Relevant bibliographies by topics / University Grants Commission (UGC)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University Grants Commission (UGC)'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "University Grants Commission (UGC)"

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Aalam, C. Syed, and S. Arul Selvan. "Education Policies in India since Independence: A Review." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (2022): 4158–60. http://dx.doi.org/10.22214/ijraset.2022.44876.

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Abstract: This review is anthology of education system of India since independence. The British imposing rule in India implanted into the Indian society the education system which was proposed by the British government for the safeguarding of their colonial admin in India, termed the Macaulay education scheme. The Indian higher education started inflating and was promoted time and another time through different national policies and configuration of various committees and commissions, like the University Education Commission (UEC) in 1948, the University Grants Commission (UGC) in 1956, Kothar
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S Alhat, Swapnil. "Understanding Revised NAAC Grading Pattern." Shanlax International Journal of Arts, Science and Humanities 8, no. 1 (2020): 57–60. http://dx.doi.org/10.34293/sijash.v8i1.3081.

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National Assessment and Accreditation Council (NAAC), an autonomous institution of University Grant Commission (UGC), it has been merely 26 years since the inception of NAAC, whose Accreditation to Higher Education Institutions (HEIs) in India is mandatory likewise only a NAAC Accredited higher learning institutions are eligible for UGC and other various grants. Moreover, NAAC accreditation determines the quality of the institute in terms of education, infrastructure, research, teaching & learning, etc.NAAC Accreditation helps a learning institution to know its strengths, weaknesses, and o
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Kumar R., Santhosh. "BALANCING CONTROL AND AUTONOMY: A THREE-TIERED POLICY FRAMEWORK FOR STRENGTHENING ACADEMIC PUBLISHING IN INDIA." International Journal of Advanced Research 13, no. 05 (2025): 1282–86. https://doi.org/10.21474/ijar01/21019.

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The University Grants Commission (UGC) in India has taken commendable steps to maintain academic publishing standards by implementing the UGC-CARE (Consortium for Academic and Research Ethics) List. This initiative expected to compact predatory publishing and enhance the global recognition of Indian research output. While the UGC-CARE List has succeeded to a large extent in filtering out substandard journals and guiding researchers toward reputable publications, several operational shortcomings persist. These include lack of transparency in the selection and removal processes, limited resubmis
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Ahsan, Syed Ali, KMHS Sirajul Haque, Mohammad Salman, et al. "Detection of ischaemic heart disease with risk factors in different categories of employees of University Grants Commission." University Heart Journal 5, no. 1 (2009): 20–23. http://dx.doi.org/10.3329/uhj.v5i1.3436.

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Coronary artery disease is the major cause of mortality world wide. The potentially modifiable risk factors for coronary artery disease were increased concentrations of low density lipoprotein cholesterol, decreased concentrations of high density lipoprotein cholesterol, hypertension, hyperglycemia, and smoking. This cross sectional study which included all UGC employees was conducted in the department of cardiology of BSMMU between January 2007 and December 2007. Detailed clinical history, family history, lifestyle, smoking habit, diabetes mellitus, and hypertension, regular use of any medica
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Gupta, Dinesh Kumar, Viejndra Kumar, and Neelam Kabra. "Revisited Indian Origin Library and Information Science Journals included in UGC API: A Study." DESIDOC Journal of Library & Information Technology 38, no. 1 (2018): 49. http://dx.doi.org/10.14429/djlit.38.1.11213.

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<p>University Grants Commission (UGC) listed more than 38,000 journals based on three databases, Web of Science, Scopus and Indian Citation Index for selection/promotion of teachers and other academic staff in the universities and colleges, in India. The first covers 15 journals in the area of Library and Information Science which are published from India. This study provides comprehensive information of those journals with the objectives of critically studying on the aspects such as: reviewed/refereed/coverage in abstracting and indexing in databases, journal ranking and updateness of t
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Anand, Susila, and Joshil Adolf Ebiraj. "Effect of anti-ragging program." International Journal Of Community Medicine And Public Health 12, no. 5 (2025): 2340–44. https://doi.org/10.18203/2394-6040.ijcmph20251398.

