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University Grant Commission launched the scheme of autonomous college as an initiative for bringing qualitative improvement in standards of academic quality of colleges in 1976. National Policy on Education (1986-92) formulated the objectives of this scheme. The scheme offers liberty to autonomous colleges to determine and prescribe its own courses of study and syllabi, and restructure and redesign the courses to suit local needs, make it skill oriented and in consonance with the job requirements, to prescribe rules for admission in consonance with the reservation policy of the state government/national policy, to promote research in relevant fields, to evolve methods of assessment of students performance, the conduct of examinations and notification of results, to use modern tools of educational technology to achieve higher standards and greater creativity and to promote healthy practices such as community service, extension activities, projects for the benefit of the society at large, neighborhood programs. The autonomous colleges in Uttar Pradesh have been enjoying the autonomy for a long period of time. It is the matter of investigation that to what an extent the autonomous colleges were successful in enhancing in their academic quality. The scheme of autonomy offers several benefits to autonomous college so it is relevant to see what types of benefits the autonomous colleges extracted from the scheme of autonomy. Whether all autonomous colleges receive the equal gains from the scheme of autonomy irrespective of their nature of management, source of finance, and affiliation or association to the universities or not? There was a question whether two types of the colleges e. g. college in association with any central university and the colleges affiliated to/ in association with any state university had any difference regarding the benefits they could extracted from the scheme of autonomy in order to enhance their academic quality or both types of colleges received the equal benefits from the scheme of autonomy to enhance their the academic quality. This study is focused on exploring the influence of the provisions of the scheme of autonomy on curriculum revision academic quality of autonomous colleges in Uttar Pradesh. Rao (1990) found in his study that there was a gap and confusion in functioning of autonomous colleges and acceptance of autonomy. Robert (1990) stated that colleges were successful in imparting new courses and teaching techniques and reforming examination system. Kapur (1993) found that college autonomy provided greater contact between teachers and students. Poul (2004) found that autonomous college teachers were more effective than that of non-autonomous colleges. Sarangi (2018) found that teachers of autonomous colleges show better performance than their counterpart in non-autonomous. Quality of teaching in autonomous colleges was significantly better than that of non-autonomous colleges. The review of related studies revealed that no study was attempted on autonomous colleges in Uttar Pradesh for investigation of status of curriculum revision, reform and introduction of new courses and the support- system and progression of students. Therefore, this study is justified itself.

Rao (1990) found in his study that there was a gap and confusion in functioning of autonomous colleges and acceptance of autonomy. Robert (1990) stated that colleges were successful in imparting new courses and teaching techniques and reforming examination system. Kapur (1993) found that college autonomy provided greater contact between teachers and students. Poul (2004) found that autonomous college teachers were more effective than that of non-autonomous colleges. Sarangi (2018) found that teachers of autonomous colleges show better performance than their counterpart in non-autonomous. Quality of teaching in autonomous colleges was significantly better than that of non-autonomous colleges.  The review of related studies revealed that no study was attempted on autonomous colleges in Uttar Pradesh for investigation of status of curriculum revision, reform and introduction of new courses and the support- system and progression of students. Therefore, this study is justified itself.

Case study method was used to achieve the objectives of this study. Two autonomous colleges in Uttar Pradesh were selected for conducting cases studies. The cases in this study were stated under: 1. Case I: Ewing Christian College, Prayagraj 2. Cases II: National Post Graduate College, Lucknow Two self-made questionnaires each for teachers and students were used for collecting of data. Reports and records were scrutinized in order to collect relevant facts and information regarding the objectives of the scheme. The data regarding the objectives were collected trough self-made questionnaires each for teachers and students. Reports and records were also scrutinized in order to collect relevant facts and information regarding the objectives of the scheme. Data were tabulated and simple statistical techniques such as percentage and mean were calculated to draw findings and conclusions from the data. In order to easily understand the level of success of autonomous colleges in the curriculum revision, reform and introduction of new courses and support- system and progression, a simple evaluation and quantification of level of quality has been done. Five levels such as Excellent, good, moderate, poor and very poor very used and the marks assigned to these levels were 5, 4, 3, 2 and 1 respectively.

