Bloom's taxonomy history in education

Bloom's taxonomy is a way of distinguishing the fundamental questions within the education system. It is named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text,Taxonomy of Educational Objectives: The Classification of Educational Goals.

History

Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.

The first volume of the taxonomy,Handbook I: Cognitive (Bloom et al. 1956) was published in 1956. "Handbook II: Affective" (Krathwohl, Bloom & Masia 1965)Simpson (1966), Harrow (1972)and Dave (1975) A revised version of the taxonomy for the cognitive domain was created in 2000.

Explain about pedagogy in Education.

Pedagogy (etymology and pronunciation) is the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to teach. Its aims range from the general (full development of the human being via liberal education) to the narrower specifics of vocational education (the imparting and acquisition of specific skills).

For example, Paulo Freire referred to his method of teaching people as "critical pedagogy". In correlation with those instructive strategies, the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought. The teaching of adults, however, may be referred to as andragogy.

History

Johann Friedrich Herbart (4 May 1776 – 14 August 1841)is the founding father of the conceptualization of pedagogy, or, the theory of education. Herbart's educational philosophy and pedagogy highlighted the correlation between personal development and the resulting benefits to society. In other words, Herbart proposed that humans become fulfilled once they establish themselves as productive citizens.Herbartianism refers to the movement underpinned by Herbart's theoretical perspectives. Referring to the teaching process, Herbart suggested 5 steps as crucial components. Specifically, these 5 steps include: preparation, presentation, association, generalization, and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.

Etymology and pronunciation

The word comes from the Greek παιδαγωγία (paidagōgia), from παιδαγωγός (paidagōgos), in which παῖς (país, genitive παιδός, paidos) means "child" and ἄγω (ágō) means "lead"; thus literally "to lead the child".It is variously pronounced /ˈpɛdəɡɒdʒi/, /ˈpɛdəɡoʊdʒi/, and /ˈpɛdəɡɒɡi/.Negative connotations (in which the word is sometimes associated with pedantry) have existed at least from the time of Samuel Pepys (1650s).

Academic degrees

An academic degree, Ped. D., Doctor of Pedagogy, is awarded honorarily by some US universities to distinguished teachers (in the US and UK, earned degrees within the instructive field are classified as an Ed. D., Doctor of Education or a Ph.D. Doctor of Philosophy). The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano pedagogy).

Pedagogues

The word pedagogue was originally used in reference to the slave who escorted Roman children to school. In Denmark, a pedagogue is a practitioner of pedagogy. The term is primarily used for individuals who occupy jobs in pre-school education (such as kindergartens and nurseries) in Scandinavia. But a pedagogue can occupy various kinds of jobs, e.g. in retirement homes, prisons, orphanages, and human resource management. These are often recognised as social pedagogues as they perform on behalf of society.

The pedagogue's job is usually distinguished from a teacher's by primarily focusing on teaching children life-preparing knowledge such as social skills and cultural norms. There is also a very big focus on care and well-being of the child. Many pedagogical institutions also practice social inclusion. The pedagogue's work also consists of supporting the child in their mental and social development.

In Denmark all pedagogues are trained at a series of national institutes for social educators located in all major cities. The programme is a 3.5-year academic course, giving the student the title of a Bachelor in Social Education (Danish: Professionsbachelor som pædagog).

It is also possible to earn a master's degree in pedagogy/educational science from the University of Copenhagen. This BA and MA program has a more theoretical focus compared to the above-mentioned Bachelor in Social Education.

In Hungary, the word pedagogue (pedagógus) is synonymous with teacher (tanár); therefore, teachers of both primary and secondary schools may be referred to as pedagogues, a word that appears also in the name of their lobbyist organizations and labor unions (e.g. Labor Union of Pedagogues, Democratic Labor Union of Pedagogues). However, undergraduate education in Pedagogy does not qualify students to become teachers in primary or secondary schools but makes them able to apply to be educational assistants. As of 2013, the 5-year training period was re-installed in place of the undergraduate and postgraduate division which characterized the previous practice.

Explain about Hypothesis in research .

A hypothesis (plural hypotheses) is a proposed explanation for a phenomenon. For a hypothesis to be a scientific hypothesis, the scientific method requires that one can test it. Scientists generally base scientific hypotheses on previous observations that cannot satisfactorily be explained with the available scientific theories. Even though the words "hypothesis" and "theory" are often used synonymously, a scientific hypothesis is not the same as a scientific theory. A working hypothesis is a provisionally accepted hypothesis proposed for further research.

A different meaning of the term hypothesis is used in formal logic, to denote the antecedent of a proposition; thus in the proposition "If P, then Q", P denotes the hypothesis (or antecedent); Q can be called a consequent. P is the assumption in a (possibly counterfactual) What If question.

The adjective hypothetical, meaning "having the nature of a hypothesis", or "being assumed to exist as an immediate consequence of a hypothesis", can refer to any of these meanings of the term "hypothesis".

Uses

In its ancient usage, hypothesis referred to a summary of the plot of a classical drama. The English word hypothesis comes from the ancient Greek ὑπόθεσις word hupothesis, meaning "to put under" or "to suppose".

In Plato's Meno (86e–87b), Socrates dissects virtue with a method used by mathematicians,that of "investigating from a hypothesis." In this sense, 'hypothesis' refers to a clever idea or to a convenient mathematical approach that simplifies cumbersome calculations.Cardinal Bellarmine gave a famous example of this usage in the warning issued to Galileo in the early 17th century: that he must not treat the motion of the Earth as a reality, but merely as a hypothesis.

In common usage in the 21st century, a hypothesis refers to a provisional idea whose merit requires evaluation. For proper evaluation, the framer of a hypothesis needs to define specifics in operational terms. A hypothesis requires more work by the researcher in order to either confirm or disprove it. In due course, a confirmed hypothesis may become part of a theory or occasionally may grow to become a theory itself. Normally, scientific hypotheses have the form of a mathematical model.Sometimes, but not always, one can also formulate them as existential statements, stating that some particular instance of the phenomenon under examination has some characteristic and causal explanations, which have the general form of universal statements, stating that every instance of the phenomenon has a particular characteristic.

In Entrepreneurial science, a hypothesis is used to formulate provisional ideas within a business setting. The formulated hypothesis is then evaluated where either the hypothesis is proven to be "true" or "false" through a verifiability- or falsifiability-oriented Experiment.

Any useful hypothesis will enable predictions by reasoning (including deductive reasoning). It might predict the outcome of an experiment in a laboratory setting or the observation of a phenomenon in nature. The prediction may also invoke statistics and only talk about probabilities. Karl Popper, following others, has argued that a hypothesis must be falsifiable, and that one cannot regard a proposition or theory as scientific if it does not admit the possibility of being shown false. Other philosophers of science have rejected the criterion of falsifiability or supplemented it with other criteria, such as verifiability (e.g., verificationism) or coherence (e.g., confirmation holism). The scientific method involves experimentation, to test the ability of some hypothesis to adequately answer the question under investigation. In contrast, unfettered observation is not as likely to raise unexplained issues or open questions in science, as would the formulation of a crucial experiment to test the hypothesis. A thought experiment might also be used to test the hypothesis as well.

In framing a hypothesis, the investigator must not currently know the outcome of a test or that it remains reasonably under continuing investigation. Only in such cases does the experiment, test or study potentially increase the probability of showing the truth of a hypothesis.:pp17,49–50 If the researcher already knows the outcome, it counts as a "consequence" — and the researcher should have already considered this while formulating the hypothesis. If one cannot assess the predictions by observation or by experience, the hypothesis needs to be tested by others providing observations. For example, a new technology or theory might make the necessary experiments feasible.

Scientific hypothesis

People refer to a trial solution to a problem as a hypothesis, often called an "educated guess" because it provides a suggested solution based on the evidence. However, some scientists reject the term "educated guess" as incorrect. Experimenters may test and reject several hypotheses before solving the problem.

According to Schick and Vaughn, researchers weighing up alternative hypotheses may take into consideration:

Testability (compare falsifiability as discussed above)
Parsimony (as in the application of "Occam's razor", discouraging the postulation of excessive numbers of entities)
Scope – the apparent application of the hypothesis to multiple cases of phenomena
Fruitfulness – the prospect that a hypothesis may explain further phenomena in the future
Conservatism – the degree of "fit" with existing recognized knowledge-systems.

What you mean by case study in Educational Reaserch ?

A case study Involves an up-close, in-depth, and detailed examination of a subject (the case), as well as related ITS contextual conditions. Case studies with great frequency Appear throughout popular works. With an education Nearly anyone can lay claim to Having done a case study at some point in Their life. Also case studies can be produced by following method to the formal research. These case studies are likely to Appear in a formal research venues,: such as journals and professional conferences, rather than popular works. The RESULTING body of 'case study research''ve long had a prominent place in many disciplines and professions, ranging from psychology, anthropology, sociology, and political science to education, clinical science, social work, and administrative science.

In doing case study research, the "case" being an Studied May be single, organization, event, or action, for existing in a specific time and place. For instance, clinical science Both have produced well- known case studies of Individuals And Also case studies of clinical practices. However, when "case" is used in an abstract sense, as in a claim, a proposition, or an argument, Such a case can be the subject of many research methods, not just research case study.

Thomas offers the following definition of case study:

"Case studies are analyzes of persons, events, decisions, periods, projects, policies, Institutions, or other systems are Studied That holistically by one or more method. The case That is the subject of the inquiry will be an instance of a class of That phenomena Provides an analytical frame - an object - Within the study Which is Which Conducted and the case illuminates and explicates ".

ACCORDING TO J. Creswell, data collection in a case study OCCURS over a "sustained period of time."