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Ragging, a form of student misconduct defined by the University Grants Commission (UGC) of India, poses significant threats to mental and physical well-being, with severe consequences including death. In response, UGC established measures including toll-free helplines and anti-ragging programs. This study assesses the effectiveness of an anti-ragging lecture through a questionnaire survey of students. Results indicate a moderate improvement in awareness post-lecture. Statistical analysis using one-way analysis of variance (ANOVA) reveals significance (p≤0.05) in understanding ragging implicati
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Kembhavi, Ajit. "IUCAA (Inter-University Centre for Astronomy and Astrophysics, Pune, India): A Brief Description." Asia Pacific Physics Newsletter 01, no. 02 (2012): 69–70. http://dx.doi.org/10.1142/s2251158x12000318.

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The Inter-University Centre for Astronomy and Astrophysics (IUCAA), located in the city of Pune in India, is an autonomous institution under the University Grants Commission (UGC). It is a centre of excellence for research in astronomy and astrophysics (A&A) and related areas. It also serves as a platform for the entire university community in the country for work in A&A. IUCAA has a vibrant environment for research and development and attracts hundreds of national and international visitors every year who use its facilities, benefit from the interaction with the faculty and provide th
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Betsurmath, Chandrashekhar Gangayya, Hadal Kumaraswamy Mamatha, Saravana Babu Chidambaram, and Vishwanath Prashant. "Design, Development and Validation of a Digital Performance Based Appraisal System: A Planned Approach in Change Management." Indian Journal Of Science And Technology 17, no. 6 (2024): 548–55. http://dx.doi.org/10.17485/ijst/v17i6.2711.

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Objectives: In India, the professional performance of the academic faculty is assessed annually using Academic Performance Indicator (API) as per the University Grants Commission (UGC), Government of India. This is a manual model is cumbersome in filling, and time-consuming. As a planned change and a measure to introduce technology-based platforms in JSS Academy of Higher Education & Research (JSSAHER), Mysuru, India, we have designed, developed, and validated digital platform technology to evaluate the annual performance of faculty working in medical, dental, pharmacy, life sciences frate
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Hossain, M. B. "Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Improve Higher Education Quality in Bangladesh through HEQEP." International Journal of Science and Business 1, no. 1 (2017): 47–59. https://doi.org/10.5281/zenodo.439707.

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<strong>ABSTRACT</strong> To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in t
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Baral, Keshar J. "Higher Education Financing in Nepal." Journal of Nepalese Business Studies 4, no. 1 (2008): 1–9. http://dx.doi.org/10.3126/jnbs.v4i1.1025.

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National policy on the financing of higher education is to recover the recurrent costs and shift the burden of higher education to the private sector. This paper, using the financial data pub-lished by University Grants Commission (UGC) and extracted from the financial statements of Pokhara University (POKU), attempts to analyze the financing pattern of higher education in Nepal. In gen- eral, it analyzes the overall financing pattern of higher education in Nepal and in particular of POKU during the last eight fiscal years (FY 1999 through 2006). This concludes that the level of budget for hig
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Dissertations / Theses on the topic "University Grants Commission (UGC)"

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Kembhavi, Ajit, and Tukaram S. Kumbar. "Professional Literature for Indian Universities - A new Initiative by the University Grants Commission." Information and Library Network Centre, An IUC of University Grants Commission, 2003. http://hdl.handle.net/10150/106132.

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For some years now, Indian Universities and Colleges have been deprived of access to journals and other professional literature. About two decades ago, University libraries were able to subscribe to a decent number of journals in various subjects. The subscriptions have steadily eroded since funds available to universities have not been able to cover the rising cost of the literature, and today access to journals is all but impossible, except from a handful of major university libraries. It is clear that this trend cannot be reversed in the conventional fashion by providing increased funding
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Books on the topic "University Grants Commission (UGC)"

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Pawar, Sarbjit Singh. University Grants Commission (UGC) and development of libraries. Deep & Deep Publications, 1998.

