Standard 1: Governance, Leadership & Management
Main Report
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Standard 1: Governance, Leadership & Management
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Main Report
Standard 1: Governance, Leadership & Management
Standard 4: Research, Publications, and Linkages
Standard 5: Infrastructure and Learning Resources
Standard 7: Quality Assurance and Enhancement Sytem
Standard 1: Governance , Leadership & Management
Preparation: Key Aspects ,Indicators and Question
1.1 Vision and Mission
1.1.1 Vision and mission are aligned with the university/institute goals and national aspirations.
1.1.2 Plans and activities are geared towards achieving the vision and mission of the institution.
1.2 Organizational Structure and Management
1.2.1 Clear organizational structure and mandates are in place.
1.2.2 Governance, administrative structure, and institutional practices that promote efficient, effective, and ethical leadership in place.
1.2.3 Participatory and collaborative engagement of staff and students in relevant decision-making processes in place.
1.3 Accountability and Transparency
1.3.1 Clear line of reporting and accountability system with detailed guidelines to promote transparency, efficiency, and accountability.
1.3.2 Transparent and effective financial management system in place.
1.3.3 There are systematic internal and external communication procedures for the dissemination of information to stakeholders in a timely manner.
1.4 Leadership and Autonomy
1.4.1 Presence of competent and qualified leadership to lead the organization.
1.4.2 Degree of autonomy in both management and academic matters.
1.4.3 Promote and facilitate leadership grooming and succession planning.
1.5 Strategic Development, Planning, and Implementation
1.5.1 Strategic plans to achieve long and short-term organizational goals and objectives in place.
1.5.2 Review of the strategic activities for continual improvement in place.
1.6 Data and Information Management
1.6.1 Data and information management system in place.
1.6.2 The confidentiality and security of all data and information ensured.
Progress Guide -Yellow -Current Review Gray- Done/ Next
Standard 1: Governance , Leadership & Management
Key Aspects and Indicators
1.1 Vision and Mission
1.1.1 Vision and mission are aligned with the university/institute goals and national aspirations.
1.1.2 Plans and activities are geared towards achieving the vision and mission of the institution.
1.2 Organizational Structure and Management
1.2.1 Clear organizational structure and mandates are in place.
1.2.2 Governance, administrative structure, and institutional practices that promote efficient, effective, and ethical leadership in place.
1.2.3 Participatory and collaborative engagement of staff and students in relevant decision-making processes in place.
1.3 Accountability and Transparency
1.3.1 Clear line of reporting and accountability system with detailed guidelines to promote transparency, efficiency, and accountability.
1.3.2 Transparent and effective financial management system in place.
1.3.3 There are systematic internal and external communication procedures for the dissemination of information to stakeholders in a timely manner.
1.4 Leadership and Autonomy
1.5 Strategic Development, Planning, and Implementation
1.6 Data and Information Management
Standard 1: Governance, Leadership & Management
Key Aspects and Indicators
1.1 Vision and Mission
1.1.1 Vision and Mission Alignment with University Goals and National Aspirations
Gyalpozhing College of Information Technology (GCIT) aligns its vision and mission with the overarching objectives of the Royal University of Bhutan (RUB) and Bhutan’s national aspirations. These priorities emphasize fostering a knowledge-based society, technological advancement, and the Gross National Happiness (GNH) framework, ensuring that education contributes to both economic progress and societal well-being (Asian Development Bank, 2015).
“Our vision is to be a leading institution in software technology and interactive design that produces future ready graduates with commitment to academic excellence, innovation, and social responsibility.”
“Our mission is to empower the tech generation of learners with cutting-edge skills and knowledge in modern software technology and interactive design, and equip our students with expertise, practical skills, and values necessary to become contributors and leaders in the technology and design industry.”
Alignment with RUB and National Aspirations
Supports RUB’s mission to provide high-quality tertiary education aligned with international standards and national digital transformation goals (RUB Strategic Plan 2030, 2021, p. 12).
Promotes Bhutan’s Vision 2030, focusing on innovation, technology-driven economic diversification, and sustainable development (Royal University of Bhutan, 2024, p. 8).
Integrates GNH values, ensuring students not only excel academically but also contribute positively to Bhutanese society (Asian Development Bank, 2015, p. 5).
Develops a skilled workforce, fulfilling Bhutan’s economic diversification goals through ICT and digital transformation (Gyalpozhing College of Information Technology, 2019, p. 7).
Supporting Evidence
Student National and International Exposure
Best Idea Award’ during the UNDP’s Youth CoLab initiative at the Asia-Pacific Youth Development Forum in Bangkok, Thailand.
Creative Ads Competition for entrepreneurs at the Druk Tshongrig Gatoen
Community and Industry Activities
1.1.2 Plans and Activities for Achieving the Vision and Mission
1.1.2 Plans and Activities for Achieving the Vision and Mission
GCIT develops and implements structured plans and activities to ensure the realization of its vision and mission while aligning with RUB’s strategic objectives.
1. Strategic Development Plans
GCIT follows a comprehensive strategic plan, aligned with RUB’s 2030 Strategic Plan (Royal University of Bhutan, 2021, p. 14).
Regular reviews and evaluations track institutional progress (Royal University of Bhutan, 2024, p. 9).
Supporting Evidence
Regular Leadership Meetings (MOM)
2. Academic Program Development
Introduction of specialized programs in:
Supporting Evidence
Gyalpozhing College of Information Technology. (2022). Bachelor of Computer Science (DPD) Programme Document. GCIT.
Gyalpozhing College of Information Technology. (2022). Bachelor of Interactive Design and Development (BIDD) Programme Document. GCIT.
3. Research and Innovation
Supporting Evidence
4. Community Engagement
Tech awareness programs in Bhutanese communities (GCIT, 2019, p. 11).
Supporting national programs through training and outreach initiatives (Royal University of Bhutan, 2021, p. 22).
Supporting Evidence
5. Monitoring and Evaluation
Regular assessments conducted by RUB’s Academic Board & Research Committee (Royal University of Bhutan, 2014, p. 19).
Tracking KPIs, including graduate employability, research output, and student satisfaction (Royal University of Bhutan, 2024, p. 15).
Supporting Evidence
References
Asian Development Bank. (2015). The experience of Gross National Happiness as a development framework. ADB South Asia Working Paper Series No. 42. https://www.adb.org/sites/default/files/publication/176620/swp-042.pdf
Gyalpozhing College of Information Technology. (2019). Strategic Plan 2019–2030. Royal University of Bhutan.
Royal University of Bhutan. (2014). RUB Research Policies. Thimphu, Bhutan: Office of the Vice Chancellor.
Royal University of Bhutan. (2020). Standard Operating Procedures 2020. Thimphu, Bhutan.
Royal University of Bhutan. (2021). Strategic Plan 2018–2030. Thimphu, Bhutan: Office of the Vice Chancellor.
Royal University of Bhutan. (2023). RUB Governance Manual - Revised after 49th Academic Board. Thimphu, Bhutan.
Royal University of Bhutan. (2024). Annual Statistics 2024–2025. Thimphu, Bhutan: Academic Board Publications.
Progress Guide -Yellow -Current Review Gray- Done/ Next
Standard 1: Governance , Leadership & Management
Key Aspects and Indicators
1.1 Vision and Mission
1.2 Organizational Structure and Management
1.2.1 Clear organizational structure and mandates are in place.
1.2.2 Governance, administrative structure, and institutional practices that promote efficient, effective, and ethical leadership in place.
