dated 21-10-2013
along the primary 2013 Rs. 10920780
stage -
18 Total of UNICEF- 66,96,690 33,04,344 33,92,346
II
Study on Impact of BVLF budget Rs. 27,08,000 27,07,674 326 Bank transfer dated 30-08-2012
Early… Outcome 27,08,000 upto
along the primary August, 2013
stage -
19 Total of BVLF 27,08,000 27,07,674 326
Analytical & Research Aga Khan 2,60,426 2,25,000 35,426 Bank tansfer dated 03-10-2012
Activities Foundation

185
186
20 Total of Aga Khan 2,60,426 2,25,000 35,426
Foundation
Orietentation and Mobile Creches 40,920 1,02,300 Nil Cheque No. 001300
Sensitisation on Rs. 1,03,200 Sept, 30,690 dated 18-10-2012
ECCD 2012 to March, 30,690 1653 dated 07-01-2013
2013 Cheque No. 002005
dated 18-03-2013
AUD overhead charges Rs. 10404
21 Total of Mobile 1,02,300 102,300 Nil
Creches
Impact assessment of Akshara 10,90,375 16,08,670 26,893 Bank transfer dated 03-12-2012
Akshara’s engagement Foundation Sept, 5,45,188 Bank transfer dated 09-03-13
with ICDS System 2012 to March,
2012 Rs. 21,80,750
22 Total of Akshara 16,35,563 16,08,670 26,893
Foundation
Case studies of good NRTT August to 6,92,000 3,43,696 3,48,304 Bank transfer dated 06-12-2012
parctices in ECCE December, 2012
Rs. 6,92,000
23 Total of NRTT 6,92,000 3,43,696 3,48,304
Study on Impact of CIFF - Sept 2014 to 27,51,879 24,47,631 5,17,112 Bank transfer dated 12-09-2012
Early Outcome along Sept, 2014 2,12,864 Bank transfer dated 03-10-2013
the primary stage -
24 Total of CIFF 29,64,743 24,47,631 5,17,112
Study on Impact of UNICEF (Raj.) - 17,28,000 6,67,800 10,60,200
Early… Outcome Aug to Sept, 2013
along the primary
stage -
25 Total of UNICEF 1,72,800 6,67,800 10,60,200
(Raj)
Total Amount 5,55,48,799 4,93,89,652 61,59,147
Received from

AUD Self-Study Report, 2014 - Volume II

External Agencies
25 Faculty selected nationally / internationally to visit other laboratories / institutions /
industries in India and abroad
National:
CECED faculty are a part of several national level committees like NCTE, Sub-committee of
the CABE for Preschool Education, National Advisory Council for RTE (MHRD), National
Core Group for Preparation of ECCE Policy and Sub-group on ECCE for the 12th Five Year
Plan.
International recognition:
CECED faculty were invited to participate in the following platforms:
ARNEC-World Bank conference on Early Childhood Education in Jakarta, Indonesia
November, 2012.
Consultation on nutrition and early stimulation programme at the Institute of Fiscal Studies,
London.

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
a) National Committees:
Venita Kaul
• National Advisory Council for RTE (MHRD)
• National Core Group for preparation of policy on ECCE
• Sub-group on ECCE for 12th FYP
• NCTE Core Committee
b) International Committee:
Venita Kaul
• Advisory Board Member of Children’s Investment Fund Foundation
• Steering Committee Member of ARNEC

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programs, workshops,
training programs and similar programs). How many faculty have underwent staff
development programmes during the last four years (add any other programme if
necessary)?
Academic Staff Development Programmes Number of Faculty
Refresher Courses
HRD programmes
Orientation programmes
Staff training conducted by the university 1. In-house training of project staff (21)
2. Case study methodology – 5
3. Consultation on statistical analysis for
‘Impact Study’ - 10
Staff training conducted by other institutions
Summer/Winter schools, programmes

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 28. Student projects - Not applicable
• percentage of students who have done in-house projects including inter-School projects
• percentage of students doing projects in collaboration with other universities / industry
/ institute
Not applicable

29. List the Awards / recognitions received at the national and international level by
• Faculty
None
• Doctoral / post doctoral fellows
None
• Students
Not applicable

30. Seminars / Conferences / Workshops organised and the source of funding (national /
international) with details of outstanding participants, if any.
Please indicate a list of workshops, etc.
Date Source of funding
Conferences / workshops
Conference on Impact Study 3-5 December 2013 UNICEF, Rajasthan
National conference - Early Learning: 25-27 September 2013 CARE
Status and Way Forward
South Asian Regional Conference: Early 27-29 August 2013 World Bank
Childhood Care and Education - Policies
and Practices: Status and Way Forward
Global Action Week 26 ,mjApril 2012 UNICEF
Lectures
Quality in Early Childhood Education – January 28, 2013 CARE
Issues and Initiatives in India.
Early Childhood Care and Education 24 March 2011 UNICEF
Scenario: Feedback from the Grassroots
Early Literacy: Transition from Home to 12 August 2011 UNICEF
School Language
Risk Factors and Intervention 21 October 2011 CARE
Early Learning: Challenges and Prospects 4 November 2011 UNICEF
Preparing Teachers for Early Childhood
Education: Multiple Perspectives 29 March 2012 NCTE

188 AUD Self-Study Report, 2014 - Volume II

31. Code of ethics for research followed by the Schools –
CECED and AUD are in the process of developing a code of ethics for conducting research.

32. Student profile programme-wise:

Not Applicable

33. Diversity of students:

Not Applicable

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise:
Not Applicable

35. Student progression

Not Applicable

36. Diversity of staff (figures in the table include, both the permanent and project staff)
Percentage of faculty who are graduates
From the same university none
From universities within the state 69 (13)
From universities from other states 26 (5)
Universities outside the country 5 (1)

37. Number of faculty who were awarded M.Phil., Ph.D., D.Sc. and D.Litt. during the
assessment period –
None

38. Present details of School infrastructural facilities with regard to

a) Library:
CECED has set up a resource centre and a library is a part of it. It has approximately
two thousand books related to early childhood care and education. Most of them have
been donated by well wishers; few were bought by the funds from different projects.
b) Internet facilities for staff and students:
This is provided by AUD.
c) Total number of classrooms
Not Applicable
d) Class rooms with ICT facility
None so far. The courses that are offered will require ICT facility to enhance quality of
teaching-learning processes.

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 e) Students’ laboratories
None so far. CECED plans to build a balwadi cum crèche. Of the many purposes it may
fulfil, one of them could be its use as a field site for the students.
f) Research laboratories
None

39. List of doctoral, post-doctoral students and Research Associates:

a) from the host institution/university –
b) from other institutions/universities –
None

40. Number of post graduate students getting financial assistance from the university:
Not Applicable

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
Many schools, preschools, NGOs we work with expressed the lack of short term courses,
and long term programmes which are meaningful and help personnel in their day to day
professional life. Our plan is to conduct a situational analysis of the programmes available
and will be incorporating felt needs from the study to strengthen the programmes offered by
CECED.

