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InnoVision Accreditation Support

General Information on Accreditation The following general policies are the guiding principles for accreditation of programs offered by various technical institutions:
  • NBA accredits selected technical Programs of institutions and not the Institutions or its Departments / Centres as a whole.
  • Institutions are invited to apply for accreditation through eNBA portal as per norms prescribed by NBA from time-to-time
  • Programs to be accredited should be offered by an educational Institution, which has been formally approved by the AICTE or the concerned regulatory authority.
  • Programs from which at least two batches of students have graduated are considered for accreditation. The program should continuously be running without break with approval of the concerned regulatory authority during the whole duration of last two batches (for example: 5 years for UG engineering, 3 years for PG engineering, etc.)
  • The institution is required to pay accreditation fee as prescribed by NBA from time-to-time. The application fee is payable in two phases – 10 per cent at the time of submission of Pre-Qualifiers and balance 90 per cent fee at the time of submission of SAR once the Pre-Qualifiers are approved.
  • The institution must submit Self-Assessment Report (SAR) online through e-NBA portal in the prescribed format in respect of each program proposed for accreditation.
  • The title of a program to be accredited must be the same as shown on the graduating student’s degree and the approval letters of the concerned regulatory authority.
  • Visiting Team, while evaluating the programs, should ascertain overlapping of resources and faculty for programs in an institution where AICTE has granted approval for 1st shift and 2nd shift
  • Part-time programs are not considered for accreditation.
  • Programs are evaluated in accordance with the accreditation criteria as specified by NBA.
  • Institutions are required to represent the accreditation status of each program accurately and without ambiguity. If accreditation is withdrawn or discontinued or expires, the institution should no longer refer to the program as accredited.
  • A two/three day’s onsite visit is a part of the accreditation process. A Visiting Team appointed by the NBA carries out the evaluation of the program. The institution is required to propose such sets of dates for the visit when the regular classes and all academic activities of the program applied for, are going on.
  • Institutions have the option of withdrawing a program during the exit meeting of the visit. The institution shall handover a written request to the Team chair during the exit meeting. No communication regarding withdrawal will be accepted after the visiting team has left the institution. No fee would be refunded in such cases.
  • The final decision made by the NBA is communicated to the educational institution, together with comments detailing strengths, weaknesses and scope for improvement.
  • In the event of non-accreditation of a program, reasons for the same are also communicated by NBA to the institution.
  • If an institution is not satisfied with the decision of NBA regarding accreditation status, it may appeal against the decision to the Appellate Committee (AC) of NBA within 30 days of receipt of the communication.
NBA Accreditation Criteria Points
Criterion 1: Vision, Mission and Program Educational Objectives    50
Criterion 2: Governance, Leadership & Financial Resources 100
Criterion 3: Program Outcomes and Course Outcomes 100
Criterion 4: Curriculum and Learning Process 125
Criterion 5: Students’ Quality and Performance 100
Criterion 6: Faculty Attributes and Contributions 220
Criterion 7: Industry & International Connect 130
Criterion 8: Infrastructure 75
Criterion 9: Alumni Performance and Connect 50
Criterion 10: Continuous Improvement 50
Total Points  1000
View Details
NBA Manual
NBA Evaluation Criteria

National Board of Accreditation

National Assessment and Accreditation Council (NAAC)

NAAC’s instrument is developed to assess and grade institutions of higher education through a three-step process and make the outcome as objective as possible. Though the methodology and the broad framework of the instrument is similar, there is a slight difference in the focus of the instrument depending on the unit of Accreditation, i.e., Affiliated / Constituent colleges / Autonomous colleges / Universities / Health Science / Teacher / Physical Education. Institutional Accreditation
  • University: University Central Governance Structure along with all the Under Graduate and Post Graduate Departments.
  • College: Any College – affiliated, constituent or autonomous with all its departments of studies.
  • Department Accreditation: Any department/School/Centre of the University.
The Criteria for NAAC Accreditation are as follows
NAAC Criteria and Points University Autonomous Institute Affiliated/ Constituent College
Curricular Aspects  150 150 100
Teaching-learning & Evaluation 200 300 350
Research, Innovations & Extension 250 150 120
Infrastructure & Learning Resources 100 100 100
Student Support & Progression 100 100 130
Governance, Leadership & Management 100 100 100
Institutional Values & Best Practices 100 100 100
View Details
NAAC Accreditation Flowchart
NAAC Manual (Autonomous Colleges)
NAAC Manual (Affiliated/ Constituent Colleges)
NAAC Mandatory Annual Quality Assurance Report

SAQS Accreditation

SAQS  is an international system of strategic audit and accreditation designed for the assessment of Schools in widely different national contexts. Although it is inspired by the special needs imposed by extreme cultural diversity, the SAQS standards are those of effective education for international management and apply to Schools in any cultural environment in any region. SAQS was launched in 2003 by AMDISA and was designed through a process of close cooperation between existing international accreditation bodies in the field of management education. AMDISA – Association of Management Development Institutions in South Asia, established in 1989, is a network of Management Education and Management Development Institutions. It is an international not-for-profit association. AMDISA launched the global benchmark quality assurance and accreditation system for Business Schools – SAQS, as a service to the management education profession worldwide. SAQS emerged in an EFMD – AMDISA cooperation through a European Union funded Asia – Link project in 2003-04. It has an established presence in Bangladesh, India, Maldives,Nepal, Pakistan, Sri Lanka.