Simple mean and frequency count used for analysis of data.

Findings of the study were presented in the order of the cases and objectives. Firstly, the findings related to Case I: Ewing Christian College, Prayagraj were given followed by Case II: National Post Graduate College, Lucknow. The comparative findings of two cases were given thereafter. 

CASE I: EWING CHRISTIAN COLLEGE, PRAYAGRAJ

Objective 01-

To find out the status of curriculum revision/ reform and introduction of new courses in two autonomous colleges in Uttar Pradesh

Curriculum Revision/ Reform and Introduction of new courses were examined on the basis of the following indicators:

1. Policy of curriculum revision/reform and introduction of new courses in terms of   priority and periodicity

2. Procedure of curriculum revision, reform or introduction of new courses

3. Status of revision of courses

4. Status of introduction of new courses

5. Introduction of choice based credit system

6. Relevance of curriculum revision/reform and introduction of new courses

Findings-

Policy and Procedure of Curriculum Revision/ Reform and Introduction of New Courses:

1. It was found after the observation and analysis of data that Ewing Christian College had successfully shouldered the responsibility of curricular revision/ reform and introduction of new courses. It is one of the important functions expected from an autonomous college. The exact procedure of curriculum revision/ reform and introduction of new courses was followed as prescribed in University Grant Commission’s guidelines for autonomous colleges. The guiding principles and purpose of curriculum revision/ reform and introduction of new courses included employability, skill acquisition, personality development, research, societal needs, national aspirations and vision and mission of the college. Undergraduate curriculum was revised at the interval of three years and post graduation curriculum of at the interval of f two years. However, if revision was required in mid of the cycle, it was done.

2. The process of revision/ reform began at the department concerned. Suggestions and feedback on curriculum revision/ reform were invited from students and guardians. After sufficient deliberation with all faculty members on proposal of revision/ reform at department level, it was sent to board of studies of the department concerned. Board of studies prepared the proposal for that and it was forwarded to Academic Council through board of faculty. Final approval on revision/reform and introduction of new course was granted by executive council.

3. The guiding principles for curriculum revision/ reform and introduction of new courses, time- interval of revision and reform, mechanism adopted for collection of feedback from stakeholders and beneficiaries on revision/reform and introduction of new courses were in accordance with the guidelines prescribed in the University Grant Commission’s scheme of autonomous colleges.

Status of Revision/ Reform and Introduction of New Courses-

1. It was found that in spite of many restrictions imposed by University of Allahabad on the College; it continuously enriched and updated the curriculum through the process of revision and reform.  After the conferment of autonomy, college introduced 04 undergraduate courses, 16 post graduate courses, 11 diploma/ post graduate diploma courses and 13 certificate courses.

2. The remarkable feature of the college was the equal active involvement of all departments in process of revision, reform and designing new courses of study.

3. Ewing Christian College introduced job- oriented courses; add on courses, professional courses, vocational courses, skill- enhancement courses, value added courses and personality development courses.

Introduction of Choice Based Credit System-

1. It was found that Ewing Christian College introduced Choice- Based Credit System (C.B.C.S.) in session 2014-15. There were two components in any course. One was core- course/ papers and other was elective papers. Core course consisted discipline specific subjects/ papers and elective/enrichment courses focused on skill acquisition and ability enhancement.

2. Ability Enhancement and Skill Enhancement Courses had been offered under the elective courses.  The Ability- Enhancement Courses were Environment- Awareness courses and Spoken English and Personality Development course. Skill Enhancement Courses included Computer Awareness, General Awareness and Mental Ability, General Science and Quantitative Aptitude and Research Methodology. Dissertation/project was also offered for final semester students as an elective paper.

