SELF ASSESSMENT REPORT OF THE DEPARTMENT OF LAW · 1 SELF ASSESSMENT REPORT OF THE DEPARTMENT OF LAW NORTHERN UNIVERSITY BANGLADESH Prepared & Submitted by: Self Assessment Committee

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SELF ASSESSMENT REPORT OF THE DEPARTMENT OF LAW

NORTHERN UNIVERSITY BANGLADESH

Prepared & Submitted by:

Self Assessment Committee

Department of Law

NUB

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Table of Contents

Chapter 1: Introduction

1.1 Significance of program Self-Assessment ........................................................................

1.2 Process of Assessment ......................................................................................................

1.3 Overview of the University ...............................................................................................

1.3.1 Background ....................................................................................................................

1.3.2 Vision of the University .................................................................................................

1.3.3 Mission of the University ...............................................................................................

1.3.4 The entity .......................................................................................................................

1.3.5 Degrees awarded ............................................................................................................

1.3.6 Faculty Members .........................................................................................................

1.3.7 Other Facilities .............................................................................................................

1.3.7.1 The Students Affairs Division ...................................................................................

1.3.7.2 Cafeteria ....................................................................................................................

1.3.7.3 Library.......................................................................................................................

1.3.7.4 Gymnasium ...............................................................................................................

1.3.7.5 Computer Labs ....................................................................................................... ...

1.3.7.6 Other Services ...........................................................................................................

1.4 Overview of the program offering entity ........................................................................

1.4.1 Background of the entity ..............................................................................................

1.4.2 Purpose .........................................................................................................................

1.5 Data on teachers and students .........................................................................................

1.6 Objectives and learning outcomes of the programs ........................................................

1.6.1 Objectives ....................................................................................................................

1.6.2 learning outcomes ..................................................................................................... ...

1.7 Brief summary of the programs ......................................................................................

1.7.1 Requirements for LLB (Hons) program .......................................................................

1.7.2 Requirements for 1-year LLM program .....................................................................

1.7.3 Requirements for 2-year LLM program .....................................................................

1.7.4 General methods of teaching........................................................................................

1.7.5 Assessment strategy .....................................................................................................

1.7.6 Academic year .............................................................................................................

1.7.7 Attendance ...................................................................................................................

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1.7.8 The Grade Chart ....................................................................................................................

1.7.9 Study tours ..............................................................................................................................

1.7.10 The Clubs .............................................................................................................................

1.7.11 Graduation dinner ................................................................................................................

Chapter 2: Governance

2.1 General Feedback .....................................................................................................................

2.2 Feedback by Academics ..........................................................................................................

2.3 Feedback by Alumni ................................................................................................................

2.4 Feedback by students ...............................................................................................................

2.5 Scope for Improvements ..........................................................................................................

Chapter 3: Curriculum Design & Review

3.1 Overview ....................................................................................................................................

3.2 Feedback by Academics ..........................................................................................................

3.3 Feedback by Alumni ................................................................................................................

3.4 Feedback by students ...............................................................................................................

3.5 Scope for Improvements ..........................................................................................................

3.6 Gaps in Carriculum ...................................................................................................................

Chapter 4: Student Admission, Progress and Achievement

4.1 Student Entry Qualification and Admission Procedure .......................................................

4.2 Progress and Achievement ......................................................................................................

4.3 Feedback by Academics ......................................................................................................

4.4 Feedback by Alumni ............................................................................................................

4.5 Feedback by students ...........................................................................................................

4.6 Scope for Improvements......................................................................................................

4.7 Progress and Achievements.....................................................................................................

4.7.1 Knowledge and Communication Skills ..............................................................................

4.7.2 Interpersonal Skills ................................................................................................................

4.7.3 Work Skills .............................................................................................................................

4.8 Major Weaknesses ....................................................................................................................

Chapter 5: Physical Facilities

5.1 Classrooms .................................................................................................................................

5.2 Library facilities ...................................................................................................................

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5.3 Computer labs .............................................................................................................

5.4 Moot Court/ Mock Trial room ....................................................................................

5.5 Medical facilities .........................................................................................................

5.6 Other facilities ............................................................................................................ .

5.7 Feedback by Academics..............................................................................................

5.8 Feedback by alumni ....................................................................................................

5.9 Feedback by students ..................................................................................................

5.10 Scope for Improvements ...........................................................................................

Chapter 6: Teaching Learning and Assessment

6.1 General ............................................................................................................................

6.2 Quality Staff ....................................................................................................................

6.3 Teaching learning methods .............................................................................................

6.4 Use of lesson Plan ...........................................................................................................

6.5 Assessment of Student Performance ...............................................................................

6.6 Feedback by academics:..................................................................................................

6.7 Feedback by alumni ....................................................................................................

6.8 Feedback by students ..................................................................................................

6.9 Scope for Improvements .................................................................................................

6.10 Feedback by Academics on Learning and Assessment .................................................

6.11 Feedback by alumni ..................................................................................................

6.12 Feedback by students ................................................................................................

6.13 Scope for Improvements ...............................................................................................

Chapter 7: Student Support Services

7.1 Academic Guidance and Counseling ..............................................................................

7.2 Feedback by academics ...................................................................................................

7.3 Feedback by alumni ........................................................................................................

7.4 Feedback by students ......................................................................................................

7.5 Scope for Improvements .............................................................................................. ...

Chapter 8: Staff Recruitment and Development

8.1 Recruitment .....................................................................................................................

8.2 Staff Development ..........................................................................................................

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8.3 Peer Observation ............................................................................................................ .

8.4 Career Development .......................................................................................................

8.5 Key Performance Indicators (KPIs) ................................................................................

8.6 Feedback by non-academic staffs ...................................................................................



8.9 Feedback by non-academic staffs on performance evaluation and career development…

8.10 Feedback by academics .................................................................................................

8.11 Scope for Improvements ...............................................................................................

Chapter 9: Research and Extension

9.1 Policy and program .........................................................................................................

9.2 Fund and facilities ...........................................................................................................

9.3 Dissemination of research findings .................................................................................


9.5 Feedback by alumni ........................................................................................................

9.6 Feedback by students ......................................................................................................


Chapter 10: Process Management and Continuous Improvement

10.1 General observation ......................................................................................................

Chapter 11: SWOT Analysis

11.1 General

11.2 Strength

11.3 Weakness

11.4 Opportunities

11.5 Threats

Chapter 12: Conclusion & Recommendation

12.1 Recommendation ..........................................................................................................

12.2 Conclusion ....................................................................................................................

Appendix I

Appendix II

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Chapter 1: Introduction

1.1 Significance of program Self-Assessment

A Program Self-Assessment is an ample evaluation of the program’s strengths and weaknesses

as observed by those working within or in partnership with the program. The self-assessment

generally involves collection of information about different aspects of the program’s

environment and practice.

The purposes of Self-Assessment are to identify the areas of the process of teaching-learning and

its related aspects consulting the major stakeholders of the Department, which need further

improvements and more advanced initiatives, and indentifying learning needs of the learners to

cope with the present competitive world.

This Self-Assessment will be the first comprehensive internal evaluation on the major aspects of

governance, curriculum (contents, design and review), teaching methods, teaching resources,

learning assessment, internal process control (quality assurance etc.), students selection

procedure and related issues, physical facilities and structure, staff recruitment and development,

student support services, research and development services of the Department. The study,

basically an exploratory one, will list the lessons learned on the important issues of governing

curriculum, learning assessment, teaching resources, physical facilities and suggests ways

forward for the Department.

The study demonstrates the current state of students learning by projecting the opinions of

students regarding conducive learning environment, updated website, periodic reviews of policy

and procedures, timely result publishing, adequate infrastructures and fair academic decisions.

This study helps to identify the areas and issues that needed to be addressed and improved.

1.2 Process of Assessment

Five major stakeholders of NUB were asked to give their opinion on different relevant questions

on governance, curriculum (contents, design and review), teaching methods, teaching resources,

learning assessment, internal process control (quality assurance etc.), students selection

procedure and related issues, physical facilities and structure, staff recruitment and development,

student support services, research and development services of the Department of Law; the five

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major stakeholders will include (i) employers (the law firms, consultancy firms, companies and

Bangladesh Judicial Service Commission, Bar Council, Universities who employ NUB-

graduates), (ii) alumni (from the earliest year of graduation to the latest year, i.e. December

2016), (iii) current students (belonging to different semesters), (iv) non-academic staff-members

and (v) academic (faculty) staff members.

The study is based on a random sample survey of 300 respondents (Empirical), and the

respondents are selected from the above mentioned five categories of stakeholders - employers,

alumni, students, non-academic and academic staff-members. The respondents were randomly

selected from each of the categories. For each type of the respondents, a structured (mainly

qualitative) questionnaire (for primary data) was applied. The sample distribution of the

respondents is given below:

Respondent Type Number

1. Employers 30

2. Alumni 60

3. Students LLB Hons. 100 + LLM 80

4. Academic Staff 20

5. Non-academic Staff 10

Total 300

[Table 1: Respondent Types and Number]

After collecting the primary data we processed and analyzed the data and prepared graphs to

figure out the strength and weaknesses. The Self-Assessment Report is prepared in compliance

with the data and the data is properly interpreted.

1.3 Overview of the University

1.3.1 Background

Improvement in the education sector, education policies, rapid growth in the passing percentage

in Higher Secondary Certificate examination and lack of adequate seats in the public universities

have become significant barriers for the students who desire to build up their career in the sectors

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of their own choice. To cope with this problem the Government of the People’s Republic of

Bangladesh passed the Private Universities Act in 1992 which has been revised and replaced by

Private University Act of 2010. Northern University was sponsored and founded by International

Business Agriculture & Technology (IBAT) Trust now known as NUB Trust (NUBT), which is

a registered, non-political, non-profitable voluntary organization.

Northern University Bangladesh started its journey on 17th

October in 2002 in order to provide

quality education for students with reasonable economic means in order to meet the 21st

century’s competitive career challenges.

1.3.2 Vision of the University

Vision of Northern University Bangladesh is to take part in the collective efforts to improve lives

of the people in the region by offering opportunities to obtain knowledge and skills essential for

better living in the new century. Its vision in brief is ‘Think globally and act locally’.

1.3.3 Mission of the University

Mission of NUB is to offer such programs of study and related functions as will be directly

linked to socio-economic empowerment of the people of the country. It will also conduct

educational, research and development programs of higher quality at affordable cost.

1.3.4 The entity

At present, Northern University Bangladesh (NUB) has 5 Faculties situated within the Dhaka

Metropolitan city with its Permanent Campus nearby Haji camp at Ashkona, Dakshin Khan in

Dhaka North. The faculties are Faculty of Science and Engineering, Faculty of Business, Faculty

of Law, Faculty of Arts & Humanities, and Faculty of Health Science. NUB is authorized to

confer degrees and certificates in all branches of knowledge including Business, Arts &

Humanities, Science and Engineering, Law, Pharmacy and Public Health within the levels that

include Bachelors, Masters & is in the process of acquiring the level of M Phil & Ph. D. in

collaboration with foreign universities.