1.2.3 Participatory and collaborative engagement of staff and students in relevant decision-making processes in place.
1.3 Accountability and Transparency
1.3.1 Clear line of reporting and accountability system with detailed guidelines to promote transparency, efficiency, and accountability.
1.3.2 Transparent and effective financial management system in place.
1.3.3 There are systematic internal and external communication procedures for the dissemination of information to stakeholders in a timely manner.
1.4 Leadership and Autonomy
1.5 Strategic Development, Planning, and Implementation
1.6 Data and Information Management
1.2 Organizational Structure and Management at Gyalpozhing College of Information Technology (GCIT) under Royal University of Bhutan (RUB)
1.2.1 Clear Organizational Structure and Mandates
The organizational structure of Gyalpozhing College of Information Technology (GCIT), under the Royal University of Bhutan (RUB), follows the framework outlined in the RUB Governance Manual. This structure ensures effective governance, accountability, and clear communication across academic and administrative functions.
Figure 1: GCIT Organizational Chart
Figure 1: GCIT Organizational Chart
The organizational structure of Gyalpozhing College of Information Technology (GCIT) is designed to facilitate efficient management, clear communication, and effective decision-making processes. The chart illustrates the hierarchy and relationships among various departments, highlighting the academic and non-academic teams that work collaboratively to achieve the college’s mission and objectives.
Link: GCIT Organizational Chart 2025
This structure ensures clear reporting lines, fosters efficient communication, and aligns institutional activities with GCIT’s mission and objectives (Royal University of Bhutan, n.d.).
Terms of Reference (ToR) for Key Position Holders: Each role within the organizational structure is defined with clear responsibilities:
Leadership and Administrative Roles at GCIT under RUB
The President provides overall leadership for both academic and operational functions at GCIT. This role ensures alignment with GCIT’s mission and the broader objectives of the Royal University of Bhutan (RUB).
Key Responsibilities:
Strategic Planning & Policy Development: Leads long-term strategic planning in line with RUB’s Strategic Plan 2018–2030 (Royal University of Bhutan, 2018, p. 20) .
Financial Oversight: Manages budgeting, financial planning, and resource allocation.
External Relations & Partnerships: Strengthens industry connections and global collaborations, enhancing GCIT’s standing as a technology-driven institution.
Institutional Governance: Ensures compliance with RUB’s Governance Manual (Royal University of Bhutan, n.d., p. 42) and other academic policies.
2. Senior Director, School of Computing (SOC)
The Senior Director provides strategic leadership and oversight of GCIT’s academic programs, faculty development, and research initiatives. Key areas of focus include:
Blockchain Development
Cybersecurity
Artificial Intelligence (AI) and Data Science
Full Stack Development
GCIT Continuing Education and Training Academy (CETA)
Bachelor of Information and Communications Technology (BICT)
In addition to program-specific responsibilities, the Senior Director plays a central role in curriculum development, institutional planning, and strategic decision-making to ensure academic excellence and industry alignment across all educational offerings at GCIT.
Key Responsibilities:
Curriculum & Faculty Development: Oversees curriculum standards and faculty development, ensuring alignment with RUB’s academic quality guidelines (Royal University of Bhutan, 2017, pp. 28–30) .
Resource Management: Manages SOC resources to maintain academic and industry standards.
3. Director, School of Computing (SOC)
The Director is responsible for ensuring the overall quality of academic programs, aligning them with current technological advancements and institutional goals. This includes active collaboration with the Senior Director to oversee curriculum review processes, implement quality assurance measures, and strengthen industry linkages to maintain program relevance and graduate employability.
Key Responsibilities:
Curriculum Development: Enhances curricula in AI, Data Science, and Full Stack Development.
Industry Engagement: Builds industry partnerships to enhance student employability.
Quality Assurance: Ensures program quality through continuous assessment of the institution and programs, following RUB Quality Assurance Standard.( Royal University of Bhutan, 2022, p. 7) .
4. Technical Director
As the Technical Director, oversees GCIT’s technological infrastructure and research support systems, ensuring robust, secure, and innovative IT environments. Provides strategic direction for technology integration, supports academic and research initiatives, and ensures alignment with institutional goals. The role is pivotal in enhancing digital capabilities, fostering innovation, and maintaining efficient operations across academic, administrative, and research domains.
Key Responsibilities:
Technology Upgrades: Leads technology upgrades to maintain cutting-edge infrastructure.
Workshops & Training: Organizes technical workshops on Blockchain, AI and Data Science and IoT.
Research Support: Facilitates faculty-student collaborations for research innovations (Royal University of Bhutan, 2014, pp. 45–46) .
5. Director for Technopreneurship and Startup
As Innovation and Entrepreneurship Director, fosters an entrepreneurial culture by guiding and supporting student-led ventures and startups. Encourages innovation through mentorship, workshops, and collaboration opportunities, empowering students to transform ideas into viable solutions. The role plays a key part in building a vibrant ecosystem that nurtures creativity, problem-solving, and real-world impact aligned with GCIT’s mission.
Key Responsibilities:
Startup Incubation & Mentorship: Manages startup incubation and mentorship programs.
Funding & Networking: Organizes workshops and secures funding opportunities for student initiatives.
Business Development: Facilitates business development and commercialization efforts (Royal University of Bhutan, 2018, p. 17) .
6. Assistant Director, School of Interactive Design and Development
Oversees academic programs in User Experience (UX), Digital Media, and Multimedia Software Development. Provides strategic leadership in curriculum development, faculty coordination, and academic planning. Ensures program relevance, fosters innovation, and supports student success in creative technology fields aligned with GCIT’s vision for excellence in digital education.
Key Responsibilities:
Curriculum Development: Develops industry-aligned curricula (Royal University of Bhutan, 2017, pp. 28–30) .
Industry Collaboration: Forms partnerships with multimedia industry stakeholders like the Film Association of Bhutan and Bhutan Broadcasting.
7. HR and Admin Head
As Head of Human Resources, leads and manages all HR operations, ensuring alignment with institutional goals and adherence to RUB HR policies and regulations. Oversees recruitment, staff development, performance management, and employee relations. Promotes a positive work environment, supports staff well-being, and ensures effective HR practices that contribute to GCIT’s organizational efficiency and strategic growth.
Key Responsibilities:
Recruitment & Evaluations: Oversees recruitment and performance evaluations.
Professional Development: Facilitates faculty and staff development programs.
8. Student Services Head
Student Services Coordinator, responsible for student welfare, support services, and engagement initiatives that enhance the overall student experience. Oversees counselling, health and wellness programs, academic advising, and co-curricular activities. Fosters a supportive and inclusive environment, promotes student well-being, and ensures access to resources that contribute to personal development, retention, and academic success at GCIT.
Responsible for student welfare, support services, and engagement initiatives.
Key Responsibilities:
Scholarships & Grievance Redressal: Manages scholarships and grievance redressal (Royal University of Bhutan, n.d., p. 55) .
Student Engagement: Enhances student involvement through clubs, community service, and career development programs.
