Genesis of JAIN (Deemed to be University)

Sri Bhagawan Mahaveer JAIN College (SBMJC) was started in 1990 under Sri Bhagawan Mahaveer JAIN Educational & Cultural Trust (SBMJECT). Today the group known as JAIN Group of Institutions (JGI) has a large number of vibrant educational institutions which include several schools in various parts of India, offering free education and catering to the disadvantaged and needy rural students. The JGI is known for imparting quality education at all levels, excellence in sports, community development and entrepreneurship.

Various colleges under the SBMJC were grouped and conferred the status of a Deemed-to-be-University by MHRD in two orders, dated 19th December, 2008 & 24th July, 2009 upon recommendation by the UGC. The Academic Programmes of JAIN commenced from 2009. JAIN now JAIN has 6 faculties - Engineering and Technology, Sciences, Commerce, Management, Humanities & Social Sciences and Creativity & Design. Technology-Enabled Learning, Digital Initiatives and paperless administration are notable hallmarks of JAIN. Over the years, representation by invitation, is given to eminent experts from industry, R&D labs and academia, to provide necessary directions and guidance to the University by their active contribution to its Board of Management, Planning & Monitoring Board, Academic Council and various other bodies of the University has added immense value to the educational delivery and service as offered by JAIN.

JAIN (Deemed-to-be University) is today ranked among the top 5 Private Universities in Karnataka (KSURF Rankings, 2019) and No.8 among Private universities in India (India Today Rankings, 2021). JAIN is accredited by NAAC with the highest Grade of ‘A++’ under the 2018 revised accreditation framework with a score of 3.71 out of 4 and has been provided Graded Autonomy by MHRD, Govt. of India. JAIN was ranked # 85 among the top Universities in India in NIRF 2020, and is at #99 in NIRF 2021. JAIN’s All India Rank is 91-95 in the QS 2020 World University rankings. JAIN was ranked between 351- 400 among 9000 participating Universities in BRICS 2019. JAIN is a multi-faculty, multidisciplinary University offering Ph.D, PG, PG Diploma and UG programs in Engineering & Technology, Sciences, Allied Healthcare & Sciences, Management, Commerce, Design, Arts and Social Sciences. JAIN has emerged as a preferred choice for students from all over India due to its emphasis on Academic Excellence, Entrepreneurship development, Sports, Extension activities, Value-Added & add-on courses, Research & Development in frontier areas, industry linkages, collaborations and unique specializations. The student strength is 21000+ out of which more than 1500 are Foreign students hailing from 43 countries.

JAIN has always been an aspirational institution, creative and progressive in its thinking, and has had a laudable journey of transformation since inception, with its dreams to excel in the years to come.

One of the foundational tenants of JAIN has been its enriched cultural milieu, promoting values and character to its learners which is reflected in the laudable milestones achieved by it over the years:

Laudable milestones of JAIN (Deemed-to-be University) are:

  • 9 students of JAIN have represented India in Olympic games.
  • Research projects funded by agencies such as DST, MNRE, DRDO, ARDB, ICSSR, ICMR.
  • Total Research publications are 5063+
  • 99 ventures incubated till date through Chenraj Roychand Centre for Entrepreneurship (CRCE) and DST Funded, JUiNCUBATOR.
  • 184 patents have been published, 16 granted and 3 have been commercialized.
  • Dedicated Research centres have been established for Nano and Material Science, Aerospace, Pure and applied Science, Fire and Combustion Research, Social Science & Education and Ancient History & Culture.
The Journey of JAIN 1.0 (2009-2020)

With over 30 years of legacy (including 11 years as a Deemed-to-be University), JGI has witnessed it all - whether it is disintegration of erstwhile USSR, economic reforms in India, South East Asian crisis of late 1990s, economic recession of 2008-09, advent of the 3rd and 4th industrial revolutions or the most recent COVID-19 pandemic. Throughout, JAIN 1.0 (2009-2020) has shown resilience and responsiveness to all these changes effectively and its organizational reality as is visible today reflects only 10 per cent while the rest of it is evident in the quality of its graduates produced, who have excelled in diverse fields of their choice, and they are the true ambassadors of the institution, to vouch for the ‘iceberg balance’ effect that the institution has had on them through its committed and protracted provisions of holistic education par excellence.

Certain strategic initiatives adopted during JAIN 1.0 has led to superior outcomes such as a A++ grade in NAAC, ranking among the top 100 universities in India by NIRF, leadership in research focused on national priorities, student centricity, impressive graduate outcomes, significant industry linkages, outstanding achievements in sports and entrepreneurship. These include : Establishment of Dedicated research centres - Citations, High Impact Factor and Externally Funded Projects, Recognition by Premier Institutions, Consultancy Income; promotion of research through Seed funding leading to minor projects and serving as a foundation for externally funded projects & publications; fillip given to entrepreneurship through Chenraj Roychand Centre for Entrepreneurship (CRCE) leading to incubation of companies and creation of entrepreneurial mind-set among students and faculty; establishment of Technology Business Incubator supported by DST, Government of India; Achievements in Sports in the National as well as in International arena; practices of good governance and leadership through empowerment of Strategic Education Units, well formulated Budgets, significant allocation towards Capex, transparency in decision making; Technology Adoption having a positive impact on all aspects of the University’s function; program in Emerging Areas; Industry Oriented Curricula.

While JAIN 1.0 has grown in terms of number of campuses, programmes and student intake, with its healthy culture of excellence hitherto, it has emerged as an institution recognised and respected for many distinctive achievements both, in the academic and allied fields. In this back drop and in alignment with the NEP 2020, JAIN 1.0 has already set its foot on its journey as a renewed JAIN 2.0.

About NEP 2020

Message of the Chancellor
Dr. Chenraj Roychand

Patron, NEP Taskforce

Heartfelt compliments to all!

Luminary educationist Rabindranath Tagore had envisioned the noble purpose of education in its offering to humankind the unity of truth. Likewise, the present age of global interconnectedness calls for seamless convergence of knowledge systems into an integrated whole. Besides upholding the panorama of diversity, that captures the essence of India, the NEP-2020 document resounds the deep underlying spirit of harmony and oneness. Since the very inception, in our pursuit of academic excellence at JAIN, we have embraced a model of education that leads to expansion of consciousness by weaving together heterogeneous minds and cultures. As a multidisciplinary institution, recently accredited by NAAC with A++ grade, we view our evolution to be crowned by the growth and success of our students.

As the University surges ahead with articulating its action plan for phased NEP implementation, it is heartening to hear echoes of our long cherished dream in the voice and the sentiment of the progressive policy prescriptions. The vision document reads aloud our sustained commitment, initiatives and future aspirations towards transformation and refinement. Competency today is fast replacing knowledge as the currency of the new age making way for the conversion of walled classrooms into open and inclusive learning spaces. In cognizance of the fact the departments have gone beyond the conventional learning practices to offer wide, flexible and innovative range of course options and adopt diverse evaluation techniques thereby creating multiple avenues for students to demonstrate their acquired abilities and learnings. The recent adoption of experiential and trans-disciplinary project centric learning opportunity brings academically diverse sets of students under one umbrella to collectively engage them with critical situations and real-life problems. With firm adherence to the belief that education holds the key to empowerment, I foresee the university successfully reemerging as a nurturing ground for budding entrepreneurs. To this effect our competent and enthusiastic faculty members have been steadily tapping and fostering new business ideas besides parenting new start-ups. As my mind rests on soaring optimism and hopes I commend every faculty member and staff for their steady efforts and wish them an exciting journey on the path ahead.