There are three departments under Faculty of Science and Engineering: department of Computer

Science & Engineering, department of Electrical and Electronic Engineering and department of

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Textile Engineering. Another department has been proposed to be established, namely-

department of Information and Communication Technology and Engineering. There is a

department of Business Administration under the Faculty of Business. There are two

departments: department of English Language & Literature and department of Governance and

Public Policy under the Faculty of Arts & Humanities. The department of Law is established

under the Faculty of Law. Faculty of Health Science has two programs: Bachelor of Pharmacy

and Master of Public Health.

In order to ensure quality education Northern University Bangladesh is committed to take every

necessary step. To reach its goal of producing efficient students in their respective sectors NUB

appointed adroit, efficient and experienced faculty members.

1.3.5 Degrees awarded

Five faculties of Northern University Bangladesh (NUB) offer the following degree Program:

Faculty of Science and Engineering offers the following degree:

1. Bachelor Science in Computer Science and Engineering

2. Bachelor of Science in Electrical and Electronic Engineering

3. Bachelor of Science in Textile Engineering

Faculty of Business offers the following Degrees:

1. Bachelor of Business Administration

2. Master of Business Administration

Faculty of Arts and Humanities offers the following degrees:

1. Bachelor of Arts (Hons) in English Language & Literature

2. Master in Public Policy & Management

Faculty of Law offers the following degrees:

1. Bachelor of Laws (Hons)

2. Master of Laws (L.L.M)

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Faculty of Health Sciences offers the following Degree Programs

1. Bachelor of Pharmacy (Hons)

2. Master of Public Health

1.3.6 Faculty Members

Names and designations of the faculty members have been given below in tabular form:

Faculty of Science & Engineering:

Faculty members of Computer Science and Engineering:

Name Designation

1. Md. Raihan-ul-Masood Assistant Professor & Head

2. Ms. Mahfuza Ferdousi Assistant Professor

3. Mr. Bulbul Ahamed Assistant Professor of CSE & Coordinator, IPP

4. Md. Ruhul Amin Assistant Professor

5. Md. Abdullah-Al-Helal Assistant Professor in Social Work

6. Muhammed Samsuddoha Alam Assistant Professor

7. Mr. Imran Ahmed Senior Lecturer (study leave)

8. Md. Mujibur Rahman Chowdhury Senior Lecturer (study leave)

9. Md. Zahidul Hasan Lecturer

10. Ms. Farhana Huq Lecturer

11. Mr. Goutom Paul Lecturer

12. Ms. Tonny Shekha Kar Lecturer (study leave)

13. Mr. Shah Muhammad Hamdi Lecturer (study leave)

14. Md. Shafiqul Islam Lecturer

15. Ms. Zakia Afrin Lecturer

16. Ms. Sanjida Akter Lecturer

17. Mr. Shahed Anzarus Sabab Lecturer

18. Ms. Anika Khan Lecturer in English

[Table 2: Faculty members of Computer Science and Engineering]

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Faculty members of Electrical and Electronic Engineering:

Name Designation

Dean, Faculty of Science & Engineering and

1. Prof. Dr. Md. Ekram Ali Shaikh Head, Department of Electrical and Electronic

Engineering

2. Engineer Md. Badiuzzaman Associate Professor

3. Mr. Ashraful Arefin Assistant Professor

4. Dr. Shamsad Parvin Assistant Professor

5. Md. Shahiduzzaman Assistant Professor

6. Md. Azizul Islam Senior Lecturer

7. Mohammad Shafiul Alam Senior Lecturer

8. Ms. Nusrat Tazin Senior Lecturer

9. Md. Rezaul Karim Nishat Lecturer (study leave)

10. Mr. Ashfaqul Anwar Siraji Lecturer (study leave)

11. Mr. Arnob Islam Lecturer (study leave)

12. Mr. Mehedy Hasan Bappy Lecturer (study leave)

13. Mr. Monzurul Islam Lecturer

14. Kh. Arif Shahriar Lecturer

15. Sheikh Ariful Islam Lecturer (study leave)

16. Ms. Shabnam Wahed Lecturer

17. Md. Abidur Rahman Lecturer

[Table 3: Faculty members of Electrical and Electronic Engineering]

Faculty members of Textile Engineering:

Name Designation

1. Md. Khorshed Alam Assistant Professor

2. Syed Ashik-E-Elahi Assistant Professor of Sociology

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3. Md. Mazharul Islam Senior Lecturer

4. Md. Mohsin Uddin Azad Senior Lecturer

5. Md. Tanjim Hossain Senior Lecturer

6. Ms. Ayesha Siddika Senior Lecturer

7. Md. Nasir Uddin Senior Lecturer

8. Md. Moshiur Rahman Lecturer

9. Mst. Nur Nahar Akter Lecturer

10. Mr. Kowshik Saha Lecturer

11. Mr. Syed Shaheer Uddin Ahmed Lecturer

12. Mr. Palash Kumar Saha Lecturer

13. Md. Nazmul Islam Lecturer

14. Md. Khorshed Alam Lecturer in Mathematics

15. Md. Maruf Hasan Lecturer in English

16. Md. Saber-E-Montaha Lecturer in English

[Table 4: Faculty members of Textile Engineering]

Faculty of Business:

Faculty members of Business Administration:

Name Designation

1. Prof. Mustafa Kamal Dean (Acting)

2. Prof. Dr. Khondoker Shafayet Hossain Associate Dean, FoB and Academic

Coordinator, Banani Campus

3. Dr. Mohammad Ekramol Islam Associate Prof. Mathematics & Head

4. Dr. Khondaker Sazzadul Karim Associate Prof. Marketing

5. Md. Lutfor Rahman Associate Prof. Economics & Director, CMDR

6. Abdullah Mohammed Ibrahim Associate Professor of Marketing

7. Dr. Sharmin Islam Associate Professor of Philosophy

8. Ms. Nurun Nahar Assistant Professor of Statistics

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9. Ms. Kanij Fatama Zaman Assistant Professor of Management

10. Ms. Afroza Parvin Assistant Professor of Finance

11. Ms. Afia Akter Assistant Professor of Finance & Coordinator,

MBA Program

12. Md. Mahbubur Rahman Assistant Professor

13. Ms. Serena Aktar Assistant Professor of Management

14. Syed Mustafizur Rahman Chowdhury Assistant Professor of MIS

15. Ms. Farhana Rob Shampa Assistant Professor

16. Md. Shoriful Islam Assistant Professor

17. Ms. Shayama Akhter Assistant Professor

18. Md. Masud Rana Assistant Professor

19. Ms. Nazma Akter Assistant Professor

20. Md. Saheb Ali Mondal Assistant Professor

21. Ms. Mehrunnasa Eva Senior Lecturer in Management

22. Mr. S.M. Sohel Rana Senior Lecturer in Marketing (study leave)

23. Md. Masukujjaman Senior Lecturer in Finance (study leave)

24. Ms. Nazmun Nahar Senior Lecturer in Management (Study Leave)

25. Ms. Farzana Chowdhury Senior Lecturer in Statistics

26. Ms. Mahbuba Sultana Senior Lecturer in Management

27. Ms. Tasneem Tarannum senior Lecturer

28. M. M. Mofiz Uddin Senior Lecturer in MIS

29. Ms. Benazir Rahman Senior Lecturer in Finance

30. Ms. Sanzida Easmin Senior Lecturer

31. Ms. Shirin Akhtar Senior Lecturer

32. Ms. Farhana Afroz Senior Lecturer

33. Ms. Afrin Azhar Lecturer in Marketing

34. Ms. Fozia Rahman Lecturer in Accounting

35. Ms. Fahmida Ahmad Lecturer in Economics

36. Ms. Alrafa Akter Lecturer

37. Ms. Shobnom Munira Lecturer in Accounting

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[Table 5: Faculty members of Business Administration]

Faculty of Arts and Humanities:

Faculty members of English Language and Literature:

Name Designation

1. Prof. Dr. Anwarul Karim Dean, Faculty of Arts & Humanities

2. Mr. Kamiz Uddin Ahmed Associate Professor & Head

3. Ms. Mafruha Ferdous Assistant Professor

4. Mr. A.K. Zunayet Ahammed Assistant Professor

5. Al-Jamal Mustafa Shindaini Assistant Professor of Sociology

6. Ms. Farha Naz Senior Lecturer

7. Mr. Shihab Uddin Ahmad Senior Lecturer

8. Md. Ferdous Iqbal Chowdhury Senior Lecturer

9. Md. Shakhawat Hossain Senior Lecturer

10. Mr. Mohammad Jashim Uddin Senior Lecturer

11. Md. Abu Rohoni Parvej Rony Lecturer

12. Md. Fahad Hossain Lecturer

13. Ms. Fahmeda Yeasmin Lecturer

[Table 6: Faculty members of English Language and Literature]

Faculty member of Governance and Public Policy:

Name Designation

1. Professor Kazi Shahdat Kabir, Ph.D. Professor & Head

[Table 7: Faculty member of Governance and Public Policy]

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Faculty of Law:

Faculty members of Law:

Name Designation

1. Prof. Dr. A.W.M. Abdul Huq Dean, Faculty of Law

2. Md. Jahid Hossain Bhuiyan Associate Professor

3. Ms. Afroza Bilkis Assistant Professor, Acting Head

4. Mr. Golam Moula Assistant Professor

5. Md. Al Amin Assistant Professor

6. Md. Khairul Islam Assistant Professor

7. Md. Rabiul Islam Senior Lecturer in Government & Politics

8. Ms. Raisin Jahan Senior Lecturer

9. Ms. Rawnak Jahan Senior Lecturer (study leave)

10. Barrister Farzana Hussain Senior Lecturer (study leave)

11. Md. Gajiur Rahman Senior Lecturer

12. Ms. Bushra Rahman Senior Lecturer

13. Ms. Munmun Saha Lecturer

14. Md. Akramul Islam Lecturer

15. Muhammad Rezaur Rahman Senior Lecturer

16. Mr. Jubaer Ahmed Lecturer

17. Ms. Alida Binte Saqi Lecturer (study leave)

18. Md. Abu Rayihan Lecturer

19. Md. Tajul Islam Suhag Lecturer

[Table 8: Faculty members of Law]

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Faculty of Health Science:

Faculty members of Pharmacy:

Name Designation

1. Dr. Md. Harun Ar Rashid Professor & Head

2. Mohammad Taleb Hossain Associate Professor

3. Ms. Fatema Tabassum Assistant Professor

4. Md. Asadujjaman Assistant Professor

5. Mr. Mahmudur Rahman Assistant Professor (study leave)

6. Mir. Md. Abdullah Al-Mamun Senior Lecturer

7. Ms. Somaia Haque Chadni Lecturer

8. Mr. Abhijit Sukul Lecturer

9. Mr. Shadiduzzaman Lecturer

10. Md. Imran Nur Manik Lecturer

11. Mr. Sushanta Halder Lecturer

12. Khandokar Sadique Faisal Lecturer (study leave)

13. Md. Sahab Uddin Lecturer (study leave)

14. Mr. Md. Shaki Mostaid Lecturer (study leave)

15. Ms. Sanjana Haque Lecturer (study leave)

[Table 9: Faculty members of Pharmacy]

Faculty members of Public Health:

Name Designation

Dr. (Lt. Col) Sarder Mahmud Hossain Professor & Head

Dr. Royena Tabassum Assistant Professor

Dr. Sazia Huq Senior Lecturer

Dr. Ulfat Ara Lecturer

[Table 10: Faculty members of Public Health]

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1.3.7 Other facilities

Along with the brilliant faculty members, following are some facilities that NUB believes

essential for a good educational environment and therefore provides as such:

1.3.7.1 The Students Affairs Division

With the view to discover creativity, productivity, self-confidence of the students who always

take aim at the best, willing to share their knowledge and skills with others and who are open to

constant change and self-development, Students Affairs Division (STAD) of NUB provide

guidance to them in a reasonable direction and provide them with the opportunity to develop

their skills as well as help them grow into well-rounded individuals with creative and open minds

through 16 Clubs. STAD discovers the talents of the students through extra-curricular activities

in different areas: creativity, innovation, self development, social service, sports etc.