One Sees the case study approach defined as a research strategy, an empirical inquiry investigates a phenomenon Within That Its Real-life context. Case-study research can mean single and multiple case studies, can include quantitative evidence, Relies on multiple sources of evidence, and benefits from the prior development of theoretical propositions. As such, case study research Should not Be Confused With qualitative research , as case studies can be based on any mix of quantitative and qualitative data. Similarly, single-subject research Might Be taken as case studies of a sort, That except Repeated trials in the single-subject research permit the use of experimental Designs That would not be possible in typical case studies. At the same time, the Repeated trials can Provide a framework for making statistical inferences from quantitative data.

The case study is mistaken Sometimes,For the case method used in teaching, but the two are not the same.

What you mean by Quantitative Reaserch ?

In the natural sciences and social sciences, quantitative research is the systematic empirical investigation of observable phenomena via statistical, mathematical or computational techniques. The objective of quantitative research is to Develop and employ mathematical models, theories and / or hypotheses pertaining to phenomena. The process of measurement is to quantitative research center Because It provides the critical connection Between empirical observation and mathematical expression of quantitative relationships. Quantitative data is any data in numerical form That Is Such statistics as, Percentages, etc.  The researcher Analyzes the data with the help of statistics. The researcher is hoping the numbers will yield an unbiased That result can be generalized to some larger population. Qualitative research, on the other hand, ASKs broad questions and collects data from word or Participants phenomena. The researcher looks for themes and describe the information in themes and patterns exclusive to That September of participants.

In social sciences, quantitative research is Widely used in psychology, economics, demography sociology, marketing, community health, health & human development, gender and political science, and less Frequently in anthropology and history. Research in mathematical sciences: such as physics is Also 'quantitative' by definition, though esta use of the term differs in context. In the social sciences, the term Relates to empirical methods, Originating in Both philosophical positivism and the history of statistics, Which Contrast With qualitative research methods.

Qualitative methods produce information only on the individual cases Studied, and more generally any conclusions are only hypotheses. Quantitative methods can be used to verify Which of Such hypotheses are true.

A comprehensive analysis of 1274 articles published in the top two American sociology journals Between 1935 and 2005 found That roughly two Thirds of These articles used quantitative methods.

Overview

Quantitative research is made using scientific methods Generally, Which can include:

The generation of models, theories and hypotheses
The development of instruments and methods for measurement
Experimental control and manipulation of variables
Collection of empirical data
Modeling and analysis of data
Quantitative research is Often contrasted With qualitative research, Which is the examination, analysis and interpretation of observations for the purpose of discovering underlying meanings and patterns of relationships, Including classifications of types of phenomena and entities, in a manner That Does not Involve mathematical models.  Approaches to quantitative psychology Were first modeled on quantitative Approaches in the physical sciences by Gustav Fechner In His work on psychophysics, Which built on the work of Ernst Heinrich Weber. Commonly, Although a distinction is drawn Between qualitative and quantitative aspects of scientific investigation, it has-been Argued That the two go hand in hand. For example, based on analysis of the history of science, Kuhn Concludes That "Large Amounts of qualitative work Usually Have Been prerequisite to fruitful quantification in the physical sciences." Often Qualitative research is used to gain general sense of phenomena and That to form theories can be tested using Further quantitative research. For instance, in the social sciences Often qualitative research methods are used to gain better understanding of intentionality Such things as (from the speech response of the researchee) and meaning (why did this person / group say something and what did it mean to them? ) (Kieron Yeoman).

, Although quantitative investigation of the world has Existed since people first Began to record events or objects That HAD Been Counted, the modern notion of quantitative Processes Have Their roots in Auguste Comte's positivist framework.  Positivism emphasized the use of the scientific method Through observation to empirically test hypotheses explaining and predicting what, where, why, how, and when to phenomena occurred. Believed positivist scholars like Comte only previous scientific methods rather than spiritual Explanations for human behavior Could advance.

Explain about Educational Research Methods

The basis for educational research is the scientific method. The scientific method directed questions use and manipulation of variables to systematically find information about the teaching and learning process.In This scenario questions are answered by the analysis of data That Is Collected Specifically for the purpose of answering These questions. Hypotheses are written and subsequently PROVED data or Disproved by Which leads to the creation of new hypotheses. The two main types of data are used under esta That method are qualitative and quantitative.

Qualitative research
Qualitative research use descriptive data Which is in nature. Tools That educational Researchers use in collecting qualitative data include: observations, conducting interviews, conducting document analysis, and analyzing participant Such products as journals, diaries, images or blogs, .

Types of qualitative research
Case study
Ethnography
Phenomenological Research
Narrative Research
Historical Research
Quantitative research
That research use quantitative data is numerical and is based on the assumption That describes the numbers will double reality. Often Statistics are applied to find relationships Between variables.

Types of quantitative research
Descriptive Survey Research
Experimental Research
Single - Subject Research
Causal - Comparative Research
Correlational Research
Meta-analysis

Combination methods
Also there exists a new school of thought That These derivatives of the scientific method are far too reductionistic in nature,. Since educational Such research includes other disciplines as psychology, sociology, anthropology, science, and philosophy .Refers to work done and in a wide variety of contexts [3] That it is Proposed Should Researchers use "multiple research and theoretical constructs Approaches". This Could mean using a combination of qualitative and quantitative methods as well as from common methodology Mentioned above the fields. In social research esta phenomenon is Referred to as triangulation (social science) This notion is well Summarized by the work of Barrow in His text An introduction to philosophy of education.:

"Since educational issues are of many different kinds and logical types, it is to be expected That quite different types of research Should be Brought into play on different occasions. The question is not Whether THEREFORE research into teaching Should be Conducted by Means of Quantitative Measures (on some such grounds as That They are more 'objective') or qualitative Measures (on some such grounds as That They are more 'insightful'), but what kind of research can be Utilized sensibly to look Into This aspect of teaching particularly as Opposed to that. "

Educational Reaserch and it's characters

Educational research Refers to a variety of methods, [in Which Individuals Evaluate different aspects of education including: "student learning, teaching methods, teacher training, and classroom dynamics"

Educational Researchers Have Come to the consensus That educational research must be Conducted in a Rigorous and systematic way, , Although what is esta IMPLIES Often debated. There are a variety of disciplines Which are each present to some degree in educational research. These include psychology, sociology, anthropology, and philosophy. The overlap in disciplines Creates a broad range from Which methodology can be drawn.  The findings of educational research Also need to be Interpreted Within the context in Which They Were discovered As They May not be applicable in every time or place.

Characteristics

Gary Anderson outlined ten aspects of educational research

Educational research Attempts to solve a problem.
Research Involves gathering new data from primary or first-hand sources or using Existing data for a new purpose.
Research is based upon observable empirical evidence or experience.
Research Demands accurate observation and description.
Generally employs Research Procedures Carefully designed and Rigorous analysis.
Research emphasizes the development of generalizations, principles or theories That will help in understanding, prediction and / or control.
Research requires familiarity With the expertise-field; competence in methodology; technical skill in collecting and analyzing the data.
Research Attempts to find an objective, unbiased solution to the problem and Takes great pains to validate the Procedures employed.
Research is a deliberate and unhurried activity Which is directional but refines Often the problem or questions as the research progresses.
Research is Reported to Carefully Recorded and other persons interested in the problem.

UGC NET EXAM - sampling.

In statistics, quality assurance, and survey methodology, sampling is concerned with the selection of a subset of individuals from within a statistical population to estimate characteristics of the whole population. Each observation measures one or more properties (such as weight, location, color) of observable bodies distinguished as independent objects or individuals. In survey sampling, weights can be applied to the data to adjust for the sample design, particularly stratified sampling. Results from probability theory and statistical theory are employed to guide practice. In business and medical research, sampling is widely used for gathering information about a population.

The sampling process comprises several stages:

Defining the population of concern
Specifying a sampling frame, a set of items or events possible to measure
Specifying a sampling method for selecting items or events from the frame
Determining the sample size
Implementing the sampling plan
Sampling and data collecting
Data which can be selected
Population definition
Successful statistical practice is based on focused problem definition. In sampling, this includes defining the population from which our sample is drawn. A population can be defined as including all people or items with the characteristic one wishes to understand. Because there is very rarely enough time or money to gather information from everyone or everything in a population, the goal becomes finding a representative sample (or subset) of that population. Sometimes what defines a population is obvious. For example, a manufacturer needs to decide whether a batch of material from production is of high enough quality to be released to the customer, or should be sentenced for scrap or rework due to poor quality. In this case, the batch is the population. Although the population of interest often consists of physical objects, sometimes we need to sample over time, space, or some combination of these dimensions. For instance, an investigation of supermarket staffing could examine checkout line length at various times, or a study on endangered penguins might aim to understand their usage of various hunting grounds over time. For the time dimension, the focus may be on periods or discrete occasions.

UGC NET EXAM - Scientific Method.

The scientific method is a body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge. To be termed scientific, a method of inquiry is commonly based on empirical or measurable evidence subject to specific principles of reasoning.The Oxford English Dictionary defines the scientific method as "a method or procedure that has characterized natural science since the 17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses."

The scientific method is an ongoing process, which usually begins with observations about the natural world. Human beings are naturally inquisitive, so they often come up with questions about things they see or hear and often develop ideas (hypotheses) about why things are the way they are. The best hypotheses lead to predictions that can be tested in various ways, including making further observations about nature. In general, the strongest tests of hypotheses come from carefully controlled and replicated experiments that gather empirical data. Depending on how well the tests match the predictions, the original hypothesis may require refinement, alteration, expansion or even rejection. If a particular hypothesis becomes very well supported a general theory may be developed.

Although procedures vary from one field of inquiry to another, identifiable features are frequently shared in common between them. The overall process of the scientific method involves making conjectures (hypotheses), deriving predictions from them as logical consequences, and then carrying out experiments based on those predictions.A hypothesis is a conjecture, based on knowledge obtained while formulating the question. The hypothesis might be very specific or it might be broad. Scientists then test hypotheses by conducting experiments. Under modern interpretations, a scientific hypothesis must be falsifiable, implying that it is possible to identify a possible outcome of an experiment that conflicts with predictions deduced from the hypothesis; otherwise, the hypothesis cannot be meaningfully tested.

