2.2 Academic Flexibility and Programme Diversification

Gyalpozhing College of Information Technology (GCIT), a constituent college under the Royal University of Bhutan (RUB), is dedicated to fostering academic flexibility and promoting programme diversification. This commitment ensures that students are equipped with industry-relevant skills, interdisciplinary knowledge, and adaptability to navigate the rapidly evolving global technological landscape. GCIT’s academic framework integrates modular structures, competency-based assessments, and diverse elective courses, allowing students to personalize their learning experiences while maintaining high academic standards.

2.2.1 Diverse Choice of Programmes and Electives Offered

GCIT offers specialized undergraduate programmes designed to meet global technological trends and industry demands. These programmes provide students with opportunities to specialize in emerging fields, ensuring academic excellence and enhancing their career prospects.

Core Academic Programmes

• Bachelor of Interactive Design and Development (BIDD):

  • • • • • Combines principles of creative design with advanced technology, preparing students for careers in user experience (UX) design, digital media, and interactive technology.

• Bachelor of Computer Science (AI Development & Data Science):

• Focuses on artificial intelligence, machine learning, and data analytics, training students to address data-driven challenges across industries.

• Bachelor of Computer Science (Blockchain Development):

  • • • • • Specializes in decentralized systems, distributed ledger technology, and secure transactional architectures.

• Bachelor of Computer Science (Full Stack Development):

  • • • • • Provides comprehensive training in front-end and back-end development, enabling students to build full-scale web applications.

Elective Courses for Academic Enrichment

To broaden their academic perspectives, GCIT offers various interdisciplinary electives designed to enhance students’ versatility:

• Technopreneurship:

  • • • • • Develops entrepreneurial skills, focusing on technological innovation, startup incubation, and business development.

• Secured Coding and Ethical Hacking:

  • • • • • Provides specialized training in cybersecurity, vulnerability assessments, and ethical hacking practices.

• Creative Technologies:

  • • • • • Fosters creativity through interactive design, game development, digital storytelling, and emerging media technologies.

Supporting Evidence:

• The RUB Annual Statistics 2024–2025 reports detailed enrolment figures for GCIT’s diverse academic programmes, highlighting the institution’s commitment to providing varied learning opportunities across different technological domains (Royal University of Bhutan, 2024).

• GCIT Electives

• 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.

2.2.2 Academic Flexibility Within the System in Place

GCIT’s flexible academic system enables students to tailor their educational experiences while maintaining academic rigor. This flexibility allows students to choose courses, engage in interdisciplinary studies, and align their learning with specific career goals.

Key Features of Academic Flexibility

Choice-Based Learning Pathways

• Students can select specializations, minors, and capstone projects aligned with personal interests and career aspirations.

• Interdisciplinary learning fosters collaboration across different technological disciplines.

• Project-based assignments enhance critical thinking and problem-solving skills through real-world applications.

Supporting Evidence:

• Syllabus Sample

• Specialization Briefing

• 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.

Competency-Based Assessment Framework

• Evaluates students’ mastery of specific skills and competencies required in the professional workforce.

• Capstone projects, internships, and industry-based assignments provide hands-on experience and encourage applied learning.

Continuous Curriculum Improvement

• Periodic Programme Reviews:

Regular curriculum reviews ensure alignment with global technological trends and the evolving needs of the job market (Royal University of Bhutan, 2020).

• Student-Centric Learning Approaches:

Emphasizes independent research, problem-solving, and innovation-driven learning.

• Industry Advisory Engagement:

Consultations with industry professionals help ensure curricula remain relevant and responsive to current and future workforce demands (Royal University of Bhutan, 2020).

Supporting Evidence:

• Student list 2025

• 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.

• GCIT Transformation

Evidence of Flexibility

Student Enrollment Data:

The RUB Annual Statistics 2024–2025 provides evidence of GCIT’s diversified programme offerings, with statistics highlighting government-funded and self-financed enrolments (Royal University of Bhutan, 2024).

   Supporting Evidence:

• Student list 2025

Curriculum Structure Documentation:

The Wheel of Academic Law outlines the academic structure, including elective flexibility and the integration of capstone projects (Royal University of Bhutan, 2020).

Supporting Evidence:

• Student list 2025

• 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.

Programme Review Records:

Documentation of periodic reviews, aligned with RUB’s academic framework, ensures curricula remain responsive to technological advancements and industry shifts (Royal University of Bhutan, 2020).

