A. Faculty development is a cornerstone for driving continuous improvement in academic quality.

Objectives

• To provide high-quality academic and capacity-building programs to train faculty members at higher education institutions nationwide.
• To familiarize faculty with modern teaching methods and pedagogical approaches.
• To equip faculty for the emerging blended learning model in teaching.
• To enable faculty to integrate the latest research-based knowledge into their classrooms.
• To offer formal training for newly appointed faculty to prepare them for future professional roles.
• To facilitate opportunities for faculty to engage with renowned scholars and academics.

The Practice

• GCSM provides Faculty Orientation Programs (FOPs) for newly hired faculty, alongside discipline-specific and interdisciplinary Faculty Development Programs (FDPs), refresher courses, conferences, and workshops.
• The FOPs cover a range of topics, including innovative teaching methodologies, research techniques, ICT-integrated curricular, e-content creation, interpersonal skills, and institutional values.
• Interactive conferences and seminars encourage brainstorming on diverse subjects, fostering creative ideas for impactful research initiatives. The FDPs emphasize comprehensive subject knowledge, both quantitative and qualitative research methodologies, and an interdisciplinary approach in line with the National Education Policy (NEP) 2020.
• Renowned and internationally recognized experts lead lectures and sessions across a wide array of contemporary topics, benefitting educators, corporate professionals, and researchers alike.
• During the Covid-19 pandemic, all programs were transitioned online, following UGC and university guidelines. The Four Quadrant Approach was implemented, which included e-tutorials, e-content, self-assessment, and web resources.
• Regular follow-ups with participants occurred throughout each program via Google Classroom, Telegram, and discussion forums. During the pandemic, GCSM also created programs to equip faculty with various online teaching tools and develop Massive Open Online Courses (MOOCs). Numerous FDPs and Faculty Improvement Programs (FIPs) were launched in webinar format, successfully training all faculty members.
• To facilitate mutually beneficial teacher training programs, the institute has established Memorandums of Understanding (MoUs) with institutions and organizations.

Evidence of Success

• GCSM Successfully conducted several numbers of workshop & Seminar. These programmes have witnessed overwhelming response and there has been consistent demand for more programmes.
• A repository of research and academic knowledge (video lectures, e-content, MOOCs) for ready reference has been developed.

B. Transforming GCMS Campus into a Digitally Empowered Institution and Knowledge Hub.

Objectives

• There has been a strong focus on capacity building, bolstered by the application of Information and Communication Technology (ICT) in various facets of the Institute's operations.
• This initiative aims to facilitate a blended learning approach, enabling education to be accessible anytime and anywhere.
• The goals include utilizing ICT to enhance teaching and learning practices within the institution, improving work efficiency, saving time, and minimizing redundancy.
• ICT will also be employed for cost-effective, organized, and paperless documentation and record-keeping.
• The objective is to align the institution with international ICT standards by acquiring and implementing the latest technologies and upgrading existing ICT infrastructure.
• Additionally, ICT systems will be established to enable swift and effective communication networks, both nationally and internationally.
• Ultimately, these efforts aim to expand the reach of training and other programs offered by the Institute.

The Practice

• Over the past few years, significant efforts and financial resources have been dedicated to enhancing the existing ICT infrastructure. The entire Institute community has eagerly engaged with and embraced the digitalization process.
• All classrooms, along with the conference and seminar rooms, are equipped with ICT tools, including projectors and screens.
• The Institute Library has undergone full automation with the implementation of the open-source library management system, KOHA, enabling students to access thousands of e-books and e-Journals via J-Gate.
• Additionally, the Institute has developed a user-friendly Enterprise Resource Planning solution  to effectively manage student attendance. Laptops have been provided to both faculty and staff, encouraged to utilize them.
• In addition to general training programs, specialized ICT training is offered to both teaching and non-teaching staff, while students receive upskilling in specialized software and newly acquired technology

Evidence of Success

• All teaching and non-teaching staff at the Institute have received training in ICT applications.
• Faculty members utilize laptops with the pre-installed Enterprise Resource Planning system for attendance and other academic purposes.
• The Administration, Accounts, and Library functions are fully automated, supported by the necessary infrastructure and software.
• Digital signatures have streamlined financial transactions and tendering processes, making them quicker and more efficient.
• The procurement, accession, and circulation of library books have also been simplified.
• All official communications and notices are disseminated via email and various online platforms.
• During the Covid-19 transition to online teaching and learning, the Institute adopted Zoom as a standardized platform for daily classes and related activities.