1.3.7.2 Cafeteria

NUB has a cafeteria in each campus which offers students and staff a variety of campus dining

choices. Multiple options are available to provide the highest quality of food, service and

convenience to the students.

1.3.7.3 Library

NUB has an enriched and self-sufficient library for each department. The library’s mission is to

enable and enrich the teaching, learning and research endeavors of the university by delivering

flexible access to relevant information resources and providing quality services and facilities. It

is operated with an open Source Integrated Library System Software. Library collection is

enriched with various information resources on Business, Management, Marketing, Finance,

Economics, Computer Science and Engineering, Electrical and Electronic Engineering,

Electronic and Communication Engineering, Textile Engineering, English Language and

Literature, Sociology, Pharmacy, Public Health, Law etc. It has over 97,413 books of 5506 titles,

534 audio visual materials, 4,500 theses and project reports among which 1,553 are Master’s

theses, 927 printed journals. Wifi facility is also available in the library.

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1.3.7.4 Gymnasium

NUB has Gymnasium facilities as well which include courts for karate training as well as

weight-training and Table Tennis, Carom, Chess and so on. NUB Gymnasium is also used for

Theater activities.

1.3.7.5 Computer labs

The students are provided with computer lab facilities with high speed broad-band internet

connection.

1.3.7.6 Other services

Besides, the above mentioned facilities students of NUB are provided with Learning

Enhancement Program, Job Placement Service, Internship Program, Higher Study Contact

facilities.

1.4 Overview of the program offering entity

1.4.1 Background of the entity

With growing population, advancement in technology and rapid growth in economy it became

exigent to regulate the society in accordance with law more effectively in order to keep Law &

Order. Taking into account the need of efficient lawyers and legal thinkers Northern University

Bangladesh established the Department of Law under the Faculty of Law in 2003.

1.4.2 Purpose

The purposes of establishment of the Department of Law are very clear. Economic recessions &

growth, the World Wide Web, new uncharted territories into the world of business & many other

similar variants have completely changed the face of Law & Order that we see today. Most of

these trends help law firms and organizations become more efficient, productive and competitive

in a global market. Hence, Law Department is striving to help the student to build their career in

legal arena.

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Northern University Bangladesh offers law degrees for students at both graduate & under-

graduate levels, with all the necessary tools needed to survive & excel in their professions.

The NUB department of Law offers a curriculum that is rigorous, varied, and practical.

Bachelor of Laws Master of Laws

(Hons)

Faculty Faculty of Law Faculty of Law

Department Dept. of Law Dept. of Law

Bachelor of Laws Master of Laws

Program

(Hons)

Duration 4 Years (12

1 Year & 2 Years (3 & 6 Semesters)

Semesters)

Total Credit 136 33 & 63

Open Credit Hour Open Credit Hour System

Academic System

System

[Table 11: The entity and the programs]

1.5 Data on teachers and students:

Items Qty

First year enrollment (recent) 150

Average HSC GPA score of enrolled students (recent|) 3.00

First year retention rate (recent) 85%

Average first year retention rate (recent 5 years) 75%

Average transfer rate (recent 5 years) 3%

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Total number of students at present 700

Average pass rate in first year courses (recent 5 years) 75%

Total enrollments in MS N/A

Total enrollments in PhD N/A

Total number of full time academic staff 19

Total number of full time academic staff with PhD 02

Academic staffs on study leave for PhD in home and abroad 03

Number of graduates passed (average of recent 5 years) 1300

Number of Masters passed (average of recent 5 years) 600

Number of PhD passed (average of recent 5 years) N/A

Total number & amount of external (other than GoB) funded research N/A

projects

Total number & amount of (GoB) funded research projects None (However, a

research fund is

proposed)

Number of theses/research monographs/publications Publications by

Faculties: 80;

Research monographs

by students: 100 on

an average per

semester

Teacher-student ratio 1: 40

[Table 12: Important data on teachers and students]

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1.6 Objectives and learning outcomes of the programs

1.6.1 Objectives

The objectives of undergraduate program are to provide the foundation for understanding the

law, legal ethics and practice. Through critical examination of ideas about law students will gain

a deeper understanding of the relationship between law and society and an appreciation of the

law as a scholarly discipline. Studying law in NUB provides students with the opportunities to

develop analytical, logical and reasoning skills that will assist them in the practice of law.

The objectives of postgraduate program are designed to expand the knowledge of law graduates

and practitioners on areas of selective subjects and to provide the opportunity to take advance

course in specialized areas of the law.

1.6.2 Learning outcomes

The intended learning outcomes of the program are by providing a good, general, critical legal

education make eligible students to meet the requirements of Bangladesh Bar Council and other

job sectors, so that holders of the degree are eligible to enter in to legal profession in Bangladesh;

to provide students with skills in the legal research, including use of electronic databases and

search tools, writing, and advocacy, both formal and informal.

1.7 Brief summary of the programs

1.7.1 Requirements for LLB (Hons) program:

The Department of Law offers a 4-year bachelor degree on 'Bachelor of Laws (Hons)'. To

become a graduate in this field one has to complete 136 credits. For undergraduate program

requirement is minimum 2nd

Division or GPA 2.5 in both SSC and HSC or equivalent

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examinations or ‘O’ level in five subjects and ‘A’ level in two subjects with minimum ‘C’ grade in

each or US High School Diploma.

The Department of Law offers a 1/2 (3&6 semester)-year postgraduate degree on 'Master of Laws

(LLM)'. To become a graduate in this field one has to complete 33/63 credits respectively.

The LLM program is designed to expand the knowledge of law graduates and practitioners on areas

of selective subjects and to provide the opportunity to take advance course in specialized areas of

the law. LLM students are welcome to make selections from the large number of courses

represented in the curriculum.

1.7.2 Requirements for 1-year LLM program:

1. Applicant passed the LL.B examination with Honors from this University, OR

2. Has obtained a degree of Bachelor of Laws (Hons) from any other approved University

where the Law(Hons) course extends over a period of not less than four academic years.

1.7.3 Requirements for 2-year LLM program:

1. Applicant passed the LL.B. (2 year) examinations from this University, OR

2. Has obtained a degree of Bachelor of Laws from any other approved University where the

Law course extends over a period of not less than two academic years.

1.7.4 General methods of teaching

Respective course instructor prepares a course outline describing the course plan according to each

lecture. Students are provided with the copy of course outline so that they can get acquainted with

the course and how course instructor is going to teach the course. Students are taught using

multimedia projector which helps them to concentrate more effectively to the subject matter.

Students are provided with class handout to get the proper guidelines and also with suggested

readings.

23

1.7.5 Assessment strategy

The assessment strategy practiced at NUB is based on 100 marks for each course. The process of

assessment is based on the following activities:

Evaluation Type Marks Examination Type

Class tests, viva, assignments,

Continuous Assessment 30 Marks quiz, case studies, class

presentation & class

participation

Mid-term Examination 30 Marks Held in the middle of the

semester

Final Examination 40 Marks Held at the end of the semester

Total 100 Marks

[Table 13: Assessment criteria and marks distribution]

1.7.6 Academic year

An academic year is divided into three semesters which is reflected in the Academic Calendar

prepared by the Department before Final Examination each semester. Each of three semesters is

of 16 weeks duration, which is distributed as: 14 weeks for instruction, 2-weeks for examination

and break.

The schedules for three semesters are as follows:

Semester Activity Duration

Classes 1 January-15 April

Spring (Semester I)

Examination and break 16 April-30 April

Classes 1 May-15 August

Summer (Semester II)

Examination and break 16 August -31 August

24

Fall (Semester III) Classes 1 September-15 December

Examination and break 16 December-31 December

[Table 14: Brief Academic Calendar]

1.7.7 Attendance

Class attendance is really important for the students. A student must secure minimum 70%

attendance to appear in the final examination without any penalty. Less than 50% attendance will

not qualify any student in any case to sit for final exam. However, if a student secures more than

50% attendance but less than 70% he may be given permission to sit for the final examination

subject to penalty. Distribution of marks for class attendance as well depends on the attendance

of individual student as recorded by respective course teacher.

1.7.8 The Grade Chart

Numerical Grade Letter Grade GP (In word) GP (In point)

80% and above A+ (A plus) 4.0

75% to less than 80% A (A regular) 3.75

70% to less than 75% A- (A minus) 3.50

65% to less than 70% B+ (B plus) 3.25

60% to less than 65% B (B regular) 3.00

55% to less than 60% B- (B minus) 2.75

50% to less than 55% C+ (C plus) 2.50

45% to less than 50% C (C regular) 2.25

40% to less than 45% D D 2.0

Less than 40% F F 2.0

[Table 15: Grade Chart]

Besides the above mentioned grades, NUB maintains some other grade indicators which are as

25

follows:

“I” grade indicates incomplete course.

“W” indicates course withdrawn.

“X” indicates that the student is found absent in the final examination without

formal permission.

“Y” indicates the student is caught red-handed due to adoption of unfair means in the

examination.

1.7.9 Study tours

The Department of Law arranges study tour for the students in order to make them familiar

with the practical sectors of application of the respective law course. Courses like Maritime and

Shipping law, Environmental law etc. demands for study tour to gather a comprehensive

knowledge on what they learnt theoretically. While studying the Advocacy workshop both civil

& criminal students are also taken to the sub-ordinate and higher judiciary to gather practical

idea and different advocacy skills required at the courts.