Message by the Vice Chancellor
Dr. Raj Singh

Chairman, NEP Taskforce

Greetings and warm wishes to all!

It’s a momentous occasion for the university to roll out its vision document and roadmap for NEP-2020 implementation. The action plan document reflects our collective resolve to move towards putting the prescribed reforms to practice. Along the pathway to academic excellence NEP-2020 stands tall as a torchbearer lending us all an unwavering sense of purpose, direction and destiny. We at JAIN (Deemed-to-be University) have unanimously embraced the novel initiative and are currently in the process of rigorous churning and reinvention of our educational procedures and processes of learning in alignment with the NEP priorities. Having articulated a comprehensive blueprint for effective and timely implementation of the NEP, we are working relentlessly towards its realization along desired lines.

As part of its fast-track transformational journey called JAIN 2.0 the university, accredited by NAAC with A++ Grade in 2022, has pioneered planning and strategizing exercise for phased implementation of NEP in the state of Karnataka driven by our firm conviction to impart multidisciplinary holistic education. Adopting, in letter and spirit, the learner-centered educational practices our departments have surged ahead in terms of creatively crafting outcome-driven flexible course options for youngsters so as to nurture their curious minds besides empowering them with new age outlook and competencies. Our inclusive classroom settings, integrated curriculum and pedagogic innovations, help capture diverse learning needs and abilities, wherein students enjoy expanded space and exposure. Also, we have been consistently encouraging sports and advocating the ancient practice of yoga, to cater to innate sport interest of students and to facilitate their rounded growth. The University’s resounding win of Khelo India University Games (KIUG) 2021 Edition deeply imprints the thriving sports culture therein. The unique offering of trans-disciplinary and experiential project-centric learning opportunities to students breaks the classroom confines and transcends academic boundaries to foster deeper engagement with the industry and the larger community. As a sought after knowledge and innovation hub of the 21st century the campus reverberates with the vibrancy of entrepreneurial spirit and has remained a steady witness to the successful incubation and acceleration of numerous business start-ups. I heartily applaud the commitment and diligence of every faculty member and staff towards making the much cherished dream a living reality of the day.


The UN global education development agenda as reflected in the Goal 4 (SDG4) and as adopted by India, seeks to “ensure inclusive and equitable quality education and promote lifelong learning for all” by 2030. It has thrown open challenges for Indian HEIs to adopt rapid changes in their knowledge landscape in tune with the dramatic advances in scientific and technological advances as also the global challenges of a changing employment scenario. Never in the history of India, have higher order learning and research assumed as much importance as today, as the country is set to embrace a status of a developed nation, with burgeoning youth population and upsurge in its aspirations. Never before in history too had India seen such a magnitude of challenge in developing and using modern knowledge for rapid and inclusive development.

Higher education can greatly benefit from the very rich and diverse cultural heritage and value systems of India, whose high points of (i) experiential basis of learning and (ii) universal relevance as an essential ingredient of knowledge, (iii) instrumental value of knowledge as a driver of freedom have become the beacons of global approaches. As the winds of globalization continue to sweep the horizon, it has become necessary that higher education equips the students for mobility, acquisition of capacities and capabilities to be relevant in the larger context of the global society and build their value and character. Further, as India is set to occupy a unique position in the world with its demographic advantage, for several decades to come, it is essential that relevant higher education be accessible to all those who aspire, irrespective of their economic or social status. Aligned to these goals, the National Education Policy 2020, the first education policy of this 21st Century has advocated a restructuring of education in general and higher education in particular, to address the imminent and growing developmental imperatives of our country while being grounded to the rich Indian ethos, traditions and culture. The policy has proposed aspirational and transformative changes to reach out relevant education to build the character of global citizenship, leading to gainful and fulfilling employment. NEP 2020 is a golden opportunity for progressive HEIs to reimage, restructure, recreate and re-calibrate their educational offerings befitting the aspirations of a New India. Effective, phase-wise and time-bound implementation of policy would usher a new wave of HE delivery and services, leading to an overall development and economic gains to the immediate society and the Nation at large. Suggested timelines for NEP implementation have also been proposed as under :

JAIN has always been a forerunner of innovation and adopting a state-of-the-art design thinking in all its educational endeavours, and is committed to implement the NEP 2020 in both, letter and spirit. In this document, the strategic plans and goals of JAIN in the implementation of the NEP 2020 are detailed, for the benefit of all stakeholders.

Key Principles

NEP-2020 is a transformative policy with aspirational objectives and a forward-looking road map for the HE ecosystem of India, with the following Key principles and major HE Goals:

Major Higher Education Goals of NEP 2020
Institutional Restructuring and Consolidation
Towards a more Holistic Education
Optimal Learning Environments and Support for Students
Motivated, Energised and Capable faculty
Teacher Education
Reimagining Vocational Education
Professional Education
Promoting High-quality Research
Effective Governance and Leadership
Transforming the Regulatory system
Promotion of Indian Languages, Arts and Culture

With emphasis on an aspirational ‘New India’ the National Education Policy 2020 has laid out the following broad objectives to transform the HE sector in the coming years (UGC,2022):

  • Recognise, identify, and foster the unique capabilities of each student, by sensitizing teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres.
  • Have no hard demarcations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams, and such others, in order to eliminate harmful hierarchies among, and silos between different areas of learning.
  • Adopt multidisciplinary and holistic education across the sciences, social sciences, arts, humanities, and sports, for a multidisciplinary world work place, in order to ensure the unity and integrity of all knowledge.
  • Enable an individual learner to have a deep understanding in one or more specialized areas of interest to develop a holistic character, ethical and constitutional values, scientific temper, creativity, intellectual curiosity and a spirit of service.
  • Offer the students a range of disciplines spanning across all streams and domains, including professional, technical and vocational subjects, and mould them into thoughtful, well-rounded and creative individuals.
  • Nurture the students towards realizing a more meaningful and satisfying life and work role, to enable economic independence.

All HEIs are expected to rethink, redesign and rework on their educational service and delivery to achieve the above objectives in a time-bound manner, with well laid out strategies for action plans and goals that are explicitly conveyed to all the stakeholders.

JAIN Compliance with NEP 2020

For JAIN, implementing the NEP 2020 is more a matter of finetuning its educational processes, and procedures, as the essential principles of the policy are already engrained in the university’s milieu. JAIN has adopted the NEP 2020 in letter and spirit in keeping with its present status of a Deemed to be University.

Para-wise compliance is indicated below:

11.7 : Establish / strengthen departments in Languages, Philosophy & Culture

The University already has a Department of Languages offering programmes in Indian Languages (Sanskrit, Kannada, Hindi as third languages) with the objective of removing language barriers. While multiple Indian languages are offered as electives, the University is committed to promote bilingual mode of instructions. Imbibing Indian Heritage, culture and values has always been a part of the JAIN education process. A mandatory course on Mind Management & Human Values (MMHV) is already included in the UG programmes. This along with the volunteering practice by students in Adult Education and other NGOs leads to perceivable character building.