9. Finance Manager
Oversees the financial operations of GCIT, ensuring all budgeting, expenditures, and resource allocations align with the institution’s strategic goals and priorities. This role involves planning, monitoring, and reporting on financial activities to support academic and administrative functions effectively. It ensures compliance with university policies and financial regulations, promotes efficient use of funds, and supports decision-making processes through accurate financial data and analysis. The position plays a key role in sustaining institutional growth and accountability.
Key Responsibilities:
Budgeting & Financial Planning: Oversees budgeting and financial planning (Royal University of Bhutan, 2017) .
Resource Allocation: Manages resource allocation and financial reporting.
10. Head of Information Communication and Technology (ICT)
Ensures GCIT’s IT infrastructure supports academic and administrative functions.
Key Responsibilities:
Cybersecurity & Digital Learning: Manages network security and digital learning platforms.
IT Integration: Supports technology integration for educational purposes.
11. Faculty Staff
Faculty members contribute to academic excellence through teaching, research, and mentorship.
Key Responsibilities:
Research & Curriculum Development: Deliver cutting-edge research and curriculum development (Royal University of Bhutan, 2017) .
Industry Collaboration: Facilitate partnerships for industry-relevant capstone projects and internships.
12. Administrative and Support Staff
As Academic and Operations Support Officer, ensures the smooth functioning of both academic and administrative processes. Coordinates scheduling, documentation, and logistics to support teaching, learning, and institutional activities. Plays a key role in maintaining efficiency, accuracy, and compliance across departments, contributing to the overall effectiveness and quality assurance of GCIT’s academic and operational systems.
Key Responsibilities:
Operational Efficiency: Ensure operational support and compliance with RUB’s HR policies (Royal University of Bhutan, 2017) .
References
Royal University of Bhutan. (2017). RUB Position Directory. Retrieved from [RUB-Position-Directory-Inside.pdf]
Royal University of Bhutan. (2018). RUB Strategic Plan 2018–2030. Retrieved from [RUB-Strategic-Plan-2030.pdf]
Royal University of Bhutan. (n.d.). RUB Governance Manual. Retrieved from [RUB-Governance-Manual-revised-after-49th-AB.pdf]
Royal University of Bhutan. (2017). RUB HR Rules and Regulations (HRRR). Retrieved from [RUB-HRRR.pdf]
1.2.2 Governance, Administrative Structure, and Institutional Practices Promoting Efficient, Effective, and Ethical Leadership
1.2.2 Governance, Administrative Structure, and Institutional Practices Promoting Efficient, Effective, and Ethical Leadership
Gyalpozhing College of Information Technology (GCIT) implements a structured governance model aligned with the Royal University of Bhutan (RUB) policies, ensuring transparency, ethical leadership, and operational efficiency. This governance framework integrates institutional oversight, standard operating procedures, turnaround time (TAT) benchmarks, ethical leadership initiatives, and continuous leadership development programs to enhance the institution’s governance capacity.
Governance Framework
Institutional Oversight: The President ensures strategic leadership and institutional accountability, as outlined in the RUB Governance Manual - Revised after 49th Academic Board (RUB, 2023).
Hierarchical Delegation: Leadership responsibilities are delegated through structured decision-making levels, following the RUB Standard Operating Procedures 2020 (RUB, 2020).
Standard Operating Procedures (SOPs)
Clearly define administrative workflows, roles, and responsibilities (RUB Standard Operating Procedures 2020, RUB, 2020).
Ensure compliance with institutional governance ethics and uphold institutional integrity.
Turnaround Time (TAT)
Service delivery benchmarks for academic and administrative processes ensure efficiency and responsiveness (RUB Standard Operating Procedures 2020, RUB, 2020).
Defined response timeframes for academic grading, student support services, and faculty evaluations to promote accountability.
Turnaround Time (TAT) in Academic and Administrative Processes at GCIT
The implementation of Turnaround Time (TAT) is crucial for ensuring efficiency and responsiveness in academic and administrative processes at Gyalpozhing College of Information Technology (GCIT). This framework aligns with the Royal University of Bhutan (RUB) governance standards, as outlined in the RUB Standard Operating Procedures (2020) and the Student Service Management Policy and Guidelines.
Service Delivery Benchmarks for Academic and Administrative Processes
1. Academic Service Delivery TAT
To maintain high academic standards, GCIT enforces defined response timeframes for key processes, including grading, student support, and faculty evaluations.
Academic Grading Turnaround Time
Objective: Ensure timely assessment and feedback to students.
Standard: As per the RUB Standard Operating Procedures (2020), faculty members are required to complete grading within a specified period.
Timeframe: All grading and result compilation must be completed within two weeks after the final assessments (RUB Standard Operating Procedures 2020, p. 35) (Link).
Implementation: Faculty must submit results within the deadline to the RUB Office of Academic Affairs.
Student Support Services Response Time
Objective: Enhance student welfare and academic guidance.
Standard: The Student Service Management Policy and Guidelines (2021) ensures that student inquiries, academic guidance, and counseling services follow a structured timeline (Student Service Management Policy & Guidelines, 2021, p. 28) (Link).
Timeframe:
Academic counseling and advising requests should be processed within five working days.
Emergency counseling services must be provided within one working day.
Student grievance redressal should be completed within ten working days.
Faculty Evaluation and Feedback System
Objective: Maintain accountability in teaching quality.
Standard: Faculty evaluations must be conducted systematically and within a pre-defined period.
Timeframe:
Mid-semester evaluations must be completed within four weeks.
End-of-semester faculty performance reviews should be concluded within six weeks of the semester’s conclusion (RUB Standard Operating Procedures 2020, p. 42) .
Supporting Evidence
2. Administrative Service Delivery TAT
Administrative efficiency is crucial for effective institutional management. The RUB Standard Operating Procedures (2020) establishes clear timelines for critical processes.
Student Registration & Academic Records
Standard: According to the RUB Standard Operating Procedures (2020), student registration and academic records must be updated promptly (RUB Standard Operating Procedures 2020, p. 50) https://sites.google.com/rub.edu.bt/gcitqa/standard-operating-procedures-sopted within one week after the semester starts.
Identity cards must be issued within the first week of orientation.
Supporting Evidence
Finance and Budget Management
Standard: The RUB Financial Management Guidelines state that financial transactions should adhere to predefined timelines (RUB Governance Manual, p. 68) (Link).
Timeframe:
Payment of stipends and student allowances must be processed within the last week of every month.
Procurement procedures for ICT and academic resources must be initiated within 30 days of fund release.
Supporting Evidence
ICT and Digital Services Response Time
Standard: As per the RUB Standard Operating Procedures (2020), ICT services should function seamlessly (RUB Standard Operating Procedures 2020, p. 60) (Link).
Timeframe:
VLE (Virtual Learning Environment) issues must be resolved within one working day to one week, depending on complexity.
ICT infrastructure maintenance requests should be attended to within 24 hours.
Supporting Evidence
Recommended Activities for Effective TAT Implementation
To improve adherence to service benchmarks, the following activities are suggested:
1. Automated Grading and Feedback Systems:
Implement Learning Management Systems (LMS) to provide real-time grading and feedback.
Train faculty in digital grading tools such as Moodle and Google Classroom.
Upload of marking in RUB Information Management System
Supporting Evidence:
2. Student Support Helpdesk and Digital Assistance:
Establish a student support portal for academic counseling and service requests.
Automate ticketing systems to track and resolve student concerns efficiently.