42. Does the School obtain feedback from

a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does the
School utilize the feedback?
b. students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
c. alumni and employers on the programmes offered and how does the School utilize the
feedback?
Not applicable

43. List the distinguished alumni of the School (maximum 10):

Not Applicable

44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts:
Not Applicable

45. List the teaching methods adopted by the faculty for different programmes:
Not Applicable

46. How does the School ensure that programme objectives are constantly met and
learningoutcomes are monitored?
Not Applicable

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47. Highlight the participation of students and faculty in extension activities.
CECED in the past four years has emerged as the most important research and policy advocacy
agency in the area of Early Childhood Care and Education. The Centre’s activities are
community based, research mediated and oriented towards policy advocacy.

48. Give details of “beyond syllabus scholarly activities” of the School.

The Centre is engaged primarily in research and advocacy. Research is to create indigenous
knowledge and build empirical basis for creating awareness, informing and influencing
professionals in ECCE and public policies on issues around early childhood and early learning.

48. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
Not Applicable

49. Briefly highlight the contributions of the Centre in generating new knowledge, basic or
applied.
CECED has been engaged in research. One of the ongoing research studies since 2010 is IECEI
to track the impact of early childhood education (ECE) centres on the socio-emotional and
achievement levels of children through primary grades. The initial findings through the three
years have allowed the Centre to empirically create awareness and advocate for better quality
ECE centres, curriculum, and teacher training. CECED has learnt lessons from the case studies
of known practices in Early Childhood Education and applied some of these lessons in ICDS
in different states. One of the lessons learnt was related to the mentoring and supervising model
used by Centre for Learning Resources, Pune.This has been used in the strengthening of ICDS
system in West Bengal in addition to other components.
Professional Development Programmes – the academic programmes which are in the process
of development are informed by the researches done by CECED. The Impact Study, Study on
teacher preparation in ECCE, etc. have informed CECED regarding the dire need for competent
professionals and developmentally appropriate curriculum for all young children.
Technical Assistance in the Area of ECCE – CECED has been actively giving assistance to
various states in the development of curriculum of ECCE and training programmes. Since the
National Policy on ECCE was approved, there has been a spurt in the number of requests from
different states to assist them in the process of curriculum development.

50. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School. Please explain each of the points listed below. These have to be given in detail.
Strengths
• Teamwork – For efficient delivery of work, CECED functions within a model in which
each member has his / her own responsibilities. The project is overseen by the Professor
or Associate Professor. The co-ordinator takes responsibility of the given project. She /
he works along with other team members.
• Diverse and interdisciplinary team – The CECED team is a blend of professionals
who have specialised in child development, education, social work, psychology, and
gender studies. The team members bring their disciplinary perspectives in enriching an
understanding of early childhood care and education.

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 • Partnership Based Model - CECED works with several partner organisations in various
states. In this way, we learn not just from the research projects but through dialogue
with the staff in the partner organisation. In that way, we are able to create awareness
and advocate for quality early childhood care and education, and also build capacities.
• Committed Leadership – Leadership is committed to development of the field and
personnel in the field of early childhood care and education.
• Support from AUD senior management– CECED has been able to create a niche for
itself in early childhood care and education due to its location in Ambedkar University
Delhi. The senior management has been supportive in its endeavours.
Weakness:
• Major Dependence on External Funding – CECED is heavily dependent on external
funding in pursuing its activities.
• Need for efficient system of monitoring of the work of CECED team – Sometimes
CECED is not able to deliver projects and activities on time due to systematic reasons
which need to be addressed.
• Need for middle level academic supervision - For better quality work and efficiency,
mentoring piece needs to be strengthened.
• Need for further engagement with other Schools and Centres within AUD – CECED
has collaborated with partners outside AUD, but has not engaged sufficiently within
the University. It is attempting to forge such collaboration. One such attempt is the
launch of the academic programme which is done in collaboration with the School of
Education Studies. With this, more interaction between faculty from CECED and other
Schools is imagined because the students of MA ECCE can opt for electives offered
from other Schools.
• Need to engage in action research – CECED is engaged in researches that are either
quasi experimental or evaluation of programmes, but has not sufficiently worked with
children, professionals and programmes directly, to strengthen the system.
Opportunities
• CECED’s faculty is represented in several National level committees and hence,
CECED has the opportunity to inform policy making
• Given the growing importance of ECCE at Global and National Level, CECED as
a centre specializing in ECCE is appropriately and contextually located in time and
space.
• CECED through its research work is able to contribute to the indigenous knowledge
base in ECCE
• Because of partnership based approach, there is a broad scope of learning from different
geographical parts of the country and socio-cultural contexts.
Challenges
• Short term staff appointment - Most of the positions in the Centre are temporary and
contractual, due to which attrition rate is high and commitment of the staff towards
building the Centre is limited. It also affects the quality of work and timely delivery of
project activities.

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 • Delayed processes in finance and administration – As the Centre works on project basis
which is time bound and resource bound, it needs great amount of support in terms of
finance and administration within the University.
• Limited resources and facilities – A part of the vision of CECED is to get itself to be
recognised as a resource centre for those concerned about early childhood care and
education. Although, CECED has attempted to create e-space by having a website of
its own (www.ceced.com) and initiating a web portal (www.ecceportal.in) to showcase
its resources and the work going on in this area around the world, but due to lack of
resources in terms of physical space and funds, it has not been able to give a proper
shape to its vision.
• CECED has not engaged sufficiently in professional development activities of the staff.
The challenge arises in the delivery of the project efficiently.

51. Future plans of the School.

To work with marginalised groups in context of ECCE
Research shows that quality early childhood care and education benefits all children but it benefits
the most those children who are from the marginalised sections of our society. We would like
to reach out to them by creating indigenous knowledge around understanding children’s lives,
child rearing practices and early learning practices; and informing and influencing policies and
strengthening scholarship and practices in this field.
To set up a balwadi cum crèche
It is a general understanding that crèche at a workplace supports parents (especially mothers)
and helps them work stress free. We would like to set up crèche cum balwadi for children of
staff and faculty and if possible, few children from neighbourhood. It is an attempt to walk the
talk of creating a space for children that is sensitive to the needs of young children, scientific
and culturally sensitive.
Field attachment of around two weeks has been built into each semester of the MA ECCE and
PG Diploma programmes to give exposure to students to diverse field sites in early childhood
care and education. It is to enable students to relate to theory and theoretical frameworks with
the field realities. Balwadi cum crèche may be one of the sites for their study.
To set up Museum of Childhood in collaboration with the School of Culture and Creative
Expression
In collaboration with few faculty members from School of Culture and Creative Expression,
we would like to set up a museum of childhood. It is to collect, preserve, record and showcase
toys, materials, rhymes or songs and even lullabies and stories that have been passed from one
generation to the other.
To initiate different long term and short term academic programmes in the area of Early
Childhood Care and Education (ECCE)
After MA ECCE and PG Diploma ECCE, we would like to begin some short term certificate
courses such as on early literacy, understanding children, stories and childhood, observing
children, play as learning, etc. The ideas is also to float courses and programmes to support
people who are already working. These programmes may be offered in dual mode – blend
of contact classes and online. These contact classes could be on weekends or/and when the
University is off for students.

