Bangladesh University of Business Technology

(BUBT)

REPORT
ON
Dhaka University
 Report
On

Dhaka University

Submitted To:
MS. Rifat Ara Shova
Department of English
Lecturer
Prepared By

Name ID

Jayed Islam Pranto 17182101219

JannatulFerdous 17182101212

Rafsan Hossain 17182101225

Sultana JahanMim 17182101207

Nibir Khan 17182101224

Intake: 45
Section: 05
Program: BBA
Date of submission: 19/09/2019
 Acknowledgement
I wish to acknowledgement the immeasurable grace and profound
kindness of almighty Allah, the supreme ruler of the universe who
enables me to make my report in reality.

I acknowledge my immeasurable gratitude to Ms. Rifat Ara Shova

Lecturer, Department of English, Bangladesh University of Business
and Technology for her helpful supervision , suggestion, guidance
and encouragement. I am very lucky for getting the opportunity to
prepare this report under this supervision and guidance.
I would also like to thanks my group of members who help me to
complete this report.

…………………………………….
Name ID
Sultana Jahan 17182101207
Jannatul Ferdous 17182101212
Jayed Islam Pranto 17182101219
Nibir Khan 17182101224
Rafsan Hossain 17182101225
Letter of Transmittal

Date 15/09/2018
To
MS.Rifat Ara Shova
Department of English
Lecturer
Bangladesh University of Business Technology (BUBT)
Sub: Submission of the Report
Dear Madam
We feel immense pleasure in presenting to your good self, the term
report as part of our course requirement. We found this report to be truly
challenging in many aspects, indeed very interesting in relation to the
various interpretational and engrossing exercises. Writing this report
itself was truly comprehensive learning experience. The report mainly
revolves around the four core management functions of Planning,
Organizing, Leading and controlling that are being practically applied by
the management sat the two renowned corporate entities, effectively
providing a comparison of these functions between the entities. We
observed that at both the entities, Planning was mainly related to the
“objectives and goals”, Organizing to “task assignment and coordination
development”, Leading to “leadership and motivation” and Controlling to
“results comparisons and corrective measures”.

We have tried our level best to complete the report with respect to the
desired requirements. However, if any explaining is required, we would
be honored to oblige. Kindly accept this humble effort of bringing
forward our research and findings on the subject matter.
Yours sincerely,
Name ID
Sultana Jahan 17182101207
Jannatul Ferdous 17182101212
Jayed Islam Pranto 17182101219
Nibir Khan 17182101224
Rafsan Hossain 17182101225
 CHAPTER 1
INTRODUCTION

1.1 BACKGROUND OF THE VARSITY

The University of Dhaka also known as Dhaka University or simply

(DU) is the oldest university in modern Bangladesh. The university is
ranked number one on the Bangladesh University Ranking 2017.[5]
Established in 1921 during the British Raj, it has made significant
contributions to the modern history of Bangladesh.[ After the
Partition of India, it became the focal point of progressive and
democratic movements in Pakistan. Its students and teachers played
a central role in the rise of Bengali nationalism and the
independence of Bangladesh.

1.2 THE DETAILS INFORMATION ABOUT ACADEMIC PROCESS

• Academic promotions

Criteria and processes applied in considering applications for

promotion across a range of academic positions

• Academic standards

Specific standards expected for various academic grades

• Staffing committees
University academic and faculty staffing committee policies and
procedures

• Review and continuation

Review and continuation, including professors, and performance

reviews for academic staff members and academic heads

• Awarding of titles

Award process for Professor Emeritus

• Salary progression

Annual review of the remuneration of professors and associate

professors

• MIT accreditation

Policy and procedures for the accreditation of MIT staff

• Research and study leave

The policy and procedures for utilizing research and study leave
1.1 FACULTIES AND STUDENTS