References

• 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.

•  Royal University of Bhutan. (2019). GCIT Strategic Plan 2019–2030: Programme Relevance and Diversification (pp. 5–6).

• Royal University of Bhutan. (2020). The Wheel of Academic Law (Section B1: Academic Programme Structure, p. 9).

•  Royal University of Bhutan. (2024). Annual Statistics 2024–2025.

2.3 Academic Planning and Delivery

Gyalpozhing College of Information Technology (GCIT), under the governance of the Royal University of Bhutan (RUB), follows a comprehensive and structured framework for academic planning and delivery. This framework ensures the alignment of teaching practices with global standards, supports effective delivery of academic programmes, and fosters student-centered learning experiences. The college employs continuous evaluation mechanisms, modern teaching methodologies, and interactive learning strategies to promote academic excellence and innovation.

2.3.1 Academic Planning and Implementation in Place

GCIT employs a systematic approach to academic planning, ensuring that programmes are delivered effectively and align with institutional goals, national education policies, and international best practices. Academic planning involves curriculum development, scheduling, resource allocation, and faculty workload management.

Key Features of Academic Planning:

Curriculum Development:

•      Courses are designed based on industry needs, technological advancements, and global standards (Royal University of Bhutan, 2020).

Academic Calendar Management:

•      GCIT follows a structured academic calendar aligned with RUB’s schedule, including timelines for assessments, practical training, and research projects.

Resource Allocation:

•      Academic resources such as laboratories, teaching aids, and faculty development programs are strategically allocated to support quality education delivery.

Supporting Evidence:

• The Wheel of Academic Law outlines the academic planning structure, ensuring consistency in programme delivery across RUB’s constituent colleges (Royal University of Bhutan, 2020).

• Academic Workflow

• Academic Process

• Academic Calendar

• Faculty Module Assignment

• ICT Budget Allocation Planning

2.3.2 Modules Delivered as per the Approved Learning Outcomes & Delivery Plan

Each module offered at GCIT is designed and delivered according to predefined learning outcomes and delivery plans. This ensures consistency, clarity, and alignment with international academic standards.

Implementation Framework:

• Predefined Learning Outcomes:

Each module specifies measurable outcomes that align with industry expectations and academic objectives.

• Standardized Delivery Plans:

Modules are delivered following structured syllabi and lesson plans approved by the RUB Academic Board (Royal University of Bhutan, 2019).

• Assessment Alignment:

Assessments are directly linked to learning outcomes, ensuring that students meet the required competencies for each module.

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.

• Curriculum review and development

• GCIT RUB Strategic Plan 2030

• Academic Workflow

• Academic Process

• Academic Calendar

• Faculty Module Assignment

2.3.3 Effective Mechanisms in Place to Evaluate Teaching for Promotion of Quality Teaching

GCIT employs comprehensive mechanisms to evaluate teaching effectiveness and enhance instructional quality through continuous feedback and performance assessment.

Teaching Evaluation Mechanisms:

• Student Feedback Surveys:

Regular surveys assess teaching effectiveness, course content, and instructor engagement.

• Peer Evaluations:

Faculty members participate in peer-review exercises to share best practices and receive constructive feedback.

• Faculty Performance Appraisals:

Annual performance evaluations based on teaching quality, student feedback, research output, and contributions to curriculum development (Royal University of Bhutan, 2020).

Supporting Evidence:

• The GCIT Strategic Plan 2019–2030 outlines quality assurance measures for evaluating faculty performance (Royal University of Bhutan, 2019).

• IWP (Individual Work Plan)

• RUB Human Resource Rules and Regulations (2017)

• IWP (Individual Work Plan)

• Student Feedback

• Staff Feeback

• Curriculum review and development

2.3.4 Relevant Teaching-Learning Methodologies and Materials Employed

GCIT uses diverse teaching-learning methodologies and modern educational resources to ensure comprehensive knowledge transfer and skill development.

Teaching-Learning Approaches:

• Blended Learning:

  • • Combines traditional classroom instruction with online learning platforms to promote flexibility and accessibility.

• Project-Based Learning (PBL):

  • • Encourages students to apply theoretical knowledge to real-world problems through hands-on projects and case studies.

• Collaborative Learning:

  • • Facilitates group discussions, workshops, and peer-to-peer learning sessions to enhance teamwork and communication skills.