The purpose of an experiment is to determine whether observations agree with or conflict with the predictions derived from a hypothesis. Experiments can take place in a college lab, on a kitchen table, at CERN's Large Hadron Collider, at the bottom of an ocean, on Mars, and so on. There are difficulties in a formulaic statement of method, however. Though the scientific method is often presented as a fixed sequence of steps, it represents rather a set of general principles.Not all steps take place in every scientific inquiry (or to the same degree), and are not always in the same order.

Overview
The DNA example below is a synopsis of this method
Ibn al-Haytham (Alhazen), 965–1039 Iraq. A polymath, considered by some to be the father of modern scientific methodology, due to his emphasis on experimental data and reproducibility of its results.

Johannes Kepler (1571–1630). "Kepler shows his keen logical sense in detailing the whole process by which he finally arrived at the true orbit. This is the greatest piece of Retroductive reasoning ever performed." – C. S. Peirce, c. 1896, on Kepler's reasoning through explanatory hypotheses

According to Morris Kline, "Modern science owes its present flourishing state to a new scientific method which was fashioned almost entirely by Galileo Galilei" (1564−1642). Dudley Shapere takes a more measured view of Galileo's contribution.

UGC NET EXAM- Teaching Method.

Teaching method

A teaching method comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning in students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Davis (1997) suggests that the design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn.In today’s school the trend is that it encourages a lot of creativity. It is a known fact that human advancement comes through reasoning. This reasoning and original thought enhances creativity. The approaches for teaching can be broadly classified into teacher centered and student centered. In Teacher-Centered Approach to Learning, Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.In Student-Centered Approach to Learning, while teachers are an authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessments are connected; student learning is continuously measured during teacher instruction.Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these.

Methods of instruction

The lecture method is just one of several teaching methods, though in schools it’s usually considered the primary one. It isn’t surprising, either. The lecture method is convenient and usually makes the most sense, especially with larger classroom sizes. This is why lecturing is the standard for most college courses, when there can be several hundred students in the classroom at once; lecturing lets professors address the most people at once, in the most general manner, while still conveying the information that he or she feels is most important, according to the lesson plan.While the lecture method gives the instructor or teacher chances to expose students to unpublished or not readily available material, the students plays a passive role which may hinder learning. While this method facilitates large-class communication, the lecturer must make constant and conscious effort to become aware of student problems and engage the students to give verbal feedback. It can be used to arouse interest in a subject provided the instructor has effective writing and speaking skills.

Demonstrating
Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information. Memorization of a list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable.

UGC NET EXAM- Education Research.

Educational research refers to a variety of methods, in which individuals evaluate different aspects of education including: “student learning, teaching methods, teacher training, and classroom dynamics”.

Educational researchers have come to the consensus that educational research must be conducted in a rigorous and systematic way, although what this implies is often debated.There are a variety of disciplines which are each present to some degree in educational research. These include psychology, sociology, anthropology, and philosophy.The overlap in disciplines creates a broad range from which methodology can be drawn.The findings of educational research also need to be interpreted within the context in which they were discovered as they may not be applicable in every time or place.

Educational research attempts to solve a problem. Research involves gathering new data from primary or first-hand sources or using existing data for a new purpose. Research is based upon observable experience or empirical evidence. Research demands accurate observation and description. Research generally employs carefully designed procedures and rigorous analysis. Research emphasizes the development of generalizations, principles or theories that will help in understanding, prediction and/or control. Research requires expertise—familiarity with the field; competence in methodology; technical skill in collecting and analyzing the data. Research attempts to find an objective, unbiased solution to the problem and takes great pains to validate the procedures employed. Research is a deliberate and unhurried activity which is directional but often refines the problem or questions as the research progresses. Research is carefully recorded and reported to other persons interested in the problem.
Approaches
There are two main approaches in educational research. The first is a basic approach. This approach is also referred to as an academic research approach.The second approach is applied research  or a contract research approach.Both of these approaches have different purposes which influence the nature of the respective research.

Basic approach
Basic, or academic research focuses on the search for truth or the development of educational theory.Researchers with this background “design studies that can test, refine, modify, or develop theories”. Generally, these researchers are affiliated with an academic institution and are performing this research as part of their graduate or doctoral work.

Applied approach
The pursuit of information that can be directly applied to practice is aptly known as applied or contractual research.Researchers in this field are trying to find solutions to existing educational problems. The approach is much more utilitarian as it strives to find information that will directly influence practice.Applied researchers are commissioned by a sponsor and are responsible for addressing the needs presented by this employer.The goal of this research is “to determine the applicability of educational theory and principles by testing hypotheses within specific settings”.

The following are several defining characteristics that were written by Gary Anderson to compare basic (academic) and applied (contract) research.

Basic (Academic) Research Applied (Contract) Research 1 Is sponsored by an agency committed to the general advancement of knowledge. Is sponsored by an agency with a vested interest in the results. 2 Results are the property of society and the research community. Results become the property of the sponsor.

UGC NET axam question.

1) Mc Grath and Watson have defined research as........

A) user of exploratory method.
B) a intellectual exploration.
C) use of scientific method for analysis.
D) problem solving.

Answer:A

UGC NET exam question

1) Research is based upon ............

a ).  scientific method.
b) experiments
C)scientists
D) general principles
Answer : a

UGC NET EXAM :People and environment

Until the last ten thousand  years or so living systems evolved in response to change in the aboit Environment Day and affected by human activity.

scenes in the development of Agriculture and Technology and increasing human impact on the environment has occurred.

on the last two centuries especially widespread individualization has led to potentiality damaging environmental pollution.

gases acquiring naturally in the atmosphere may be affected seriously by pollution such as the depletion of Ozone high India atmosphere.

The term biodiversity refers to the totally of the Year genes  species and the ecosystem of the regions.

  the most obvious definition of biodiversity variety of fishes in India whether or not a Sai specious care of her owner is determined by the environmental conditions of the site and they eat a range of tolerance of fishes therefore if you visit a different day path of forest at some other places and compare it biodiversity with that of the previous one we will find that is both planned life as well as animal life for different day this biodiversity differs from place to place.

The president

The President of India is elected by indirect election by means of The Single Transferable Vote.

UGC NET EXAM .2015_2016 .questions

Definition an and nature of communication
it is difficult to give the specific definition of communication because of its Complex nature however and a Fort is made to define it it to make its Kandante meaningful. According to you Newman and Suma communication is an exchange of packed ideas opinions or emotion by 2 or more persons according to comb and concept in several definitions revise to buy Dance, Communications is a variable process by which we understand others and reducer and certainly to issue of symbols according to Louis Allen communication is the sum of the old things one page since that's when she wants to create understand the in the mind of another page sent it involve systematic and continuous of telling listening and understanding communication is decided as a normal conversation between two people with a message is this sentence that is speaker decides to communicated to the listener the transmitter is the language that reside in the brain is a motor cortex vocal cords and did mums mouth that produce the sound is called speech is single is the sound wave that it can be identified as speech channel is in the air carrying do sound waves and old is associated properties of the surrounding spaced IT course and ambient nose and reverse reverberation.

between the speaker and the listener there might be another device that you do or not to do not introduced their own destroy and Scorpio original vocal signal new lightweight receiver is the listeners year and auditory system Idiots auditory nerve and language areas in the listener brain that you will be coded in a single into meaningful information and filter out background knows what channel's waves notes and other important aspect of the channel is called the brand with logo brand with channel such as a telephone call cannot carry olde of audio information that is transmitted in a normal conversation dissertation and irregular treaties Hindi speakers voice as compared to normal in payson speeches working definition of communication usaid meaning between two or more individuals using a simple system when individuals communicate with each other they create a chance for shared meaning individuals meaning is made up of experience training and the background Bandhe Ek Dori Se similarity of experience it raining at the background if there is a great chance for successful communication communication is a short lived continuous process through numerous media communication pass through the following five process.

1 preparing Hindi message seconds
2 sending the message they did
3 receive the message
4 the channel in communication
5 symbol symbolising the communication or encoding.

UGC NET EXAM .2015_2016 .questions

Definition an and nature of communication
it is difficult to give the specific definition of communication because of its Complex nature however and a Fort is made to define it it to make its Kandante meaningful. According to you Newman and Suma communication is an exchange of packed ideas opinions or emotion by 2 or more persons according to comb and concept in several definitions revise to buy Dance, Communications is a variable process by which we understand others and reducer and certainly to issue of symbols according to Louis Allen communication is the sum of the old things one page since that's when she wants to create understand the in the mind of another page sent it involve systematic and continuous of telling listening and understanding communication is decided as a normal conversation between two people with a message is this sentence that is speaker decides to communicated to the listener the transmitter is the language that reside in the brain is a motor cortex vocal cords and did mums mouth that produce the sound is called speech is single is the sound wave that it can be identified as speech channel is in the air carrying do sound waves and old is associated properties of the surrounding spaced IT course and ambient nose and reverse reverberation.

between the speaker and the listener there might be another device that you do or not to do not introduced their own destroy and Scorpio original vocal signal new lightweight receiver is the listeners year and auditory system Idiots auditory nerve and language areas in the listener brain that you will be coded in a single into meaningful information and filter out background knows what channel's waves notes and other important aspect of the channel is called the brand with logo brand with channel such as a telephone call cannot carry olde of audio information that is transmitted in a normal conversation dissertation and irregular treaties Hindi speakers voice as compared to normal in payson speeches working definition of communication usaid meaning between two or more individuals using a simple system when individuals communicate with each other they create a chance for shared meaning individuals meaning is made up of experience training and the background Bandhe Ek Dori Se similarity of experience it raining at the background if there is a great chance for successful communication communication is a short lived continuous process through numerous media communication pass through the following five process.