Supporting Evidence:
3. Evaluation Tools:
Use online form to analyze student feedback on faculty performance.
Conduct semester-based workshops for faculty improvement based on evaluation results.
Supporting Evidence:
4. E-Governance and Paperless Administration:
Digitalize financial transactions to ensure prompt stipend disbursement.
Implement e-signature workflows to speed up approval processes.
Finance Robotic process Automation to some bulk process ensure fast and smooth transaction.
Supporting Evidence:
5. ICT Infrastructure Monitoring and Reporting:
Utilize network performance monitoring tools to reduce downtime.
Set up an emergency response team for critical ICT failures.
Supporting Evidence:
The establishment of Turnaround Time (TAT) benchmarks ensures that GCIT aligns with RUB’s strategic goals for academic excellence and operational efficiency. Adhering to these timeframes enhances service delivery, fosters student success, and upholds high institutional standards. Continuous monitoring and process optimization will further improve the effectiveness of these initiatives (RUB Standard Operating Procedures 2020, p. 75) (Link).
Ethical Leadership
Ethics documents for faculty and administrators to uphold institutional values (RUB Governance Manual - Revised after 49th Academic Board, RUB, 2023).
Structured performance reviews and compliance assessments to ensure leadership accountability (RUB Human Resource Rules and Regulations, RUB, 2017).
Leadership Development
Supporting Evidence:
References
Royal University of Bhutan. (2020). RUB Standard Operating Procedures 2020. Thimphu, Bhutan: Office of the Vice Chancellor. (Link).
Royal University of Bhutan. (2021). Student Service Management Policy & Guidelines. Thimphu, Bhutan: Office of the Registrar. (Link).
Royal University of Bhutan. (2020). RUB Governance Manual. Thimphu, Bhutan: Governance & Compliance Division. (Link).
Royal University of Bhutan. (2020). Financial Management Guidelines. Thimphu, Bhutan: Finance Division. (Link).
1.2.3 Participatory and Collaborative Engagement of Staff and Students in Relevant Decision-Making Processes in Place
1.2.3 Participatory and Collaborative Engagement of Staff and Students in Relevant Decision-Making Processes in Place
Institutional Approach
Gyalpozhing College of Information Technology (GCIT) follows a participatory governance model that actively engages faculty, staff, and students in institutional decision-making processes. This ensures that academic and administrative policies reflect diverse stakeholder perspectives and align with national education priorities set by the Royal University of Bhutan (RUB). The participatory model fosters transparency, accountability, and institutional excellence (Royal University of Bhutan [RUB], 2023).
1. Leadership Committees
Faculty, staff, and students contribute to institutional planning, policy formulation, and quality assurance. Evidence: Leadership Meeting (MOM sample)
The RUB Human Resource Rules and Regulations (2017) mandate multi-stakeholder involvement in governance (RUB, 2017).
Active participation in curriculum development, academic program evaluations, and institutional governance structures.
Collaboration between administration, faculty, and students to ensure inclusive decision-making.
Supporting Evidence:
2. Consultative Meetings
Regular faculty and student engagement sessions serve as a platform for discussions on institutional reforms, academic policies, and governance.
The RUB Governance Manual (2023) states that decision-making must be informed by structured consultations and stakeholder engagement (RUB, 2023).
Routine consultative meetings with faculty and students to review academic and institutional policies.
Data-driven decision-making based on stakeholder input.
Supporting Evidence:
3. Surveys and Feedback Mechanisms
Periodic surveys assess the effectiveness of academic programs, campus facilities, and administrative services.
The RUB Strategic Plan 2030 (2021) emphasizes the importance of feedback in policy development (RUB, 2021).
Institutional surveys measure student and staff satisfaction.
Data-driven improvements based on survey results.
Supporting Evidence:
4. Student Representation
Active participation of students through the Student Representative Council (SRC) in governance committees and institutional meetings.
Student representatives engage in policy discussions and academic councils.
Student-led initiatives enhance institutional governance.
Supporting Evidence:
5. Collaborative Research Initiatives
Faculty and students collaborate on research projects in AI, cybersecurity, blockchain, and IoT to support Bhutan’s technological advancement.
The GCIT Strategic Plan (2019–2030) emphasizes research-driven innovation (GCIT, 2019).
Partnerships with national and international institutions for research excellence.
Faculty-student co-authored research publications.
Supporting Evidence:
6. Institutional Policy Development
Participatory planning ensures policies align with stakeholder needs and RUB’s strategic objectives.
The RUB Governance Manual (2023) encourages stakeholder collaboration in institutional policy-making (RUB, 2023).
Faculty and student engagement in policy formulation.
Policy alignment with national and institutional priorities.
Supporting Evidence
References
Gyalpozhing College of Information Technology. (2019). Strategic Plan 2019–2030. Royal University of Bhutan.
Royal University of Bhutan. (2017). Human Resource Rules and Regulations (HRRR 2017). Royal University of Bhutan.
Royal University of Bhutan. (2020). Standard Operating Procedures (SOP 2020). Royal University of Bhutan.
Royal University of Bhutan. (2021). Strategic Plan 2030. Royal University of Bhutan.
Royal University of Bhutan. (2022). Student Engagement Framework. Royal University of Bhutan.
Royal University of Bhutan. (2023). Governance Manual – Revised after 49th Academic Board. Royal University of Bhutan.
Progress Guide
Standard 1: Governance , Leadership & Management
Key Aspects and Indicators
1.1 Vision and Mission
1.2 Organizational Structure and Management
1.3 Accountability and Transparency
1.3.1 Clear line of reporting and accountability system with detailed guidelines to promote transparency, efficiency, and accountability.
1.3.2 Transparent and effective financial management system in place.
1.3.3 There are systematic internal and external communication procedures for the dissemination of information to stakeholders in a timely manner.
1.4 Leadership and Autonomy
1.4.1 Presence of competent and qualified leadership to lead the organization.
1.4.2 Degree of autonomy in both management and academic matters.
1.4.3 Promote and facilitate leadership grooming and succession planning.
1.5 Strategic Development, Planning, and Implementation
1.6 Data and Information Management
1.3 Accountability and Transparency
1.3 Accountability and Transparency
Gyalpozhing College of Information Technology (GCIT), under the Royal University of Bhutan (RUB), is committed to upholding the principles of accountability, transparency, and ethical leadership. These principles are embedded in the institution’s governance framework and are supported by structured guidelines, financial management systems, and communication protocols to ensure institutional integrity and excellence.
1.3.1 Clear Line of Reporting and Accountability System
GCIT adheres to a clearly defined reporting and accountability framework designed to promote transparency, efficiency, and effective decision-making. This framework ensures that roles, responsibilities, and expectations are well-articulated across all institutional levels.
Guidelines for Transparency, Efficiency, and Accountability
Defined Roles and Responsibilities:
The Terms of Reference (ToR) for all key position holders are outlined in accordance with the Royal University of Bhutan Human Resource Rules and Regulations (HRRR, 2017). These guidelines define specific responsibilities and reporting lines for each role, ensuring clarity and consistency across institutional operations.
Supporting Evidence:
Performance Evaluation and Monitoring:
Regular performance evaluations of faculty and administrative staff are conducted through structured feedback mechanisms. These evaluations are aligned with RUB’s performance appraisal systems, ensuring accountability and professional growth (RUB, 2017).
