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2 | AREA VI | ||||||||||||||||||||||||
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4 | SUPPORT TO STUDENTS | ||||||||||||||||||||||||
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12 | PARAMETERS | ||||||||||||||||||||||||
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14 | A. | Recruitment, Admission and Academic Support | |||||||||||||||||||||||
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16 | B. | Student Scholarships | |||||||||||||||||||||||
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18 | C. | Student Services | |||||||||||||||||||||||
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20 | D. | Placement Support | |||||||||||||||||||||||
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24 | SUC : | PARTIDO STATE UNIVERSITY | |||||||||||||||||||||||
25 | Campus : | GOA CAMPUS | |||||||||||||||||||||||
26 | Date of Actual Survey : | September 22-26, 2025 | |||||||||||||||||||||||
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35 | Indicators | Item Rating | System – Implementation – Outcome Mean | Parameter Mean | |||||||||||||||||||||
36 | PARAMETER A: RECRUITMENT, ADMISSION AND ACADEMIC SUPPORT | ||||||||||||||||||||||||
37 | SYSTEM – INPUTS AND PROCESSES | ||||||||||||||||||||||||
38 | S.1 | The institution adopts a program and procedures for the selection of prospective students, and the retention of the most deserving. | 5 | ||||||||||||||||||||||
39 | S.2 | There is a well-organized, properly administered and adequately staffed student services unit. | 4 | ||||||||||||||||||||||
40 | S.3 | The institution has a system to identify the special learning needs of students. | 3 | ||||||||||||||||||||||
41 | 4 | ||||||||||||||||||||||||
42 | IMPLEMENTATION | ||||||||||||||||||||||||
43 | I.1 | The institution recruits and selects students based on clear policies and operational guidelines. | 5 | ||||||||||||||||||||||
44 | I.2 | The institution provides counseling, academic advising and other intervention measures. | 5 | ||||||||||||||||||||||
45 | I.3 | There are programs that provide for orientation of new and old students. | 5 | ||||||||||||||||||||||
46 | I.4 | The institution admits students from special groups (e.g., financially disadvantaged, tribal groups, physically challenged) and ensures that they are given fair consideration. | 5 | ||||||||||||||||||||||
47 | 5 | ||||||||||||||||||||||||
48 | OUTCOME/S | ||||||||||||||||||||||||
49 | O.1 | Admission policies provide fair access to education. | 5 | ||||||||||||||||||||||
50 | O.2 | Rate of retention and completion are consistently high. | 4 | ||||||||||||||||||||||
51 | 4.5 | ||||||||||||||||||||||||
52 | 4.5 | ||||||||||||||||||||||||
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54 | BEST PRACTICES: | ||||||||||||||||||||||||
55 | 1. Digital Transformation in Admissions: The Power of SAMRS At Partido State University, innovation begins at the gateway to higher education. The implementation of the Student-Applicant Management and Results System (SAMRS) has revolutionized the admission process, making it more efficient, transparent, and student-friendly. From the moment an applicant registers for the ParSU College Admission Test (ParSUCAT) to the release of results, SAMRS provides a seamless digital experience. This system eliminates long queues and unnecessary travel, allowing students to choose their preferred date and location for submitting hard copy documents. More importantly, it empowers applicants to access their results online, reducing anxiety and delays. SAMRS reflects ParSU’s commitment to modernizing student services, ensuring that technology serves as a bridge—not a barrier—to opportunity. 2. Championing Equity: Admission Access for Special Groups Equity is not just a principle at ParSU—it’s a practice embedded in policy. Through a Board of Regents-approved framework, the university ensures that students from special groups—including those from geographically isolated and disadvantaged areas (GIDAs), solo parents and their children, persons with disabilities (PWDs), and cultural minorities—are given fair and compassionate consideration during the admission process. This inclusive approach recognizes the unique challenges faced by these groups and actively works to level the playing field. By integrating equity into its admission criteria, ParSU affirms its role as a people-centered institution, where diversity is embraced and every student is given a chance to thrive. 