1 preparing Hindi message seconds
2 sending the message they did
3 receive the message
4 the channel in communication
5 symbol symbolising the communication or encoding.

How can direct students attention in the class room?

1  grade students at the door when they enter in the classroom.

2 start the classroom on time.

3 make a grand stage entrance to Hush a large class and gain attention.

4 give a protest on the days topic.

5 started lecture with puzzle, question paper, rose picture of cartoon or inside or transparency to focus on the topic.

6 students questions and concerns at the beginning of the class and released this on the check board on D answer during the homework.

7 make sure that it students having retired devil that they think it is important issues or t poet of the days lecture will be.

8 ask students about reading reading newspaper and important issues on the day.

Effective communication of teacher

The ability to communicate which is a young of their basic characteristics of good stitching it means obviously leaking young people enjoying their New Year see s*** brands and intense questioning which is there process of growing up ITI meet the ability to him what is to see a situation as the good she's it is a good teacher must be ko biwi sleep a compulsive listener it means it is skill of provoking more out of the student death of knowing is a test to which to put a n scholar and to lose him into further Lane it means a Belief in the dignity of young people and in stage of life at which they find themselves created teaches neither NOC not understand dative young little girls or more pragmatic goals did me irritating but is it teaches craft is less human and it more mechanical it like specifically at which may appear in travel in themselves but which when added to AED address of similar fact create a standard and a style from which think people can length of teaching a mix of scholarship integrity and the gift of communicating with students at difficulty to categorise because it depends on a page to style hair cut and bend of the mind

Mountains

Mountains bodaliy there are 4 types of mountains wich are  differentiated by the mode of their origin for formation.

1 Block mountain:
a mountain mass formed by a lady lifting up of hand over by a sinking of land is called block mountain.
example;  Black  forest mountain set can't fold mountains in past geology Kal HD beats tribution in the earth's interior have a kay aste cropping and cracking of the Christ there are formed as a result of the serious or FB example helps Rock and is Himalayas all government and state 1 result from the Earth pressure groups and out flow of Lava

NET EXAM Question

Who is the father of Malayalam language.?  Azhuthachan

UGC NET EXAM questions

MC national university of journalism and communication. Is located at ?

Bhopal.

NET EXAM- 2017 - P. Kunhananandan Nair,- penname Thikodiyan

P. Kunhananandan Nair, better known by his penname Thikodiyan (Malayalam: തിക്കോടിയന്‍) (1916 – 28 January 2001) was a well-known Malayalam author. He was born in Thikkodi, a small village in Kozhikode district, in the Indian state of Kerala. He was a multi-faceted personality, being a poet, playwright, novelist and a producer at All India Radio.

Thikodiyan has written a number of plays, novels, screenplays, and lyrics.In his autobiography Arangu Kaanatha Nadan (The actor who had never been on stage), Thikodiyan portrayed the Malabar's social and cultural development in the post independent period and captured the charm of Kozhikode. This work won him the Kendra Sahithya Academy Award (Malayalam) in 1995 and Vayalar Ramavarma Award in the same year.

He was born in Thikkodi, a small village in Kozhikode district, in the Indian state of Kerala, to M. Kunjappa Nair and P. Narayani Amma. He inherited his love for theatre from his grandfather, who brought him up after the untimely death of his parents. His primary education was at Basel Mission Middle School, Koyilandy. Later he completed teachers training and joined the same school as a teacher in 1936. He imbibed the spirit of the age of nationalism and social awareness. Private schoolteachers were a neglected lot in British Malabar. Thikkodiyan protested against the inequity and was expelled from the school in 1938 for participating in a strike. He then plunged into full-time social work and became an active worker of the Bharat Seva Sangham. Till his last days, he had striven to promote the Nayanar Balika Sadanam, an orphanage in Kozhikode. He joined All India Radio in 1950 as a script writer, and retired in 1979 as a producer. He had joined the AIR after a brief stint as editor of the Malayalam daily, Dinaprabha.

He got married in 1942, and widowed in 1949. He had only one daughter. He died at his residence in Kozhikode on 28 January 2008. He was 84 and had been ailing for the past few months.

P. Kunhananandan Nair began his literary career writing poetry in the pen name Anand. He also wrote many satirical along with renowned humorist Sanjayan.

He was rechristened Thikkodiyan by Sanjayan. He took to writing plays in the early Fifties, while serving as a scriptwriter at the Kozhikode station of the All India Radio. Urged by his friends such as S. K. Pottekkatt, Uroob, N. V. Krishna Warrier, M. V. Devan, V. Abdulla and K. A. Kodungalloor, Thikkodiyan wrote a play, Jeevitham, which was staged in 1954. This drama had topped a competition conducted by the Kendra Kala Samithy. As a playwright, his range was amazing. On the one hand, he portrayed social realities and poignant human situations (Pazhaya Bandham, Attupoya Kanni), while on the other he set off on flights of fancy, offering a larger-than-life vision (Pushpavrishti, Mahabharatham). Kanyadanam which is based on the Christian life of Malabar proclaims the value of perseverance. Despite their foibles, his characters were lovable. Even the works that told the most tragic tales, radiated hope. Apart from 30-odd plays, he had also written novels, including Chuvanna Kadal, Aswahridayam and Pazhassiyude Padavaal. Drawn against the background of the sea and the Portuguese invasion, Chuvanna Kadal was among the major historical novels in Malayalam.

Thikkodiyan had written countless radio skits, features and lyrics, some of which had been set to tune by composers such as K. Raghavan. He made a foray into cinema, writing the story, screenplay and dialogue for Kunchako's Pazhassi Raja. He also scripted legendary director G. Aravindan's maiden work, Uttarayanam.

His autobiography, Arangu Kaanatha Nadan (The Actor Who Had Never Been on Stage), sketched Malabar's social and cultural development, profiled some of its noted residents, and, above all, captured the charm of Kozhikode.

Bibliography 

• Kanyadanam (Play)
• Pushpavrishti (Play)
• Puthiya Thettu (Play)
• Alkkarady (Play)
• Prethalokam (Play)
• Ore Kudumbam (Play)
• Kannaadi (Play)
• Ekankangal (Play)
• Nirahara Samaram (Play)
• Prasavikkatha Amma (Play)
• Puthuppanam Kotta (Play)
• Yagashila (Play)
• Chuvanna Kadal (Novel)
• Aswahridayam (Novel)
• Pazhassiyude Padavaal (Novel)
• Arangu Kaanatha Nadan (Autobiography)\

• Filmography

  • Pazhassi Raja (1964) (Story, screenplay, dialogues)
  • Nrithasala (1972) (Story)
  • Udayam Kizhakku Thanne (1974) (Story, screenplay, dialogues)
  • Uttarayanam (1974) (Story, screenplay, dialogues)
  • Sandhya Ragam (1979) (Story, screenplay, dialogues)
  • Ithiri Poove Chuvanna Poove (1984) (Story)
  • Marikkunnilla Njan (1988) (Story, screenplay, dialogues)

 AWARDS

• 1974: Kerala State Film Award for Best Screenplay for Uttarayanam (with G. Aravindan)
• 1992: Kerala Sahitya Akademi Award for Arangu Kaanaatha Nadan
• 1992: Odakkuzhal Award for Arangu Kaanaatha Nadan
• 1995: Kendra Sahitya Akademi Award for Arangu Kaanaatha Nadan
• 1995: Vayalar Award for Arangu Kaanaatha Nadan
• 2000: Kerala Sahitya Akademi Fellowship
• State Professional Drama Award by Kerala Sangeetha Nataka Akademi

Revised Regulations for Ph. D Registration and Award of the Degree of Doctor of Philosophy,

Revised Regulations for Ph. D Registration and Award of the Degree of

Doctor of Philosophy, 2010/2012

1. Short Title, Application and Commencement.

i. These revised and updated regulations constitute the Revised

Regulations for Ph D Registration and Award of the Degree of Doctor of

Philosophy, 2010, incorporating the revisions and amendments made

thereto subsequently, and include the revisions made in accordance with

the Academic Council resolution of 15.10.2011. These regulations shall

be called “Revised Regulations for Ph. D Registration and Award of the

Degree of Doctor of Philosophy, 2010/2012”

ii. These Regulations shall apply to the University Departments of

Teaching and Research as well as the approved Research Centres in

Affiliated Colleges and other Research Centres recognized by the

University for the purpose of research

iii. These Regulations apply for Ph D registrations granted in and after the

July 2010 admissions, though some of the revised provisions pertaining

to the modalities of constituting Doctoral Committees and organizing

course work take effect only from 2011 and 2012 admissions.

2. Definitions

In these regulations, unless the context otherwise requires

i. “Act,” “Statutes”, “Ordinance” and “Regulations” mean the Act, Statutes,

Ordinance and Regulations respectively of the University.

ii. “Affiliated College” means a College affiliated to the University in

accordance with the provisions of the university Act and Statutes and

where instruction is provided in accordance with the provisions of the

Statutes, ordinances and regulations.

iii. “Centre of Research” or “approved Research Centre” means the

institution where the University allows a research scholar to carry out

research on the subject approved by the University leading to the Ph. D

Degree.

iv. “Department” or School” or “University Department” means the

University Department of Teaching and Research established under the

statutes or the Inter-School or Inter-University Centres established by

the University or the Government of Kerala.

v. “Doctoral Committee” means a Doctoral Committee constituted in a

specific subject either in a University Department or for approved

Research Centres. 