Summary of Findings Related to Objective 03-

Table 1.I: Summary of Findings Related to Objective 03

Sr.	Criteria/ Indicator	Level of Academic Quality	Quality Score
1.	Policy of curriculum revision/reform and introduction of new courses in terms of   priority and periodicity	Excellent	05
2.	Procedure of curriculum revision, reform or introduction of new courses	Excellent	05
3.	Status of revision of courses	Excellent	05
4.	Status of introduction of new courses	Excellent	05
5.	Introduction of choice based credit system	Excellent	05
6.	Relevance of curriculum revision/ reform and introduction of new courses	Good	04
	Total Academic Quality Score		29/30

Objective 02-

To study the status of students’ support – system and progression in two autonomous colleges in Uttar Pradesh

Students’ support- system and progression was examined on the basis of following indicators:

1- Identification of students’ academic needs and catering to them

2- Spectrum of facilities and services provided to students

3- Status of students’ placement and progression

Findings-

1. It was found after the critical observation and analysis of the data regarding the parameter of Students’ support- system and progression that Ewing Christian College had taken many initiatives for students’ support and progression. The main efforts for students’ support and progression included establishment of placement cell, setting up of guidance and counselling cell, personality development and training, training for placement, organization of remedial teaching, and bridge- courses for academically weaker students, coaching for competitive exams, English speaking course, and basic certificate in computer application, scholarship, fee waiver, and hostel facility for students.

2. Memorandums of understanding (MOUs) were signed with companies for internship and campus placement of students.

3. Despite exemplary support extended for the development of students’ capabilities in curricular and co-curricular areas, Ewing Christian College had neither implemented any formal procedure or technique for identification and documentation of obstacles, barriers and challenges being faced by students in academic and non- academic domains nor devised any effective mechanism or strategy for tracking the students’ progression and placement records. In- charges of Training and Placement Cell and Guidance and Counselling cell had  neither re- oriented themselves and nor accelerated their functioning to make a pace with changing demand of industry and commerce sector.   

4. Performance of the College was found unsatisfactory with respect to placement record of students, progression of students for further studies and selection of students in public examinations except in constitution of medals and prizes to arise the spirit of competitiveness and for promoting studies in various disciplines. On the basis of overall assessment of performance on the College regarding students support and progression, the college was found unsatisfactory.

Summary of Findings Related to Objective 02-

Table 4.II: Summary of Findings on Objective 02

Sr.	Criteria/ Indicator	Quality- Level	Quality -Score
1.	Identification of students’ academic needs and catering to them	Poor	02
2.	Spectrum of facilities and services provided to students	Moderate	03
3.	The status of students’ placement and progression	Poor	02
	Total Quality  Score		07/15

CASE II: NATIONAL POST GRADUATE COLLEGE, LUCKNOW

Objective 01-

To find out the status of curriculum revision/ reform and introduction of new courses in two autonomous colleges in Uttar Pradesh

Curriculum Revision/ Reform and Introduction of new courses were examined on the basis of the following indicators:

1. Policy of curriculum revision/reform and introduction of new courses in terms of   priority and periodicity

2. Procedure of curriculum revision, reform or introduction of new courses

3. The Status of revision of courses

4. The Status of introduction of new courses

5.  The status Introduction of choice based credit system

6.  Relevance of curriculum revision/reform and introduction of new courses

Findings-

1. It is clear from the critical observation and analysis of the data that the College was found good in performing the functions of curriculum revision/ reform and introduction of new courses. These were the basic functions expected to be performed by autonomous colleges to bring excellence in academic quality. The policy and procedure of curriculum revision and reform followed by the college were in accordance with the guidelines prescribed in the University Grant Commission (U.G.C.)’s scheme of autonomous colleges. The guiding principles for revision/reform and introduction of new courses, which had been kept in the mind, were skill enhancement, skill acquisition, employment, job prospects, all round development of personality, inculcation of values and morals, societal needs, fulfillment of national aspirations and realization of vision and mission of the college.

2. The curriculum of graduate level courses was revised after the period of three years and that of post graduate level courses after the period of two years. Mechanism adopted for feedback collection from stakeholders and beneficiaries on revision and reform and introduction of new courses was online mode. Suggestions of only students and teachers were included. Choice Based Credit System (C.B.C.S) was introduced.

3. The process of revision/reform was begun at department level. Suggestions and feedback on curriculum revision and reform were collected from students and teachers. After sufficient deliberation with all faculty members on proposal of revision and reform at department level, it was sent to board of studies of the concerned department. Board of studies prepared the fresh proposal for that and it was forwarded to Academic Council. Final approval on revision/reform and introduction of new course was granted by Executive Council.