The other initiatives planned are:

  • To introduce open elective stream in performing arts
  • Plan educational tours/visits to historical places as approved by the UGC
  • To lay emphasis shall on social projects under the project-centric-learning
  • To seek collaborations with other elite organizations such as ICCASE, SSE, ICPR, ICCR, ICHR, ICSSR, S VYASA, ISSS, Pavanapuri Research Centre Vyoma labs & Sahitya Academy.
  • To Promote IKS, Indian Culture, traditions, Values and Ethos, through CAHC
An interdisciplinary research centre - Centre for Ancient History and Culture (CAHC) has already been initiated with the following objectives:
  • To study, research and publish indigenous Indic knowledge traditions with historical perspective in a dispassionate and objective fashion avoiding extremities of ideologies.
  • To provide a forum for interaction among Historians, Sanskrit scholars, Artists, Engineers and Scientists, to study the evolution of intuitive, empirical, intellectual scientific thinking through the ages in India.
  • To undertake editing and translation of unpublished ancient scientific and engineering texts still in manuscript form.
  • To organize outreach activities highlighting intellectual and cultural traditions of India
  • AICTE mandate on IKS would be adopted for professional education.
  • As the main sponsorer of the recently held “Khelo India’’ JAIN has paved the way for organizing the Pan-India event and spreading a ‘Curated culture’ of sports integrated with human endurance and values.

NEP - 2020 has laid emphasis on India’s long tradition of holistic & Multidisciplinary learning thrust is place on literature 64 kalas, Vocational Skills, STEM, Liberal Arts & the like. This will enable a holistic & multidisciplinary education which would aim to develop capacities of Human beings ranging from intellectual, Aesthetics, Social, and Physical, Emotional and Moral Perspective in & integrated manner. In order to achieve this emphasis in laid on development of capacities in fields across arts, Humanities, Languages, Sciences, Social Sciences, Professional Technical & Vocational fields. In addition to this the primary stake holders that are students are also trained in the ethics of Social engagement Soft Skills, Communication Skills, Refined oratory & Rigorous specialization in the chosen fields. Towards this efforts have been made by JAIN (Deemed-to-be University) right from its inception to nurture the talent of the Student Community & nourish there Holistic development.

Various courses are introduced in the University to enable the students understand multidisciplinary approach. The following are some of the courses available at the University.

Ethics, Awareness & Gender related issues Cross cultural Management
Critical Thinking Sociology of Women
Past History Gender & Literature
Women’s Studies Visual Narratives & Film Studies
Environmental Science Shabdh Se celluloid tak
Philosophy  & Public Policy Janapada Kalegalu
Sociology & Elements of History for Engineers Sahitya Mattu Parisara
MMHV Rangabhoomi
Indian Aesthetics Indian dramaturgy
History of Indian Art  

In addition to the above courses the departments across the schools of the University have proposed the following general electives to the students enrolled in various programmes of the University.

Indian Culture Western classical
Dance forms Concepts of music
Dance & Theatre Appreciation of Instrumental Music
World dance Folk Dance & Folk theatre
Practionars of performing arts Music Appreciation
Indian Cinema  
  • Conferences : National – 24 International - 07
  • Field visits: 20
  • Resource lectures delivered: 223
  • Multidisciplinary PhD Degrees : Awarded – 24, Ongoing: 20
  • Publications: 203 (National/International)

Specific areas of above activities: Spirituality, Yoga, Language, epics, classics, theatre, performing arts, Visual arts, women studies, gender & equity.

11.8 : Credit based courses and projects in community, environmental education, value based education and global citizenship education

Towards inculcating values amongst our Learners, a unique mandatory course on Mind Management & Human Values (MMHV) is being taught to all the Undergraduate students, spread over semesters 1 and 2. Delivery and assessment of MMHV courses are implemented in a mission mode and brings unparalleled benefits to students wherein, curiosity is not suppressed, inquisitiveness is encouraged, excitement and dynamism are created, learning is expedited, intellectual debates, deliberations, and creativity & innovation become the routine. Through the well-planned course content of this course, mutual respect, mindfulness and resourcefulness are inculcated to ensure that everyone remains within accepted social norms of mannerism, civility and sensitivity towards every other living being, the community, the society, the nation as also the environment. After semester 2, students are continuously assessed for practicing/demonstrating the learning from MMHV, using the following rubrics:

Rubrics for assessment of MMHV

Additionally, several programmes for social good are also planned to be reached to our students through “Radio Active” - the community radio of JAIN.

In addition, JAIN (Deemed-to-be-University) is known for its vibrant campus, with the active participation of its students and staff in various social awareness activities, which brings about holistic development. These activities are organized under the auspices of the in-house NCC, NSS and other clubs. These events on average see active participation of 41% of the student community. In the last 5-years, about 300 programs have been organized in collaboration such as NGOs, Hospitals, Blood Banks, Govt., agencies and more. The various programs, as highlighted below provide a holistic development of students be it – the importance of blood donation, safe living in the neighborhood, empathy to fellow humans, make students aware of the current social challenges the society and nation at large are facing or be it the importance of body-mind wellness.

  1. Orientation program. The orientation program is conducted for the first-year students to sensitize them to social issues and motivate them to enroll for NSS, NCC and other Student Forums/ Clubs, etc. for their holistic development. Through these Club/Forum the registered students will be able to participate in various extension and outreach programs organized.
  2. Blood Donation Camps. In collaboration with various institutions such as Lion/Rotary Club(s), Rashtrotthana Blood Bank, Kidwai Hospital, Victoria, Vani Villas and around 20 blood donation camps have been organized in the last 5 years. On average 750 students and faculty have donated blood in these blood donation camps.
  3. Safety. Programs for traffic rule awareness, self-defense, Women and Child Safety, etc., are conducted. In the recent past awareness of mask and being safe from COVID-19 has been also introduced.
  4. Supporting Humanity. Students organized relief camps for floods and other natural calamities. Visits to Orphanages and other Charitable Institutions to understand the societal issues and support the inmates.
  5. Awareness Rallies. Students and faculty participate in various rallies like ‘Rally for River’, BBMP swachata sarvekshan, Fitness, Against Open defecation, De-addiction, Cancer awareness, AIDS, Bone marrow, etc., are organized.
  6. Adoption of nearby Villages. JAIN has adopted 9 villages, with the aim to contribute towards the economic and social betterment of these village communities.
  7. Awareness Programs. Throughout the year various awareness programs are organized such as Health check-up, No-Smoking, Women empowerment, Rights to Education, Against Child labor, Cavery River basin conservation, etc., are all organized with the active participation of students and staff members. In the recent pandemic awareness of using masks in the correct way and sanitization was promoted.
  8. Wellness Programs. The students and faculty participate in various programs for overall wellness such as – Yoga sessions, Fitness, Eye-Check-up camps, Spiritual wellness leading to wellness and living a purposeful life. In the recent pandemic, a 40-day Yoga practice (online) was organized for faculty and students.
  9. Voluntary Services. The students and faculty are engaged in neighborhood community service by supporting the needy citizens by donating stationary, old garments and other items as per their requirements.
11.9 : Conform with provisions of regulations pertaining to Academic Bank of Credits and multiple entry-exit options

The University has already become a member of the Academic Bank of Credit. Skill based courses are integrated into each programme matrix, with appropriate credit units distributed, to provide ample opportunities for life-long and life-wide learning.