Faculties 13

Departments 83

Institutes 12

Research Bureaus and Centers 56

Residential Halls 20

Hostels 03

Students 37018

Male 20773

Female 12028
1.2 ACADEMIC DEPARMENTS

Faculty of Arts
1. Department of Bangla
2. Department of English
3.Department of Persian Language and Literature
4. Department of Philosophy
5. Department of History
6. Department of Arabic
7. Department of Islamic Study
8. Department of Islamic History and Culture
9. Department of Sanskrit and Pali
10. Department of Information Science and Library Management
11. Department of Linguistic
12. Department of Theater and Music
13. Department of World Religion and Cluture

Faculty of Business Studies

1. Department of Management Studies
2. Department of Accounting and Information System
3. Department of Marketing
4. Department of Finance
5. Department of Banking
6. Department of Management Information Systems
7. Department of International Business
8. Department of Tourism and Hospitality Management
9. Department of Organization strategy and Leadership

Faculty of Biological Science

1. Department of Soil, Water and Environment
2. Department of Botany
3. Department of Zoology
4. Department of Biochemistry and Molecular Biology
 5. Department of Psychology
6. Department of Microbiology
7. Department of Fisheries Science
8. Department of Medical Psychology
9. Department of Genetic Engineering and Biotechnology
10. Department of Educational Psychology
Faculty of Engineering and Technology
1. Department of Electrical and Electronic Engineering
2. Department of Applied Chemistry and Chemicals
3. Department of Computer Science and Engineering
4. Department of Nuclear Engineering
5. Department of Robotics and Mechatronics
2 Faculty of Education
3 Faculty of Fine Arts
4 Faculty of Law
5 Faculty of Medicine
6 Faculty of Pharmacy
7 Faculty of Science
8 1. Department of Physics
2. Department of Mathematics
3. Department of Chemistry
4. Department of Biomedical Physics and Technology
5. Department of Theoretical Physics
6. Department of Applied Mathematics
7.Department of Statistics
8.Department of Theoretical and Computational Chemistry
9 Faculty of Social Sciences[edit]
10 1. Department of Economics
2. Department of Political Science
3. Department of International Relations
4. Department of Sociology
5. Department of Public Administration
6. Department of Mass Communication and Journalism
7. Department of Printing and Publication Studies
11 Faculty of Earth and Environmental Science
 CHAPTER 2

2.1 DIFFERENT TYPES OF CLUB

There are so many club in Dhaka University. These clubs are very
important fopr the students of an university. By joining in these
clubs, students can achieve so many knowledge about out world.

2.2 LIBRARY, AUDITORIUM AND CAFETERIA FACILITIES

The University Library, housed in three separate buildings, is the
biggest in Bangladesh. The Library holds a collection of more than
617,000 volumes, including bound volumes of periodicals. In
addition, it has a collection of over 30,000 manuscripts on various
languages and a large number of microfilms, microfiche and CDs. It
subscribes to over 300 current foreign journals

There are some cafeterias in the Camus of University of Dhaka.

Some of them are historically important.The Madhur Canteen is not
only a cafeteria, but also a place of historical interest of Bangladesh.
The auditorium is very large , neat and clean . It has lots of space in
the auditorium for passing time of students.

2.3 AUTHORITIES AND ADMIN

Head of Office: Professor Dr. Md. Akhtaruzzaman
Designation: Vice Chancellor

Dr. Md. Akhtaruzzaman

Dr. Md. Akhtaruzzaman is a Bangladeshi academic, currently the

28th Vice-Chancellor of the University of Dhaka. Prior to this
position, he served in different academic, administrative and co-
curricular development activities at the University of Dhaka
including the Pro-Vice Chancellor (administration), Dean (Faculty of
Arts), Chairman, Department of Islamic History & Culture, and
Provost of the KabiJashim Uddin Hall, University of Dhaka.(1) The
Vice-Chancellor shall be whole time principal executive and
academic officer of the University and shall be Chairman of the
Senate, the Syndicate and the Academic Council. He shall be entitled
to be present and to speak at any meeting of any authority but, shall
not be entitled to vote thereat unless he is a member of the
authority concerned.
(2) The Vice-Chancellor shall convene meetings of the Senate, the
Syndicate and the Academic Council and shall preside over them.