Supporting Evidence:

• The Wheel of Academic Law highlights the integration of modern teaching methodologies within RUB’s academic framework (Royal University of Bhutan, 2020).

• 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.

• 
  

2.3.5 Teaching Approaches and Methods Focused on Interactive and Engaged Learning

2.3.5 Teaching Approaches and Methods Focused on Interactive and Engaged Learning

GCIT prioritizes interactive and student-centered teaching methods, promoting active learning and critical thinking.

Interactive Teaching Strategies:

• Blended Learning:

  • • Combines traditional classroom instruction with online learning platforms to promote flexibility and accessibility.

• Project-Based Learning (PBL):

  • • Encourages students to apply theoretical knowledge to real-world problems through hands-on projects and case studies.

• Collaborative Learning:

  • • Facilitates group discussions, workshops, and peer-to-peer learning sessions to enhance teamwork and communication skills.

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.

• Royal University of Bhutan. (2019). GCIT Strategic Plan 2019–2030: Programme Relevance and Diversification (pp. 5–6).

• Royal University of Bhutan. (2020). The Wheel of Academic Law (Section B1: Academic Programme Structure, p. 9).

• 15 Weeks Workplan Sample

• Syllabus Sample

• Specialization Briefing

• CA Brief

References

• 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.

• Royal University of Bhutan. (2019). GCIT Strategic Plan 2019–2030: Programme Relevance and Diversification (pp. 5–6).

• Royal University of Bhutan. (2020). The Wheel of Academic Law (Section B1: Academic Programme Structure, p. 9).

• Royal University of Bhutan. (2024). Annual Statistics 2024–2025.

2.4 Assessment Practices:

As a constituent college of the Royal University of Bhutan (RUB), Gyalpozhing College of Information Technology (GCIT) follows a structured assessment framework that promotes fairness, transparency, integrity, and continuous academic improvement. These assessment practices are aligned with the policies outlined in the Wheel of Academic Law (Royal University of Bhutan, 2020a) and are designed to ensure academic excellence and holistic student development.

2.4.1 Assessment Policies to Ensure Fairness, Transparency, and Integrity

GCIT adheres to RUB’s comprehensive assessment policies to ensure that student evaluations are consistent, fair, and uphold academic integrity:

•      Alignment with Learning Outcomes:

All assessments are directly linked to module-specific learning outcomes to effectively measure students’ competencies (Royal University of Bhutan, 2020a).

•      Diverse Assessment Methods:

GCIT employs continuous assessments, semester-end examinations, presentations, and project-based evaluations to ensure comprehensive measurement of student knowledge (Royal University of Bhutan, 2020a).

•      Moderation Process:

Both internal and external moderation systems ensure fairness in grading, with external examiners reviewing assessments to maintain consistency across programmes (Royal University of Bhutan, 2020b).

•      Academic Integrity Policies:

GCIT strictly enforces academic integrity policies that address plagiarism, data fabrication, and collusion. Plagiarism detection tools are used to ensure originality in student submissions (Royal University of Bhutan, 2020b).

•      Special Considerations for Students:

Students with documented disabilities or exceptional circumstances are provided reasonable accommodations, ensuring equitable access to assessments (Royal University of Bhutan, 2020c).

Supporting Evidence:

• The Wheel of Academic Law outlines guidelines for maintaining fairness and integrity in assessments across RUB’s constituent colleges (Royal University of Bhutan, 2020a).

• 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.

• Royal University of Bhutan. (2019). GCIT Strategic Plan 2019–2030: Programme Relevance and Diversification (pp. 5–6).

• Royal University of Bhutan. (2020). The Wheel of Academic Law (Section B1: Academic Programme Structure, p. 9).

• 15 Weeks Workplan Sample

• Syllabus Sample

• Specialization Briefing

• CA Brief

• Curriculum review and development

2.4.2 Mechanism in Place to Design Assessments, Track Progress, and Provide Feedback

GCIT employs a structured mechanism for designing assessments, tracking student progress, and offering constructive feedback to promote academic excellence.

Assessment Design

• Programme-Level Planning:

Assessments are designed in line with RUB’s guidelines for both formative (ongoing) and summative (final) evaluations (Royal University of Bhutan, 2020a).

• Assessment Rubrics:

Faculty members use standardized rubrics to align assessments with module learning objectives, ensuring consistency and fairness in grading (Royal University of Bhutan, 2020b).