As a step forward towards implementing NEP 2020, UGC issued Regulations/ Guidelines for implementing Academic Bank of Credit and Multiple Entry and Exit System on July 28, 2021 and July 29, 2021 respectively. Both together, when implemented offer unprecedented flexibility and interdisciplinarity to learners as much as it the innovative programmes and pathways. The framework requires Universities to offer 4th year Undergraduate Degrees (level 8), that can be pursued by eligible students leading to Graduation in Honors/ Research and later one year Masters’ Degree. Below is the framework adopted in recasting UG Degrees offering the optional 4th Year. Since students may exit at the end of every year with appropriate credential (certification), each year is somewhat conclusive and incorporate all features and tenets of CBCS, Blended Learning and NEP 2020.

3-Year UG (Level 5, 6 and 7):
Course Types Semester-wise 1 2 Year Tot Sum 3 4 Year Tot Sum 5 6 Year Tot Grand Total (%)
Core 09 09 18   09 09 18   09 09 18 54 45
Languages 02 - 02   02 - 02   - - - 04 3.33
SEC - 02 02   02 - 02   02 02 04 08 6.67
DSE 05 05 10   05 05 10   05 05 10 30 25
TD Projects/ Dissertation 02 02 04   02 02 04   02 02 04 12 10
Generic/ Open Electives - 02 02   - 02 02   02 02 04 08 6.67
AECC 02 - 02   - 02 02   - - - 04 3.33
Total 20 20 40 10* 20 20 40 10* 20 20 40 120 100
Credential Certificate Diploma UG Degree

Note: Efforts are made that each level has almost all types of courses so that each certification offers a complete experience during the period of learning.

While each semester is of minimum 15 weeks’ duration (excluding examinations), there will be a summer term of about 10 weeks between two academic years.

One credit unit requires 15 contact hours which need to be articulated in terms of lectures (L) having 100% weightage, Tutorials (T) having 100% weightage and Practical/ Projects (P) having 50% weightage.

Fourth Year of UG (Level-8): Research Intensive
Course Types Semester-wise Up to Level 7 Sum 7 8 Year Tot Grand Total (%)
Core 54   - - - 54 33.75
Languages 04   - - - 04 2.5
SEC 08   - - - 08 5
DSE 30         30 16.75
TD Courses -   04 04 08 08 5
Research Projects/ Dissertation 12   12 12 24 36 22.5
Generic/ Open Electives 08 - - - - 08 5
Research Papers -   04 04 08 08 5
AECC 04   - - - 04 2.5
Total 120 10* 20 20 40 160 100

* At the end of each academic year, there are about 10 weeks of summer period. During this period, the departments offer credit courses (10-12 credit units or 4 courses) to enable students to earn extra credits units to earn additional micro-credentials, certificates, minor specialization, super specialization, second specialization, diploma etc. or to enable them complete the programme earlier than normal duration (maximum by six months faster for programmes of more than 2-year or more duration). The requirement for various credentials/ Certifications will be as follows:

Micro Credential : Course with any number of Credit Units

Super Specialization : 12 Credit Units from the same discipline as main specialization

Minor Specialization : 18 Credit Units from another stream/ pathway

First Specialization : 24 Credit Units from a stream/ pathway

Second Specialization : 24 Credit Units

Certificate : 40 Credit Units

Diploma : 80 Credit Units

Degree : 120 Credit Units

Degree with Hons/ Research : 160 Credit Units

P G Diploma : 160 Credit Units (Non Engineering & non MBA programmes)

Masters’ Degree : 200 Credit Units (Non Engineering & non MBA programmes)

This period may also be utilized for an internship through which students may earn up to 6 credit units.

The summer term will also be utilized to offer students an opportunity to clear the backlogs of courses of the previous year (Odd semester courses in initial 5 weeks and even semester courses in last 5 weeks of the 10-week period). The departments are encouraged to plan during the summer, exchange programmes, cultural immersion programmes, voluntary work/ social work, assignments with Government officials, police service, bureaucrats, politicians, creative work. Credit Units for these activities will be assigned as approved by the board of studies.

For courses to be taken as micro-credentials by our own students or by the students of other institutions, departments are encouraged to design innovative/ unique courses that appeal to larger audience. Development of a course should include TLEP, all the assignments, activities, teaching notes and videos (a MOOC) on the topic. The quality will be judged by the number of takers/ subscribers to the course when offered. There is potentially huge demand for such courses. These courses may also be recommended, as a bridge, when students of other institutions of JAIN (Deemed-to-be University) and others come in under multiple entry and exit system as per UGC Guidelines dated July 29, 2021.

P G Diploma and Masters’ Degree (Level 8 and 9):
  I Year
(Level 8)
II Year
(Level 9)
Course Types
Sem 1 Sem 2 Sem 3 Sem 4 Total (%)
Hard Core 8 6 4 4 22 27.50
Soft Core / Specialisation 6 4 8 4 22 27.50
Open Elective 2 2 - - 4 5.00
Research Project / Dissertation 4 4 8 8 24 30.00
Research Papers / Publication - 4 - 4 8 10.00
Total 20 20 20 20 80 100
1) 2nd year of Masters programmes devoted to Research / 1 year Masters programme
2) Option for 4 years learners with Bachelor’s Degree to enrol for Ph.D.

The University has implemented provisions of the NEP pertaining to duration of the programme, multiple exit-entry, standalone courses etc.

The changes made in the structure of programmes offered by the Department of Commerce is presented below as a case study:

Objectives of ABC:
  1. To promote student centricity with learner-friendly approaches in higher education across the country and promote more inter-disciplinary approach in higher education.
  2. To enable students to select the best courses/combination of courses to suit their aptitude and knowledge thirst.
  3. To permit students to choose a pace for their studies along with the associated logistics and cost.
  4. To allow students to tailor their degrees or make specific modifications/specialisations rather than undergoing the rigid, regularly prescribed degree/courses of a single university/autonomous college.
  5. To enable multiple entry-multiple exit for students as envisaged under NEP-2020 to complete their degrees as per their time preferences, providing mobility across various disciplines and HEIs for Degree/ Diploma /PG Diploma/ Certificate programs/Course work for the Ph.D programme.
  6. To support procedurally the teaching-learning activities to happen in a distributed and blended manner through integration across campuses/universities/autonomous colleges with increased mobility.
  7. To facilitate lifelong learning amongst all i.e, formal and informal students both from fulltime and part time modes.
  8. To satisfy the students’ quest for knowledge, freedom to choose and change their academic directions, connect different domains and help them acquire right foundations and building blocks of their dreams.
Admission shall be open for :

1) FULL Degree Programme (3 Years)

B.Com - 1 Programme B.Com (Honours) - 9 Specializations M.Com - 2 Specializations