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vi. “Department Doctoral Committee” means a Doctoral Committee

constituted in a Department to scrutinize the application for registration,

interview the candidates and make appropriate recommendations to

the University regarding matters of research in subjects coming under

their purview or in subjects that have been entrusted to them by the

University.

vii. “Research Centre Doctoral Committee” means a Doctoral Committee

constituted by the University in specific subjects for approved Research

Centres other than the University Departments to scrutinize the

applications for registration, interview the candidates and make

appropriate recommendations to the University.

viii. “Fellowship” means a regular monetary assistance, awarded to a research

scholar and includes, apart from the scholarships offered by the

University, the national Merit Scholarship, and other assistance offered

by approved funding agencies such as NCERT, CSIR, ICSSR and UGC.

ix. “Laws of the University” means the Act, Statutes, Ordinances,

Regulations, Rules and Bye-Laws of the University, as the case may be.

x. “Recognized institution” means an institution defined in subsection (21) of

Section 2 of the Act

xi. “Registration” means registration for Ph.D degree under these regulations.

xii. “Research Scholar” means any full-time or part-time student duly

registered for the Ph. D. degree of the University under these

regulations.

xiii. “Supervising Teacher”, “Research Supervisor” or “Research guide”

means a teacher or an expert approved as a qualified guide to supervise

research.

xiv. “University” means the University as defined in the Act.

xv. “Adjudicators” or “Examiners” means the experts appointed by the

University for the evaluation of the thesis.

3. Notification

Notification inviting applications for admission to the Ph D programmes in

different disciplines shall be issued along with the notifications for other regular

programmes in the University Departments of Teaching and Research every year.

July 31 shall be the last date for applying for the programmes.

4. Eligibility for Application

A candidate who has passed the Post-graduate Examination in any discipline of

Mahatma Gandhi University or of other Universities recognized as equivalent

thereto securing not less than 55% marks in the aggregate shall be eligible to 

3

apply for registration for Ph.D. For SC/ST candidates, the minimum marks

required for application is 50% in the aggregate in the Post-graduate Examination.

Provided, however, that MBBS, BAMS, BHMS and BDS degree holders who

have secured not less than 50% marks for their final examinations shall be eligible

for registration for Ph D. Provided further that CA qualified candidates, that is, a

person whose name has been entered as a member in the Register maintained

either by the Institute of Chartered Accountants of India or by the Institute of Cost

and Work Accountants of India shall also be eligible to apply for registration for

Ph.D. When the application is made for registration at an approved Research

Centre other than the University Departments, the application shall be

accompanied by letters of consent from the Head of the Research Centre (The

College Principal in the case of an affiliated college centre) where the applicant

proposes to work as well as from the Supervising Teacher under whom he/she

proposes to work.

5. Mode of Admission

Admission to the Ph D programmes shall be made on the basis of (a) the

qualifying degree marks; (b) a written aptitude test; and (c) an interview.

However, UGC-CSIR JRF candidates (and awardees of other similar Fellowships,

including the KSCST and INSPIRE Fellowships) and UGC Teacher Fellows can

be admitted directly into the Ph D programme. They are not required to appear in

the written test and shall be accommodated against available seats, provided the

Doctoral Committee is satisfied with their performance in the interview. The

relative weight for the three components (qualifying marks: written test:

interview) for admission in the case of all other candidates, except those who are

exempted from the written test under these regulations, shall be: 40:40:20. In the

case of those who are exempted from the written test, selection will be on the

basis of the candidates’ qualifying degree marks and their performance in the

interview, the relative weight for the two components being 50:50. M Phil holders

in the subject concerned shall be given adequate weightage in the selection.

Though the aptitude for research will be an important consideration in selecting

the research scholars, due attention shall be paid to the reservation pattern

followed in the University while making admissions. This will be subject to the

consent and availability of Supervising Teachers.

6. Aptitude Test/ Interview

The University Departments of Teaching and Research shall be responsible for

the conduct of the written aptitude tests in the subjects that directly come under

their purview as well as in other subjects, if any, that are assigned to them. The

written aptitude tests in subjects that are not part of the academic programmes of

the Departments shall be conducted directly by the University under the

supervision of the University Research Committee/Research Director and the

office of the Controller of Examinations. Question papers for the tests in all

subjects shall be prepared by experts nominated by the Vice Chancellor. The

evaluation of the tests too shall be made by experts in the subject nominated by

the Vice Chancellor. Only candidates who acquire 50% marks in the written test

shall be called for the interview. The following University Departments shall

conduct the research aptitude tests in the subjects indicated: 

4

(1). School of Gandhian Thought and Development Studies (Gandhian Studies, Social

Work, Development Studies)

(2). School of International Relations (International Relations, Political Science,

Public Administration, Economics)

(3). School of Social Sciences (History, Anthropology, Sociology, Philosophy)

(4). School of Letters (English, Malayalam, Comparative Literature, Theatre Arts,

Fine Arts)

(5). School of Behavioural Sciences (Psychology, Special Education, Behavioural

Medicine, Rehabilitation Nursing, Disabilities Studies)

(6). School of Bio-sciences (Bio-sciences)

(7). School of Chemical Sciences (Chemistry, Polymer Science/ Engineering)

(8). School of Computer Science (Computer Science)

(9). School of Pure and Applied Physics (Physics, Electronics)

(10). School of Environmental Sciences (Environmental Sciences)

(11). School of Pedagogical Sciences (Education, Educational Psychology)

(12). School of Physical Education and Sports Sciences (Physical Education)

(13). School of Management and Business Studies (Management Studies, Business

Administration)

(14). School of Indian Legal Thought (Law)

The following are the subjects in which the University shall make separate

arrangements for the conduct of the written aptitude tests:

Library and Information Science, Hindi, Sanskrit, Syriac, Arabic, Botany,

Zoology, Pharmacy, Mathematics, Applicable Mathematics, Statistics, Civil

Engineering, Mechanical Engineering, Fishery Science, Home Science,

Commerce.

Applications for admission to Ph D research in the University Departments shall

be made to the Head of the Department concerned. Applications for admission to

the approved Research Centres shall be made to the Registrar.

Applications for admission to Ph D research received in the University

Departments before the prescribed date shall be scrutinized by the Doctoral

Committee of the School/Department concerned. The Committee shall consist of

the Head of the Department as Chairperson and four senior teachers of the

Department, who shall be supervising teachers in the subjects coming under the

purview of the Department, as members. Though the Department is free to have

separate committees for different subjects, it will as far as possible have the same

committee to make the selection in related subjects coming under the purview of

the Department. The Committee shall interview all eligible candidates, that is,

those who are exempted from the written aptitude test as well as those who have

qualified in the written aptitude test (i.e. those who obtain a minimum of 50%

marks in the written test) and prepare a list of selected candidates for the required

number of vacancies in each subject/discipline. During the interview the

candidates shall discuss with the Committee their research interests on the basis of

their proposed plan of work. Selected candidates shall be tentatively allocated

Supervising Teachers by the Department Doctoral Committee on the basis of their

interests and performance. The selected candidates shall pay the fees and join the

University Department on the dates specified by the Department, pending official

issue of registration orders by the University office. 

5

6 (a) Interview – Approved Research Centres

The University shall constitute separate Doctoral Committees in each subject for

approved Research Centres. The Research Centre Doctoral Committee shall

consist of the Head of the University Department or the University Professor in

the subject concerned as the Chairperson and a Professor/Scientist/Expert from

outside the University, to be nominated by the Vice Chancellor, as the Subject

Expert. The Supervising Teacher who has consented in writing to supervise the

applicant shall also be a member of the Committee for that particular applicant. In

subjects where there are no Professors in the University, the University shall

appoint both the Chairperson and the Subject Expert from outside the University.

Only eligible applicants who are exempted from the written aptitude test and

applicants who have qualified in the written aptitude test (i.e. those who obtain a

minimum of 50% marks in the written test) shall be called for the interview. The

candidate will be recommended for registration only if the Doctoral Committee is

satisfied with the candidate’s research aptitude and the research potential of the

topic proposed. The rest of the selection procedure will be as given in clauses 5

and 6 above.

7. Exemption from the Written Test

Apart from JRF candidates and UGC Teacher Fellows, the following categories of

candidates are exempted from appearing for the Written Aptitude Test.

a. M Phil and M.Tech (all disciplines), MD (Medicine) and MS

(Medicine) holders in the subject of research concerned.

b. Regular and permanent teachers from the Government and Aided

Colleges affiliated to Mahatma Gandhi University and from the

University Departments.

c. Candidates who have become qualified in the

NET/SLET/GATE/GPAT or other Tests conducted by such

Government bodies as UGC, CSIR, ICAR, and ICMR.

d. Scientists from Accredited R&D Institutions

e. Candidates who hold a valid certificate for having qualified in the

Research Aptitude Test conducted by Mahatma Gandhi University.

8. Fellowships:

University Junior Research Fellowships shall be made available to a limited

number of candidates registered for Ph D each year. Selection in this regard shall

be made on the basis of merit from among the candidates other than UGC Teacher

Fellows and holders of JRF and other Fellowships. The University shall determine

annually the number of such fellowships on the basis of funds available and notify

them separately.

9. Registration for Research:

All candidates admitted to the Ph D programmes of the University shall be

registered as full time research scholars, except regular and permanent teachers

from the Government and Aided Colleges affiliated to Mahatma Gandhi

University and from the University Departments, who shall be granted part-time 

6

registration if they so desire. They shall join the University Department or the

Research Centre concerned, as the case may be, on receipt of provisional

registration orders issued by the office of the Director of Research/University

office dealing with matters concerning research. The registration shall be

confirmed on the successful completion of coursework within the first two

semesters (extendable by a year in the case of candidates who fail to clear the

end-semester examination of the coursework in the first chance). Provided that

part-time research scholars (regular and permanent teachers from Government or

Aided Colleges affiliated to Mahatma Gandhi University or from the University

Departments of Mahatma Gandhi University) shall be permitted to do their

coursework in the first four semesters of the programme in accordance with the

convenience of the Department/Research Centre (extendable by another year in

the case of candidates who fail to clear the end-semester examination of the

coursework in the first chance).

10. Course Work

Each student, other than regular and permanent teachers from the Government

and Aided Colleges affiliated to Mahatma Gandhi University and from the

University Departments, who shall be granted part-time registration if they so

desire, admitted to the Ph D programme shall be required to undertake course

work for a period of one semester within a continuous period of two semesters.

