ABSTRACT
This study explores the impact of outcome-based accreditation and assessment, encompassing the National Board of Accreditation (NBA), National Assessment and Accreditation Council (NAAC), and National Institutional Ranking Framework (NIRF), on engineering education. These bodies aid students in achieving excellence in higher education standards, with each entity utilizing distinct criteria for evaluating engineering programs’ credibility. The primary aim of this research is to assess the effectiveness of these ranking methods in enhancing education quality, particularly in aiding private engineering institutions to improve their reputation. The study tests the null hypothesis, assuming no effect, against the alternative hypothesis. Evaluation metrics include teaching, learning and resources (TLR) scores, research and professional practice (RPC) scores, graduation outcome (GO) scores, outreach and inclusivity (OI) scores, and perception score for individual colleges. The model’s efficiency is determined using the standard strategic indicator: root mean square error. A low value of this indicator implies efficient NIRF rank prediction by the model. The p-value for the research project was determined to be 0.0466922, whereas the p(x) F-value was 0.953308. Therefore, a revised explanation that considers this is appropriate, such as the speculation that the NIRF rating will significantly impact schooling.