1.7. 10 The Clubs

The Department of Law has several clubs for students to practice and develop their extra-

curricular and co-curricular life. These are as follows:

Clubs Convener

Moot Court Club Md. Tajul Islam Suhag, Lecturer in Law

Sports Club Mr. Jubaer Ahmed, Lecturer in Law

Culture Club Ms. Bushra Rahman, Senior Lecturer in Law

Debating Club Md. Rezaur Rahman, Senior Lecturer in Law

Movie Club Md. Al Amin, Assistant Professor of Law

Environment Club Ms. Afroza Bilkis, Assistant Professor of Law

[Table 16: Clubs at the Department of Law]

26

1.7.11 Graduation dinner

The department of Law organizes a Graduation Dinner for the graduates passing out of LLB

(Hons) and LLM programs each semester. We take pride in pioneering this occasion at the

University. Other departments also now follow us and organize the dinner for their graduates.

The graduates receive crests in appreciation of their long hard work for the completion of their

studies and obtaining the respective degrees.

27

Chapter 2: Governance

2.1 General feedback

Like every other faculty of Northern University Bangladesh, The faculty of Law has vision

and mission to produce quality skilled graduates. In order to head towards its destination,

everyone involved in this faculty should have a clear idea about its vision, mission and

objectives. To examine how much clear idea each faculty member has, we drew the

following graph.

Strongly Disagree Disagree Undecided Agree Strongly Agree

Academic 13% 57% 30%

Alumni 2% 98%

Student 6%4% 9% 41% 40%

Staff 14% 43% 14% 29%

[Figure 1: General idea of stakeholders about governance]

Most academics have clear idea about its vision, mission and objectives. All alumni gave

positive feedback. Students are being informed about vision, mission and objectives of the

faculty by providing a brochure at the time of admission. Yet, 10% students gave negative

feedback. 43% staffs are not aware of the vision, mission and objectives of the faculty. In order

to reach its destination, it’s very essential to let every stakeholder know the vision, mission and

objectives of the faculty.

28

2.2 Feedback by Academics

Academic

Strongly Disagree Disagree Undecided Agree

Strongly Agree

Conducive learning environment

63%

13% 6% 19%

Updated website 6% 25% 19% 44% 6%

Periodic reviews of policy and procedures 13% 44% 13% 31%

Timely published results 6% 31% 63%

Adequate infrastructures 6% 19% 19% 44% 13%

Fair academic decisions 19% 19% 50% 13%

[Figure 2: Academics’ feedback on governance]

Most academics gave positive feedback on ensuring a conducive learning environment.

50% academics gave positive feedback about ensuring updated website. However, 31%

academics gave negative feedback.

44% academics did not give clear opinion on reviewing policy and procedures

periodically for further improvement.

Most academics gave positive feedback on publishing results timely in compliance with

the ordinance.

25% academics gave negative feedback on adequate infrastructures satisfying mission

and objectives of university.

19% academics gave negative feedback on the fair academic decisions. However, a

majority of 50% argue that academic decisions are fair.

29

2.3 Feedback by Alumni

Alumni

Undecided

Agree

Strongly agree

Conducive learning environment 45% 55%

Updated website 2% 40% 58%

Periodic reviews of policy and procedures 33% 66%

Timely result publish 26% 73%

Adequate infrastructures 31% 68%

Fair academic decisions 10% 90%

[Figure 3: Alumni’s feedback on governance]

Most alumni gave positive feedback on each query.

2.4 Feedback by students

Student

Strongly disagree Disagree Undecided Agree

Strongly agree

Conducive learning environment

8%

47%

31% 7% 7%

Updated website 11% 11% 16% 26% 37%

Periodic reviews of policy and procedures 4% 8% 14% 50% 23%

Timely result publish 4%3%8% 34% 50%

Adequate infrastructures 6% 10% 23% 40% 20%

Fair academic decisions 7% 9% 13% 35% 37%

[Figure 4: Students’ feedback on governance]

Most students gave positive feedback ensuring a conducive learning environment.

However, 14% students gave negative feedback.

30

22% students gave negative feedback on updated website. However, 16% students did

not give any clear answer.

73% students gave positive feedback on reviewing policy and procedures periodically for

further improvement.

Most of the students gave positive feedback on publishing results timely in compliance

with the ordinance.

Only 60% students gave positive feedback on adequate infrastructures satisfying mission

and objectives of university. However, 16% students gave negative feedback.

62% students gave positive feedback on the fair academic decisions.

2.5 Scope for Improvements

Conducive learning environment should be ensured in a more effective way.

Properly updated website should be ensured.

Periodically reviewing of policy and procedures should be ensured.

Infrastructures should be improved to satisfy university’s mission and objectives.

Fairness and transparency of academic decisions should be ensured.

31

Chapter 3: Curriculum Design & Review

3.1 Overview

The curriculum of the department of Law has been designed in conformity with the national

qualification framework for legal profession. A student must complete 136 credit hours of

courses to become a graduate from the department of Law at Northern University Bangladesh.

Law curriculum has been duly approved by the experts of the university grant commission. The

curriculum is being continuously updated to meet the growing needs of time.

3.2 Feedback by academics

Academic


Optimum curriculum load

31% 31% 13% 25%

Clearly stated teaching strategies 6% 19% 56% 19%

[Figure 5: Academics’ feedback on curriculum design]

62% academics gave negative feedback on optimum curriculum load. However, 13%

academics did not give any clear answer.

19% academics did not give any clear answer regarding clearly stated teaching strategies

in the curriculum.

32

3.3 Feedback by alumni

Alumni

Agree Strongly Agree

Optimum curriculum load 53% 47%

Clearly stated teaching strategy 55% 45%

[Figure 6: Alumni’s feedback on curriculum design]

Alumni gave positive feedback for each query.


Student


Optimum curriculum load

47% 25% 5%11% 13%

Clearly stated teaching strategies 7% 9% 13% 37% 33%

[Figure 7: Students’ feedback on curriculum design]

16% students gave negative feedback on optimum curriculum load.

70% students gave positive feedback on clearly stated teaching strategies in the

curriculum.

33


Curriculum load for teachers must be revised.

Curriculum development should be a continuous process.

3.6 Gaps in Curriculum

According to alumni the courses that need to be included in the program are:

Dowry Prohibition Act

Acid Terrorism Prevention Act

Rental Control Act

Law regarding Journalism

Tourism Law

Food Law

Medical jurisprudence

34

Chapter 4: Student Admission, Progress

and Achievement

4.1 Student Entry Qualification and Admission Procedure

The department does not conduct any admission test. However, it strictly follows all of the admission

guidelines provided by University Grant Commission (UGC) of Bangladesh to evaluate a student for

his/her entry into the graduate program. The department takes intake three times each year. Before the

commencement of each semester (spring, summer, fall), an eligible student (having entry qualifications as

mentioned earlier) can get admitted into the intended program by contacting the admission office of this

university. During admission, a student has to submit the following documents:

A duly and completely filled in admission form (designed by NUB)

SSC and HSC certificates and transcripts

Testimonials from last attended educational institution

Passport size Photographs

A modest application fee in cash.

4.2 Progress and Achievement

Periodic progress (semester wise) and final achievements of the learners are consistent with the

quality of learning and expected learning outcomes. A student having better result in SSC and

HSC usually performs better in all academic performance criteria set by the department. They

are seen to perform better in class-tests, mid-term, final examinations compared to those having

lower grades. However, in practical tests like viva voce, mooting or advocacy workshops, often

it is observed that students having lower grades than others also perform very well. A student at

this department is evaluated not only in academic studies but also in other inter-disciplinary areas

which are co-related with overall progress of the student. Students, who perform better in the

aspects of evaluation criteria, perform well in their professional workplaces as well. The

department records a very good number of successful graduates at Bar Council, Judicial Service,

Supreme and Subordinate judiciaries nationwide.

35

4.3 Feedback by Academics

Academic


Regular feedback by teachers

44%

50%

6%

Progress recording and monitoring 6%6% 13% 56% 19%

Fair admission procedure 19% 13% 25% 31% 13%

Entry quality of students 44% 6% 19% 25% 6%

[Figure 8: Academics’ feedback on admission, progress and achievement]

94% academics gave positive opinion on providing regular feedback to the students about

their progress by teachers.

75% academics gave positive feedback on recording and monitoring progress of students

regularly.

32% academics gave negative feedback on fair admission procedure. However, 25%

academics could not say anything clearly.

50% academics gave negative feedback on entry of quality students. 19% of them did not

give clear answer.

36


Alumni


Regular feedback by teachers 48% 52%

Progress recording and monitoring 47% 53%

Fair admission procedure 47% 53%

Entry quality of students 52% 48%

[Figure 9: Alumni’s feedback on admission, progress and achievement]

Alumni gave positive feedback for each query.


Student

Strongly Disagree

Disagree

Undecided

Agree

Strongly Agree

Regular feedback by teachers

9% 11%

37% 33% 10%

Progress recording and monitoring 7% 8% 11% 39% 36%

Fair admission procedure 7% 10% 5% 38% 40%

Entry quality of students 10% 7% 14% 42% 27%

[Figure 10: Students’ feedback on admission, progress and achievement]

37

70% students gave positive opinion on providing regular feedback to the students about

their progress by teachers. However, 19% students gave negative feedback.

75% students gave positive feedback on recording and monitoring progress of students

regularly.

78% students gave positive feedback on fair admission procedure. However, 17%

students gave negative feedback.

67% students gave positive feedback on entry of quality students. 14% of them did not

give any clear answer.


Admission policy should be improved for ensuring entry of quality students.

Fair admission procedure should be ensured.

4.7 Progress and Achievements

4.7.1 Knowledge and Communication Skills:

Employer

Poor Fair Good Very good Excellent

Job knowledge 3%10% 40% 47%

Innovative knowledge 40% 50% 10%

Oral communication 13% 50% 37%

Written communication 10% 7% 53% 30%

Presentation skills 3% 27% 40% 30%

[Figure 11: Employers’ feedback on knowledge and communication skills of graduates]

Most employers gave positive feedback on job knowledge, oral communication and

written communication of the graduates. However, some graduates lack of innovative

knowledge and presentation skill.

38

4.7.2 Interpersonal Skills:

Employer


Ability to work in teams 7% 13% 33% 47%

Leadership 3%7% 33% 27% 30%

Motivation ability 13% 13% 50% 24%

Reliability 4% 23% 43% 30%

Adaptability 3% 27% 47% 23%

[Figure 12: Employers’ feedback on interpersonal skills of graduates]

Most employers gave positive feedback on working ability in teams, motivating ability

and reliability of the graduates. However, some graduates have drawbacks in leadership

and adaptability.