4. The critical observation of the records and reports on curriculum revision, reform and introduction of new courses of the college showed that only few departments had shown interest and actively engaged in the process of curricular enrichment so the benefit was limited to the students of particular department.

5.  It was found that students had not taken much interest in few new courses introduced by the college such Bachelor of Vocation (B. Voc.), Master of Arts (M.A.) in Anthropology and the demand of these courses among students gradually fallen down since 2016- 17 to 2019- 20. It shows that students had not been oriented in the employment potential of new courses. The College had not paid attention towards designing interdisciplinary courses of study.

6.  As per guidelines of University Grant Commission (U.G.C.), the College had successfully introduced Choice Based Credit System (C.B.C.S.) in all programs. There were three categories of papers/ subjects in each faculty. i- Core (six compulsory papers carrying four credits each, ii-Elective group of papers under CBCS from all the faculties carrying two credits each. iii-Foundation course.

Summary of Findings Related to Objective 01-

Table 1.III: Summary of Findings Related to Objective 01

Sr.	Criteria/ Indicator	Quality -Level	Quality- Score
1.	Policy of curriculum revision/reform and introduction of new courses in terms of   priority and periodicity	Good	04
2.	Procedure of curriculum revision, reform or introduction of new courses	Good	04
3.	Status of revision of courses	Good	04
4.	Status of introduction of new courses	Moderate	03
5.	Introduction of Choice Based Credit system (CBCS)	Good	04
6.	Relevance of curriculum revision/ reform and introduction of new courses	Good	04
	Total Quality Score		22/30

Objective 02-

To find out the status of students’ support – system and progression in two autonomous colleges in Uttar Pradesh

Students’ support- system and their progression was examined on the following indicators:

1- Identification of students’ academic needs and catering to them

2- Spectrum of facilities and services provided to students

3- Status of students’ placement and progression

Findings-

1. Critical observation and analysis of the data concerning students’ support- system and their progression showed that the Colleges had taken many initiatives for students’ support and progression. As per records and reports the main efforts made by the college for students’ support and progression included establishment of placement cell, set up of guidance and counselling cell, personality development and training, training for placement, organization of remedial teaching, and bridge- course for academically weaker students, coaching for competitive exams, English speaking course, and basic certificate in computer application, scholarship, fee waiver, and hostel facility for students.  Memorandums of understanding (MOUs) were signed with companies for internship and placement of students.

2. It was found on the basis of records and reports that National PG College conducted online students satisfaction surveys to indentify challenges faced by students in various fields during their study and rigorously organized training for placement, invited companies for campus- placement, signed Memorandum of Understandings (M.O.U.s) with reputed companies for facilitating students in recruitments and regularly collected and documented the data for further reference. Review of college’s record presented that students of National Post- Graduate College had been able to get admission in reputed institutions at national level.

3. The preceding description reveals that the status of National Post- Graduate College is quite good with respect to placement record of students, progression of students for further study and selection of students in public examinations. The perceived status signifies that the National PG College had taken ample benefits from the provisions and grants of the scheme of autonomous college for strengthening students’ support infrastructure. Status of academic quality of an institution is reflected in students’ support- system and progression. Well established students’ support- system and good progress record means good academic quality. Therefore, National Post- Graduate College was found good in academic quality on the parameter of students’ support- system and progression. 

Summary of Findings Related to Objective 02-

Table 1.IV: Summary of Findings Related Objective 02

Sr.	Criteria/ Indicator	Quality- Level	Quality Score
1.	Identification of students’ academic needs and catering to them	Good	04
2.	Spectrum of facilities and services provided to students	Excellent	05
3.	The status of students’ placement and progression	Excellent	05
	Total Score		14/15

COMPARATIVE FINDINGS OF TWO AUTONOMOUS COLLEGES

Objective 03-

To compare the process of curriculum revision/ reform and introduction of new courses of the two autonomous colleges in Uttar Pradesh

Comparative findings-

1. It is obvious from the observation of the comparative findings regarding the two autonomous colleges on the common parameters derived from the objective 03 that both autonomous colleges under the study had successfully performed the functions of curricular revision, reformation and introduction of new courses which were expected from autonomous colleges.