Supporting Evidence:
Internal Audits and Quality Assurance:
Periodic internal audits are conducted to ensure compliance with institutional policies, financial controls, and regulatory requirements, as detailed in the Standard Operating Procedures (SOPs, 2020).
Supporting Evidence:
Implementation of Standard Operating Procedures (SOPs):
The SOPs standardize operational procedures across governance, human resources, and financial management, facilitating transparency and operational efficiency (RUB, 2020).
Control Mechanisms
Decentralized Decision-Making Framework:
Governance committees with faculty and student representation facilitate participatory decision-making, enhancing inclusivity and transparency (RUB Governance Manual, 2018).
Professional Development and HR Accountability:
Training programs and continuous monitoring contribute to faculty and staff development, aligning with RUB’s guidelines for professional excellence (RUB, 2017).
Teaching and Learning Assessments:
The Annual Programme Monitoring Reports (APMR) track teaching effectiveness, curriculum delivery, and student learning outcomes (RUB, 2020).
Supporting Evidence:
1.3.2 Transparent and Effective Financial Management System
GCIT implements a robust financial management framework that ensures transparency, accountability, and financial sustainability. This framework is aligned with RUB’s financial management policies and national higher education priorities.
Financial Management Measures
Annual Budget Planning:
The Finance Department collaborates with senior management in the formulation of annual budgets, ensuring alignment with institutional objectives (RUB Position Directory, 2020).
Budget Reviews:
Regular financial reviews and monitoring of expenditures help maintain financial discipline and sustainability (RUB Financial Management Manual, 2019).
Supporting Evidence:
Regular Leadership Meetings (MOM)
Auditing and Financial Integrity Measures
Internal and External Audits:
Comprehensive internal and external audits ensure adherence to financial policies and effective budgetary control (RUB, 2020).
Transparent Financial Reporting:
Detailed quarterly and annual reports provide an accurate account of institutional income, expenditures, and financial status (RUB, 2019).
Financial Integrity Controls:
Bank reconciliations and approval mechanisms safeguard against financial mismanagement, promoting institutional integrity (RUB Financial Management Manual, 2019).
Supporting Evidence:
1.3.3 Systematic Internal and External Communication Procedures
GCIT follows systematic communication protocols to ensure the timely dissemination of information to internal and external stakeholders. This framework supports effective decision-making, promotes institutional transparency, and fosters stakeholder engagement.
Internal Communication Mechanisms
Faculty and Administrative Updates:
Regular faculty meetings, email bulletins, and intranet updates ensure timely communication within the institution (RUB, 2020).
Departmental Meetings:
Structured departmental meetings facilitate effective internal coordination and dissemination of governance-related information (RUB Student Service Management Policy, 2021).
Supporting Evidence:
Regular Leadership Meetings (MOM)
External Communication Strategies
Public Engagement:
GCIT disseminates institutional information through official websites, newsletters, and social media platforms to maintain transparency and engage external stakeholders (RUB Governance Manual, 2018).
Supporting Evidence:
Stakeholder Feedback and Engagement:
Surveys, open forums, and structured feedback collection mechanisms enable continuous engagement with stakeholders, refining institutional practices based on their input (RUB, 2017).
Supporting Evidence:
Staff Feeback
Industry Feedback
Regular Leadership Meetings (MOM)
GCIT’s commitment to accountability and transparency is reflected in its governance structures, financial management systems, and systematic communication procedures. By aligning with RUB’s institutional policies and Bhutan’s national higher education framework, GCIT ensures responsible decision-making, financial integrity, and continuous improvement through participatory engagement and transparent operations.
References
Royal University of Bhutan. (2017). Human Resource Rules and Regulations (HRRR 2017). Royal University of Bhutan.
Royal University of Bhutan. (2018). Governance Manual. Royal University of Bhutan.
Royal University of Bhutan. (2019). Financial Management Manual. Royal University of Bhutan.
Royal University of Bhutan. (2019). RUB-IMS HRM User Manual. Royal University of Bhutan.
Royal University of Bhutan. (2020). Standard Operating Procedures (SOPs 2020). Royal University of Bhutan.
Royal University of Bhutan. (2020). RUB Position Directory. Royal University of Bhutan.
Royal University of Bhutan. (2021). Student Service Management Policy. Royal University of Bhutan.
Progress Guide
Standard 1: Governance , Leadership & Management
Key Aspects and Indicators
1.1 Vision and Mission
1.2 Organizational Structure and Management
1.3 Accountability and Transparency
1.4 Leadership and Autonomy
1.4.1 Presence of competent and qualified leadership to lead the organization.
1.4.2 Degree of autonomy in both management and academic matters.
1.4.3 Promote and facilitate leadership grooming and succession planning.
1.5 Strategic Development, Planning, and Implementation
1.5.1 Strategic plans to achieve long and short-term organizational goals and objectives in place.
1.5.2 Review of the strategic activities for continual improvement in place.
1.6 Data and Information Management
1.4 Leadership and Autonomy
1.4 Leadership and Autonomy
Gyalpozhing College of Information Technology (GCIT), under the Royal University of Bhutan (RUB), has established a structured leadership framework designed to promote effective governance, institutional autonomy, and leadership succession planning. This framework aligns with RUB’s policies and Bhutan’s national higher education strategy, focusing on fostering qualified leadership, promoting academic and administrative autonomy, and nurturing future leaders through structured development programs.
1.4.1 Presence of Competent and Qualified Leadership to Lead the Organization
1.4.1 Presence of Competent and Qualified Leadership to Lead the Organization
GCIT is governed by a qualified leadership team comprising the President, Directors, Heads of Departments, and Program Leaders. Each leadership role contributes to the institution’s overall governance, strategic direction, and academic excellence. These leaders ensure that institutional policies are effectively implemented, strategic goals are met, and academic programs maintain high standards.
President:
The President is responsible for setting the institution’s strategic vision, ensuring policy implementation, and leading the institution in alignment with RUB’s governance framework (Royal University of Bhutan [RUB], 2020).
Senior Director, School of Computing (SOC):
Oversees academic and research activities in emerging technology fields such as Artificial Intelligence, Cybersecurity, Blockchain Development, and Data Science (RUB, 2019).
Director of SOC:
These individuals oversee curriculum development, research initiatives, and faculty management to ensure effective academic and administrative operations (RUB, 2020).
Program Leaders:
Responsible for managing specific academic programs, ensuring the quality of course delivery, and supporting faculty development (RUB, 2019).
All leadership positions meet RUB’s competency and qualification standards as outlined in the Royal Charter of the Royal University of Bhutan (RUB, 2003), which stipulates leadership roles must be held by individuals with substantial expertise in academic management, institutional development, and administrative leadership.
Supporting Evidence:
1.4.2 Degree of Autonomy in Both Management and Academic Matters
1. Introduction
Gyalpozhing College of Information Technology (GCIT), as a constituent college of the Royal University of Bhutan (RUB), operates with significant autonomy in both academic and administrative matters. This autonomy enables flexibility in decision-making, curriculum development, research focus, and financial management while ensuring alignment with RUB’s broader institutional framework.
2. Academic Autonomy
Curriculum Design and Development
GCIT has the authority to create, revise, and implement academic programs in specialized fields, including:
Artificial Intelligence and Data Science
Cybersecurity
Blockchain Development
Full Stack Development
Interactive Design and Development
Supporting Evidence:
The Royal Charter of the Royal University of Bhutan (RUB, 2003) grants constituent colleges the flexibility to design and modify curricula within the academic guidelines of the university.