The course work shall be organized by the University Departments for students

registered at the Departments. Students registered at approved Research Centres

shall undergo coursework at their own Centres. If there are no facilities at their

Research Centres or if the Centres are not willing to organize coursework for their

students, the students can apply for prior permission from the University to join

other Research Centres nearby for coursework, for which specific orders shall be

issued by the University. Applications for such permission should be

accompanied by consent letters from the Heads (College Principals, in the case of

affiliated colleges) of the two Centres. The course work shall be worth 12 credits

and shall have the following three components:

(a) A course in Research Methodology (4-credits): There shall be two courses for

the students to choose from: one common for the disciplines coming under the

science stream and the other common for all the disciplines coming under the

non-science stream.

(b) A course on recent developments in the broad discipline (4 credits)

(c) A course in the area of research which will include detailed review of the

current status of scholarship in the area (4 credits).

The University shall make arrangements for designing course (a) above centrally

with the help of experts. Course (b) shall be designed by the Departments in the

case of subjects that are taught in the University Departments and by Expert

Committees constituted by the University in the case of subjects that are not

taught in the University Departments. Course (c) shall be prepared by the

Supervising Teacher in consultation with the Doctoral Committee concerned. The

Supervising Teacher shall submit a draft syllabus for course (c) within a week of

the meeting of the Doctoral Committee. All courses shall be forwarded to the

Vice Chancellor for approval through the Research Director who shall monitor

the conduct of the coursework for quality assurance both at the University

Departments and Research Centres. The Department can choose to ask the Ph D 

7

scholars to do some of the M Phil courses in the Department, if relevant, in place

of course (b) above. The courses could be given as lecture courses or seminar

courses. The University Department is free to arrange any of the courses forming

part of the Ph D course work in the second semester of the Ph D programme.

Candidates with M Phil shall be exempted from courses (a) and (b). The course

work in their case shall be limited to the third course (course c) of 4 credits. The

pattern of evaluation and grading in the Departments will be the same as the

pattern of evaluation/grading followed for M Phil programmes under CSS.

However, no student who has not acquired a minimum GPA (Grade Point

Average) of 5 shall be qualified to continue research. A Ph D candidate in a

University Department who fails to acquire the minimum GPA of 5 can avail of

another chance to improve his/her GPA by repeating the end-semester exams for

the courses to be held a year later. No further chance for improving the evaluation

of the course work shall be given. Such candidates cannot continue Ph D research.

 10 a. Coursework in approved Research Centres

Approved Research Centres where there are facilities for conducting coursework

and which are willing to organize coursework shall be permitted by the University

to organize course work. In such cases, the Head of the Institution (Principal in

the case of affiliated colleges) concerned shall be responsible for ensuring that a

full-semester course work of the prescribed standard and duration has been

organized at the Research Centre. (A certificate to this effect is to accompany the

candidate’s application for end-semester examination.) The syllabi for the courses

shall be provided by the University and the end-semester examination shall be

conducted by the office of the Controller of Examinations with the support of the

office of the Research Director. A common schedule for the end-semester

examinations of candidates subject-wise from all Research Centres shall be

prepared by the office of the Controller of Examinations in consultation with the

University Research Committee/Research Director. Question paper setting and

evaluation shall be undertaken by external experts and arrangements for this shall

be made by the Controller of Examinations in consultation with the Research

Director. Evaluation shall be on the basis of the percentage of marks obtained in

the end-semester examination. There shall be single evaluation of the answer

script of each course by an external expert from outside the University. The

minimum percentage of marks required to qualify in each course shall be 45%

marks. No candidate who fails to obtain a minimum of 45% marks in each course

separately shall be declared to have completed the coursework successfully. A Ph.

D. candidate in an approved Research Centre who fails to acquire the minimum

percentage of marks required to qualify in the coursework can avail of another

chance to improve his/her marks in the coursework by repeating the end-semester

examinations to be held next year. No further chance for improving the evaluation

of the course work shall be given. Such candidates cannot continue Ph D research.

11. Place of Research.

Research shall be carried out by a Research Scholar in a University Department or

in a Research Centre in an Affiliated College or in an institution recognized as a

Research Centre under these regulations. 

8

12. Part-time Research

Registration for part-time research shall be granted from the beginning only to

regular and permanent teachers from the Government and Aided Colleges

affiliated to Mahatma Gandhi University and from the University Departments.

All other applicants shall initially be granted full-time registration. The following

categories, however, are eligible to apply for conversion of their research to parttime

after completing six months or on successful completion of the course work,

whichever comes later:

a) Regular employees working in Government/ Quasi-government institutions

b) Teachers working in Government and Aided educational institutions in the

state.

c) Teachers working in the institutions run by the University.

d) Scientists working in accredited R&D institutions and Clinical Psychologists

attached to Government/Quasi-government organizations.

13. Other conditions

a) Persons applying for conversion of their research to part-time shall produce a

“No Objection Certificate” from their employers.

b) Foreign candidates shall be registered for research only if they are on visas

issued for research scholars/students and with the necessary clearance from

Government of India.

c) Conversion of research from full-time to part-time shall be granted by the

Vice Chancellor on the recommendation of the Supervising Teacher and the

Head of the Research Centre.

14. Supervising Teachers

A research student shall work under a recognized supervising teacher who shall

invariably be the staff of the institution in which the student is permitted to work.

(1) Supervising Teachers within the University Departments:

Teachers of the University Departments/Schools of Teaching and Research in the

University do not require any formal recognition as research guides in order to

supervise research in the Schools/Departments concerned. They can undertake

research guidance as part of their duty as assigned by the School/Department

provided they have the following qualifications:

a. He/she should be a doctorate degree holder and be in a substantive teaching

post of the School/Department.

b. A Professor/Associate Professor (Reader) of a University department can

guide research even if he/she is without a doctorate degree, provided that

he/she has ten years of teaching and research experience and ten

publications of research papers in refereed journals of national or

international standing, or a book brought out by one of the accredited

publishers after obtaining post-graduate qualifications.

c. An Assistant Professor (Lecturer) of a rare specialization in an

interdisciplinary subject area can be assigned the duty of research 

9

guidance even if he/she does not posses Ph. D, provided he/she has M.Phil

degree and a minimum of five years of research experience with five

research papers in refereed journals of national/international standing or a

book brought out by one of the accredited publishers.

d. If he/she is an Assistant Professor (Lecturer) in a Medical subject in a

School of Interdisciplinary specialization the degree of the Doctor of

Medicine with five research papers in refereed journals of

national/international standing or a book brought out by one of the

accredited publishers, shall be the minimum qualifications for being the

research guide in the area of his/her specialization

i). In case of (c) and (d) above the research student being supervised will have a

co-guide who will be a regular supervising teacher of the School/Department.

ii). An Assistant Professor (Lecturer) who is doing research for his/her first

doctorate degree shall not be permitted to induct candidates for research

before the award of his/her doctorate degree.

(2) Supervising Teachers in approved Research Centres:

i. Only approved college teachers working in Government and Aided Colleges

affiliated to Mahatma Gandhi University and scientists in reputed research

institutions run by the Government shall be recognized as Supervising

Teachers by the Syndicate.

ii. Only teachers and scientists permanently employed in the

colleges/institutions to which the Research Centre is attached shall be

recognized as Supervising Teachers.

iii. To be recognized as a supervising teacher in a particular subject a college

teacher must have a Doctorate Degree in the subject concerned obtained

from Mahatma Gandhi University or from other Universities recognized by

the UGC. He/She shall have a minimum of 2 years of post–doctoral

research experience evidenced by research output. He/She must have at

least three post-doctoral research publications in his/her subject published in

refereed journals of national / international standing.

iv. A Scientist in the service of a recognized research institution having a Ph.

D. degree and in the rank of a University Lecturer and above shall be

eligible to apply for recognition as Research Guide. He/she must be

permanently employed in this institution and must have a minimum of 5

years teaching/research experience of which two years shall be post-doctoral

experience. He/she should further have three post-doctoral research

publications on his/her subject published in refereed journals of

national/international standing.

v. In both (i) and (ii) above, the Boards of Studies of the University

Department/Schools of study and research shall be the competent body to

decide on the standing of the journals coming under the subjects/disciplines

concerned. The University shall prepare a list of such standard journals for

the purpose in consultation with Department/School/Board of Studies

concerned.

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vi. The Supervising Teachers who have not been active in the research

activities of the Departments/Research Centres continuously for a period of

two years shall cease to be the approved research supervisors of the University

in the subject concerned.

15. Number of candidates under a Supervising Teacher:

i. A Supervising Teacher shall not have, at any given point of time, more than

eight Ph.D. scholars working under him/her. However, in the case of the

Supervising Teachers in the University Departments, the Doctoral Committee

can allot Teacher Fellows under the TFS of the UGC, JRF holders, SC/ST

candidates or foreign scholars irrespective of the ceiling of eight, but the total

number of research scholars shall not exceed ten under such a supervising

teacher.

ii. A Supervising Teacher shall not guide any of his close relatives (spouses,

parents, children, brother, sister, first cousins, nephew, nieces, uncles, aunts and

in-laws) as research scholars.

16. Allocation of Supervising Teachers:

The allocation of the Supervising Teacher for a selected candidate shall be

decided by the Doctoral Committee in a formal manner in the interview. The

allocation will depend on such factors as the specialization of the supervisors and

the research interest of the candidate. The Doctoral Committee can consider

allocating a co-guide to a candidate in addition to the Supervising Teacher.

17. Change of the Supervising Teacher:

Normally, a change of the Supervising Teacher is not allowed. However, in the

event of death of the supervising teacher or when a supervising teacher leaves the

Department either permanently or on long leave or in exceptional cases

warranting a change of Supervising Teacher, the scholar shall be allowed to

change the Supervising Teacher by the Syndicate based on the recommendations

of the Supervising Teacher/s concerned and the Doctoral Committee. In other

cases the change will be decided by the Academic Council.