4.7.3 Work Skills:

Employer


Time management 6% 37% 57%

Problem formulation, solving and 3% 27% 50% 20% decision making skills

Ability to link theory to Practice 3%3% 27% 47% 20%

Discipline 13% 40% 47%

Sense of Responsibility 14% 43% 43%

[Figure 13: Employers’ feedback on work skills of graduates]

39

Most employers gave positive feedback on time management, discipline and sense of

responsibility of the graduates. However, some lack of formulating and solving problems

and making decision based on the solution are observed by them in the graduates.

Graduates also need to develop their skill of linking theory to practice.

4.8 Major Weaknesses:

According to Academics the Major Weaknesses observed in the quality of graduates are:

Weakness in English Language

Poor Intellectual & Communicational ability

Insincerity in Academic Activities

Lack of interest in study & lack of awareness in career planning and development

Inability to work on Computers

Reluctant to study text books

Absence of Admission Test

Depression

40

Chapter 5: Physical Facilities

5.1 Classrooms

This department has adequate number of class rooms for conducting theory and practice classes.

There are eleven class rooms allocated for this department for conducting the courses. All of the

class rooms are air-conditioned. Each class room has an overhead multimedia projector as well

as a white board. Almost all the class rooms have an average of 35 students seating capacity.

Some class rooms also have larger seating capacity.

5.2 Library facilities

There is a common library for all of the departments at City campus. The library is quite big and

spacious. This department shares the library mainly with the department of English. There are

adequate number of books, law journals, law reports, case diaries and research monographs

relating to different courses of law. The library has newspaper corner as well. There is also a

teachers’ reading corner inside the library. All members can borrow books from the library. The

students are allowed to borrow books from the library for two weeks period which is renewable.

There is an e-library facility too. All of the members can get access to this e-library from remote

locations through their user Id and password. This e-library is also connected with world famous

libraries and has access to reputed modern journals. All members can get access to those highly

reputed journals and learning resources through our e-library.

5.3 Computer labs

There are 2 dedicated laboratories of computers for the students. These laboratories are equipped

with highly configured computers. Each laboratory is air-conditioned. Each Lab has a fixed

overhead multimedia projector and a white board. Each computer is connected to the internet.

5.4 Moot Court/ Mock Trial room

There is a moot court room inside the Department where all classes of Advocacy Workshop

(Civil and Criminal) are held. At the end of the courses, students take part in mock trials which

completely resemble to those in regular courts. The interior of the mock trial room has been

designed like a court.

41

5.5 Medical facilities

Students can get highly subsidized medical treatment from Northern International Medical

College located at road no. 9/A, Satmosjid Road, Dhanmodi, Dhaka. An emergency first aid kit

is available at the campus. The department can use it in case of emergency medical care.

5.6 Other facilities

In addition to the above facilities, this department has the access to cafeteria facility for snacks

and light food for the students located on 13th floor of the campus. There are students

photocopying system, separate student common room for male and female, separate space for

prayer, and an auditorium. The auditorium has a big dais and it is spacious enough for students to

arrange seminars, symposiums and workshops and other events.


Academic


Access to internet facility with sufficient speed

38%

50% 6% 6%

Adequate sports facilities 19% 25% 31% 25%

Adequate indoor and outdoor medical facilities 31% 31% 25% 13%

Adequate library facilities 25% 19% 31% 25%

Adequate facilities for conducting research 13% 25% 44% 19%

Suitable classroom facilities 6% 13% 25% 31% 25%

[Figure 14: Academics’ feedback on physical facilities]

56% academics gave positive feedback on accessing internet with sufficient speed.

However, 38% academics did not give any clear answer.

24% academics gave negative feedback on adequate sports facilities (indoor and outdoor)

and 31% academics did not give any clear answer.

42

62% academics gave negative feedback on adequate Indoor and outdoor medical

facilities.

Most academics gave negative feedback on adequate library facilities.

38% academics gave negative feedback on adequate facilities for conducting research

and 44% academics did not give any clear answer.

56% academics gave positive feedback on suitable classroom facilities ensuring effective

learning. However, 25% academics did not give any clear answer.


Alumni

Disagree Undecided Agree Strongly Agree


36% 40%

16% 6%

Adequate sports facilities 30% 48% 17% 5%

Adequate indoor and outdoor medical facilities 30% 48% 17% 5%

Adequate library facilities 17% 43% 28% 12%

Adequate facilities for conducting research 7% 22% 53% 18%

Suitable classroom facilities 5% 75% 20%

[Figure 15: Alumni’s feedback on physical facilities]

36% alumni gave negative feedback on accessing internet with sufficient speed and 40%

alumni did not give any clear answer.

30% alumni gave negative feedback on adequate sports facilities (indoor and outdoor)

and 48% alumni did not give any clear answer.

43

48% alumni did not give any clear answer about adequate Indoor and outdoor medical

facilities.

43% alumni did not give any clear answer about adequate library facilities.

71% alumni gave positive feedback on adequate facilities for conducting research.

Most alumni gave positive feedback on suitable classroom facilities ensuring effective

learning.


Student

Strongly Disagree Disagree Undecided



11% 11% 37% 22% 18%

Adequate sports facilities 24% 12% 15% 33% 16%

Adequate indoor and outdoor medical facilities 18% 14% 18% 29% 21%

Adequate library facilities 13% 11% 12% 37% 27%

Adequate facilities for conducting research 10% 12% 16% 41% 21%

Suitable classroom facilities 8%6%11% 41% 34%

[Figure 16: Students’ feedback on physical facilities]

59% students gave positive feedback on accessing internet with sufficient speed.

36% students gave negative feedback on adequate sports facilities (indoor and outdoor).

32% students gave negative feedback on adequate Indoor and outdoor medical facilities

and 18% students did not give any clear feedback.

64% students gave positive feedback on adequate library facilities. However,

24%students did not give any clear feedback.

62% students gave positive feedback on adequate facilities for conducting research.

75% students gave positive feedback on suitable classroom facilities ensuring effective

learning.

44


Accessing internet with sufficient speed should be improved.

Adequate sports facilities (indoor and outdoor) should be ensured.

Adequate Indoor and outdoor medical facilities should be ensured.

Adequate library facilities should be ensured.

Adequate facilities for conducting research should be ensured.

Suitable classroom facilities research should be ensured for effective learning.

45

Chapter 6: Teaching Learning and Assessment

6.1 General

Teaching – learning methods and outcomes are the main pillars of quality education. To provide

quality teaching, teachers must have adequate and up to date knowledge on the subject matters.

A teacher must carry on with educating throughout his/her teaching career. A teacher must be not

only a knowledgeable person but also he must adapt effective teaching methodologies in order to

disseminate knowledge among his/her students.

6.2 Quality Staff

Academic and Non-academic staffs of this department are fit to meet the requirements of

academic standards and strategies of teaching learning. This is accomplished through human

resource recruitment phase and by providing periodic training to the academic and non-academic

staffs. This department follows a set of recruitment phases during selection of its academic and

non-academic staffs. Teachers are recruited for posts of lecturer, senior lecturer, assistant

professor, associate professor and professor. If there is a vacancy for those academic positions,

the university publishes job advertisement in reputed daily newspapers and online newspapers. A

candidate for any of those posts must fill up application form provided by the registrar’s office.

After application deadline is over, a committee consisting of the existing senior faculty members,

head of the department and dean of the faculty of Law, sit together to select the qualified

candidates for respective posts. This is the initial screening process. During the initial screening

process, candidates having brilliant academic result throughout their academic years in schools,

college and university level get selected to be called for. Experiences in teaching and research

and publications in reputed peer reviewed journals are usually required to get selection for higher

academic positions such as assistant professor, associate professor and professor.

Only short listed candidates for the posts of lecturer, senior lecturer and assistant professor are

called for written examinations. Only top performers in the written examination and

demonstrations are called for the interview.

46

The interview board consists of the VC, the pro-VC, the Dean of the faculty of Law and Head of

the department. There is always, at least one external member in the interview board. The

external member is usually a renowned professor of Law from Dhaka University (DU).

For selecting non-academic staffs, candidates having experiences in dealing with students’

academic affairs are usually seen as fit by the interview board.

For the post of associate and professor, a candidate must have a Ph.D, adequate tertiary level

teaching experiences, adequate number of publications under their names in reputed journalsand

research experiences.

This department also recruits some part time adjunct faculties who have vast practical

experiences for some courses. The department also arranges frequent seminars on different

aspects of Law such as Sustainable development, Refugee issues, Human rights, Humanitarian

law and so on.

6.3 Teaching learning methods

As Law is basically a theoretical area of study, for most of the courses students must depend

highly on textbooks, references, journals and other suggested study materials. Teaching methods

for the theoretical part of each course includes but not limited to lectures, group discussions,

problem solutions, assignments, case studies, viva voce, presentations and seminars. Before the

commencement of each course, a teacher must provide detailed course outlines to the students.

For practical part of each course, most of the time students are provided with real world legal

problem solving classes.

6.4 Use of lesson Plan

Each teacher provides detailed lesson plan for each course to the students. This lesson plan

constitutes break down of the contents that are to be taught in each class, perquisite of the course,

objective of the course, reference books of the course and the assessment criteria for the course.

6.5 Assessment of Student Performance

There are basic criteria defined by the university in order to assess a student in specific course.

Those criteria are followed by the department during assessment for a particular course. The

assessment criteria also vary from one course to another course. For evaluating the theoretical

47

courses each teacher takes quizzes, at least two/three class tests, provides case study,

assignments, one Midterm and one Final examination. For assessing practice oriented courses,

students have to perform hands on experiments in lab. Students are also asked to solve legal

problems, work on different cases and assignments to successfully pass the course. University

has three definite assessment categories in evaluating the students for a particular course out of a

total of 100 Marks. These are:

1. Continuous assessment (class attendance, class tests, quizzes, assignments, class

presentations etc.). Continuous assessment carries 30%Marks.

2. Midterm Examination (30% of Marks). This exam is conducted centrally with planned

sitting arrangement in exam hall. It is conducted usually after one and a half month after

commencement of each semester. Duration of this exam is 1 hour and a half. Each course

question consists of two parts: First part is MCQs/Objective type which carries 10 marks.

Duration of MCQs is 10 minutes. Second part consists of comprehensive type or problem

based questions which carries 20 Marks. Duration of second part is 1 hours and 20

minutes.

3. Semester Final Examination (40% of Marks). This exam is conducted centrally with

planned sitting arrangement in exam hall. It is conducted at the end of each semester.

Each course question for this exam has two parts like Midterm examination. The duration

of the exam is 2 hours. 10 minutes for MCQs and one hour and fifty minutes for

theoretical and problem based questions.

For midterm and final examination, the respective course teacher has to submit the question

paper to the moderation committee of the department. After the moderation has taken place, the

teacher is asked to make corrections, if any, to the question paper. The modified question paper

is then collected from the course teacher by the Examination committee at least three days prior

to commencement of the examination.