The Bachelor of Computer Science and Bachelor of Interactive Design and Development (GCIT, 2022) programme documents highlight GCIT’s autonomy in structuring academic programs .
Regular Leadership Meetings (MOM)
Teaching and Learning Innovation
Faculty members are encouraged to implement innovative teaching methodologies aligned with global academic standards to enhance education quality.
GCIT promotes the use of blended learning approaches, digital learning tools, and project-based assessments to improve student engagement.
Supporting Evidence:
The GCIT and RUB Strategic Plan 2018–2030 (RUB, 2018) emphasizes fostering innovation in pedagogy and learning methodologies .
The Bachelor of Computer Science and Bachelor of Interactive Design and Development (GCIT, 2022) programme documents highlight GCIT’s autonomy in structuring academic programs .
Regular Leadership Meetings (MOM)
Collaborative Research and Partnerships
GCIT actively collaborates with industries, government agencies, and international universities to foster research.
These collaborations support Bhutan’s socio-economic development goals through applied research projects.
Supporting Evidence:
RUB Strategic Plan 2018–2030 (RUB, 2018) highlights the importance of research-driven collaboration for Bhutan’s national development .
3. Financial and Administrative Autonomy
Independent Budget Management
GCIT independently manages its budget, financial resources, and infrastructure development to ensure financial sustainability.
Supporting Evidence:
The RUB-IMS Planning and Budgeting User Manual (2019) outlines financial independence in budget allocation and execution .
Revenue Generation Initiatives
GCIT undertakes various income-generating activities to promote financial independence, including:
Professional development programs for industry professionals.
Research grants from national and international funding agencies.
Startup incubation through platforms such as DevForge.
Enrollment of self-financing students in specialized programs.
Continuing Education and Training (CET) programs tailored for professionals.
Supporting Evidence:
RUB Governance Manual (2020) allows colleges to engage in revenue-generating activities
Administrative Decision-Making
GCIT retains autonomy over faculty hiring, procurement processes, and strategic planning, ensuring efficient and timely decision-making.
Supporting Evidence:
The RUB Standard Operating Procedures (2020) details decision-making autonomy in procurement and faculty recruitment .
1.4.3 Promotion and Facilitation of Leadership Grooming and Succession Planning
1.4.3 Promotion and Facilitation of Leadership Grooming and Succession Planning
1. Leadership Development Initiatives
Leadership Training Programs
GCIT faculty and administrative staff participate in leadership workshops, executive education programs, and strategic management training to enhance leadership skills.
Supporting Evidence:
RUB Human Resource Rules and Regulations (2017) mandates continuous leadership development for academic and administrative personnel .
Mentorship and Internal Promotion
Experienced leaders mentor junior faculty and staff, fostering leadership development and creating pathways for internal promotion.
Supporting Evidence:
RUB Human Resource Rules and Regulations (2017) mandates continuous leadership development for academic and administrative personnel .
Succession Planning Mechanisms
Structured Succession Plan
GCIT follows a formalized succession policy to ensure smooth leadership transitions and institutional stability.
Supporting Evidence:
RUB Strategic Plan 2030 (2021) emphasizes structured leadership grooming and institutional sustainability .
Regular Leadership Meetings (MOM)
Talent Identification and Professional Growth
GCIT identifies high-potential faculty and staff and provides specialized growth opportunities, such as:
Supporting Evidence:
• RUB HR Regulations (2017) states that leadership talent should be nurtured through structured career progression plans .
Supporting Evidence:
GCIT’s leadership and autonomy framework supports effective governance, academic excellence, and institutional sustainability. Through competent leadership, academic and financial autonomy, and strategic succession planning, GCIT continues to advance Bhutan’s digital transformation and contribute to national development goals. This framework aligns with RUB’s governance standards and Bhutan’s national educational strategies.
References
Royal University of Bhutan. (2003). The Royal Charter of the Royal University of Bhutan. Thimphu, Bhutan.
Royal University of Bhutan. (2018). Strategic Plan 2018–2030. Thimphu, Bhutan.
Royal University of Bhutan. (2019). RUB-IMS Human Resource Management (HRM) User Manual. Thimphu, Bhutan.
Royal University of Bhutan. (2020). RUB Governance Manual. Thimphu, Bhutan.
Royal University of Bhutan. (2020). RUB Standard Operating Procedures. Thimphu, Bhutan.
Royal University of Bhutan. (2017). RUB Human Resource Rules and Regulations. Thimphu, Bhutan.
Gyalpozhing College of Information Technology. (2022). Bachelor of Computer Science & Bachelor of Interactive Design and Development Programme Documents. Thimphu, Bhutan.
Gyalpozhing College of Information Technology. (2024). GCIT Leadership Workshop Report. Singapore.
Progress Guide
Standard 1: Governance , Leadership & Management
Key Aspects and Indicators
1.1 Vision and Mission
1.2 Organizational Structure and Management
1.3 Accountability and Transparency
1.4 Leadership and Autonomy
1.5 Strategic Development, Planning, and Implementation
1.5.1 Strategic plans to achieve long and short-term organizational goals and objectives in place.
1.5.2 Review of the strategic activities for continual improvement in place.
1.6 Data and Information Management
1.6.1 Data and information management system in place.
1.6.2 The confidentiality and security of all data and information ensured.
1.5 Strategic Development, Planning, and Implementation
1.5 Strategic Development, Planning, and Implementation
Gyalpozhing College of Information Technology (GCIT), under the Royal University of Bhutan (RUB), employs a structured approach to strategic development, planning, and implementation to ensure institutional growth, academic excellence, and alignment with Bhutan’s national higher education priorities. The framework focuses on establishing clear short-term and long-term goals, regularly reviewing strategic activities, and ensuring continual institutional improvement.
1.5.1 Strategic Plans to Achieve Long- and Short-Term Organizational Goals and Objectives in Place
1.5.1 Strategic Plans to Achieve Long- and Short-Term Organizational Goals and Objectives in Place
GCIT’s strategic plan serves as a comprehensive framework designed to guide institutional growth and development over both short-term and long-term horizons. These plans are aligned with RUB’s overarching vision and Bhutan’s technological advancement priorities.
Short-Term Goals (1–3 Years)
Short-term goals focus on addressing immediate institutional priorities and fostering continuous improvement in academic and administrative processes:
Curriculum Modernization:
Regularly update and modernize academic programs to keep pace with global technological advancements and evolving industry demands (Royal University of Bhutan [RUB], 2018).
Supporting Evidence:
Royal University of Bhutan. (2021). RUB Strategic Plan 2030 Manual. Royal University of Bhutan.
Gyalpozhing College of Information Technology. (2022). Bachelor of Computer Science (DPD) Programme Document. GCIT.
Gyalpozhing College of Information Technology. (2022). Bachelor of Interactive Design and Development (BIDD) Programme Document. GCIT.
University of Batangas Ubian International Conference, February 27-28, 2025
Faculty Development:
Offer professional development programs, workshops, and certifications to enhance faculty skills in emerging areas such as Artificial Intelligence, Cybersecurity, and Blockchain Technology (RUB, 2019).