2) 4 year Degree leading to B.Com – Honours – Research (under NEP)

Degree : B.Com – Honours – Research Duration : 4 Years (8 Semesters) Eligibility for bachelor’s degree with Research: Pass with CGPA of 7.5 in 3 year Degree programme

3) Contents :

7th Semester
Research Project 4
Multi / Inter Disciplinary Electives (2) 8
GE (University wide Electives) 4
8th Semester
Research Project 8
Trans Disciplinary Electives 4
GE (University wide Electives) 4

Link :

4) Admission to Specific Courses (under ABC) :

  • Financial Accounting *
  • Management Accounting *
  • Organizational Management and Compliances *
  • Corporate and Business Law *
  • Performance Management *
  • Taxation *
  • Financial Management *
  • Financial Reporting *
  • Business Taxation *
  • Audit and assurance(CE-I) *
  • Strategic Business Leadership (CE - II) *
  • Strategic Business Reporting *
  • Advanced Audit & Assurance *
  • Advanced Performance Management *
  • Advanced Financial Management *

* Accredited by ACCA

5) 1 Year M.Com (under ABC) :

Duration : 2 Semesters

6) Skill Certificate (under ABC) :

Duration : 1 Year (2 Semesters)

Credits : 40

Certificate in _____________________

(Aligned to NSQF)

(Evaluation by Skills Board in University)

7) Diploma in Commerce (under ABC) :

Duration : 2 Years (4 Semesters)

Credits : 80

8) PG Diploma in Commerce (under ABC) :

Duration : 1 Years (2 Semesters)

9) Integrated M.Com

Duration : 5 Years (10 Semesters)

10) B.Com Lateral Entry (into 3rd Semester)

Duration : 2 Years (4 Semesters)

Credits : 80

11) B.Com Lateral Entry (into 4th Semester)

Duration : 1 ½ Years (3 Semesters)

Enrolment of learners with 4 year Bachelor’s Degree with Research

11.12 Incubation Centres, Technology Development Centres, Centres in frontier areas, promote inter-disciplinary research

JAIN encourages research culture within the institution by providing freedom, state-of-the-art facilities, seed funding and a well-defined and supportive Research Policy. The institution has been investing in upgrading facilities (for research) over the past 13 years, involving the establishment of the following seven dedicated research centers in a phased manner:

  1. Centre for Nano and Material Sciences (CNMS), conducts research focusing on Health, Water and Energy. The Center has to its credit several high impact publications, significant grants from various national/international funding agencies.
  2. Fire and Combustion Research Center (FCRC), has a state-of-the-art fire testing facility, the only one in Asia, which has been jointly set up with the Underwriters’ Laboratories and JAIN, providing research and consultancy to various private and government agencies.
  3. Centre for Postgraduate Studies (CPGS), is an exclusive postgraduate & research center of JAIN (Deemed-to-be University), involved in multiple domains, including cancer biology, industrial enzymes and bioplastic.
  4. International Institute of Aerospace Engineering and Management (IIAEM) focuses on interdisciplinary research in Aviation safety, Propulsion, Digital twin and more.
  5. The Centre for Research in Social Sciences and Education (CERSSE) is involved in public policy and democracy research.
  6. Center for Ancient History and Culture (CAHC) is conducting research into the history of Science & Technology in ancient India as well as in editing & translation of manuscripts on Science & Technology.
  7. Chenraj Roychand Center for Entrepreneurship (CRCE) is the entrepreneurial wing of JAIN that has nurtured more than 40 start-ups.

In addition, the impetus has been provided through the allocation of seed money for supporting as many as 270 Projects during the five-year period. JAIN incentivizes its faculty members to start their research journey by acquiring a doctoral degree, to which JAIN subsidizes to an extent of 50% of the tuition fee.

The Board of Management (BoM) which is the apex statutory body within JAIN, drives policies and implementation of research activities, by regularly discussing the facilities / infrastructure, human resources, budget and incentives to seed and nurture research with the University.

The University has created infrastructure leading to the establishment of five dedicated research centres in emerging areas of national importance. JAIN encourages research culture within the institution by providing freedom, support for facilities and seed funding. The institution has been investing in upgrading facilities (for research) and providing impetus through seed money for supporting as many as 270 projects during the five year period, Research policy is widely communicated at the annual research retreats and through the website. In recognition of its impactful research, 142 research projects had been sponsored in many nationally important areas by the government agencies as well as non-government sources such as industry to the tune of Rs 19.23 crores. JAIN has two incubation centres, namely, Chenraj Roychand Centre of Entrepreneurship (CRCE) and the Technology Business Incubator (TBI) funded by the Department of Science & Technology. Through these, JAIN has incubated 99 start-ups in various technology domains.

3499 publications had resulted from research (2016-21). The highest impact factor of publication had been 60.62, setting a new benchmark. Research has also been focused on bringing focus on vitally important applications like water quality, new energy sources or environmental remediation. 851 workshops/seminars were held during the last five years. 184 Patents are published.

Extension activities, which bring about holistic developments, are organized under the auspices of various student clubs as well as NCC and NSS. These events on average see active participation of about 58 % of the student community.

JAIN (Deemed-to-be-University) has a vibrant consulting wing, with more than 270 consultancy projects spanning various domains like public policy, renewable energy/ fire and combustion, transportation, material testing and strategy for over 26 clients. Further, the synergy and linkage between research and applications are enhanced through collaborative MoUs that JAIN had developed with other research institutions and industries.

JAIN (Deemed-to-be-University) has an unerring focus on knowledge creation. The incubation center of the University conducts regular awareness programmes for faculty members on IPR related themes. The IPR Cell of the University supports the efforts of the faculty members to draft and file Patent applications. Further access is given to a patent attorney and all expenses pertaining to filing, examination and responding to queries are borne by the University. These efforts have resulted in the publication of 184 patents. It is notable that 3 Patents have been commercialized. The University licensed the production rights pertaining to ejection induced gasification stove to erstwhile FEPL Pune, now acquired by Thermax Limited. In fact, a royalty of rupees 13.95 Lakhs has been generated through this license agreement. The University also has a very unique model of encouraging faculty members to spin off the idea into a corporate entity. In fact, one company by the name of Greenchem Nano Pvt Ltd has been incubated by faculty members through the DST-supported Technology Supported Incubator of the University.

Ideation and inventive activities: Further, JAIN conducts regular activities to inculcate creativity and research culture within the University students and staff. Examples are the Idea contest and INVENTCH organized for students and staff. Participants pitch to a curated jury, consisting of entrepreneurs, investors and mentors. These ideation contests help in progressing ideas into inventions or developing prototypes, depending upon the maturity of the idea. Further, mentoring and counseling are provided by the experts to participants to sharpen the design ideas. Challenges in contests like Hackathons and Makeathons which are being organized have been enhancing innovative talents. Students and Staff are also encouraged to present papers at national and international conferences, publish their work in renowned Journals and apply for patents, with the incentives and support provided.

JAIN’s incubators and start-ups: Besides the DST-funded TBI, JAIN has established one more incubation center namely, Chenraj Roychand Centre of Entrepreneurship (CRCE) and the Technology Business Incubator (TBI) funded by the Department of Science & Technology. Through these, JAIN has incubated 99 start-ups in various technology domains. Many of these start-ups have taken advantage of the expertise developed in diverse fields including Technology and Management at the University.