18. Recognition of Institutions as Research Centres.

(i) It shall be competent for the Syndicate to recognize any institution engaged

in research or specialized studies as a recognized research centre of the

University in accordance with the following provisions.

a. An institution seeking recognition of the university shall conform to the

standards, aims, and objectives of the University and its programmes of

teaching and research.

b. The institution seeking recognition shall be reputed academic/scientific

institution or an affiliated college with PG departments in the subject

concerned. No institution shall be recognized as a research centre if the

subject disciplines or interdisciplinary areas in which it seeks recognition do

not fall under any of faculties mentioned in the statutes.

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c. The institution seeking recognition shall be housed in its own building

with all facilities for research. It should also be running an academic

programme of quality in the subject concerned that could be deemed to be a

feeder programme for Ph. D research.

d. It must have on the staff of the institution at least 2 doctorate degree

holders who satisfy the eligibility conditions for being recognized as

Supervising Teachers under these regulations.

e. The institution shall have its own library, laboratory, equipment and

exhibition materials conforming to the standard of good research centre.

The library shall have at least 10000 original books (text books/popular

books shall not be counted) useful for researchers in the discipline/area of

research concerned. It must also have subscribed to at least 10 journals of

national and international standard. Internet facilities are essential.

f. The institution shall show evidence of active research carried out in the

Centre in the form of research output of quality.

g. The institution should possess sufficient infrastructural facilities,

including qualified faculty support, for organizing Ph. D. coursework in the

subject concerned.

(ii) Application for recognition as Research Centres shall be made in the

prescribed form with the prescribed fee.

(iii) The University may, if it is satisfied that the application is in order, appoint

Inspection Commission to verify the physical and academic facilities available at

the institution.

(iv) The Syndicate may cause periodic inspections to be made of the Research

Centres to ascertain whether the terms and conditions imposed on the institutions

at the time of granting recognition are fulfilled. The Syndicate may, by order,

withdraw recognition of such institutions either for non-fulfillment of conditions

or for finding them unfit for continued recognition.

19. Doctoral Committee

The Doctoral Committee shall constantly monitor the progress of the research

student. The Supervising Teacher allocated to a candidate shall be invited to all

the meetings of the Doctoral Committee that consider issues relating to the

performance and progress of the candidate.

20. Director of Research

There shall be an honorary Director of Research in the University with office

support for coordinating the administration of research in the University. The

Director shall coordinate between the University Departments and the Centres of

Research as well as the different sections in the University office dealing with

matters of Ph D research, including thesis evaluation. The Director is to be

nominated from among the University Professors by the Vice Chancellor for a

period of three years. 

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20 (a). University Research Committee

There shall be a University Research Committee nominated by the Vice

Chancellor to advise the University on all matters concerning research. The

members of the University Research Committee other than ex-officio members

shall hold office for a period of two years from the date of their nomination. The

University Research Committee shall consist of:

(1) Vice Chancellor (Chairman)

(2) Pro-Vice Chancellor (Vice Chairman)

(3) Registrar

(4) Director of Research (Convenor)

(5) Director, College Development Council

(6) Two Deans of Faculties

(7) One Professor of the University Departments/Schools

(8) One Associate Professor from the University Departments/Schools

(9) One member of the Syndicate other than Deans of Faculties

21. Progress Report

Supervising Teachers shall send to the University half-yearly reports of progress

of the students working under them through the Head of the Research Centre and

Doctoral Committee to the Director of Research.

22. Periodical Review of Research Work.

The Doctoral Committee shall periodically review the work of research scholars

working in the Departments as well as in the Research Centres. Each Ph D scholar

shall be asked to make a 30-minutes to 1-hour presentation of his/her research

progress once in every six months. The half-yearly progress report shall be signed

by the Supervising Teacher and Head of the Research Centre/ Head of the

Department only after such presentations have been made.

23. Privileges of Research Scholars.

Candidates who have been registered as full time research students in the

University Departments, and who pay all the fees that are to be paid normally by

the Research Scholars of the University Departments, shall be entitled to all the

privileges of the University students except those for which special fees are

charged. However, they shall cease to enjoy the privileges of the full time

students of the University Departments if they convert their research to part time.

24. Leave.

i. A full-time research scholar shall be eligible to avail of not more than thirty

days of leave with fellowship (if applicable) in a completed year, in addition to

twenty days of casual leave.

ii. In exceptional cases, the Vice- Chancellor may, on grounds which he may

consider as sufficient and reasonable, grant two months leave as special leave for

a full-time research scholar. This special leave shall be granted to a research 

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scholar only twice during the entire period of research, provided that, this period

of special leave shall not be counted for fellowship.

iii. A female research scholar shall be entitled to 180 days as maternity leave. A

student in a Department who seeks to avail of maternity leave for 180 days shall

be permitted to appear for the end-semester examinations in the second semester

provided she has a minimum of 50% attendance and has cleared all internal

assessment assignments. In all other cases, the candidates on maternity leave with

shortage of attendance shall attend the coursework with the next batch of students.

iv. Long leave can be granted to full time research scholars for taking up foreign

fellowships and other assignments for pursuing studies abroad on topics that are

closely related to their areas of research.

25. Period of Research.

i. The minimum period of research required by a candidate for submission of

the thesis from the date of registration shall be two years (4 semesters) for

M.Phil, M.Ed., M.Sc. (by research), Master of Letters and M.Tech degree

holders if the research is in the subject in which the candidate has taken the

above qualifying degree. In all other cases, the minimum period of research

required is three years (6 semesters) for thesis submission. This is inclusive of

the period spent on course work.

ii. The maximum period of research shall, if the period is not specified

otherwise, generally be five years (10 semesters) for full-time and eight years

(16 semesters) for part-time research. On expiry of this period a candidate’s

registration will lapse, provided that it shall be competent for the Syndicate to

extend the period of registration by a maximum period of one year on the

recommendations of the Doctoral Committee and also on payment of a fee for

extension. The registration shall automatically lapse after expiry of the

maximum period.

26. Confirmation of the Research Topic/ Change of the area of Research

i. A candidate’s topic of research/title of the thesis shall be confirmed and

approved by the Doctoral Committee at the end of the first or second semester,

that is, after the course work has been completed. The details of the confirmed

topic of research shall be intimated to the office of the Director of Research by

the University Department/ Research Centre.

ii. The Doctoral Committee shall not permit a change in the area of research after

it has been confirmed at the end of the second semester. It may, however,

consider and approve a candidate’s request for a change in the title of the thesis

which would not entail any change in the area of research till the end of the

second year (fourth semester).

27. Restriction on Employment.

A full-time research scholar shall not engage himself/herself in any other

employment except in imparting instruction in an honorary capacity on a topic

which forms the subject matter of his research in the institution where he is

working. 

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28. Cancellation of Registration.

The Vice Chancellor may cancel the registration of any research student for

unsatisfactory progress or conduct.

The Vice Chancellor may also cancel the registration of full-time research

scholars on the recommendations of the supervising teacher for their non

attendance at the centre of research beyond the prescribed time limit.

29. Discontinuance of Research.

 i. A candidate’s leave or absence from the centre beyond the permitted period, or

his failure to pay the fees for research or compliance of rules regarding

submission of progress reports for two terms or his failure to seek guidance of the

supervising teacher for more than a year shall lead to his/her removal from the

rolls.

ii. Research students thus removed from the rolls, if they want to continue their

work, shall be required to re-register themselves by submitting an application with

the proper recommendations of the Doctoral Committee and paying all arrears of

fee, the re-admission fee and the fine. In such cases the Vice-Chancellor, on the

recommendations of the Supervising teacher and with due justification, can

condone the break of research period if he/she so deserves.

iii. Re-registration shall be granted only once and that too, within the maximum

period of research permitted. The maximum period of research of such candidate

will be same as in the case of others.

30. Deregistration and re-registration.

 A Candidate can choose to deregister any time after the completion of the

minimum period of research (two or three years, as the case may be) required and

before the maximum period of research permitted subject to stipulations vide 25

(2). A candidate seeking deregistration shall apply for the same. A candidate

granted deregistration shall be permitted to submit his/her thesis any time within a

period of five years from the date of deregistration after he/she has paid the

required re-registration fee to be fixed by the University. Such candidates shall be

required to satisfy the usual formalities as applicable to them at the time of the

submission of the thesis. They shall be required to pay the re-registration fee for a

term along with the other fees exacted from the regular research students at the

time of the submission of the thesis. The place of a deregistered candidate shall

be treated as a vacancy under the supervisor concerned and the Department shall

accordingly assign a fresh research scholar against the vacancy.

31. Pre-Ph. D. Presentation:

 i. On completion of research and the draft thesis the research scholar shall make a

Pre-Ph. D. Presentation on the thesis in the University Department concerned.

This shall be open to all faculty members and research students whose feedback 

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and comments may be considered by the research scholar for suitable

incorporation into the draft thesis under the advice of the supervising teacher.

ii. The date for the pre-Ph. D. presentation shall be fixed at the request of the

Research scholar by the Supervising Teacher in consultation with the Head of the

Department of the institution concerned; and at least 7 days notice along with a

10-page outline of the thesis shall be made available to the faculty members and

research students so as to make their participation in the presentation effective.

iii. The Dean of the Faculty shall invariably be invited to the presentation. The

Dean, the Head of the Department and the Supervising Teacher shall make a

report on the presentation and forward it to the office of the Director of Research.

The Director shall issue a certificate regarding the pre-Ph D presentation to the

candidate.

iv. In the case of candidates from Research Centres, the office of the Director of

Research, on getting the request of the Research Scholar forwarded by the

Supervising Teacher, shall make arrangements for the presentation in one of the

University Departments.