Each student is assigned grades based on the total marks he received on a particular course. A

student is promoted to next higher semester if he/she achieves a minimum GPA of 2.00 in the

current semester. Any student’s GPA falling below 2.00 in any semester will be under probation,

and will be allowed a maximum of two consecutive semesters to improve his/her grade.

48

Otherwise his/her admission may be cancelled. A student is allowed to improve his/her grade in

a particular course by re-taking the course in the following semester. For this s/he has to go

through the usual assessment criteria.

6.6 Feedback by academics:

Academic


Diverse methods used 6%13% 56% 25%

Modern devices used 19% 13% 50% 19%

Adequate opportunities for practical 19%

75% 6%

exercises

Optimum class size 13% 25% 56% 6%

Interactive & supportive teaching- 6% 50%

44%

learning

[Figure 17: Academics’ feedback on teaching-learning]

81% academics gave positive feedback on practicing diverse methods to achieve

learning objectives.

19% academics gave negative feedback on using modern devices to improve

teaching-learning process. However, 13% of them did not give any clear answer.

81% academics gave positive feedback on adequate opportunities for practical

exercises.

62% academics gave positive feedback on optimum class size.

Most academics gave positive feedback on interactive and supportive teaching

learning.

49


Alumni

Undecided Agree Strongly Agree

Diverse methods used 2% 35% 63%

Modern devices used 40% 60%

Adequate opportunities for 77% 23%

practical exercises

Optimum class size 2% 75% 23%

Interactive & supportive 3% 70% 27% teaching-learning

[Figure 18: Alumni’s feedback on teaching and learning]



Students


Diverse methods used

13% 21%

38% 24% 5%

Modern devices used 5% 11% 8% 46% 31%

Adequate opportunities for practical exercises 3% 10% 21% 39% 28%

Optimum class size 3%7% 7% 54% 28%

Interactive & supportive teaching-learning 6% 6% 11% 44% 34%

[Figure 19: Students’ feedback on teaching and learning]

50

18% students gave negative feedback on practicing diverse methods to achieve learning

objectives. 21% of them did not say anything clearly.

77% students gave positive feedback on using modern devices to improve teaching-

learning process.

13% students gave negative feedback on adequate opportunities for practical exercises

and 21%of them did not say anything clearly.

Most students gave positive feedback on optimum class size.

78% students gave positive feedback on interactive and supportive teaching learning.


Modern devices should be used to improve teaching-learning process.

Adequate opportunities for practical exercises should be provided.

6.10 Feedback by Academics on Learning and Assessment:

Academic


Assessment using diverse methods

6

% 50% 44%

Formative & summative assessment

6

% 38% 56% strategy used

Course objective met by assessment 50%

50%

procedures

[Figure 20: Feedback by Academics on Learning and Assessment]

Most academics gave positive feedback regarding diverse methods for assessment,

formative (quizzes, assignments, term papers, continuous assessments, presentations etc.)

and summative assessment (final examination) strategies. They also gave positive

feedback on meeting the course objectives by assessment procedures.

51


Alumni

Undecided Agree Strongly Agree

Assessment using diverse methods 2% 43% 55%

Formative & summative assessment

3% 43% 53% strategy used

Course objective met by assessment 45% 55%

procedures

[Figure 21: Alumni’s feedback on learning and assessment]



Student


Assessment using diverse methods

17% 42% 26% 6% 9%

Formative & summative assessment 6% 5% 15% 38% 36% strategy used

Course objective met by assessment 4%5% 11% 53% 27% procedures

[Figure 22: Students’ feedback on learning and assessment]

68% students gave positive feedback on using diverse methods for assessment. However,

17% students have not said anything clearly.

52

74% students gave positive feedback on using formative (quizzes, assignments, term

papers, continuous assessments, presentations etc.) and summative assessment (final

examination) strategies.

80% students gave positive feedback on meeting the course objectives by assessment

procedures.


Diverse methods should be used more for assessment and teaching.

53

Chapter 7: Student Support Services

7.1 Academic Guidance and Counseling

The department assigns each faculty member a group of students for providing counseling and

academic guidance to them. The respective faculty member provides not only academic guidance

to the students but also tries to solve personal matters that may hinder his/her learning progress.

Each teacher puts up his/her class schedule, counseling schedule and office schedule outside

his/her office room so that students may follow him/her for any sort of counseling or academic

guidance. Usually students get counseling after each class lessons mostly if any student fails to

understand any taught materials in the class.


Academic

Strongly Disagree Disagree Undecided Agree

Strongly Agree

Collection of alumni feedback

19%

56%

19% 6%

Available financial grants 6%6% 31% 31% 25%

Arrangement for guidance and 6% 13% 50% 31% counseling

[Figure 23: Academics’ feedback on student support]

19% academics gave positive opinion on collecting feedback from alumni for updating

the learning outcomes of the program.

56% academics gave positive feedback on availability of financial grants to the students

in case of hardship. However, 31% academics did not say anything clearly.

81% academics gave positive feedback on existence of guidance and counseling for

students.

54


Alumni


2%

Collection of alumni feedback 2% 52% 45%

Available financial grants 2% 60% 38%

Arrangement for guidance and counseling 3% 50% 47%

[Figure 24: Alumni’s feedback on student support]


7.4 Feedback by students Student


Collection of alumni feedback 8% 13% 20% 40% 19%

Available financial grants 16% 7% 15% 38% 25%

Arrangement for guidance and 7% 7% 11% 47% 29% counseling

[Figure 25: Students’ feedback on students support]

59% students gave opinion on collecting feedback from alumni for updating the learning

outcomes of the program.

16% students gave negative feedback on availability of financial grants to the students in

case of hardship.

76% students gave positive feedback on existence of guidance and counseling for

students. However, 14% students gave negative feedback.


Collection of alumni feedback to update the learning outcomes of the program should be

improved.

Availability of financial grants to the students in case of hardship should be ensured.

55

Chapter 8: Staff Recruitment and Development

8.1 Recruitment

This department has good quality academic staffs. All of the academic staffs have good

academic result in their academic studies, teaching and research experiences. If it is required, this

department recruits academic staffs at the start of a semester. There are specific and definite

academic staffs’ recruitment policies in this university. This department follows those rules and

regulations during its academic staffs’ recruitment. To ensure good quality academic staffs

recruitment in various faculty positions such as lecturer, senior lecturer, assistant professor,

associate professor and professor, the department follows the following guidelines and policies.

Professor: 4 years Bachelor with Honors and Masters in relevant field with at least 20 (Twenty)

years teaching experience with 07 years' experience as Associate Professor. Should have

minimum 15 (Fifteen) publications in standard journals with 07 (Seven) publications as

Associate Professor. Experience and publications may be relaxed for M.Phil/Ph.D. Should have

minimum 03 (Three) First Class/Division or GPA 4.00 out of 5.00 in SSC&HSC and GPA 3.00

out of 4.00 in Honors/Masters or GPA 4.00 out of 5.00 in SSC/ HSC and GPA 3.00 out of 4.00

in Honors & Masters.

Associate Professor: 4 years Bachelor with Honors and Masters in relevant field with at least 10

(Ten) years teaching experience with 4 years' experience as Assistant Professor. Should have

minimum 06 (Six) publications in standard journals with 04 (Four) publications as Assistant

Professor. Experience and publications may be relaxed for M.Phil/Ph.D. Should have minimum

03 (Three) First Class/Division or GPA 4.00 out of 5.00 in SSC&HSC and GPA 3.00 out of 4.00

in Honors/Masters or GPA 4.00 out of 5.00 in SSC/ HSC and GPA 3.00 out of 4.00 in Honors &

Masters.

Assistant Professor: 4 years Bachelor with Honors and Masters in relevant field with at least 03

(Three) years teaching experience with 02 publications in standard journals. Experience and

publications may be relaxed for M.Phil/Ph.D. Should have minimum 03 (Three) First

Class/Division or GPA 4.00 out of 5.00 in SSC&HSC and GPA 3.00 out of 4.00 in

56

Honors/Masters or GPA 4.00 out of 5.00 in SSC/ HSC and GPA 3.00 out of 4.00 in Honors &

Masters.

Lecturer: 4 years Bachelor with Honors/Masters in relevant field. Should have minimum 03

(Three) First Class/Division or GPA 4.00 out of 5.00 in SSC&HSC and GPA 3.00 out of 4.00 in

Honors/Masters or GPA 4.00 out of 5.00 in SSC/ HSC and GPA 3.00 out of 4.00 in Honors &

Masters.

There is a specific application form for above mentioned academic positions. Each candidate

must submit application form along with supporting documents. After the deadline, department

sits for the initial screening. After initial screening, selected candidates for the post of lecturer,

senior lecture and assistant professor must go through the following three stages:

1. Written examination

2. Oral presentation

3. Viva voce

Top most candidates who perform well in written and oral presentation are selected for viva

voce. Best candidates are selected by the viva board.

8.2 Staff Development

This department mostly follows the overall academic staff and non-academic staffs development

facilities provided to its staffs by the university. The department encourages its faculty members

to carry out research activities individually and collaborate. The department encourages seminars

and workshops for the faculty members by inviting prominent academicians in the fields of law.

The department also sends academic staffs to different conferences, seminars and workshops

organized by government or non-government organizations.

8.3 Peer Observation

The peer observation in teaching is a process which helps both the observer and the observed to

develop their teaching skills. Peer observation provides a means to overcome weaknesses of a

teacher in class room teaching, techniques of teaching and student dealing. It also helps both the

observer and observed to disseminate their teaching skills among others. In this department peer

observation is not perform officially but the teachers cooperate with one another in

understanding different effective teaching methodologies. The senior teacher is helpful to the

57

junior teacher. If a junior teacher finds any difficulty in teaching learning process, the senior

teachers try to share his/her knowledge in teaching practices. Sometimes head of the department

along with senior teachers visits the classroom of the junior teachers and observe his/his teaching

methodologies. If any weakness is seen in delivery of lecture by a junior teacher, the senior

communicate with him/her to rectify his/her lecture delivery mechanism. This self-assessment

study will help the department to practice peer observation among the colleagues in a periodic

manner.

8.4 Career Development

All of the academic and non-academic staffs of this department have the opportunity to develop

his/her career. For the academic staffs, there is provision in this department that he/she must

produce at least one research paper each year in recognized journal. Research article publications

in journals and conferences are vital criteria for getting promotion to higher academic position. A

lecturer of this department is promoted to senior lecturer if he/she serves this department for two

years and has two publications in referred journals. A senior lecturer is promoted to the post of

assistant professor, if he/she serves this university for 2 years and must have at least four

research articles in his name. An assistant professor gets the opportunity to become associate

professor, if he/she serves this university 10 years and have at least four more research papers in

referred journals and conferences in his/her name. An associate professor is promoted to the

professor if s/he fulfills the requirements described in section 8.1.