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 Specific future research areas:
(a) Early Literacy – CECED would like to explore and develop the field of early literacy.
It is a critical area to be studied and nurtured because there is very little understanding at
this time of pedagogy of language in early years. It is known that children should learn
literacy in mother tongue but there is not much research to support the rationale and
approaches and strategies towards it. Much of our understanding in early literacy relates
to literary development in English. English language is different from the akshara based
Indian languages, so our understanding and approach cannot rely only on the researches
from western world. Indigenous knowledge in this area is critical.
(b) Teacher Education – There is very little research done in teacher education, especially
in early childhood care and education. It is critical to assess the needs and develop
programmes that cater to those needs. It is also critical to create needs in the market by
creating awareness of courses and programmes such as on early literacy that help all
children learn and develop to their full potential.
(c) Action Research – CECED wishes to engage in action research in the areas of teacher
education, multilingual education and early literacy, and working with children below
three years. CECED would gain better understanding in these areas and advocate
effectively in early learning practices and be able to influence public policies. It
will be an attempt to bridge the gap between theory, policies, programmes and their
implementation.

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Evaluative Report of the
Centre of Psychotherapy and Clinical Research
(CPCR)

1. Name of the Centre:

Centre of Psychotherapy and Clinical Research (CPCR)

2. Year of establishment:
2013.
Before being set up as a full fledged Centre, ideas and work around its envisioning were being
incubated in a project mode. Since 2010, the University had sanctioned funds and support staff
and as well as positions of Research Assistants (till 2012) and then of temporary psychotherapists
from 2013 onward. Foundational work for CPCR was done during the preceding three years in
the form of Project Ehsaas. Ehsaas is the psychotherapy clinic of AUD and while working at
Ehsaas, many deliberations were held to decide on the possible directions that CPCR could be
envisioned in. Also, from 2011 to 2013, Ehsaas was participating and contributing to the MPhil
Psychotherapy and Clinical Thinking programme of SHS. And therefore while the Centre got
formally established in 2013, we are indicating its contribution to the MPhil Psychotherapy and
Clinical Thinking programme since 2011.

3. Is the centre part of a School/Faculty of the university?

CPCR is an independent centre but unlike other centres of the University it is imagined to
retain close ties with the School of Human Studies.

4. Names of programmes offered (UG, PG, Mphil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.)
Since 2011, the MPhil Programme in Psychotherapy and Clinical Thinking has been offered
by the School of Human Studies. However, from 2014 the above mentioned MPhil Programme
will be run by SHS and CPCR jointly. In the last three years while the MPhil psychotherapy
programme has been offered by SHS, students of MPhil have been regularly participating in
the clinic, its case discussions and all ongoing activities.

5. Interdisciplinary programmes and Schools involved :

The CPCR is being envisioned to continue, expand, strengthen and deepen the teaching
programmes of SHS and the work of Ehsaas, the Psychotherapy and Counseling Clinic of
AUD. It will also contribute to research in the area of mental health and psychotherapy. The
Centre will, however also, have intimate and mutual links with other Schools and Centres in the
University. For instance, we envision it to have intrinsic connections allowing for collaborative
work and research with the School of Educational Studies, School of Culture and Creative
Expressions, School of Development Studies, School of Design, School of Liberal Studies, the
Centre for Early Childhood Education and Development, Centre for Community Knowledge
and Centre for Development Practice.

AUD Self-Study Report, 2014 - Volume II 195

 6. Courses in collaboration with other universities, industries, foreign institutions, etc.
• CPCR is currently working on collaboration with Berlin University, Germany which is
likely to come through by October 2014.
• CPCR has close professional links and a working collaboration with Psychoanalytical
Unit, Fortis Hospital, Delhi and Lady Hardinge Hospital, also with the Indian
Psychoanalytical Society, Kolkata.

7. Details of programmes discontinued, if any, with reasons:

None

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System:

Semester system

9. Participation of the Centre in the courses offered by other Schools

The Centre runs a university clinic Ehsaas which offers help to anyone in need of emotional and
psychological care. So far the clinic has contributed to the psychological wellbeing of almost
200 persons including students, faculty members and staff of AUD from various Schools,
programmes and offices. The Centre also holds workshops and events to create awareness
around mental health issues for the different units of the University.

10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Assistant Professors/others)
Sanctioned Filled Actual
(including
CAS &
MPS)
Psychotherapists The Centre has 4 sanctioned 3 full time and 2 part-
positions for assistant professors time psychotherapists
in psychotherapy, and 1 office on temporary basis.
assistant. In addition all (for details of SHS
psychology faculty from SHS faculty, please see the
are concurrently part of CPCR School document).
and they contribute in significant
ways to its functioning.

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11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
No. of PhD/

No. of Years of
Specialisation
Qualification

Designation

Experience
MPhil
Name Students
guided for
the last 4
Years
Honey PhD in Professor Clinical Psychology, 20 3 PhD
Oberoi Psychology (Director Psychoanalysis, years 5 MPhil
Vahali of CPCR Community Mental
and Dean Health and Research
SHS) Methods
Ashok PhD in Professor Psychoanalytic 30 4 PhD,
Nagpal Psychology psychotherapy, years 5 MPhil
Psychoanalysis and
clinical practice.
Ashis Roy MA Psycho- Psychoanalysis, Clinical 4
Psychology, therapist Psychology years
Post Master’s
training in
psychodynamic
psychotherapy
DU
Rajinder MA Psycho- Clinical Psychology, 4
Singh Psychology, therapist Psychoanalysis, years
Post Master’s Community Mental
training in Health
Psychotherapy
DU
Shifa Haq MA Psycho- Psychoanalysis and 6
Psychology, therapist political resistance, years
training in women and
Psychodynamic militarisation, social
psychotherapy violence and healing.
PhD
Psychology DU
Nupur MA Psycho- Psychotherapy, 11
Dhingra Psychology, therapist Community Mental years
Paiva training in Health, Infant
Psychotherapy, observation and work
U.K. with children

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 Shalini MA Psycho- Community Mental
Masih Psychology, therapist Health, folk and local
training in culture, psychotherapy
Psychodynamic
psychoteray,
PhD
Psychology
submitted –viva
awaited
For the concurrent faculty list of the Centre, see the SHS Evaluative Report.

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors

Professor Neil Altman, Fulbright fellow, Adjunct Clinical Professor, Postdoctoral Program in
Psychotherapy and Psychoanalysis, New York University.
Professor Sudhir Kakar distinguished Indian psychoanalyst and writer-thinker.
Anurag Mishra, Psychoanalytic Psychotherapist and Head of Psychoanalytic Unit, Fortis
Hospitals, Delhi. Adjunct faculty, MPhil Psychotherapy & Clinical Thinking Programme,
AUD.
Madhu Sarin, Psychoanalyst; Adjunct faculty, MPhil Psychotherapy & Clinical Thinking
Programme
Vinita Kshetrapal, Psychoanalyst and Reader, Jesus & Mary College, University of Delhi;
Adjunct faculty, MPhil Psychotherapy & Clinical Thinking Programme
Kusum Dhar, Jungian Psychoanalyst and visiting professor at Jung Centre, Bangalore
Salman Akhtar - renowned psychoanalyst and Psychiatrist - Jefferson University, USA.