Supporting Evidence:
Royal University of Bhutan. (2021). RUB Strategic Plan 2030 Manual. Royal University of Bhutan.
University of Batangas Ubian International Conference, February 27-28, 2025
Infrastructure Development:
Upgrade both physical infrastructure (laboratories, classrooms) and digital infrastructure (e-learning platforms and research facilities) to support innovation in teaching and research.
Supporting Evidence:
Industry Collaboration:
• Strengthen partnerships with technology firms, government agencies, and startups to enhance student employability and provide real-world learning experiences (RUB, 2020).
Long-Term Goals (5–10 Years)
Long-term objectives are aimed at establishing GCIT as a national and regional leader in technological innovation and higher education:
Expansion of Academic Programs:
Introduce specialized new programs in fields such as Cybersecurity , Bachelor in Information, Communication and Technology (BICT) and Continuous Education Training Academy focusing on skills aligned with global digital trends (RUB, 2018).
Research and Innovation:
Foster a culture of research excellence by supporting interdisciplinary research initiatives and encouraging faculty-student collaborations.
International Partnerships:
Develop global academic and research collaborations with universities and research institutions to promote knowledge exchange and joint projects.
Supporting Evidence
Establishment of Innovation Hubs:
• Position GCIT as a hub for technological innovation and entrepreneurship through initiatives like GCIT+ Startup and partnerships with industry stakeholders.
Supporting Evidence
Collaborative Development Process
GCIT’s strategic plans are developed through an inclusive process that involves consultation with faculty, administrative staff, students, alumni, and industry partners. This participatory approach ensures that institutional priorities remain aligned with stakeholder expectations and national development goals (RUB, 2018).
Supporting Evidence
Regular Leadership Meetings (MOM)
1.5.2 Review of the Strategic Activities for Continual Improvement in Place
1.5.2 Review of the Strategic Activities for Continual Improvement in Place
To ensure the relevance and effectiveness of its strategic goals, GCIT conducts regular reviews of its activities, processes, and performance indicators. This approach supports a cycle of continuous improvement in institutional governance and academic excellence.
Strategic Review Mechanisms
Annual Performance Reviews:
Each year, GCIT conducts an institutional performance review to assess progress toward strategic goals. This includes evaluating faculty performance, student achievements, and administrative efficiency (RUB, 2017).
Supporting Evidence
Regular Leadership Meetings (MOM)
Royal University of Bhutan. (2021). RUB Strategic Plan 2030 Manual. Royal University of Bhutan.
Gyalpozhing College of Information Technology. (2022). Bachelor of Computer Science (DPD) Programme Document. GCIT.
Gyalpozhing College of Information Technology. (2022). Bachelor of Interactive Design and Development (BIDD) Programme Document. GCIT.
Key Performance Indicators (KPIs):
KPIs are developed for each strategic goal to measure success and track progress. These indicators cover areas such as research output, student enrollment, faculty development, and financial sustainability (RUB, 2019).
Supporting Evidence
Stakeholder Feedback:
Regular surveys and feedback sessions involving students, faculty, alumni, and industry partners help identify gaps in performance and inform necessary adjustments in strategic activities.
Supporting Evidence
Regular Leadership Meetings (MOM)
Annual Strategic Review:
An internal review committee, composed of faculty, administrative staff, and external advisors, evaluates the institution’s strategic achievements, identifies challenges, and makes recommendations for future improvements (RUB, 2017).
Supporting Evidence
Regular Leadership Meetings (MOM)
Continuous Improvement Initiatives
Data-Driven Decision-Making:
Institutional decisions are made based on data collected from performance reviews, surveys, and research outcomes to ensure evidence-based policy adjustments (RUB, 2020).
Supporting Evidence
Regular Leadership Meetings (MOM)
Action Plan Revisions:
• Based on annual reviews, GCIT updates its action plans to align with new opportunities, technological trends, and national educational priorities (RUB, 2020).
Supporting Evidence
Regular Leadership Meetings (MOM)
· Regular Leadership Meetings (MOM)
· RUB Annual Programme Monitoring Report
• Curriculum Review and Development
Resource Allocation:
Budget allocations and resource mobilization strategies are continuously revised to support emerging institutional priorities and address areas of underperformance.
Supporting Evidence
Regular Leadership Meetings (MOM)
GCIT’s strategic development framework ensures that the institution remains agile, adaptable, and aligned with Bhutan’s national higher education priorities. By setting clear short- and long-term goals and engaging in regular reviews of its strategic activities, GCIT fosters continuous institutional improvement. This comprehensive approach not only drives academic excellence and research innovation but also strengthens the institution’s contribution to Bhutan’s digital transformation and socio-economic development.
References
Royal University of Bhutan. (2017). Human Resource Rules and Regulations (HRRR). Chapter 6, pp. 103–104.
Royal University of Bhutan. (2018). Strategic Plan 2018–2030. Chapter 4, Section 4.3, pp. 19–21.
Royal University of Bhutan. (2019). IMS Human Resource Management User Manual. Section 4.2, pp. 12–15.
Royal University of Bhutan. (2020). Standard Operating Procedures (SOP). Chapter 5, Section 5.4, pp. 32–35.
Progress Guide
Standard 1: Governance , Leadership & Management
Key Aspects and Indicators
1.1 Vision and Mission
1.2 Organizational Structure and Management
1.3 Accountability and Transparency
1.4 Leadership and Autonomy
1.5 Strategic Development, Planning, and Implementation
1.6 Data and Information Management
1.6.1 Data and information management system in place.
1.6.2 The confidentiality and security of all data and information ensured.
1.6 Data and Information Management
1.6 Data and Information Management
At Gyalpozhing College of Information Technology (GCIT), under the umbrella of the Royal University of Bhutan (RUB), data and information management is central to institutional governance, academic planning, and operational efficiency. The college has implemented a robust, centralized data management system that ensures the integrity, confidentiality, and security of institutional data for students, staff, and alumni. This system aligns with RUB’s overarching data governance policies, promoting transparency, accountability, and efficient decision-making.
1.6.1 Data and Information Management System in Place
GCIT utilizes the RUB Information Management System (RUB-IMS), a centralized digital platform designed to facilitate efficient data collection, storage, retrieval, and analysis across all constituent colleges. The system supports seamless data management for students, faculty, administrative staff, and alumni.
Core Components of the Data Management System
Student Information Management:
The RUB-IMS Student Service Management (SSM) module maintains accurate records of student enrollment, academic performance, and graduation details. This digital system minimizes manual errors and streamlines academic record management (Royal University of Bhutan [RUB], 2019a).
Staff Information Management:
The RUB-IMS Human Resource Management (HRM) module automates staff recruitment processes, maintains personnel records, and supports workforce planning, promoting operational efficiency (RUB, 2019b).
Alumni Engagement:
The RUB-IMS Alumni Management System enables effective engagement with graduates by maintaining up-to-date alumni records and facilitating communication for professional networking and institutional development initiatives (RUB, 2018).
Resource and Inventory Management:
The RUB-IMS Inventory Management System tracks institutional resources and inventory, ensuring efficient allocation and utilization of assets across GCIT (RUB, 2019c).
Benefits of the Data Management System
Data Accuracy and Reliability:
Centralized data management reduces duplication and errors, enhancing the accuracy of institutional records.
Real-Time Reporting:
The system generates real-time reports that support informed decision-making in administrative, financial, and academic planning (RUB, 2019d).
