KLE Society's

B. V. Bhoomaraddi College of Engineering & Technology

Creating value leveraging knowledge

CET CODE : E30 & E241, COMED-K CODE : E016

Academic Quality

Engineering education is going through a profound transformation driven by the new realities and opportunities created by the global knowledge society. To ensure the fitness of higher education system to negotiate new challenges, adaptation of proper academic frameworks and strategic interventions are necessary. Outcome Based Education (OBE) framework has emerged as a major reform model in the global engineering education scenario and has been mandated for accreditation of engineering programs for the Washington accord signatories.

The OBE approach is based on a student centered learning philosophy and focuses on the output (outcomes) instead of the input (content). BVBCET attained autonomous status in 2007 and initiated curricular reform process by adopting OBE framework. The framework gives us an opportunity to build a culture of continuous improvement that strengthens our academic quality and inspires student achievement

The initiatives undertaken to enhance the quality of education and student performance are presented under following three tenets of academic quality

Advances in Curriculum

Faculty Development

Student achievements

In the year 2009, the college undertook a comprehensive curricular reform process by adopting Outcome Based Education (OBE) framework. Each program formulated Program Outcomes (POs) in line with ABET EC 2000 Educational outcomes (a through k of criteria of 3). According to ABET, POs describe what students are expected to know and be able to do by the time of graduation. These relate to the knowledge, skills, and behaviors that students acquire as they progress through the program.

A methodology to map the outcomes through curriculum and assessment of attainment of outcomes is established by the college. For each course, a set of Course Learning Outcomes (CLOs) were defined and mapped to the POs. A method for assessing individual CLOs was developed. Overall success in attainment of each outcome is identified by analyzing combination of individual course reports and student works. The frame work adopted by the college is depicted in the Figure below.

In a rapidly changing technological world, it is imperative that the faculty and staff need to constantly upgrade their knowledge and skills to remain effective. For the success of any educational reform initiative, provision of high-quality professional development is necessary. In recognition of this, the college encourages faculty to go through a variety of short term and long term training programmes. Every department carries out Training Need Analysis (TNA) and comes up with the strategies for faculty development. The faculty and staff development focuses primarily on

  • Upgradation of technological knowledge, skills and qualifications
  • Pedagogical practices
  • Professional competencies

This is achieved through in-house development workshops run by the college and also through programs offered by reputed institutions and industry.

Student achievements are presented through three parameters:

  • Academic performance : average CGPA of the graduating students (scale of 10)
  • Graduation rate
  • Number of students employed in the campus placements and number of students opting for higher studies.

B. V. Bhoomaraddi College of Engineering & Technology


Vidyanagar, Hubli 580 031. Karnataka - India.

Tel. : +91 - 836 - 2374150, 2378123

Fax : +91 - 836 - 2374985

E-mail : infodesk@bvb.edu