13. Percentage of classes taken by temporary faculty – programme-wise

The MPhil programme is designed to be a professional programme and is delivered by clinicians
and academicians. While the internal SHS faculty contribute to the teaching of the programme,
approximately 30-35% of teaching and training is contributed by professionals in the field,
psychotherapists, clinical psychologists, psychiatrists and psychoanalysts, in particular. We
have visiting faculty who regularly contribute to the teaching, learning and clinical supervision
process along with the faculty from within SHS.

14. Programme-wise Student Teacher Ratio:

Not applicable

15. Number of academic support staff (technical) and administrative staff: sanctioned, filled
and actual
4 posts of assistant psychotherapists have been sanctioned. 1 post of administrative assistant
has been sanctioned. At present there are 5 psychotherapists (3 fulltime and 2 part time) who are
temporarily appointed to support the psychotherapy and counselling clinic and the community
outreach projects. Additoinal faculty from SHS and the 17 MPhil students support the Centre’s
work and activities.

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16. Research thrust areas as recognised by major funding agencies:
• Process oriented research in Psychoanalytical psychotherapy
• Culture, psyche and subjectivity
• Mental illness and suffering
• Faith, religion and science
• Centre of Psychotherapy and Clinical Research is guided by an interdisciplinary thrust
and a self-reflexive perspective. The psychoanalytical and psychosocial framework of
research seek to constantly question both knowledge and power and thereby aspire to
reclaim a psychological human science which is culturally sensitive, decolonised and
socio-politically aware. The research thrusts are psychodynamically inclined, critical,
participatory and dialogically oriented in the areas such as trans-generational trauma,
experiences of poverty, political and social displacements, implications of community
work through a psychodynamic approach, indigenous healing traditions and practices
and possibilities of clinical-cultural dialogue. As the Centre is still in its nascent stage,
we are in the process of initiating contact with funding organisations - government and
NGO’s.
• Centre of Psychotherapy and Clinical Research has initiated a six month project
which involves the assessment of mental health needs and the setting up of a low-fee
psychotherapy clinic in the Jama Masjid area of Delhi.
We have not received recognition from funding agencies so far but we are hopeful that our
thrust areas will receive recognition as they are also closely aligned to the modifications in the
Mental Health Care Bill of Government of India, which is likely to become an Act of Indian
Parliament soon.

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
Possible collaborations are under consideration.

18. Inter-institutional collaborative projects and associated grants received

a) National collaboration:
None
b) International collaboration:
None

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
Projects have been proposed to UGC and funding for 2014-2015 is awaited.

20. Research facility / centre with

• state recognition
• national recognition
• international recognition

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 As already stated, we hope that in the coming years the Centre of Psychotherapy and Clinical
Research grow and gain recognition at this various levels. The experts that we have involved
nationally and internationally are helping us to move towards that vision.

21. Special research laboratories sponsored by / created by industry or corporate bodies:

None

22. Publications:
As the CPCR faculty is concurrently appointed to the School of Human Studies, refer to the list
of publications in the Evaluative Report of the latter.

23. Details of patents and income generated

The psychotherapy clinic at CPCR works on the principle of low cost therapy, so that mental
health needs of those who require help but cannot pay are met. In the last two years Ehsaas has
generated over Two lakh Rupees by offering extremely low-cost therapy to those who have
approached the clinic for help.

24. Areas of consultancy and income generated:

None

25. Faculty selected nationally / internationally to visit other laboratories / institutions /

industries in India and abroad:
None

26. Faculty serving in

a) National committees:
Honey Oberoi Vahali: Fellow, Indian Association of Clinical Psychologists. Executive
Member, IACP, 2006-2009.
b) International committees:
None
c) Editorial Boards of national and international journals:
Honey Oberoi was on the editorial board of Indian Journal of Clinical Psychology, on the
review panel of International Journal of Refugee Studies, Psychology and Developing
Societies, Psychological Studies, Journal of National Academy of Psychology, India.
d) Steering committees of international conferences recognised by reputed
organisations/ societies e) any other (please specify):
None
e) National committees:
None

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27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programmes,
workshops, training programmes and similar programmes). How many faculty have
underwent staff development programmes during the last four years (add any other
programme if necessary)?
CPCR is a fairly new initiative. Since it was established recently (2013), we are yet to organise
activities of the nature mentioned above.

28. Student projects

• Percentage of students who have done in-house projects including inter-School
projects
All MPhil students are required to do a research dissertation as part of the requirements
of the course. At present we have a batch of 17 MPhil students who will be submitting
dissertations by July 2014.
• Percentage of students doing projects in collaboration with other universities
industry / institute
For the MPhil Psychotherapy and Clinical Thinking programmes, one of the sites have
been mental health institutions where our students do internships for varying periods of
time. This has been an ongoing feature especially for the students who want to become
psychotherapists. We find that the over-medicalised and profit-based orientation
of these institutions does not remain the most suitable site for the socially sensitive
psychotherapist. An initiative of CPCR is the project called Ehsaas, the psychotherapy
and counselling clinic, which serves as a site for the training of MPhil students. We need
more sites which are premised on a similar philosophy. Our students do internships at
Lady Hardinge Medical College, IHBAS, VIMHANS, Fortis and other hospitals having
psychiatric and psychological units. Students also intern at mobile crèches, NGO’s,
half-way homes, Schools and anganwadis.

29. List the Awards / recognitions received at the national and international level by
• Faculty
Please see list of awards for CPCR’s faculty in the document for the School of Human
Studies.
• Doctoral / post doctoral fellows:
Not applicable
• Students:
None

30. Seminars/ Conferences/Workshops organised and the source of funding (national /

international) with details of outstanding participants, if any.
The first Annual Indian conference of Psychoanalysis - ‘Psychoanalysis, Religion and Culture’
was organised by CPCR in collaboration with the Psychoanalytical Unit, Fortis Hospital,
Gurgaon. December 19-20, 2013. Along with faculty from the Centre, our MPhil students also
presented papers at the conference which were considered of an extremely high quality by
experts in the field.

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 31. List of Activities held in the academic year 2013-14
i. Workshop on ‘Disability, Gender and Subjectivity’ held on 31 August, 2013
ii. Awaaz - Suffering and Surviving, a two day intensive deliberation on the occasion of
world Mental Health Day was organised 24-25 October 2013.
iii. Talk by Vatsala Subramaniam, psychotherapist, on ‘Mental Health in India’ and ‘Work
with Suicidal and Psychotic Patients, 11-18 September 2013.
iv. Talk by His Holiness the 17 Gyalwang Karmapa, on ‘Psychology and Human Concerns’,
3 October 2013
v. Conference on ‘Psychoanalysis, Religion and Culture’ in collaboration with
Psychoanalytical Unit, Fortis Hospital, Gurgaon, 19-20 December 2013.
vi. Workshop on Jungian Analysis with Kusum Dhar, Jungian analyst at AUD 11 Feburary
2014
vii. Public lecture on ‘Mental Zoo: The Role of Animals in Human Emotional Life’ by
Salman Akhtar, 1 March 2014, India International Centre (AUD in collaboration with
Fortis Hospital Delhi).