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P, Gupta O. Higher education in India since independence: UGC and its approach. Concept Pub. Co., 1993.

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Kaushik, Vijay Kumari. Handbook of UGC schemes: With special reference to 10th Five Year Plan. 5th ed. Book Enclave, 2003.

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Sharma, Sita Ram. UGC schemes: A manual for universities, colleges and research institutions. Mangal Deep Publications, 1998.

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Vohra, A. L. Handbook of UGC schemes and central assistance to state universities and colleges. Anmol Publications, 1993.

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Sharma, Kavita A. 50 years of University Grants Commission. University Grants Commission, 2003.

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Chaturvedi, R. N. The administration of higher education in India. Printwell Publishers, 1989.

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Group, India University Grants Commission Inter Agency Working. Development of an information and library network: Report of the Inter Agency Working Group, University Grants Commission. The Commission, 1989.

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Kolhatkar, M. R. Survey of higher education, 1947-2007. Concept Pub. Co., 2012.

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10

Britain, Great. First special report from the Social Services Committee session 1985-86: UGC cuts and medical services report : follow-up : observations by the Government on the third report from the Committee, session 1984-85. HMSO, 1986.

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Book chapters on the topic "University Grants Commission (UGC)"

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Swarna M., Freeda Maria, Shaheed Khan, and Panch Ramalingam. "UGC-HRDC: Virtual Learning, Challenges, Opportunities, and Vision for the Future." In Virtual Lifelong Learning: Educating Society with Modern Communication Technologies. BENTHAM SCIENCE PUBLISHERS, 2024. http://dx.doi.org/10.2174/9789815196566124010004.

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The Staff development, designing and training, learning and development (L&amp;D) are very essential in the domain of Higher Education (HE) in India. The changing of the present day, too, have added a multitude of issues to the Higher Education Institutions (HEI). At a point in time, the Academic Staff Colleges (ASC) made the efforts to train the teachers joining the HEI, through orientation programs and engage the in-service teachers through refresher courses, which made all efforts to build the capabilities of the teaching community. The explosion in HE with the coming in of Private Universi
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Panagariya, Arvind. "Transforming Higher Education." In New India. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197531556.003.0010.

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Thanks to the rapid expansion of private colleges and universities, India has been able to raise gross enrollment ratios in higher education at a satisfactory pace during the last twenty years. There has not been similar success in raising the quality of higher education, however. India has no universities in the top one hundred in any international rankings, particularly lagging behind in social sciences and humanities. This chapter argues that the key bottleneck is the highly centralized governance system flowing from the archaic University Grants Commission (UGC) Act of 1956. Drawing on the
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Dongare, Dr Sandip Bhimrao. "FUTURISTIC ASPECT IN LEARNING PROCESS MANAGEMENT: AN ANALYTICAL STUDY." In Futuristic Trends in Management Volume 3 Book 2. Iterative International Publisher, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bhma2p2ch6.

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This research paper delves into the futuristic aspects of learning process management, particularly within the context of India’s education system. The paper highlights the initiatives taken by the Ministry of Human Resource Development, emphasizing the use of educational technology, especially during the pandemic shift towards online education. The objectives of the research include studying futuristic learning approaches, analyzing the importance of future techniques, and shedding light on the ongoing implementation of blended learning. Assumptions regarding the cost-effectiveness, quality o
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Hothi, Navjot. "OUTCOME BASED LEARNING: IMPLEMENTATION AND CHALLENGES." In Futuristic Trends in Social Sciences Volume 3 Book 11. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3beso11p5ch1.