3. Reaching the Unreachable: Admission Services in Remote Communities ParSU’s commitment to accessibility goes beyond policy—it reaches into the heart of underserved communities. The university conducts ParSUCAT and admission processing in far-flung municipalities across Partido, minimizing the need for applicants to travel to the main campus in Goa. This initiative not only reduces logistical burdens but also sends a powerful message: education belongs to everyone, regardless of geography. By bringing admission services directly to remote areas, ParSU expands its reach and opens doors for students who might otherwise be left behind. It’s a bold and compassionate move that transforms the university into a beacon of hope and opportunity for rural learners. 4. Retention Through Compassion: Supporting Struggling Students At Partido State University, retention is not about enforcing rules—it’s about uplifting students. The university’s retention policy is designed to support those who are academically struggling, offering a network of assistance through guidance counselors, faculty mentors, and program chairs. Instead of immediate sanctions, students are given the chance to reflect, recover, and rebuild their academic standing. This approach fosters a culture of empathy and resilience, where challenges are met with solutions rather than punishment. It reinforces ParSU’s belief that academic excellence is best achieved through understanding and support, ensuring that every student has the tools and encouragement to succeed. Overall, these four best practices form a holistic and humane framework for admission and retention at Partido State University. From digital innovation to grassroots outreach, from inclusive policies to compassionate support systems, ParSU exemplifies what it means to be a university that not only opens its doors—but walks alongside its students every step of the way. | ||||||||||||||||||||||||
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59 | PARAMETER B: STUDENT SCHOLARSHIPS | ||||||||||||||||||||||||
60 | SYSTEM – INPUTS AND PROCESSES | ||||||||||||||||||||||||
61 | S.1 | The institution has a well-defined and sustainable scholarship program and grants which enable beneficiaries to complete their studies successfully within the prescribed period. | 4 | ||||||||||||||||||||||
62 | S.2 | Deserving students get an education through the institution’s scholarship programs, which include various groups of beneficiaries, including special groups. | 4 | ||||||||||||||||||||||
63 | S.3 | Resources are available to support beneficiaries throughout the duration of studies. | 4 | ||||||||||||||||||||||
64 | S.4 | There is a system that monitors the performance of graduates to ensure that the scholarship program is working as expected. | 4 | ||||||||||||||||||||||
65 | 4 | ||||||||||||||||||||||||
66 | IMPLEMENTATION | ||||||||||||||||||||||||
67 | I.1 | Deserving students are selected based on eligibility criteria and procedures for the award of scholarships and study grants. | 5 | ||||||||||||||||||||||
68 | I.2 | Benefits are maximized through guidance and the scholarships awarded to the students. | 4 | ||||||||||||||||||||||
69 | I.3 | Scholarships facilitate the completion of degrees sometimes even ahead of the prescribed period. | 4 | ||||||||||||||||||||||
70 | I.4 | Scholarship programs are periodically evaluated and revised as needed. | 4 | ||||||||||||||||||||||
71 | 4.25 | ||||||||||||||||||||||||
72 | OUTCOME/S | ||||||||||||||||||||||||
73 | O.1 | Graduates enter employment that are appropriate to the aims of the scholarship program. | 5 | ||||||||||||||||||||||
74 | O.2 | Student quality is ascertained because of adherence to scholarship guidelines. | 5 | ||||||||||||||||||||||
75 | O.3 | Diversity of student population is visible because of the different interests of the students in activities participated in. | 4 | ||||||||||||||||||||||
76 | O.4 | Rate of completion is higher for scholars. | 4 | ||||||||||||||||||||||
77 | O.5 | Employment rate is 70% higher for high academic performers. | 4 | ||||||||||||||||||||||
78 | O.6 | Performance of graduates as grantees in Board Examinations is consistently high. | 5 | ||||||||||||||||||||||
79 | 4.5 | ||||||||||||||||||||||||
80 | 4.25 | ||||||||||||||||||||||||
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82 | BEST PRACTICES: | ||||||||||||||||||||||||
83 | Best Practices on Student Scholarships at Partido State University At Partido State University, scholarships are more than financial aid—they are strategic instruments for equity, excellence, and empowerment. Rooted in national policy and institutional vision, ParSU’s scholarship programs are designed to ensure that deserving students not only gain access to higher education but also thrive academically, professionally, and socially. The university’s approach is guided by four best practices that reflect its commitment to inclusive growth and transformative learning. 