32. Code of ethics for research followed by the Centre.

While the University is in the process of framing a code of ethics for research, psychotherapists,
2013sts working at Ehsaas, a project of CPCR, have stringent ethical responsibilities to follow.
These pertain specifically to
a. Ethical responsibility toward confidentiality: This applies to spoken as well as written
material including the management of data records.
b. Ethical responsibility to do no harm to the clients of Ehsaas or their family: This
includes emotional harm by thoughtless statements or by eliciting difficult emotions
that are difficult to contain.

33. Student profile programme-wise: MPhil psychotherapy and Clinical Thinking 2011-2014
Name of the Programme Applications Selected Pass percentage
Received Male Female Male Female
MPhil Psychotherapy and 46 2 15 ongoing
Clinical Thinking 2011-2014

34. Diversity of students

Name of the % of students % of students % of students % of students
Programme (refer from the same from other From from other
to question no. 4) university universities Universities countries
within the outside the
State State
MPhil 8% 70% 30% Nil
Psychotherapy and
Clinical Thinking
2011-2014

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 In addition to information on students, it may be worthwhile to mention here that one of the
primary objectives of CPCR is to offer quality care to those in need of emotional help. We have
extended help to almost 200 people coming in with a range of emotional crises ranging from mild
depression to acute suicidal feelings. Free work and low-fee psychotherapy is our special effort
in extending psychotherapeutic work with people who belong to socially and economically
backward sections of the society and who cannot afford therapy. CPCR wants to make this an
opportunity to create a subversive perspective based on a socially informed reading of clinical
work while using the elaborations about states of suffering to develop a deeper and nuanced
understanding about the Indian psyche, as embedded in the context of urban and rural poverty.
The CPCR-Ehsaas team has made concentrated efforts to understand the mental health needs
of the various constituents of the University community as well as the general population of
Delhi. Our understanding points towards a critical urgency for establishing Ehsaas and CPCR
as a site where emotional and psychological distress can be continually responded to with
empathy and care. In the brief tenure of its existence, Ehsaas has experienced that increasingly
more people are approaching the clinic. From its first patient referral in February 2011, Ehsaas
today has catered to approximately 150 patients both from within and outside AUD.

Since its inception, Ehsaas has had individuals and families coming from different sections of
society. Adults, adolescents, children and families have come to the clinic seeking help and a
majority of them have stayed in therapy for a considerable duration. Out of the 150 patients,
70% have been young people between the ages of 18 and 24 from various Universities in Delhi.
To provide a detailed and nuanced representation of the clientele visiting Ehsaas, we may sum
up by saying that in the last one and a half year, many patients have come with difficulties
ranging from anxiety, depression and suicidality to gender dysporia, body image issues, and
behavioural problems. In addition to this, many individuals came to Ehsaas with adjustment
difficulties, associability, drug addiction, loss of a loved one or intractable family issues such as
domestic violence, alcoholism or psychosis of a family member, broken homes, sexual abuse
or difficulty in sustaining relationships.

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 35. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise.
In MPhil Psychotherapy and Clinical Thinking programme, 5 out of the 17 in the batch have
cleared the UGC NET.

36. Student progression:

8% of the students enrolled in MPhil Psychotherapy and Clinical Thinking have graduated
from the MA in Psychology offered by the School of Human Studies, AUD.

37. Diversity of staff:

Most faculty who are working at CPCR are graduates or PhDs from Delhi University. Nupur
Dhingra has post graduation from Delhi University and subsequently has been trained in the
UK. There are no faculty members who are graduates of AUD as AUD is a new university, set
up in 2008.

38. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during the assessment
period-
• Shifa Haq awarded PhD in Feburary 2014.
• Ms.Shalini Masih, part time Psychotherapist has submitted her PhD at DU in November
2013, viva is awaited.

39. Present details of School infrastructural facilities with regard to

a) Library:
We are in the process of building up a strong selection of books and relevant literature
in the area of psychoanalysis, psychotherapy, mental health and related fields in
the AUD library. This section is likely to become a strong base and resource centre
which professional colleagues from all fields of mental health and psychiatry and
psychoanalysis will consult. We hope this will become one of the best libraries on
psychotherapy and mental health in the country.

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 b) Internet facilities for staff and students:
All students and staff members have access to internet.
c) Total number of class rooms
d) Class rooms with ICT facility
e) Students’ laboratories
f) Research laboratories
The University has allocated special space for running CPCR. We have been given five
rooms in which the psychotherapy clinics of the Centre function. These also serve as
training and practice sites for MPhil students.

39. List of doctoral, post-doctoral students and Research Associates:

a) from the host institution/university
b) from other institutions/universities
Not Applicable

40. Number of post graduate students getting financial assistance from the university.
All students in MPhil Psychotherapy and Clinical Thinking are awarded a stipend of Rs. 12,000
per month for the entire three years duration of their programme. The stipend is at par with that
offered by the National Institute of Mental Health and Neurosciences, Bangalore.

41. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
The Centre came into existence after elaborate discussions with professionals, clinicians and
academicians in the field of mental health. Since 2011, we were running the Psychotherapy
Clinic Ehsaas at SHS and the work as well as experiences gathered there too went into the
reflections for setting up CPCR. For details about consultations regarding MPhil Psychotherapy
and Clinical Thinking programme please refer to the Evaluative Report of SHS.

42. Does the School obtain feedback from:

a. Faculty on curriculum as well as teaching-learning-evaluation? If yes, how does the
School utilise the feedback?
b. Students on staff, curriculum and teaching-learning-evaluation and how does the School
utilise the feedback?
c. Alumni and employers on the programmes offered and how does the School utilise the
feedback?
Please refer to the Evaluative Report of SHS.

43. List the distinguished alumni of the School (maximum 10):

None

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 44. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts.
Please refer to the Evaluative Report of SHS.

45. List the teaching methods adopted by the faculty for different programmes.
In CPCR, in adherence to our philosophy of exposing young minds to diverse and rich sources
of knowledge, the teaching does not merely rely upon lectures and has gone beyond to include
aesthetics, including films, poetry, music, field visits and literature. Classes are discussion
focused, self-reflective work is emphasised and the evaluative process is in congruence with
the methods employed for teaching. The students share their understanding in the form of
group / individual presentations, documentary films and written papers offering a balance of
creativity and academic rigour. The space for close clinical supervision and the mandate of
personal work call for a unique immersion into one’s own life and creating knowledge from
an immersed plunge into human struggles. An emphasis on emotion and affect, which is given
primacy in psychoanalysis, also has the potential for us to rethink the place of subjectivity in
social science disciplines.

46. How does the Centre ensure that programme objectives are constantly met and learning
outcomes are monitored?
Through frequent faculty meetings it is ensured that a range of issues are discussed. One of
the ways in which programme objectives of the various programmes are met is by creatively
thinking about our assessments, internships, field visits and mentorship process. Also we
don’t always think about our objectives as fixed but we constantly work towards deepening the
objectives themselves, and we attempt to cultivate the freedom by which different individual
members evolve an ethic of disseminating the programme objectives according to their own
sensibility and purpose. Periodic reviews of the progress and the stabilising of the frame of the
programmes is engaged with in meetings.
Monitoring of learning outcomes: One of the ways in which learning outcomes are monitored
is through an ongoing and continuous process of evaluation. The assessment process itself
moves across a range which includes end term exams, term papers, expression of students’
ideas through creative media such a poems, artistic processes and writing of literary pieces,
book reviews, viva situations, observing human situations in the real life context etc. On the
other hand we are still in the process of gathering data on our alumni.
Once this data base is consolidated it will give us a base to undertake a serious exercise of
locating the consonance of our programme and learning outcomes to the actual demands of the
professional and academic world. The creative tension in this too has to be kept alive as we
are eager that our programmes and graduates will also influence the professional and academic
world through a renewed lens so that new ways of imagining the discipline and work culture
are kept alive.