32. Pre Ph.D. Publications

A research scholar shall publish at least one research paper in a refereed journal

before the submission of the thesis for evaluation, and shall forward a copy of the

research paper (or acceptance letter, in case the paper is scheduled for publication

at a later date) through the Supervising Teacher to the office of the Director of

Research.

32. Submission of the Synopsis:

 i. On completion of the draft thesis and the Pre-Ph.D. presentation, three months

before the date of submission of the proposed thesis for evaluation, the candidate

shall submit through the Supervising Teacher twelve copies of the Synopsis of the

proposed thesis, in about 1500 words together with the title of the thesis. The

Synopsis should be accompanied by the application for the admission to the Ph.D

Degree and the fee prescribed for the purpose by the University and shall be sent

to the Controller of Examinations.

ii. The application for adjudication of the thesis shall be accompanied by a letter

from the Supervising Teacher with the recommendations of the Head of the

Department in the case of Departments and of the Supervising Teacher, HOD and

the Principal of the College in the case of Centres of Research in Colleges.

iii. Apart from other certificates and documents, the following documents shall

also accompany the application for the adjudication of the thesis:

a) Grade card/ evidence for having qualified in the course work

b) Certificate from the Director of Research regarding pre-Ph D presentation

c) Copy of the research paper published in a refereed journal, or the letter of

acceptance from a refereed journal, duly certified by the Director of Research

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33. Panel of Examiners:

 i. A panel of examiners shall be prepared by the supervising teacher and

forwarded to the Controller of Examinations through the Head of the

Department/College Principal and the Director of Research.

 ii. The panel shall consist of the names of ten experts of national or international

standing, known for their integrity and judgment and having not less than 10

years of teaching/research experience in the subject concerned. The Research

Committee shall be competent to add names to or delete names from the panel

suggested by the Supervising Teacher.

iii. The experts shall be from outside the University jurisdiction and at least four

shall be from outside Kerala, except in the case of subjects like Malayalam.

The panel shall be approved by the Syndicate.

35. Submission of Thesis

i. After completion of the prescribed minimum period of research, a candidate

shall be eligible to submit his/her thesis. The candidate shall submit six copies

of the thesis and a soft copy thereof together with the prescribed fee to the

Controller of Examinations through the research centre. The thesis shall be

submitted within three months from the date of submission of the synopsis. In

exceptional cases, where the prescribed fee is paid the Syndicate may, based

on the recommendations of the Supervising Teacher and Head of the

Department, condone a delay of a period up to one year, provided that the

candidate shall submit his/her thesis only during the currency of his/her

registration or during the sanctioned period.

ii. The thesis shall be accompanied by a declaration by the candidate that the

thesis has not previously formed the basis for the award of any degree or

diploma or other titles. The thesis shall also be accompanied by a certificate

from the supervising teacher to the effect that it is a record of bona fide work

carried out by the candidate under his/her supervision.

36. Adjudication of Thesis.

i. The thesis shall be adjudicated by a Board of three examiners appointed by the

Syndicate from the panel of Examiners submitted. One of the examiners shall

be the Chairman of the Board.

ii. The Examiners shall submit a report on the merit of the work embodied in the

thesis and state whether the thesis is recommended for the award of the Ph.D.

degree. The examiners should also indicate in which respect the thesis affords

evidence of originality. The Syndicate shall accept the unanimous opinion of

the Board of Examiners. If one of the examiners does not recommend the

award of the degree, the thesis shall be referred to a fourth examiner and

his/her report shall be accepted. If two examiners are not in favour of

recommending the degree, the candidate shall be asked to resubmit the thesis

within a period not less than six months. 

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iii. The candidate whose thesis is not recommended for the award of the Ph.D

Degree shall be informed accordingly and shall be supplied with the

comments made by the adjudicators. The candidate shall be permitted to

resubmit a revised version of the thesis within a period of not less than 6

months from the date of which he/she has been informed of the results of

evaluation of the thesis.

iv. The Board of Examiners once appointed to adjudicate the thesis will normally

evaluate the revised thesis unless any of the Examiners is not willing to

continue in the Board. Substitutes shall be appointed by the Vice-chancellor

from the Panel of Examiners already approved by the Syndicate. However, it

shall be competent for the Syndicate to appoint fresh set of Examiners to

adjudicate the thesis for good and sufficient reasons. The revised thesis shall

be accompanied by the prescribed fee.

v. A candidate shall not be allowed to submit his/her thesis for more than two

times. However, it shall be competent for the Syndicate, on the specific

recommendation of the Board of Examiners, to permit the candidate to submit

his/her thesis for a third time.

vi. Normally adjudication shall be completed in a period of six months. Under no

circumstances shall the procedures be allowed to extend beyond a year. The

appointment of an examiner who fails to give his/her report within five

months shall be cancelled and he/she would be advised to send the thesis

back. The thesis shall then be forwarded to a fresh examiner whose name has

already been marked as standby in the panel by the Vice-Chancellor.

37. The Public Viva-voce and Open Defence of the Thesis.

i. The thesis recommended by the Board of Adjudicators for the award of Ph.D.

degree shall be defended by the research scholar at the public viva-voce and open

defence before the Board specially constituted for the purpose. Invited scholars

and enthusiasts interested in the subject shall also attend the Open Defence. The

candidate and the supervising teacher shall be supplied in advance with copies of

the comments made by the examiners on the thesis.

ii. The constitution of the Board.

A three member board shall be constituted for the conduct of the Open Defence and

viva-voce with a Chairman and two other members.

a. The Board shall be presided over by one of the members of the adjudication

board nominated by the Vice-chancellor.

b. The Dean of the faculty concerned shall be the second member of the Board

c. The Supervising teacher shall be the third member of the Board.

iii. The supervising teacher shall convene the Open Defence and Viva-voce based

on the direction of the Controller of Examinations. The Controller of

Examinations shall inform the day, the date, time and venue for the conduct of

the Open Defence Viva

iv. The mode of invitation of the Participants and the Conduct of the

viva. 

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The Controller of Examinations shall arrange the Open Defence to be held in one of

the University Departments. After getting confirmation in this regard, the

supervising teacher shall send invitations under Certificate of Posting to at least 50

people from various institutions interested in the topic. While sending the

invitations to the participants for the Open Defence Viva a one-page synopsis of the

Ph.D thesis shall be sent to them along with the invitation. Like wise a copy of

the Ph.D thesis shall be kept in the Department Library of the Department

concerned at least three days in advance for the purpose of reference to those who

are interested in the topic.

v. Conduct of Viva-voce and the Proceedings

 The Chairman will conduct the proceedings. The research scholar shall present

a summary of his/her thesis for a duration not less than 30 minutes and the

Chairman will ask questions to him/her based on the comments in the

adjudication reports. Subsequently the participants in the public viva can ask

relevant questions related to the topic. The Chairman can disallow questions,

which according to him/her are not relevant to the topic.

vi. The Supervising teacher can support or supplement the arguments of the

research scholar in the Open Defence Viva.

vii. The Board of the Open Defence Viva shall judge the performance of the

candidate in the Open Defence Viva and the recommendation declared at the

end of the Open Defence. The Chairman shall subsequently submit a report

containing the recommendations of the Board to the Controller of

Examinations. In the report, it shall be mentioned whether the Degree of Doctor

of Philosophy can be awarded or not. If the thesis required rewriting it shall

also be mentioned clearly in the report.

38. Conferment of the Degree of Ph. D.

i. The Controller of Examinations, on receipt of the report of the Chairman,

recommending the conferment of the Degree of Ph.D. to the research scholar,

shall submit the same along with the reports of the examiners before the

Syndicate.

ii. The Syndicate, if satisfied on the basis of the reports of the examiners and of the

viva-voce that the candidate is adjudged worthy of being awarded the Degree of

Ph.D., shall pass a resolution to that effect; and there upon the candidate shall be

admitted to the Degree of Ph.D.

39. Depository with UGC

 Following the declaration of the award of Ph.D. to the candidate, the University

shall submit a softcopy of the thesis to the UGC within a period of thirty days, for

being posted in INFLIBNET, accessible to all institutions/Universities.

40. Format of the Degree:

i. The Ph.D. degree certificate shall incorporate inter alia the title of the thesis

along with the name(s) of the faculty / faculties and discipline(s) as applicable

in the case.

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ii. In the case of the award of the Ph. D. degree for inter-disciplinary research,

the degree certificate shall bear both the subjects of the candidate’s postgraduate

degree and the discipline of the department in which the candidate

has conducted his doctoral research mentioning them as “inter disciplinary”.

iii. Along with the degree, the Ph D degree awarded under these regulations shall

carry a provisional certificate stating that the Degree has been awarded in

accordance with the provisions of the “UGC (Minimum Standards and

Procedure for Award of M Phil/ Ph D Degree) Regulations, 2009.”

41. Publication of the Thesis.

i. A thesis, whether approved or not, shall not be published in full

without the permission of the Syndicate; and the Syndicate may

generally grant permission unless there exist any valid reasons

given in writing for not granting the permission.

Provided that a research scholar may, during the course of his/her research,

publish papers on topics related to his research in standard research journals, as

advised by the supervising teacher, but the thesis as a whole shall not be

published without obtaining permission of the Syndicate.

ii. Permission for publication of the thesis shall be obtained within five years of

the award of the degree

42. Transitory provision:

These regulations will come into force for Ph D registrations granted in and after

the July 2010 session. However, in the case of candidates registered for the Ph.D.

programme as per notifications issued for earlier sessions, the previous

regulations shall be applicable.

43. Removal of Difficulties:

Without prejudice to the generality of the aforesaid regulations, the ViceChancellor

shall have the power for a period of three years from the date of

implementation of the regulation to remove any difficulties that may arise either

in the course of the transition from the previous regulations to this revised

regulation or in the course of implementing the revised regulations.

 Sd/-

 REGISTRAR

…………….