Efficient Resource Allocation:
IMS-generated reports help optimize financial and human resource distribution, ensuring alignment with institutional priorities.
Strategic Planning and Monitoring:
Data analytics tools integrated within the IMS enable the institution to monitor progress against strategic goals, adjust action plans, and ensure accountability across departments.
Supporting Evidence:
1.6.2 The Confidentiality and Security of All Data and Information Ensured
GCIT is committed to upholding the highest standards of data security and confidentiality, in accordance with RUB’s data protection policies. Security protocols are designed to safeguard sensitive information, prevent unauthorized access, and ensure compliance with national data privacy regulations.
Data Protection and Access Control Measures
Role-Based Access Controls (RBAC):
Access to sensitive student, staff, and alumni data is restricted based on user roles and responsibilities. Only authorized personnel can access, modify, or retrieve specific datasets (RUB, 2019b).
Data Encryption:
All sensitive institutional data is encrypted during storage and transmission, minimizing the risk of data breaches or unauthorized disclosures (RUB, 2019c).
Authentication Protocols:
Multi-layer authentication, including password protection and biometric verification, ensures secure access to the system (RUB, 2019d).
Audit and Monitoring Logs:
Every data access event is recorded in audit logs, enabling accountability and traceability of user activities within the system (RUB, 2019a).
Incident Response and Risk Management
To mitigate potential risks associated with data loss or breaches, GCIT follows comprehensive risk management procedures outlined in RUB’s institutional policies:
Regular Data Backups:
Automated daily backups of institutional records ensure data can be restored promptly in case of accidental loss or system failures (RUB, 2019a).
Data Recovery and Continuity Plans:
The institution maintains robust data recovery protocols and business continuity plans to minimize disruption in the event of technical failures or cyber-attacks.
Confidentiality Agreements:
All personnel with access to sensitive data are required to sign non-disclosure agreements (NDAs) to maintain data privacy and confidentiality (RUB, 2019b).
Cybersecurity Training:
Periodic cybersecurity training programs for ICT staff ensure adherence to data security protocols and awareness of emerging digital threats.
Supporting Evidence:
GCIT’s data and information management system, developed under RUB’s governance framework, ensures the integrity, confidentiality, and accuracy of institutional data. Through the implementation of robust security measures and access controls, GCIT safeguards sensitive information, supports data-driven decision-making, and fosters institutional transparency. These practices contribute to the efficient management of student, staff, and alumni records, enabling the institution to maintain academic excellence and operational efficiency.
References
Royal University of Bhutan. (2018). RUB-IMS Alumni Management User Manual.
Royal University of Bhutan. (2019a). RUB-IMS Student Service Management (SSM) User Manual.
Royal University of Bhutan. (2019b). RUB-IMS Human Resource Management (HRM) User Manual.
Royal University of Bhutan. (2019c). RUB-IMS Property & Inventory Management User Manual.
Royal University of Bhutan. (2019d). RUB-IMS Planning & Budgeting Module (PBM) User Manual
Rubrics for Standard 1 (15 Points)
Audit Checklist for Standard 1: Governance, Leadership & Management
Audit Checklist for Standard 1: Governance, Leadership & Management
1.1 Vision and Mission
1.1.1 Vision and mission are aligned with the university/institute goals and national aspirations
• Vision and mission statements documented and accessible
• Alignment of vision and mission with national policies and institutional goals reviewed
• Stakeholder awareness of vision and mission assessed
1.1.2 Plans and activities are geared towards achieving the vision and mission of the institution
• Institutional strategic plan aligned with vision and mission
• Annual action plans supporting the institutional vision documented
• Implementation and progress reports reviewed
1.2 Organizational Structure and Management
1.2.1 Clear organizational structure and mandates are in place
• Organizational chart clearly defining roles and responsibilities documented
• Institutional mandates and governance framework documented
• Job descriptions and terms of reference for leadership positions available
1.2.2 Governance, administrative structure, and institutional practices that promote efficient, effective, and ethical leadership in place
• Governance policies and procedures documented
• Compliance with ethical leadership practices monitored
• Decision-making structures and processes reviewed
1.2.3 Participatory and collaborative engagement of staff and students in relevant decision-making processes in place
• Platforms for staff and student participation in decision-making documented
• Records of meetings and stakeholder consultations maintained
• Feedback mechanisms for participatory governance implemented
1.3 Accountability and Transparency
1.3.1 Clear line of reporting and accountability system with detailed guidelines to promote transparency, efficiency, and accountability
• Reporting structure and accountability mechanisms documented
• Regular institutional audits conducted
• Internal control mechanisms reviewed
1.3.2 Transparent and effective financial management system in place
• Financial policies and procedures documented
• Budget planning and expenditure tracking mechanisms in place
• Financial audits and compliance reports reviewed
1.3.3 Systematic internal and external communication procedures for the dissemination of information to stakeholders in a timely manner
• Institutional communication policy documented
• Channels for communication with stakeholders maintained (e.g., website, newsletters, meetings)
• Records of stakeholder engagement and feedback reviewed
1.4 Leadership and Autonomy
1.4.1 Presence of competent and qualified leadership to lead the organization
• Leadership selection criteria and appointment process documented
• Records of leadership qualifications and experience maintained
• Leadership performance evaluation mechanisms in place
1.4.2 Degree of autonomy in both management and academic matters
• Institutional policies ensuring academic and administrative autonomy documented
• Decision-making processes in academic and administrative matters reviewed
• Autonomy in financial management evaluated
1.4.3 Promote and facilitate leadership grooming and succession planning
• Leadership training and development programs conducted
• Succession planning framework in place
• Records of leadership mentorship and capacity-building initiatives maintained
1.5 Strategic Development, Planning, and Implementation
1.5.1 Strategic plans to achieve long and short-term organizational goals and objectives in place
• Institutional strategic plan documented and aligned with national development goals
• Short-term and long-term action plans developed and implemented
• Monitoring and evaluation mechanisms for strategic goals in place
1.5.2 Review of the strategic activities for continual improvement in place
• Strategic plan review schedules documented
• Performance indicators and assessment reports for strategic goals maintained
• Feedback from stakeholders on strategic plan implementation collected
1.6 Data and Information Management
1.6.1 Data and information management system in place
• Institutional data management policy documented
• Data storage, retrieval, and reporting systems implemented
• Mechanisms for data accuracy and reliability reviewed
1.6.2 Confidentiality and security of all data and information ensured
• Data security policies and procedures in place
• Compliance with data privacy regulations monitored
• Access controls and cybersecurity measures implemented
For any questions or feedback, please email us at: qualityassurance.gcit@rub.edu.bt.
School of Computing
School of Interactive Design and Development
RUB References
Evidences
GCIT Sparks International Student Program. Website, Facebook
GCIT Clubs
Gyalpozhing College of Information Technology
Bhutan Qualification Professional and Certification Authority
GCIT Institutional Self-Assessment Report (ISAR) 2025-- in progress
Accreditation Application 2025
Institutional Accreditation Manual 2025
Institutional Self-Assesment Report (ISAR) Form Annexture VIII
Full Stack Curriculum and Team
AI Development and Data Science Curriculum and Team
Blockchain Development Curriculum and Team
Cybersecurity Curriculum and Team
Interactive Design and Development Curriculum and Team
Academic and Non Academic List
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