47. Highlight the participation of students and faculty in extension activities.

• The Centre has started a project to engage with the safai karamchaaris and guards on
the University campus.

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 • CPCR has undertaken to establish a community based outreach programme for
providing mental/emotional health support to the local community in the Jama Masjid
area. Both students and faculty are an integral part of these extension activities.
• The MPhil Psychotherapy students have aided and supported the faculty in doing outreach
for the clinic, building alliances with schools and other mental health institutions. The
students of this course have successfully organised Awaaz, an event on the occasion of
the Mental Health Day which has helped in making other mental health professionals
in the city become aware of our distinctive perspective and also have an interface with
them. This has been a significant and consistent step in making both the University
community and members outside aware about issues concerning mental health. The
students have also worked in hospitals such as Lady Hardinge Medical College, NGOs
and schools and have created interventions and links which will help in the growth of
CPCR.

48. Give details of “beyond syllabus scholarly activities” of the School.

Regular exposure to diverse ways of thinking through workshops, lectures and interactive
sessions with experts is arranged in which students and faculty actively participate. Students
are encouraged to expose themselves to other ‘sites of learning’, such as, schools, traditional
healing sites (Nizamuddin Dargah, Balaji temple of Mehandipur, etc.) NGOs (in Delhi and
Jaipur) and other community spaces (Tibetan community in Majnu Ka Tila, ARA, etc.) in order
to take wisdom gained in classroom to outside situations to envisage a clinical model feasible
for catering to the psychological needs of the masses.

49. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details.
None
Briefly highlight the contributions of the Centre in generating new knowledge, basic or applied.
The Centre has undertaken to establish a community-based outreach programme for providing
mental/emotional health support to the local community in the Jama Masjid area. This field will
provide opportunity for generating new knowledge in the areas of women’s mental health and
early infant–mother interaction. In addition to this, the Centre has also explored a neighbouring
government aided school to take stock of its problems and needs to which Ehsaas can extend its
services and engage in a mutually enriching process. Students are also kept closer to indigenous
ways of conceptualising mind and its states and for this reason visits to nearby temples and
dargahs are undertaken. The purpose of these visits is to come increasingly closer to imagining
a model of psychotherapy which is not devoid of sensitivity towards cultural nuances but
draws from rich cultural sources and succeeds in catering to the so-called ‘not-psychologically
sophisticated’ as well.

50. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths
• At CPCR we believe that none should be deprived of help towards psychological well-
being because of financial constraints. At Ehsaas, the counselling and psychotherapy
clinic we are committed to provide free and low-cost psychological services to those in

AUD Self-Study Report, 2014 - Volume II 207

 need – from all age groups, social strata, contexts and gender. This is in contrast to the
high stress on commercialisation of health care, including mental health care services
in the country. Our promise is to not only make mental health services accessible to
those coming from socio-economic margins but to also offer them a chance for in-depth
listening, a provision for an engaged understanding of the life context and an empathic
amelioration of their pain and symptoms.
• Thrust on research to facilitate clinical thinking about states of psychological health
and breakdown.
• Training psychodynamic psychotherapists and anchoring a unique (the first of its
kind) three-year long psychotherapy training programme in the country - MPhil in
Psychotherapy and Clinical Thinking. The Centre will also provide short-term training
to psychiatrists, psychiatric social workers, clinical psychologists and nurses.
• Building awareness around mental health issues and forming networks with mental
health advocacy groups and the legal system.
• The visions and aims of CPCR are held together and worked upon by a team of trained
and committed psychotherapists, sufficiently equipped with astute clinical acumen and
sincere sensitivity towards cultural nuances. Over time the University Clinic, Ehsaas
is envisioned to grow into five interrelated wings- the adult individual psychodynamic
psychotherapy clinic Anubhav; a wing to cater to emotional conflicts and issues related
to young adulthood and adolescents Abhivakti; a family therapy unit, Hamsafar;
a children’s playroom, Khel Khel Mein; and a community outreach unit, Sammati.
In addition, the clinic will also provide for psychological assessment and psycho-
diagnostic testing. At the Clinic we envision a movement from a hierarchical to a
relational understanding of human experience while representing values of humanism,
social justice, equality and creativity.
Weaknesses:
• The Centre however, is yet to convert the above mentioned conceptualisations to clearly
articulated public documents or to give shape to them in terms of publications (edited
volumes for example). This is one of the reasons why the impact of such innovations
on Higher Education in India is still awaited.
Opportunities:
• The Psychosocial clinical perspective has a potential to critically and clinically resituate
the disciplinary knowledge of academic psychology. The Centre of Psychotherapy
and Clinical Research has rich possibilities for extending depth oriented long-term,
short-term and low-fee services to a vast neglected majority in India. Its emphasis on
cultural-clinical thinking also is of significance to understanding the psyche through a
relational ambit. The heavy emphasis on field-based learning, self-reflexive processes,
mentorship and close supervision, allow for immersion and involved participation in
real life contexts, thus bridging the gap between theory and life as it is actually lived.
Challenges:
• A few possible challenges to CPCR may be (i) to keep afloat the projects or domains
it imagines and is trying to give shape to, (ii) to find echoes in Higher Education and
Mental Health programmes in the country about relevance of a psychoanalytic thinking

208 AUD Self-Study Report, 2014 - Volume II

 and a relational perspective in healing practices and (iii) to create a space of dialogue
between various Schools within the University and public domain about mental health
concerns.

51. Future plans of the Centre.

CPCR aims to become a research base to develop culturally rooted insights into human
subjectivity. Some of the issues of concern for CPCR are: Understanding early childhood
experiences and their impact on late life; the relation between culture and psyche; the
intricate connection between individual and family; sexualities; and a depth model of human
psyche relevant to human experiences. Research in other areas such as trans-generational
trauma, emotional vulnerabilities caused by political and social displacement, implications
for communities and individual work will be the focal point of the research. We hope to do
collaborative work with national or international institutes of repute. The research at the Centre
will have natural links with the Centre for Early Childhood Care and Education and the School
of Education Studies since the work of these units overlaps with CPCR’s interest in working
with children, schools and community.

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210 AUD Self-Study Report, 2014 - Volume II
Evaluative Report of the
Centre for Social Science Reseach Methods

1. Name of the Centre:

Centre for Social Science Research Methods

2. Year of establishment:
2011

3. Is the School part of a School/Faculty of the university?

No

4. Names of programmes offered (UG, PG, MPhil, PhD, Integrated Masters; Integrated
PhD, DSc, DLitt, etc.)
None

5. Interdisciplinary programmes and Schools involved:

The Centre is expected to engage with all the Schools to draw on core competencies related
to the specialised research methods. These are expected to respond to the specific needs of the
newly emergent disciplinary areas and knowledge domains.