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Outcome-based learning (OBL) is a student-centric approach that focuses on defining the intended learning outcomes for a course and then designing the learning activities to achieve those outcomes. Course outcomes are specific statements that describe what a student should be able to know, do, or demonstrate after completing a course. The advantages of OBL include improved student engagement, increased motivation, better alignment between learning activities and assessment, and increased accountability for both students and teachers. Key features for successful implementation of OBL in teachin
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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2023. Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_12415.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2024. Palgrave Macmillan UK, 2023. http://dx.doi.org/10.1057/978-1-349-96073-6_12415.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2021. Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_893.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2020. Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_863.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2022. Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12415.

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"CUD (Belgian University Commission for Development) ARES (Academy of Research and Higher Education)." In The Grants Register 2018. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_377.

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Conference papers on the topic "University Grants Commission (UGC)"

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Hattiambire, Dayanand, and Chetana Kamlaskar. "Challenges of integrating MOOCs into the Curriculum of YCM Open University in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7723.

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The term Massive Open Online Courses (MOOCs) was coined by Dave Cormier of University of Prince Edward Island in Canada in the year 2008. However the MOOCs gained popularity in the year 2012, as world’s renowned Universities like Stanford University, Massachusetts Institute of Technology and Harvard University started offering MOOCs. The Journey of MOOCs in India started a little late, the Ministry of education formerly known as Ministry of Higher of Human Rights Development MHRD initiated the SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) in the year 2014 and it was full fled
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Mishra, Sudarshan, Manas Ranjan Panigrahi, and Pranita Gopal. "Enhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1858.

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The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educato
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Dey, Niradhar, and Santosh Panda. "Teacher Experiments and Experiences of Teaching Online during Covid-19 Pandemic – Study of School and College Teachers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2354.

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During the Covid-19 outbreak, in India, specific instructions had been issued to the universities, colleges and schools by the Union Ministry of Education and the University Grants Commission (UGC) to maintain academic calendar, examination, etc. through online teaching by using different online educational technologies (UGC Guidelines on 29th April, 6th July, and 24th Sept, 2020). Against this backdrop, the present paper analyses the experiments and experiences that teachers had undergone during the pandemic in terms of practicing online teaching. Descriptive survey method was used to conduct
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Dash, Manoj Kumar, and Manas Ranjan Panigrahi. "Promoting Educational Resilience through Technology Enhanced Learning for Sustainable Quality Education and Training in the Context of Higher Education in India: An Innovation under CEMCA." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4075.

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Ministry of Education, Govt of India (GOI) under the digital India initiatives encourages teachers of higher education making use of SWAYAM (online platform) effectively and efficiently for education, training and capacity building. University Grants Commission (UGC), GOI has been encouraging the teachers to submit proposals for designing and developing Massive Open Online Courses (MOOCs) for UG/PG levels &amp; skill development of youth under SWAYAM. Therefore, teachers of higher education must be trained, oriented and exposed for capacity building to enable them to design and develop quality
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"Message from Chairman, University Grants Commission, Govt. of India." In 2008 First International Conference on Emerging Trends in Engineering and Technology. IEEE, 2008. http://dx.doi.org/10.1109/icetet.2008.266.

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Jebunnessa, Jebunnessa, and M. D. Aminul Islam. "Allocation of public resources to the public universities in Bangladesh: Development initiatives by University grants commission." In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0051985.

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Jirli, Basavaprabhu, and Saikat Maji. "Blended Learning using agMOOCs as a Tool for Professional Development: A Case of Students of Agriculture in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4289.

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According to University Grants Commission (a body of Government of India) Blended learning is an instructional methodology, a teaching and learning approach that combines face-to-face classroom methods with computer mediated activities to deliver instruction. agMOOCs a learning platform for students of agriculture and allied sciences has developed 22 MOOCs so far on agriculture and allied sciences since 2015. The platform was developed by Indian Institute of Technology, Kanpur (India) in collaboration with Commonwealth of Learning, Vancouver. Of which the author has offered three courses on ag
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