A teacher in this department gets study leave if he/she wishes to pursue his PhD or higher

education in home and abroad. The department arranges seminars and workshops in research and

teaching methodologies in order to enhance the career development of it faculty members.

8.5 Key Performance Indicators (KPIs)

There is an annual evaluation report for each academic staff. This evaluation report is provided

by head of the department. The key performance indicators of a teacher are categorized as

research, departmental activities except teaching, student satisfaction, depth of knowledge of the

teacher, peer relationships. Student evaluates a teacher through a feedback form called “Teachers

Efficiency Report”. Each student provides feedback about a particular teacher at end of each

semester. This TER is considered as a means to evaluate a teacher about the effectiveness of

58

his/her teaching. The TER percentage of teacher is considered during his/her promotion or yearly

increment.

The head of the department evaluates a teacher on his/her research output, peer relationships,

student consultations and office hour maintenance. This ACR is submitted to the human

resources department each year. On the basis of this ACR, promotion or yearly increment of a

teacher is granted.

8.6 Feedback by non-academic staffs

Staff


Non-academics have enough opportunity to take part

57% 14% 29%

in different programs for skill development

Academics have enough opportunity to take part in 15% 42% 43%

different programs for skill development

Good team spirit exists among different non-academic 15%

85%

staff

Salary and incentives are attractive 57% 29% 14%

Recruitment policy are good enough 14% 43% 14% 29%

[Figure 26: Staffs’ feedback on staff recruitment and development]

57% staffs gave negative feedback on getting opportunity for taking part in

different programs for skill development by staffs.

42% staffs did not give any clear answer on getting opportunity for taking part

in different programs for skill development by academics.

All staffs gave positive feedback on existence of good team spirit among different non-

academic staffs.

86% staffs gave negative feedback on attractive salary and incentives to retain

the academic and non-academic staff.

57% staffs gave negative feedback on recruiting policy and practices for

competent academic and non-academic staff.

59


Academic


Non-academics have enough opportunity to take part in

7% 31% 31%

31%

different programs for skill development

Academics have enough opportunity to take part in different 13% 25% 6%

50% 6%

programs for skill development

Good team spirit exists among different non-academic staff 6% 13% 50% 31%

Salary and incentives are attractive 31% 31% 25% 13%

Recruitment policy are good enough 14% 36% 50%

[Figure 27: Academics’ feedback on staff recruitment and development]

38% academics gave negative feedback on getting opportunity for taking part in different

programs for skill development by staffs.

38% academics gave negative feedback on getting opportunity for taking part in different

programs for skill development by academics.

Most academics gave positive feedback on existence of good team spirit among different

non-academic staffs.

62% academics gave negative feedback on attractive salary and incentives to retain the

academic and non-academic staff.

86% academics gave positive feedback on recruiting policy and practices for competent

academic and non-academic staff.


Opportunity for taking part in different programs for skill development by staffs should

be improved.

Opportunity for taking part in different programs for skill development by academics

should be improved.

Attractive salary and incentives to retain the academic and non-academic staff should be

ensured.

60

Good recruitment policy and practices for recruiting competent academic and non-

academic staff should be provided.

8.9 Feedback by non-academic staffs on performance evaluation and career development

Staff


Performance indicators are the criteria for promotion/up-

43%

14% 14% 29%

gradation

Performance award policy to inspire academic staff 14% 14% 43% 14% 15%

Practices seminars and workshops to share knowledge and 29%

42%

29%

experience among the faculty members

Policy to provide mentoring/continuous guidance for new 14% 43% 43% academic staff

A congenial atmosphere prevails to enhance professional 14% 14% 72% knowledge

[Figure 28: Non-academic staffs’ feedback on performance evaluation and career development]

57% staffs gave negative feedback on promoting/upgrading based on performance

indicators.

28%staffs gave negative feedback on performance award policy inspiring academic staff

and 43% did not give any clear answer.

Most staffs gave negative feedback on practicing seminars and workshops to share

knowledge and experience among the faculty members.

43% staffs did not give any clear answer for providing mentoring/continuous guidance

for new academic staff.

Most staffs gave positive feedback on prevailing congenial atmosphere for enhancing

professional knowledge through research and higher studies.

61


Academic


Performance indicators are the criteria for

6%12%

50%

19% 13% promotion/up-gradation

Performance award policy to inspire academic staff 31% 31% 6% 25% 7%

Seminars and workshops to share knowledge and 6%6

% 19% 44% 25% experience among the faculty members

Policy to provide mentoring/continuous guidance 13% 13% 36% 25% 13% for new academic staff

A congenial atmosphere prevails to enhance 13% 6% 25% 44% 13% professional knowledge

[Figure 29: Academics’ feedback on performance evaluation and career development]

69% academics gave positive feedback on promoting/upgrading based on performance

indicators.

62% academics gave negative feedback on performance award policy inspiring academic

staff.

69%academics gave positive feedback on practicing seminars and workshops to share

knowledge and experience among the faculty members.

36% academics did not give any clear answer for providing mentoring/continuous

guidance for new academic staff.

58%academics gave positive feedback on prevailing congenial atmosphere for enhancing

professional knowledge through research and higher studies. However, 25% academics

did not give any clear answer.


Criteria for promoting/upgrading should be explicitly defined and maintained.

Performance award policy should be applied for inspiring academic staff.

Policy for mentoring/continuous guidance for new academic staff should be introduced.

62

Chapter 9: Research and Extension

9.1 Policy and program

This department publishes a journal titled “NUB Journal of Law”. Faculties and students of this

department and from other institutions publish their research articles in this journal. A student of

this department must submit his/her final year Research Monograph to obtain his/her degree

from this department. As a result students must show their creativity and research activities to

complete his/her final year. As a condition of employment in this university, each faculty

member is required to publish one article in a referred journal each year.

9.2 Fund and facilities

This department does not have adequate funds for carrying out research activity independently.

The university may allocate funds to the department each year to perform research activities by

the faculties and the students.

9.3 Dissemination of research findings

Faculty members usually publish their research findings to local and internationally recognized

journals and conferences. Periodic seminars and workshops are arranged in the department to

disseminate knowledge on current issues of law. This department invites highly experienced Law

experts from different organizations to share their knowledge with our students.


Academic


Community service policy

44% 13%6% 13% 25%

Mechanism for engaging the students in 13%6% 31% 44% 6% research and development

Availability of well defined research 13%7% 40% 33% 7% and development policy

[Figure 30: Academics’ feedback on research and extension]

63

38% academics gave negative feedback on existence of a community service policy. 44%

did not give a clear answer.

50% academics gave positive feedback on existing mechanism for engaging the students

in research and development. However, 31% of them did not give any clear opinion.

20% academics gave negative feedback on availability of a well-defined research and

development policy. 40% did not give a clear answer.


Alumni

Disagree Agree Strongly Agree

Community service policy 2% 17% 82%

Mechanism for engaging the students 17% 82%

in research and development 2%

Availability of well defined research 48% 52%

and development policy

[Figure 31: Alumni’s feedback on research and extension]

Most alumni gave positive feedback on each query. However, only 2% gave negative

feedback on existence of a community service policy and existing mechanism for

engaging the students in research and development.

64


Student


Community service policy 7% 17% 18% 38% 20%

Mechanism for engaging the students in 7%10% 17% 48% 19% research and development

Availability of well defined research 8%11% 18% 38% 26% and development policy

[Figure 32: Students’ feedback on research and extension]

24% students gave negative feedback on existence of a community service policy. 18%

did not give a clear answer.

17% students gave negative feedback on existing mechanism for engaging the students in

research and development. 17% did not give a clear answer.

64%students gave positive feedback on availability of a well-defined research and

development policy. However, 18% did not give a clear answer.


A well-defined research and development policy should be ensured.

Mechanism for engaging the students in research and development should be improved.

Community service policy should be improved.

65

Chapter 10: Process Management and

Continuous Improvement

10.1 General observation

No self assessment was done at this department before. This is the first time the

assessment is being carried out in the Department of Law of NUB. As such a self

assessment, no improvement plan is designed yet. However, improvement plan may be

designed after the assessment and the feedbacks of the stakeholders, peer reviews and

opinions. These will be taken as useful tools for our improvement plan. Regular updating

of program objectives and Intended Learning Outcomes (ILOs) are being done from time

to time keeping in account the convenience of students and demand of respective changes

in education strategies.

66

Chapter 11: SWOT Analysis

11.1 General

SWOT analysis means the analysis on following matters in relation to the department:

Strength Weaknesses Opportunities Threats

11.2 Strength:

According to survey and the analysis carried out on it, the best practices at the Department are:

Constitutional law is taught in two courses namely constitutional law-I and constitutional

law-II within two semesters having two credits in each course which enables the students

to gather a concrete knowledge about the supreme law of the country. Besides this the

course instructors have a clear knowledge and good skill of teaching regarding the

constitutional law which is the key factor.

Advocacy trial course is completely based upon the practical aspects of sub-ordinate

court system for both civil and criminal having three credits for each course. In these

courses a mock trial is conducted where the students acts as Judges, plaintiff lawyer (in

civil advocacy trial)/prosecutor (in criminal advocacy trial), defendant lawyer (in civil

advocacy trial)/defense (in criminal advocacy trial). An external examiner serving as a

judge in the judiciary remains present during the trial and evaluate the skills of the

students. This helps the students to gather practical knowledge about the court

proceedings and improve the confidence and courage of the students in their practical life

as an advocate.

Legal System of Bangladesh course is also one of the best practices of the program. This

is a three credit course and students gather knowledge about the legal history and Legal

system of Bangladesh.

Jurisprudence is often called as science of law or philosophy of law. This is a three credit

course which enables the students to gather knowledge about the various theories of law

67

and the very basic concepts of law. As this course is the basic of the legal study it is

taught with due diligence and care so that the students can be able to cope themselves

with the complex contents of legal study.

Law of Criminal Procedure is the law relating to the procedures in criminal cases. This

subject is divided into two courses which enable the students to study thoroughly into the

subject.

Advocacy trial is enjoyed by the students because of its practical approach.

Presentation in different courses as a part of continuous assessment helps the student to

increase confidence level and speaking skill.

Moot court is one of the good practices of department of law of NUB. Department of law

has a moot court club where students practices mooting skills under the supervision of

moot court convener. NUB has become champion in the 7th

International Henry Dunant

Moot Court Competition and gathered the trophy of best memorial in 11th

and 12th

Henry Dunant moot court competition consecutively.

Roman law is found interesting to the students as it differs from the common law.

Qualified teacher & efficient teaching process.

Campus facilities such as library, computer lab, cafeteria, gymnasium, various cultural

clubs are found very useful.

11.3 Weakness:

Weaknesses that need to be addressed and removed are:

Research Monograph strategies are not taught adequately with the proper guidelines.