SAQS is a globally benchmarked system for mentoring, quality improvement, quality assurance and accreditation. Its processes lead to improvement through highlighting the need to meet internationally accepted quality standards. SAQS Accredited Quality Label is a recognition to the institution’s commitment to Quality and Quality Assurance through continuous improvement. SAQS accreditation is institutional. Institution being defined as the organisational unit providing business and management education. Recently, Association of Indian Universities (AIU), New Delhi, India has accepted AMDISA’s Quality Assurance Program SAQS at par with NBA accreditation for according equivalence to the two-year full time PGDM with MBA degree of Indian Universities.

The principal features of the SAQS process and standards can be summarized as follows:
  • Offers an international and intercultural approach to quality assessment.
  • Places a great emphasis on corporate concerns, both in the standards themselves and in the assessment processes.
  • Looks at the performance of the School taken as a whole, including all of its programmes and not just the MBA programme, and uses outcome-based perspectives and criteria.
  • Special attention is paid to executive education.
  • Stresses the personal development of MBA students and support of their interpersonal, entrepreneurial and managerial skills.
  • Is conceived as a learning process involving an international forum for defining the relevant quality criteria.
  • Is dynamic and forward looking with a concern for new trends.
SAQS considers that diversity is a value to live with and protect and that there is no “one best model” for a Business School. It accepts that each country has its own approach to management and business education and that the length, design, content and learning objectives of programmes will differ from one country to another, and even sometimes within countries. It is founded on the principle of recognizing diversity and the strengths of different approaches to higher education in management. SAQS assesses Schools as a whole. It assesses not just degree programmes but all the activities and sub-units of the School, including research, e-learning units, executive education, consultancy and community outreach. Schools must be primarily devoted to management education. It looks for a balance between high academic quality and the professional relevance provided by close interaction with the practicing and corporate worlds. A strong interface with the world of business is, therefore, as much a requirement as a strong research potential. It attaches particular importance to the creation of an effective learning environment that favours the development of students’ managerial and entrepreneurial skills, and fosters their sense of global responsibility. It also looks for innovation in all respects, including programme design and pedagogy. It is dynamic and forward looking with a concern for new trends and developments in management education. It is conceived as a learning process for the whole community in management education, and as an international forum for defining the relevant criteria. SAQS is supported by a broad international body of academics and professionals. Deans and Directors of reputed academic Schools, Managing and HR Directors of major corporations, heads of national professional associations, consultants, and assessment experts form the pool from which the international Peer Review Teams and Mentors are drawn.

AACSB International

AACSB International (AACSB), a global nonprofit association, connects educators, students, and business to achieve a common goal: to create the next generation of great leaders. AACSB provides quality assurance, business education intelligence, and learning and development services to over 1,700 member organizations and more than 900 accredited business schools worldwide to advance the quality of business education. AACSB accreditation is known, worldwide, as the longest-standing, most recognized form of specialized accreditation that an institution and its business programs can earn. Accreditation is a voluntary, nongovernmental process that includes a rigorous external review of a school’s mission, faculty qualifications, curricula, and ability to provide the highest-quality programs.
Section I: Strategic Management and Innovation
Standard 1: strategic planning
Standard 2: physical, virtual, and financial resources
Standard 3: faculty and professional staff resources
Section II: Learner Success
Standard 4: curriculum
Standard 5: assurance of learning
Standard 6: learner progression
Standard 7: teaching effectiveness and impact
Section III: Thought Leadership, Engagement, and Societal Impact
Standard 8: impact of scholarship
Standard 9: engagement and societal impact
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AACSB General Information
AACSB Business Accreditation Standards
AACSB Accreditation Handbook

Association of MBAs

The Association of MBAs & Business Graduates Association (AMBA & BGA), is a London-based international membership and quality assurance body for world-leading and high-potential business schools, amassing more than 50 years of experience since their founding in 1967. AMBA is the leading impartial authority on MBA education, specifically offering MBA portfolio accreditation for leading business schools, while BGA is a whole-school membership and accreditation body, which stresses the importance of positive impact and responsible management practices while supporting innovation and differentiation. Today, the AMBA & BGA network comprises more than 460 international business schools, collectively. AMBA MBA/MBM Accreditation Criteria
  • The Institution
  • The Student Cohort Experience
  • MBA/MBM Design, Curriculum & Assessment
  • Impact
View Details
AMBA MBA Accreditation Criteria
AMBA MBM Accreditation Criteria
AMBA Accreditation Guidance

BGA (Business Graduates Association)

BGA Accreditation
The Institution: its mission and strategy, leadership, diversity, connectedness, responsible management, and available resources.
Faculty: strategy, research and teaching, and diversity.
Students: marketing, recruitment, and diversity.
Programmers: level, design, feedback, learning outcomes, innovation, assessment, delivery, and responsible management.
Impact: careers, alumni, lifelong learning and value creation.
View Details
BGA Accreditation Criteria
BGA Accreditation Guidance
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