Evidence of incubator use: A regular feature of the incubators is to organize awareness programmes, IPR related programmes, training, mentoring, and other related activities to support the strengthening of entrepreneurship skills. In fact, a Seed Capital grant of Rs. 200 Lakhs has been provided to the TBI by NSTEDB-DST (National Science and Technology Entrepreneurship Development Board) which has been deployed in incubated companies. Over 50 events/activities evidence usage of Incubation centers including National Hackathons, women Entrepreneurship conclave and international delegations on innovations and venture capital, as detailed in additional documentation. In addition, the TBI has entered into a collaborative agreement with the Yunus Social Business Center, promoted by the pioneer of Micro Finance in the whole world and Nobel laureate, Prof. Muhammad Yunus from Bangladesh, for promotion and incubation of Social Business ventures.

While the establishment of the National Research Foundation (NRF) and related guidelines are awaited, JAIN 2.0 has undertaken initiatives to promote high quality research and innovation. IPR and Innovation Cells have been established and the unique Trans-disciplinary Project Centric Learning as planned will take the learners at both the UG and PG levels, beyond project-based learning. The outcomes of PCL will be in terms of Patents, Start-ups and superior quality publications. It will further link research to innovation and entrepreneurship taking education at the intersection of research and practice to greater heights.

  1. Taking initiatives to enhance output of quality research, output in terms of Patents published, granted and commercialized funded research, quality research papers, book chapters, case studies and such others. New guidelines for Ph.D. programme have been framed and circulated.
  2. Created systems and processes for an improved ecosystem for research
  3. Included research parameters in faculty performance appraisal
  4. Promoting student research at various programme levels.
  5. Research at undergraduate programmes
    • At the 3-year UG programme: through Project-based Learning (PBL)& Project-centric-Learning (PCL).
    • At the Honours and Bachelor (Research) programmes: through Project-Centric Learning (PCL)/Dissertation.
  6. It is envisaged that as per the NEP 2020, more emphasis is given to interdisciplinary and Multidisciplinary researches. PhD scholars are encouraged to take up thrust areas for research so that quality research can be carried on leading to apply for Patents. Promoting an echo-friendly research environment, catalysing quality research across disciplines, and encouraging applied research for solving societal problems are the areas of focus at Jain 2.0.
  7. Establishment of inter-disciplinary Faculty groups to work on identified areas of Research, leading to the initial formation of a Virtual Inter-disciplinary Research Centre is on the anvil especially related to professional education.
  8. With an aspiration to become a Tier-1 university, JAIN 2.0 has firm plans to excel in research contributions. Towards this goal, the university has already started research-related international webinars and training to both, the faculty and the students.
12.2 Choice Based Curriculum System (CBCS) Guidelines

Adoption of CBCS was taken up as early as in 2016. By 2017 it was extended to all programmes of the University including Engineering. The University awaits changes in the guidelines, if any, from the UGC

CBCS Handbook 2016 (Other than Engineering)

CBCS Handbook 2017 (Engineering)

12.3 Topic Centred student clubs

A Student Council is constituted at the beginning of each year at each of the campuses of JAIN (Deemed-to-be University) and they function under the overall guidance of the Dean (Student Welfare). They are provided autonomy and empowerment to fulfill their responsibilities and perform their functions. They have played a significant role in developing and nurturing in students important graduate attributes such as creative thinking, problem-solving, teamwork and communication skills, leadership, interpersonal competencies and emotional intelligence.

Student Council activities commence with events aimed at the soft landing for a fresh batch of students who are inducted by their seniors in a congenial atmosphere, such as Anveshana (Commerce department), Abhudya (Engineering & Technology), Parichay (Management). This is followed by domain-specific competitive events, such as Melange (Media), Infinity (Engineering), Sankalpa (CS & IT), Tarusamskrruthi (Commerce, CS & IT), Samanvaya (Quiz competition), Ecothon (Humanities & Social Sciences), and Precipice (International level competition of the Management Department (UG), focused on Entrepreneurship). Precipice is held at an international destination each year. Precipice 2020 was held in Spain. Precipice has entered the ‘Limca Book of Records as a “National Record” for the largest student group traveling abroad; Cranium (International level competition of the Management Department (PG) is also held at a foreign location each year. The 2019 version was held in Turkey. Various clubs under the Engineering & Technology Student Council, such as Aero, Auto, Yaanthrik, Evalence, Infosphere, Spark, Atharva, Atom and Ignan, conduct workshops seminars, creative and fun activities. Samasthi (Commerce), Enactus (Commerce), Ukti (Science) and Krida (Science – for sports), Vox Populi (Journalism), Callosum (Psychology), Avant-Garde (English) are all student organizations, which organize and conduct various activities at respective campuses. Amhiti is a blood donation camp organized by the Engineering Students Council. Vaapana involved preparing a seed ball towards achieving greener earth, Chakra was for music therapy. Vitascope is a Film Festival. A large number of cultural events and competitions are conducted by the Student Councils such as Samyoga, Pulse, Kritya, Lasya, Sambhav and Abhinaya. These attract participants from many Universities. In addition, inter- University sports events are conducted such as the T-20 Cricket Premier League and a Football League. Student Councils take up leadership roles in conducting these various cultural fests, exhibitions, seminars, workshops, conferences, guest lectures and in maintaining discipline. They also contribute significantly to the cultural and societal outreach of the university.

Besides, with the aim of promoting participative management, University has inducted students into various bodies and Committees. such as the IQAC, Academic and Administration Committees in schools, Anti-ragging Committee, Equal - Opportunity Cell, Women’s Cell, Gender Sensitization Cell, Internal Complaints Committee, Editorial Boards of University newsletters, magazines, Placement Committee and in the Research Committees. Research and development cells such as ‘Anveshana’, ‘Vidhyanidhi’ and ‘Shodha’ have been established at various schools, wherein students collaborate with faculty in collating primary data analytics and finally in presentation/publication of papers in quality journals. Overall, Students Council plays a pivotal role in enhancing student welfare and ensuring institutional development.

12.4 Centres for providing professional and career counselling

The University has a dedicated counselling centre to serve students’ counselling needs in addition to dedicated Placement Cell.

Link :

Link :

12.7 and 12.8 : Academic collaboration between Indian and Foreign Educational Institutions and offering special courses to International students

The University has been actively collaborating with Foreign Educational Institutions

Link :

Programme with Accredited / Integrated / Recognised by Global Professional Bodies

The University has planned to offer courses and programmes to International students in subjects such as Indology, Indian Languages, AYUSH systems of medicine, Yoga, arts, music, history, culture and modern India, social sciences and other relevant areas.

13.6 and 13.7 : Motivated energized & capable faculty, leadership training & holistic development of faculty members & staff

A Centre for Education Transformation through Technology (CETT) has been established by JAIN 2.0 for Staff Training and Capacity building. This Centre is envisaged to undertake need-based training and holistic development programmes for leadership to both, faculty and other staff of the University.