2. Both autonomous colleges took the liberty of curriculum revision/ reform and introduction of new courses as an opportunity to arrange resources for the college. The policy and procedure of curriculum revision and reformation were similar in both cases. The same procedure of curriculum revision/ reform and introduction of new courses was followed as prescribed in University Grant Commission (U.G.C.)’s guidelines for autonomous colleges.

3. The purposes and guiding principles for curriculum revision/reform and introduction of new courses, time- interval of revision and reform, mechanism adopted for feedback collection from stakeholders and beneficiaries on revision and reform and introduction of new courses were more or less same in both autonomous colleges. Choice- based – credit- System was introduced in both cases.

4. The comparison of autonomous colleges on the status of revision/reform of courses, specifications of courses, status of introduction of new courses and the relevance of revision/reform and introduction of new courses, it was found that performance of Ewing Christian College was better than that of National Post- Graduate College.

5. Ewing Christian College very well utilized its autonomy and done revision/ reform in curriculum and introduced new courses of study. Therefore, on the parameter of curriculum revision/reform and introduction of new courses of academic quality, Ewing Christian College was found in better position than National Post- graduate College.

Summary of Comparative Findings on Objective 03-

Table 1.V: Summary of Comparative Findings on Objective 03

Sr.	Criteria/ Indicator	Ewing Christian College		National Post- Graduate College
		Quality -Level	Quality-  Score	Quality –Level	Quality- Score
1.	Policy of curriculum revision/reform and introduction of new courses in terms of   priority and periodicity	Excellent	05	Good	04
2.	Procedure of curriculum revision, reform or introduction of new courses	Excellent	05	Good	04
3.	Status of revision of courses	Excellent	05	Good	04
4.	Status of introduction of new courses	Excellent	05	Moderate	03
5.	Introduction of choice based credit system	Excellent	05	Good	04
6.	Relevance of curriculum revision/ reform and introduction of new courses	Excellent	05	Good	04
	Total Quality Score		29/30		22/30

Objective 04-

To compare the level of students’ support – system and progression of two autonomous colleges in Uttar Pradesh

 Comparative findings-

1. It is clear from the observation of the comparative findings; regarding the two autonomous colleges on the common parameters derived from the objective 07 that both colleges had taken many initiatives for students’ support and progression. The main efforts for students’ support and progression included establishment of placement cell, set up of guidance and counselling cell, personality development and training, training for placement, organization of remedial teaching, and bridge- course for academically weaker students, coaching for competitive exams, English speaking course, and basic certificate in computer application, scholarship, fee waiver, and hostel facility for students.  Memorandums of understanding (MOUs) were signed with companies for internship and placement of students.

2. The comparison of both autonomous colleges revealed that National PG College was found better than Ewing Christian College with respect to placement record of students, progression of students for further study and selection of students in public examinations, whereas Ewing Christian College was found better than National Post- Graduate College in constitution of medals and prizes to arise the spirit of competitiveness and for promoting studies in various disciplines. On the basis of overall assessment, performance of the College regarding students support and progression can be termed satisfactory.

3. The above description signifies that the National Post- Graduate College had taken ample benefits from the provisions and grants of the scheme of autonomous college for strengthening students’ support infrastructure. Status of academic quality of an institution is reflected in students’ support system and progression. The well- established students’ support system and good progress record meant good academic quality. Therefore, National Post- Graduate College was found good in academic quality on the parameter of students’ support- system and progression. 

 Summary of Comparative Findings Related to Objective 04-

Table 1.VI: Summary of Comparative Findings Related to Objective 04

Sr.	Criteria/ Indicator	Ewing Christian College		National Post- Graduate  College
		Quality- Level	Quality- Score	Quality- Level	Quality-Score
1.	Identification of students’ academic needs and catering to them	Poor	02	Good	04
2.	Spectrum of facilities and services provided to students	Moderate	03	Excellent	05
3.	The status of students’ placement and progression	Poor	02	Excellent	05
	Total Quality Score		07/15		14/15

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