• Variety in Assessment Types:

GCIT integrates written exams, practical laboratory work, presentations, case studies, and group projects as part of the assessment framework (Royal University of Bhutan, 2020c).

Tracking Student Progress

• Learning Management System (LMS):

Platforms like Moodle are used to track student submissions, monitor grades, and provide updates on academic performance (Royal University of Bhutan, 2020b).

• Student Performance Reports:

Faculty advisors receive comprehensive student performance reports to monitor academic progression and support students who may need additional assistance (Royal University of Bhutan, 2020a).

Providing Feedback to Students

• Timely Feedback:

Graded assignments (excluding final examinations) are returned within three weeks, with detailed comments and improvement suggestions (Royal University of Bhutan, 2020b).

• Mentoring and Counseling Services:

Faculty members provide individualized academic support and counseling for students who need additional guidance (Royal University of Bhutan, 2020c).

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.

• Royal University of Bhutan. (2019). GCIT Strategic Plan 2019–2030: Programme Relevance and Diversification (pp. 5–6).

• Royal University of Bhutan. (2020). The Wheel of Academic Law (Section B1: Academic Programme Structure, p. 9).

• 15 Weeks Workplan Sample

• Syllabus Sample

• Specialization Briefing

• CA Brief

• SOP

• Student Feedback

• Staff Feeback

• Curriculum review and development

• Student list 2025

2.4.3 Student Progression Record, Recognition, and Reward in Place

GCIT maintains structured policies for tracking student progression and recognizes academic achievements to motivate students and promote excellence.

Student Progression Record

Pass Percentage Requirements:

A minimum pass percentage of 50% is required for undergraduate programmes, with students needing at least 40% in both continuous assessments and final examinations (Royal University of Bhutan, 2020a).

Academic Standing Policies:

Students must maintain an overall performance score of 60% to progress through their programmes (Royal University of Bhutan, 2020b).

Supporting Evidence:

• Student Handout

• Student Service Manual

• Wheel of Academic Law

Recognition and Rewards

• Student Awards:

Academic excellence awards are granted to students maintaining a cumulative GPA of 3.5 and above (Royal University of Bhutan, 2020b). and with national and international recognition from the industry.

• Presidential Badge Award

Best Project Awards:

Outstanding final-year capstone projects are recognized and rewarded to encourage innovation and real-world problem-solving skills (Royal University of Bhutan, 2020c).

Supporting Evidence:

• Parking.BT Phuentsholing 2025

• GCIT Project Showcase

• Royal University of Bhutan. (2021b). Student Services Management Policy and Guidelines Manual of the Royal University of Bhutan. Royal University of Bhutan.

• Royal University of Bhutan. (2022). Student Code of Conduct of the Royal University of Bhutan. Royal University of Bhutan.

• Student list 2025

Drop-Out Prevention and Support Strategies

•      Remedial Support and Counseling:

Mentorship programmes, remedial classes, and academic counseling are provided for students at risk of dropping out (Royal University of Bhutan, 2020c).

•      Repeat Policies:

Students who fail more than 30% of modules are required to retake those modules before progressing further (Royal University of Bhutan, 2020b).

Supporting Evidence:

•       The Wheel of Academic Law, Student handout and Standard Operating Procedures (SOP) provide detailed policies for student progression, recognition, and academic rewards (Royal University of Bhutan, 2020a, 2020c).

•       Royal University of Bhutan. (2021b). Student Services Management Policy and Guidelines Manual of the Royal University of Bhutan. Royal University of Bhutan.

•       Royal University of Bhutan. (2022). Student Code of Conduct of the Royal University of Bhutan. Royal University of Bhutan.

•       Student list 2025

References

•       Royal University of Bhutan. (2020a). The wheel of academic law. Academic Affairs Department.

•       Royal University of Bhutan. (2020b). RUB governance manual. Royal University of Bhutan.

•       Royal University of Bhutan. (2020c). Standard operating procedures (SOP). Royal University of Bhutan.

•       Royal University of Bhutan. (2018). Strategic Plan 2018–2030. Thimphu, Bhutan.Royal University of Bhutan.

•   Royal University of Bhutan. (2021b). Student Services Management Policy and Guidelines Manual of the Royal University of Bhutan. Royal University of Bhutan.

•   Royal University of Bhutan. (2022). Student Code of Conduct of the Royal University of Bhutan. Royal University of Bhutan.

For any questions or feedback, please email us at: qualityassurance.gcit@rub.edu.bt.