Digital Technology for integration and ideation

The Centre for Educational Transformation through Technology (CETT) at JAIN (Deemed-to-be University) is established to lead the way in exploring and adopting new technology tools, techniques, and practices. It is intended to provide thought leadership and direction, to establish and promote best practices and enable research and development by providing appropriate recommendations, support, and training. In addition, CETT is also expected to add value by contributing to optimization by centralizing resources with high-demand, unique knowledge or skills and their utilization across areas, improving outcome attainment and bringing more efficiency across various initiatives within the organization. CETT will strive to achieve Anytime, Anywhere, Personalized, Adaptive, Augmented, Advanced, Analytics’ Based, Smarter information processing and Smarter Decision Making. The Center will integrate advanced technology in the teaching learning process to ensure higher degree of engagement and effectiveness.

Vision of CETT:
  1. Strengthening the implementation of the National Education Policy with the application of New Age technology driven education methodology and academic research.
  2. Supporting the University to develop innovative new age online courses and MOOC plans.
  3. Promoting the application of Open Educational Resources and relevant technological solutions for Skill Development.
  4. Encouraging the application of standardized innovative and interactive digital learning models and develop new models for learning using emerging technologies.
  1. Creatively implementing relevant tools and practices that support the teaching, learning and management of education.
  2. Students and faculty to be able to conduct research, collect process analyze and draw conclusions from digital data as effectively as from a physical experiment.
  3. Creating innovative solutions which support the teachers to perform effectively, efficiently with great quality and zeal in line with the demands of the 21st century.
  4. Learn and train the application of artificial intelligence, machine learning, big data and virtual reality in higher education process.
  5. Fostering 21st century student centric education promoting student involvement, engagement, and progress.
  6. Working towards a well-conceived and well-executed digital assessment strategy.
Activities already undertaken under CETT
  1. Launched multi-series Faculty Development Program across all University faculty. Series 1 and Series 2 have been completed with participation from 130-150 faculty each.
  2. MooC guidelines and SoP documentation have been completed.
  3. The team is in process of creating video sessions from various engagements undertaken by all departments.
  4. Competency mapping of faculty in order to facilitate development and allocation of performance targets.
  5. Initiated the launch of virtual lab for Engineering students for a 10 hour session to test the efficacy.

The key drivers of this center will be Innovation, Technology, Automation Process, Analytics and Quality and the key differentiators will be in the areas of content development, optimization of resources, design and delivery of learning resources and assessment patterns.

Focus areas of CETT operations
The Centre has already laid out its areas of priority:
  1. Integration of Advanced Technology in Education at JAIN 2.0
  2. Application of technology in teaching-learning processes
  3. SOPs for various activities with specific standards and Compliance guidelines
  4. TLEP-CBCS-Rubrics
  5. FDPs and Faculty Preparedness across all Disciplines
  6. Digital laboratories and Simulations, and Digital infrastructure
  7. Digital Content Development –MOOCs with assurance of Quality
Faculty development programmes (FDPs):

It is planned to organise appropriate FDPs incorporating the prescriptions of NEP-2020, UN SDGs 2030, and UNESCO HE transformation and Subject-related capacity building of teachers.

UN 17 SDGs, 4.0 and UNESCO document on HE transformation for sustainability
Faculty Development for Capacity building

Intensive in-house Faculty capacity building programmes are planned through the JAIN 4E iterative model:

4E iterative model of ‘in house’ Faculty Development

Faculty members have already been trained for adopting the CBCS system and the LOCF, as per the recommendations of the UGC.Teaching-Learning and Evaluation Plans (TLEPs) as per LOCF & CBCS have been implemented, including evaluation of co-curricular and extra-curricular activities in programme matrix.

Faculty capacity building has also been undertaken in the following areas:
  1. Faculty and Staff training in areas of course design, teaching-learning, evaluation methods and examination reforms
  2. Training of faculty members on Project-Centric-Learning (PCL), Developing Teaching-Learning and Evaluation Plans (TLEPs), Relative Grading System (RGS), Writing Rubrics for assessment (RA), are being regularly held.
  3. A unique 5-Day Programme on “How far Can we Go!” was conducted to promote innovation in teaching-learning
  4. Staff training in academic administration and coordination and
  5. Creating a leadership pipeline.
Many other FDPs have been planned on an annual basis in the following areas:
  1. Strengthening Higher Education Reforms in India
  2. National Academic Bank of Credits (ABC)
  3. Ethics and Integrity in Higher Learning for Academic Professionals
  4. Project-Centric-Learning
  5. Higher Education Leadership
  6. Research Supervision
  7. Corporate training and Consultancy
  8. Developing E-content and Massive Open Online Courses (MOOCs)
  9. Strengthening the Entrepreneurship Ecosystem
  10. Blended Learning Basics
  11. Managing Disruption and Driving Change
  12. Environmental Awareness
  13. Handling Classroom Diversity and Tolerance
  14. Mentoring
  15. Academic publications
  16. Basics of Intellectual Property Rights (IPR)
  17. Career Counselling
  18. Fundamentals of Critical Thinking
  19. Foundations of Communication and Interpersonal Skills
  20. Evaluation Reforms (especially related to OBE)
  21. Learner-centred Curriculum Design/Writing TLEPs
  22. Institutional Grading and Accreditation
  23. Institutional Ranking
  24. Funded Research
  25. Community Extension and Outreach
  26. Academic Performance Management
  27. Student Support /Services
  28. Designing Bridge Courses & Orientation Programmes for Students
  29. Internationalization of Higher Education and Inter-cultural Competency
23 : Offer Ph.D. and Masters programmes in core areas such as Machine Learning, AI+X and disseminate courses in emerging area through SWAYAM
The University has awarded several Ph.Ds in emerging areas such as :
  • Development of Hybrid Model For Optimizing Virtual Machine Selection using Cloud Services
  • A development of a scaled agile framework with security enabled architecture
  • Development of a model for automated detection of abnormalities in ECG
  • Block chain driven intelligent communication system for IoT
  • Cloud-Based Online Health Analytics for Rural NICUs and PICUs in India: A Case Study in Belgaum Children’s Hospital
  • Quality of service framework for supporting adaptability and distributiveness in IOT environments
  • Development of Techniques for The Automatic Extraction of Grade Detection of Brain Tumors Using Magnetic Resonance Images
Masters’ programme are being offered in the following innovative and emerging areas
  • Master of Technology
    (Aerospace Structures and Design)
  • Master of Technology
  • Master of Technology
    (Aerospace Propulsion Technology)
  • Master of Technology
    (Food Technology )
  • Master of Technology
    (Cyber Security)
  • Master of Technology
    (Data Sciences)
  • Master of Technology
    (Artificial Intelligence)
  • Master of Science
    (Computer Science and Information Technology)
  • Master of Science
  • Master of Computer Applications
    (Information Security Management Services)
  • Master of Computer Applications
    (Storage and Cloud Technology)
  • Master of Science
    (Product Design)
  • Master of Science
    (Interaction Design)
  • Master of Science
    (Transportation Design)
  • Master of Commerce
    (Financial Analysis)
  • Master of Business Administration
    (Entrepreneurship and New Venture Creation)
  • Master of Business Administration
    (Aviation Management)
  • Master of Business Administration
    (Sports Management)
  • Master of Business Administration
    (Luxury and Fashion Management)
  • Master of Arts
    (Journalism & Mass Communication)
  • Master of Design
    (User Interaction & Experience Design)
  • Master of Design
    (Strategic Innovation and Design)

The University has made concrete plans to generate e-content which can be uploaded on SWAYAM portal.