6. Courses in collaboration with other universities, industries, foreign institutions, etc.

None

7. Details of programmes discontinued, if any, with reasons:

Not applicable

8. Examination System: Annual/Semester/Trimester/Choice Based Credit System

Semester:
Not applicable

9. Participation of the School in the courses offered by other Schools:

None in the past two years. But a component evolved on Basic Research Skills Training by the
Coordinator, CSSRM is part of several post-graduate academic programmes at AUD.

AUD Self-Study Report, 2014 - Volume II 211

 10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/
Asst. Professors/others)
Sanctioned Filled Actual (including
CAS & MPS)
Professor - - -
Associate Professor - - -
Asst. Professor - - -
Others - - -

11. Faculty profile with name, qualification, designation, area of specialisation, experience
and research under guidance
No. of Ph.D./

No. of Years of
Specialisation
Qualification

Designation

Experience
M.Phil.
Name

students
guided for
the last 4
years
Chandan PhD Director - 40
Mukherjee
Radhika PhD Coordiantor, Ethnographic 4 -
Govinda CSSRM (on Lien Methods/ Participatory
to Edinburgh Research Methods
University)

12. List of senior Visiting Fellows, adjunct faculty, emeritus professors

Professor TS Saraswathi in 2010.

13. Percentage of classes taken by temporary faculty – programme-wise information:

Not applicable

14. Programme-wise Student Teacher Ratio:

Not applicable

15. Number of academic support staff (technical) and administrative staff Research Assistant
(projects)
Post Sanctioned Filled Actual
Director 1 1 1
Office Assistant 1 0 0

16. Research thrust areas as recognised by major funding agencies

New tools and techniques have emerged in social science research, strengthening the scope for
dialogue across disciplines. Elements of social science research have also begun to transcend

212 AUD Self-Study Report, 2014 - Volume II

 the confines of academe and are increasingly being employed in government, non-government
and corporate spaces. These developments make it crucial that cutting edge training and
resources be made available in the art and science of doing research in the social sciences. The
Centre for Social Science Research Methods is expected to act as a hub both within AUD and
in the region where such training and resources shall be made available.

17. Number of faculty with ongoing projects from a) national b) international funding
agencies and c) Total grants received. Give the names of the funding agencies, project
title and grants received project-wise.
None

18. Inter-institutional collaborative projects and associated grants received

Social Science Research Methods Festival: AUD organised its first Social Science Research
Methods Festival (the Centre’s flagship programme), in partnership with Sage India and the
Indian Council of Social Science Research, from 11 to 31 December 2010. Two short courses
‘Doing Social Science Research’ and ‘Scientific and Research Writing’ and four workshops,
namely, ‘Participatory Research Methods’, ‘Ethnography’, ‘Computer Assisted Qualitative
Data Analysis: Atlas-ti’ and ‘Statistics for Social Sciences’ were offered as part of the Festival.
The Festival was collaborative as AUD invited a host of brilliant researchers and academics
from academic institutions in Delhi as well as outside. Professor N Jayaram, TISS, Professor R
Govinda, NUEPA, Professor T S Saraswathi, Professor Vinay Srivastava, University of Delhi,
Professor Chandan Mukherjee, Dr Nandita Chaudhary, Professor Romila Thapar, Professor
Mary John, Ms Geeta Hariharan, Professor Andre Beteille were associated with the Festival.
ICSSR provided support of the order of over Rs 8 lakhs and the Miller-McCune Foundation
through Sage India gave a grant of Rs. 10 lakhs to support the initiative.

19. School projects funded by DST-FIST; UGC-SAP/CAS, DPE; DBT, ICSSR, AICTE, etc.;
total grants received.
See the response above.

20. Research facility / centre with

• state recognition
• national recognition
• international recognition
None

21. Special research laboratories sponsored by / created by industry or corporate bodies:

None

22. Publications:
None

AUD Self-Study Report, 2014 - Volume II 213

 23. Details of patents and income generated:
None

24. Areas of consultancy and income generated:

None

25. Faculty selected nationally / internationally to visit other laboratories / institutions /

industries in India and abroad:
None

26. Faculty serving in a) National committees b) International committees c) Editorial Boards

of national and international journals d) steering committees of international conferences
recognised by reputed organisations/ societies e) any other (please specify)
None

27. Faculty recharging strategies (UGC, ASC, Refresher / orientation programs, workshops,
training programs and similar programs). How many faculty have underwent staff
development programmes during the last four years (add any other programme if
necessary)?
None

28. Student projects

• percentage of students who have done in-house projects including inter-School
projects
• percentage of students doing projects in collaboration with other universities /
industry / institute
None

29. List the Awards / recognitions received at the national and international level by
• Faculty
None
• Doctoral / post doctoral fellows
None
• Students
None

30. Seminars/ Conferences/Workshops organised and the source of funding (national /

international) with details of outstanding participants, if any.
AUD organised its first Social Science Research Methods Festival (the Centre’s flagship
programme), in partnership with Sage India and the Indian Council of Social Science Research,
from 11-31 December 2010. Forty scholars (predoctoral, doctoral and postdoctoral researchers,
and early career faculty) belonging to diverse social science disciplines such as political science,

214 AUD Self-Study Report, 2014 - Volume II

 economics, psychology and sociology and interdisciplinary areas of study such as education
studies, development studies, media and communication and translation studies, and coming
from academic institutions from all over India participated in the Festival. Two short courses
‘Doing Social Science Research’ and ‘Scientific and Research Writing’ and four workshops,
namely, ‘Participatory Research Methods’, ‘Ethnography’, ‘Computer Assisted Qualitative
Data Analysis: Atlas.ti’ and ‘Statistics for Social Sciences’ were offered as part of the Festival.
The idea behind organising a series of short courses and workshops in the form of nearly a
month-long ‘Festival’ is a vision shared by many at AUD that studying social science research
methods can be made a meaningful and enjoyable experience. Inspired in part by a similar
initiative undertaken by the UK’s ESRC, AUD’s Social Science Research Methods Festival
was the first of its kind in India. The workshops and short courses of the Festival were entirely
modular in format, with an emphasis on hands-on, activity-oriented, peer-learning approaches.
In this manner, the Festival sought to create a relaxed and supportive environment for discussing
issues of gathering, interpreting, articulating and publishing research findings. A series of field
visits and public events – lec-dem and author-meets-reader events, book exhibitions, screening
of films and documentaries, and lectures by social science stalwarts (on how disciplines and
areas of enquiry have evolved and how the use of research methods has evolved therein) – were
organised to complement the courses and workshops.
The Indian Council for Social Science Research (ICSSR) provided over Rs 8 lakhs for the
conduct of the workshops and the Festival. To support the Centre’s activities CSSRM also
obtained a grant from the Sage India/ Miller-McCune Foundation.

31. Code of ethics for research followed by the Schools:

Not developed till now.

32. Student profile programme-wise:

Not applicable

33. Diversity of Students:

Not Applicable

34. How many students have cleared Civil Services and Defense Services examinations, NET,
SET, GATE and other competitive examinations? Give details category-wise:
Not applicable

35. Student progression:

Not applicable

36. Diversity of staff:

Details of staff are provided in the Evaluative Reports of the other Schools / Centres.