1. Purpose-Driven and Transparent Scholarship Framework ParSU implements a scholarship program with clearly defined objectives—merit-based, need-based, and diversity-focused—ensuring that every grant serves a meaningful purpose. Anchored in the Universal Access to Quality Tertiary Education Act of 2017, the university sets transparent eligibility criteria based on academic performance, financial need, and field of study. These criteria are aligned with both institutional goals and donor priorities, such as workforce development and social equity. To measure impact, ParSU tracks key performance indicators including graduation rates, board examination results, and return on investment (ROI). Feedback from scholars is regularly collected to refine future cycles, and success stories are published to inspire applicants and attract new donors. This data-driven and purpose-oriented approach ensures that scholarships are not just awarded—they are optimized for long-term success. 2. Structured, Inclusive, and Accessible Selection Process The university’s scholarship selection system is built on fairness and efficiency. Applicants are evaluated through a structured process that considers both academic records and financial eligibility, with many recipients selected at the national level, reducing institutional bias and promoting transparency. To make the process more accessible, ParSU has simplified applications through online submissions and clear guidelines, minimizing barriers for students from remote or underserved communities. Scholarship announcements are actively promoted via social media platforms, reaching schools, NGOs, and special groups such as persons with disabilities, solo parents, and cultural minorities. This inclusive outreach ensures that opportunities are visible and attainable for all. 3. Holistic Support for Scholar Success and Completion Scholarships at ParSU are not limited to tuition assistance—they come with a support ecosystem that enables scholars to complete their degrees, often ahead of schedule. Beneficiaries receive academic guidance, personal mentoring, and access to student services that help them navigate challenges and stay on track. Resources are made available throughout the duration of study, ensuring that scholars are not left behind due to financial or personal setbacks. This holistic support system contributes to higher completion rates, strong board exam performance, and employment outcomes that align with the goals of each scholarship program. 4. Career-Ready Development and Alumni Engagement ParSU’s scholarship programs extend beyond graduation. Partner donors such as DOST and DMGT-Filminera offer leadership training, mentorship programs, internship placements, and networking opportunities that prepare scholars for the workforce. These initiatives foster career readiness, build professional networks, and instill a sense of purpose and responsibility. Graduates are encouraged to remain connected through an active alumni network, where they can mentor new scholars, share experiences, and advocate for educational access. This cycle of giving back strengthens community ties and ensures that the impact of scholarships is generational and enduring. Through these best practices, Partido State University transforms scholarships into pathways of opportunity, resilience, and excellence. By combining strategic planning, inclusive access, holistic support, and career development, ParSU ensures that its scholars are not only educated—but empowered to lead, serve, and succeed. | ||||||||||||||||||||||||
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87 | PARAMETER C: STUDENT SERVICES | ||||||||||||||||||||||||
88 | SYSTEM – INPUTS AND PROCESSES | ||||||||||||||||||||||||
89 | S.1 | There exists a functional guidance program and services available to all students needing assistance that ensures maximum benefit from the support they receive. | 5 | ||||||||||||||||||||||
90 | S.2 | There are structures that address immediate needs of students. | 4 | ||||||||||||||||||||||
91 | S.3 | An effective employment and placement program is available | 4 | ||||||||||||||||||||||
92 | S.4 | A system of monitoring student performance is maintained. | 4 | ||||||||||||||||||||||
93 | S.5 | A publication unit that provides an avenue for students’ expression and accomplishment exists. | 5 | ||||||||||||||||||||||
94 | S.6 | A system to evaluate and monitor the student services program implementation is in place. | 4 | ||||||||||||||||||||||
95 | 4.333333333 | ||||||||||||||||||||||||
96 | IMPLEMENTATION | ||||||||||||||||||||||||
97 | I.1 | Students are active participants in major committees and policy-making bodies particularly those affecting student welfare and development. | 4 | ||||||||||||||||||||||
98 | I.2 | Students avail themselves of the programs offered in the student services unit. | 5 | ||||||||||||||||||||||
99 | I.3 | Students are active in student organizations and publication. | 5 | ||||||||||||||||||||||
100 | I.4 | The institution provides opportunities for student participation in program planning and policy formulation. | 4 | ||||||||||||||||||||||