JAIN 2.0 and NEP

The University believes strongly that implementation of NEP requires institutional readiness. Towards this end, specific orientation of Faculty towards the understanding the vision, mission and policy issues envisaged in NEP 2020, was organized an in-house Faculty awareness competition – “JIGISHA’ in April 2022 through an elaborate questionnaire of MCQs, to evaluate the understanding of the Faculty in regard to the nuances of NEP 2020. This unique exercise has largely kindled the needful interest and motivation amongst the faculty to read the policy document not only from the point of view of understanding but also its implementation in the university.

In addition, the University has embarked upon JAIN 2.0 (2020-30)

Creative design thinking and unique signature ideas are a hallmark of JAIN 2.0 which has already initiated to offer to its learners, a unique HE ecosystem aligned to and beyond the recommendations of NEP 2020. We as JAIN 2.0 recognize that several shifts are imminent necessities of the future educational processes and have initiated several innovative changes taking cognizance of national priorities as well as global trends, with a commitment not only to be a compliance plus university but also one with a difference! We have embarked on reinventing ourselves to deliver to our students, academic, social, intellectual, economic and moral values at their best, in tune with the emerging calls of renaissance in HE delivery and services as envisaged in the NEP 2020. As we move into the future endeavours of the higher education realm, we are committed to take a quantum leap forward in terms of grooming the youth to be future-ready, and contribute not only towards national development in line with the societal priorities but also acquire competencies to be a global citizen. JAIN envisages to not only adopt the aspirational and transformative changes envisaged in the NEP 2020 but also work towards enlightening our students to imbibe a deep understanding of the UN-SDGs of 2030. JAIN 2.0 envisages to ensure that Jainites are a cut above the rest in their knowledge base, depth of learning, as also impeccable personal attitudes, curated culture and graduate attributes that are signature qualities nurtured by the institution since its inception. The following are the USPs of JAIN as developed over the last over a decade:

  1. Philosophy to change with times, to usher renewed HE delivery and services as practiced over the years.
  2. Industry-Institution collaborations for building the Workforce-ready attitude and skills amongst the students.
  3. Encouragement to Sports and Extra-curricular activities towards building a holistic personality of the ‘Jainites’.
  4. Entrepreneurship and solo-preneurship motivation, with the life-example of the Chancellor of JAIN and his protracted involvement as a beacon of light to the evolution of the university, and encouragement to its staff and students.
The objectives of JAIN 2.0 have accordingly been defined as under:

To foster Human Development through Excellence in Quality Education, Research and Entrepreneurial Development

  • To Develop and Deliver academic programmes in Emerging and Innovative areas relevant to Societal needs
  • To empower students and other stakeholders with Knowledge, Skills and Attitudes needed to excel as Professionals and Entrepreneurs
  • To build in students active Citizenry with High Ethical Standards
  • To undertake Research and Development in identified thrust areas of National Importance
  • To focus on high-level Sports achievements
  • To sustain and stimulate intellectual dialogue in areas impacting Humankind.
  • To provide a wide range of diverse learning opportunities in a seamless environment cutting across multidisciplinary domains.
  • To infuse Higher Order Thinking Skills (HOTS) to acquire, expand and apply one’s knowledge base.
  • To nurture “out of the box” critical thinking to seek feasible and easy solutions to complex problems related to the society and humanity.
JAIN Educational Philosophy:

JAIN 2.0 has set its foot to plan, strategize and implement the NEP 2020 and has prioritized the following five pillars of its education philosophy :

Jain Educational Philosophy

True to its motto of Educational Service for Global Excellence with National Relevance, Jain is continuing its quest for becoming a world class Tier 1 university through its honest endeavors.

An expose of what JAIN has already implemented and what more is on its anvil of aspirations with regard to adopting the NEP 2020 is detailed hereunder.

Multidisciplinary and Holistic Education:

JAIN (Deemed-to-be-University) as JAIN 1.0 was already a large multidisciplinary University and aspires to strive towards becoming a Tier-I University through phase-wise and timely adoption of the objectives as envisaged in the NEP 2020.

The University has redesigned its integrated Undergraduate and Postgraduate education by aligning with the UGC guidelines on Multiple Entry and Multiple Exit System wherein the differential levels of outcome are mapped as we move from level 5 to level 10 as envisaged in the UGC-NHEQF 2022. The design of JAIN 2.0 for its UG education is summarised in the illustration given below, and towards this the guidelines have also been made and circulated.

JAIN UG Qualifications Framework in line with the NHEQF (2022-2023)

Beginning with the academic year 2022-2023 admissions for UG shall be commenced as per the UGC-NHEQF, with incorporation of multidisciplinary and holistic education and with JAIN-specific nomenclatures :

Nomenclature for JAIN UG JAIN UG/PG Programmes

JAIN has integrated courses for all its UG programmes, in compliance with the recommendations of the UGC NHEQF which include:

  1. Ability Enhancement Compulsory Course (AECC)
  2. CORE (Domain Specific) (DSC)
  3. Skill Enhancement Course-Skill Based/Value Based (SEC-SB/VB)
  4. Open Elective Course (OEC)
  5. Discipline Specific Elective (DSE)
Outcome Based Education (OBE)

OBE has been progressively introduced in all programmes of JAIN encompassing both UG & PG programmes. The efforts are continuing in JAIN 2.0. The system provides for technology integration, creation of question banks, with each question mapped to learning outcomes and then measuring the attainment of PEOs, POs and COs. The University has restructured its curriculum based on the UGC recommendations LOCF, with flexible choices offered to learners.

The following INNOVATIVE ELEMENTS have been integrated into OBE :
  • Increased granularity achieved through definition of topic learning outcomes by teachers (TLO) at the first level.
  • Greater Reliability, timeliness, and economy through the use of ERP system for deriving PO – CO linkage Matrix automatically based on teacher inputs and automatic calculation possibility for attainment.
  • System design is amenable for scalability because of the substantial use of computer for the process.

For strengthening multidisciplinarity, JAIN has adopted learning through research and entrepreneurship projects as illustrated in the diagram below:

Illustration of Project-centric Learning adopted by JAIN

It is believed that the project-centric learning opportunity provided to the students would be a tactical opportunity for both UG and PG students to develop creativity, innovation and hands on skills:

Pathway of Project-centric Learning Methodology

Projects under PCL will be chosen from social sector and real issues faced by the industry and community, to promote entrepreneurship / solo-preneurship / Risepreneurship in students. Such Trans-disciplinary projects are intended to move beyond the bridging of divides within academia, to engaging directly with the production and use of knowledge outside of the academy.

Flowchart of PCL

As per the directives of the NEP 2020, inter-, multi- and trans-disciplinary Learning opportunities shall be made available across the streams – Science / Commerce / Arts, giving due weightage to Languages, Co-/ Extra-curricular activities and sports as undertaken by the Student.