37. Number of faculty who were awarded MPhil, PhD, DSc and DLitt during the assessment
period:
Not applicable

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 38. Present details of School infrastructural facilities with regard to
a) Library
b) Internet facilities for staff and students
LAN and Wifi enabled office
c) Total number of class rooms
d) Class rooms with ICT facility
e) Students’ laboratories
f) Research laboratories
Not applicable

39. List of doctoral, post-doctoral students and Research Associates:

a) from the host institution/university
b) from other institutions/universities
None

39. Number of post graduate students getting financial assistance from the university:
Not applicable

40. Was any need assessment exercise undertaken before the development of new
programme(s)? If so, highlight the methodology.
Intensive consultation was conducted prior to the establishment of the Centre with leading
experts and practitioners working in the development sector, NGOs and other field-based
organisations who emphasised the need for a sustained intervention by University with
organisations working at the grassroots level for providing support and training opportunities
for practitioners in research processes and support in academic writing. It was intended that the
Centre would work in project mode with faculty drawn either on secondment or on a concurrent
basis from other Schools and develop a resource centre which would conduct such workshops
from time to time and create databases of literature and tools accessible to practitioners. The
first ‘Social Science Research Methods Festival’ organised in December 2010 also provided
a forum for AUD to help conceptualise the aims and objectives of a Centre for Social Science
Research Methods.
The operationalisation of the Centre and initiation of new programmes would be undertaken
after conducting the following activities:
• A survey to identify AUD faculty’s own needs/ research skills, methods, and
philosophical grounding that they might want to revisit or visit for the first time
• A one-day workshop amongst AUD faculty teaching research skills and methods
courses to discuss commonalities, differences and challenges, and to explore synergies
• A two-day workshop with Delhi-based university-level academics regarding research
methods teaching across disciplines to ascertain needs of faculty and students, and to
explore collaborations in conducting training programmes

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 • Visits to social science research methods centres (within and outside University settings)
in India and abroad to network and to give shape to the Centre
• Consultative meetings and workshops for methods/skills-specific resource material
generation on a priority basis
• A two-day conference of early career faculty and research scholars on methodological
approaches in research on a chosen theme (health/justice)
• AUD’s second Social Science Research Methods Festival
• A core team (a faculty member + support staff) to coordinate the Centre’s work.
Structure, Faculty and Sources of Funding
The Centre would operate on the lines of other centres at AUD. While it is expected to seek
external funding for carrying out its projects and programmes, to begin with the Centre will draw
on University funds and the corpus provided by the Sage India/ Miller-McCune Foundation
in 2010. A core group, comprising a faculty member and support staff, shall work to actualise
the Centre’s aims and activities. A Steering Committee drawn from within AUD’s existing
faculty’s shall guide and support the core group. The Centre shall also draw upon the research
methods expertise of faculty members across Schools and other Centres. Such others may be
appointed to the Centre from outside the University on part-time and/or contractual basis.

41. Does the School obtain feedback from

a. faculty on curriculum as well as teaching-learning-evaluation? If yes, how does the
School utilize the feedback?
Not Applicable
b. students on staff, curriculum and teaching-learning-evaluation and how does the
School utilize the feedback?
Not Applicable
c. alumni and employers on the programmes offered and how does the School utilize the
feedback?
Not Applicable

42. List the distinguished alumni of the School (maximum 10):

Not applicable

43. Give details of student enrichment programmes (special lectures / workshops / seminar)
involving external experts:
Not applicable

44. List the teaching methods adopted by the faculty for different programmes:
Not applicable

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 45. How does the School ensure that programme objectives are constantly met and learning
outcomes are monitored?
Not applicable

46. Highlight the participation of students and faculty in extension activities:

Not applicable

47. Give details of “beyond syllabus scholarly activities” of the School:

Not applicable

48. State whether the programme/ School is accredited/ graded by other agencies? If yes, give
details:
Not applicable

49. Briefly highlight the contributions of the School in generating new knowledge, basic or
applied.
There are possibilities that a Centre for Social Science Research Methods opens up for
advancing understanding and practice of research methods; promotes methodological rigour
in social science research; supports innovations in social science research methods; raises
awareness about recent developments in research methods; encourages collaborations in social
science research across academic, non-academic spaces; helps enhance the quality of social
science research and publication in the region; and acts as a clearinghouse of resource material
on research methods.

50. Detail five major Strengths, Weaknesses, Opportunities and Challenges (SWOC) of the
School.
Strengths
• The greatest strength of the Centre is its multidisciplinarity, which enables it to draw on
multiple school faculty.
• The Centre provides hands-on opportunities to engage in research activities and this is
immensely helpful to students since almost all Masters programme make it mandatory
for students to undertake research projects.
• Another area of strength is the technical training provided in specialised research
methods, tools of analysis and documentation processes.
Weakness
• The Centre requires dedicated appointments to help re-gain the lost momentum.
• Existing funds have not been subsequently utilised. Centre has for reasons of lack of
coordination not been able to integrate and link similar research methods courses being
offered across Schools.
• In short the Centre requires more human resources, technical support, and dedicated
office and staff.

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 Opportunity
• There is an acute need for universities to engage and implement their mandate of
strengthening research practices not only within but in the development of methodologies
that enable capturing our complex social reality and support problem-solving and hence
social change. The Centre if it works to its potential capacity would lead to an advanced
understanding and practice of research methods; promote methodological rigour in
social science research; support innovations in social science research methods; raise
awareness about recent developments in research methods; encourage collaborations in
social science research across academic, non-academic spaces; help enhance the quality
of social science research and publication in the region; and act as a clearinghouse of
resource material on research methods
Challenges
• The structure of the Centre has already been created with a very successfully organised
three-week research methods festival. The festival saw participation of over 50 young
career academics and NGO based practitioners, schoolteachers among others in the
specific modules offered and the overall feedback was very supportive of continuing
and increasing the frequency of modular and certificate courses offered to practitioners
and non-conventional students.
• The biggest challenge therein is to meet up to the expectations generated and find
resources (both human and infrastructural) to translate the vision into practice, and
make the Centre functional and its presence felt.

51. Future plans of the School.

Expand the Centre’s faculty and staff strength
Establish itself as a Centre of Excellence in social science research methods:
Social Science Research Methods is a fast expanding field. New tools and techniques have
emerged in social science research, strengthening the scope for dialogue across disciplines.
Elements of social science research have also begun to transcend the confines of academe
and are increasingly being employed in government, non-government and corporate spaces.
These developments make it crucial that cutting edge training and resources be made available
in the art and science of doing research in the social sciences. The Centre for Social Science
Research Methods shall act as a hub both within AUD and in the region where such training
and resources shall be made available.

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 Proposed Activities
TRAINING RESOURCES NETWORKING
• Organising workshops to • Generating training • Conducting conferences
address specific research packages and resource on methods and
methods-related needs of material methodologies
AUD faculty • Housing books and • Publishing work on
• Conducting summer journals pertaining to social science research
courses/winter clinics research methods methods
for students/ research • Maintaining a website • Providing consultation
scholars/ development with online resources on research to
practitioners government and
• Providing listings of
• Providing training in basic major centres, grants and non-governmental
research skills across grant-making bodies, organisations
courses and programmes conferences and journals
focusing on social science
research methods

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