Moreover, the time span for research monograph is not enough which makes it more

difficult for the students to prepare quality Research paper. Though it is expected that the

Research Monograph prepared by the students will be an authentic one but in most of the

cases it is seen that substantial area of work is plagiarized.

Co-curricular activities are not practiced in a regular routine basis. In addition to that

various competitions regarding co-curricular activities are not held very often. However,

among the students there are so many potentialities, which if patronized, will bear honor

for the department.

68

Tax law is a complex and vast subject. It is a three credit course and is taught with a four

month semester. During this short period and lack of expert teacher of tax law students

cannot understand the complex mathematical and technical parts of tax law. This subject

is very important for the graduates who want to build their career as a corporate lawyer.

Muslim family law should be given more importance as it is a very major subject which

has great important application in practical life.

Library & books is the most important facility to the students. Sitting capacity in the

library is not adequate and some important books cannot be found in the library. In

addition to that some books cannot be issued.

Extra-curricular Activities need to be improved.

Quality teachers should be appointed & Efficient Teaching process should be designed in

addition to present process.

Financial help to poor students should be given.

Campus facilities are not satisfactory.

Academic policies and procedures are still not as to the expectation.

11.4 Opportunities

The department of law of Northern University Bangladesh strives for excellence as well as works

restlessly to achieve its vision and mission. Department of law of NUB has already earned

remarkable and enviable achievements. It holds the top position among the private universities in

relation to the matter of its students’ success in the BJSC and Bar Council enrolment exams and

holds the fourth position among all the universities including public universities. However,

department of law of NUB has the advantages to promote the quality education by using which it

can achieve the top position in the legal educational sphere.

It has the following advantages to promote quality education:

All efforts in Department of Law of NUB are focused to achieve intended learning

outcomes and strategies adopted to gear that. At the department seamless effort is given

to nurture and develop student minds with a mindset that constantly innovates and

generates creativity among them.

69

Department has adequate classroom with modern facilities like air conditions, multimedia

projectors, sound systems, comfortable desks and chairs to ensure a sound environment

which are helpful for promoting quality education.

Department has number of quality faculty members having practical and teaching

experiences. Teachers from public universities and the judicial officers also teach

students as adjunct faculty.

Quality facilities such as computer lab with internet connections, library facility can be

used effectively to promote quality education.

It has a well equipped convention hall that is capable of arranging different kinds of

seminars which surely will develop and broaden thinking ability and minds of the

students. It is worth mentioning here that department of law of NUB has arranged many

seminars regarding human rights and contemporary legal issues.

Various students and human rights organizations arranged quiz competitions on

Constitutional Law and students took part deliberately in those competitions. However,

from the part of the department no competitions like those were arranged. Thus,

department has the opportunity to arrange such kind of competitions to motivate the

students towards quality education.

11.5 Threats

Department of Law of NUB has achieved many successes and committed to carry on those

successes in future. Over a decade it is providing quality education. In the preceding segment the

advantages which may accelerate the quality education have discussed. Despite of having some

remarkable and enviable achievements, it got some challenges in front of it to provide quality

education.

The challenges which department of law of NUB may face to promote quality education have

been projected underneath:

With the advancement of time, growth of students is increasing in the department.

Though we have quality faculty but such number may not be sufficient to cope with the

future demands of quality education.

70

Though Northern University Bangladesh has its own permanent campus still department

of law could not commence its activity from there. Couple of years earlier a problem

regarding Bar Council enrolment exam arose for not having permanent campus of the

private universities. Thus, it was a crying demand of the previous students of NUB that

department of law will operate its activity from permanent campus as it is required by

UGC. This may be a great challenge for the department that how the future students who

want to build their career in legal arena consider this matter, which may result in

reduction of students.

Though varsity has first aid medical kit for sick students but such facility not satisfactory.

Moreover, there is no rest room for the sick student. There is no medical expert who may

give medical assistance to the sick assistance in case of emergency.

Though, department of law of NUB has adequate rooms with modern facilities for the

students but such capacity may not be sufficient with growing number of students.

Furthermore, the air conditions, multimedia projectors, sound systems became age old

and often do not operate accurately.

The course curriculum needs to be updated. Courses that are effective in professional

sector need to be included.

To keep the quality education at the hand of the students at affordable costs.

71

Chapter 12: Conclusion & Recommendation

12.1 Recommendations

Admission test should be introduced. There must be a minimum standard to qualify as a

student of law in higher education particularly basic knowledge of English writing must

be considered. It has been observed that students often struggle while studying law in

English language.

Experienced teachers should be chosen for the particular subject to which he is an expert

and has experience of teaching.

The infrastructure should be developed.

Research fund should be developed.

More workshop, training program & seminar should be introduced on different matters

which will help the students to broaden their legal minds and get acquainted with the

contemporary legal issues. Moreover, these arrangements will also enrich their

experience which will help the students in their future career.

Better library facilities should be provided. Sitting capacity is not adequate that needs to

be improved and the collection of books should be enriched with new versions of old

books. Furthermore, wifi facility in the library in not that much satisfactory because

sometimes the wifi router does not work properly.

Foundation English course should be introduced in an effective way that means English

speaking and writing courses should be taken with extra care.

Extra Computer training should be given practically including the training of Bangla

typing and other important training which may be useful in the practical life and in job

sector.

Minimum required CGPA should be set at 2.5 for completing graduation

Dual semester system should be introduced in order to build the student with

comprehensive knowledge about the respective subject.

Confidence & awareness should be increased among the students through counseling and

friendly behavior.

72

Communicational skill should be improved among the students.

Academic curriculum should be reviewed and updated.

Basic knowledge should be ensured regarding every subject.

Presentation skill should be improved. This skill includes the skill of presentation with

Microsoft power point through multimedia projector along with verbal skill.

Legal drafting and documentation skills should be improved.

Graduates should possess better understanding of the corporate world and to ensure this

necessary step should be taken.

Internship or Part time jobs opportunities should be given to the students.

Intensive training on a particular matter should be given to the students in order to make

them adequately efficient on that particular matter.

Department of law of Northern University Bangladesh has a rich history of moot court

competition. Unfortunately, at present intra department moot court competition is not

being held in a regular basis. The moot court club is not that much active as well. This

situation should be overcome and students should be encouraged.

Special care and Emphasis should be given in procedural Laws.

Teaching process should be improved.

Not more than 30 students should be allowed in a class room in order to maintain a sound

environment of teachings.

Increasing educational programs.

Brilliant teachers should be recruited.

A non political forum should be made where representatives from the students will be

elected and will advocate about the rightful interests and demands of the students.

12.2 Conclusion

It is undeniable that Department of Law of Northern University Bangladesh has attained the

highest ranking status among the private universities with its center of excellence in the field of

legal education in Bangladesh. From the establishment of the department educationists have been

tirelessly working towards one goal- to provide higher education to the citizens of the nation that

is at par with globally accepted standards in a dynamic academic landscape. Despite of having

73

wonderful successes in the legal field such as in judiciary, Bar Council exam etc. still there are

some sectors which need to be improved.

Department of Law at Northern University Bangladesh is committed to provide the students with

an education that is absolutely relevant to today’s world and constantly update our curricula to

incorporate them. Providing higher education that will not only equip the student with all the

necessary tools and skills to excel in their chosen fields but that which can also facilitate

innovation leading towards socio-economic empowerment, which will subsequently build a

brighter future for Bangladesh as a nation.

This quality self-assessment report helped us to find us our drawbacks and indicate the areas

which need to be improved. Moreover, an improvement plan will be designed to overcome the

drawbacks keeping in account the demands and expectations of the stakeholders.

The vision of NUB is to take part in the collective efforts to improve lives of the people in the

region by offering opportunities to obtain knowledge and skills essential for better living in the

new century. Its vision in brief ‘Think globally and act locally’ and It’s mission is to offer such

programs of study and related functions as will be directly linked to socio-economic

empowerment of the people of the country. It will also conduct educational, research and

developmental programs of higher quality at affordable cost. This self Assessment report will

help the department of law of NUB to complete its vision and mission.

74

Appendix I: LIST OF TABLES

Table 1: Respondent Types and Number

Table 2: Faculty members of Computer Science and Engineering

Table 3: Faculty members of Electrical and Electronic Engineering

Table 4: Faculty members of Textile Engineering

Table 5: Faculty members of Business Administration

Table 6: Faculty members of English Language and Literature

Table 7: Faculty member of Governance and Public Policy

Table 8: Faculty members of Law

Table 9: Faculty members of Pharmacy

Table 10: Faculty members of Public Health

Table 11: The entity and the programs

Table 12: Important data on teachers and students

Table 13: Assessment criteria and marks distribution

Table 14: Brief Academic Calendar

Table 15: Grade Chart

Table 16: Clubs at the Department of Law

75

Appendix II: LIST OF FIGURES Figure 1: General idea of stakeholders about governance

Figure 2: Academics’ feedback on governance

Figure 3: Alumni’s feedback on governance

Figure 4: Students’ feedback on governance

Figure 5: Academics’ feedback on curriculum design

Figure 6: Alumni’s feedback on curriculum design

Figure 7: Students’ feedback on curriculum design

Figure 8: Academics’ feedback on admission, progress and achievement

Figure 9: Alumni’s feedback on admission, progress and achievement

Figure 10: Students’ feedback on admission, progress and achievement

Figure 11: Employers’ feedback on knowledge and communication skills of graduates

Figure 12: Employers’ feedback on interpersonal skills of graduates

Figure 13: Employers’ feedback on work skills of graduates

Figure 14: Academics’ feedback on physical facilities

Figure 15: Alumni’s feedback on physical facilities

Figure 16: Students’ feedback on physical facilities

Figure 17: Academics’ feedback on teaching-learning

Figure 18: Alumni’s feedback on teaching and learning

Figure 19: Students’ feedback on teaching and learning

Figure 20: Feedback by Academics on Learning and Assessment

Figure 21: Alumni’s feedback on learning and assessment

Figure 22: Students’ feedback on learning and assessment

Figure 23: Academics’ feedback on student support

Figure 24: Alumni’s feedback on student support

Figure 25: Students’ feedback on students support

Figure 26: Staffs’ feedback on staff recruitment and development

Figure 27: Academics’ feedback on staff recruitment and development

Figure 28: Non-academic staffs’ feedback on performance evaluation and career development

Figure 29: Academics’ feedback on performance evaluation and career development

Figure 30: Academics’ feedback on research and extension

Figure 31: Alumni’s feedback on research and extension

Figure 32: Students’ feedback on research and extension

Documents

SELF ASSESSMENT REPORT OF THE DEPARTMENT OF LAW · 1 SELF ASSESSMENT REPORT OF THE DEPARTMENT OF LAW NORTHERN UNIVERSITY BANGLADESH Prepared & Submitted by: Self Assessment Committee