(3) Notwithstanding any provision contained in this Order or in any

law for the time being in force, the Vice-Chancellor may, in any
emergency which, in his opinion, required immediate action, take
such action as he deems necessary, and shall within seven days
thereafter report his action to the officer or authority who or which,
in the ordinary course, would have dealt with the matter.

(4) The Vice-Chancellor shall, if he does not agree with the

resolution of any authority of the University, have the power to
withhold implementation of the resolution and refer it back to the
authority concerned, with his opinion thereon, for reconsideration
in its next regular meeting. If in the process of reconsideration the
authority concerned does not agree with the Vice-Chancellor, the
decision of the Syndicate shall be final.

(5) The Vice-Chancellor shall give effect to the orders of the

Syndicate regarding the appointment, dismissal and suspension of
the officers and teachers of the University, and shall exercise
general control over the members of the University, and shall be
responsible for the discipline of the University in accordance with
this Order, the Statutes and University Ordinances.

(6) The Vice-Chancellor shall have the power to appoint on a purely

temporary basis, ordinarily for a period of not more than six
months, officers (excepting the Pro-Vice-Chancellor and the
Treasurer), teachers and administrative and subordinate staff and
report such action to the Syndicate:
Provided that, if a temporary appointment cannot be regularized
within the period for which it was made, such period may be
extended, with the prior approval of the Syndicate, for a further
period of three months on the expiry of which the temporary
appointment shall stand terminated.

(7) The Vice-Chancellor may, with the approval of the Syndicate,

delegate such of his powers and functions as he may consider
necessary to such officer of the University as he may deem fit.

(8) The Vice-Chancellor shall exercise such other powers as may be

prescribed by the Statutes and the University Ordinances.

2.5 CAMPUS
 CHAPTER 3
3.1. Conclusion
In many ways, the conclusions of this 14th edition of the annual
ECAR study of undergraduate students and information technology
are the epitome of social scientific research. To summarize: 1) some
do, some don't; 2) the differences aren't very great; and 3) it's more
complicated than that.1 Regardless, the importance of conducting
research on the ways in which college and university students are
thinking about, using, and experiencing technology in the course of
their academic endeavors clearly resides two standard deviations
above the mean. The more evidence that can be collected in service
of understanding students' technological preferences for and
relations to technology, the better equipped faculty and IT
organizations will be to meet students where they are. In 2017,
students see technology as integral, if not essential, to their
academic success. They own it. They use it. They want more of it.
Certainly, the degree to which instructional and institutional
supplies can and should converge with student demands for
technology in pursuit of a fleeting equilibrium is subject to a host of
constraints including, but not limited to, costs, pedagogical
approaches, evidence of impact, and propensity for distraction.
What we need to avoid, however, when thinking about how to
introduce technology into the lives of students, are kneejerk
reactions grounded in anecdote or single studies that confirm our
preconceived biases. We hope that this report and its
companion, ECAR Study of Faculty and Information Technology,
2017, will serve as the starting point of those conversations.

3.2. Recommendations

 Institutions should monitor the loads on their wireless

bandwidth, especially in the dormitories, and the coverage of
Wi-Fi in outdoor spaces, making upgrades as appropriate.
Wireless coverage and reliability are rated highest in the
formal academic spaces of campus but may be lacking in the
informal learning spaces where students spend the majority of
their time studying, playing, and living.
 Evaluate the reach and utility of campus technology help desk
services to students and make an effort to understand why
such services might be underused. Depending on what one
finds, a range of solutions might present themselves including,
but not limited to, expanding hours, reducing ticket
turnaround times, curating excellent DIY examples, and
making help desk services more visible and available.2
 Cultivate a culture of information security on campus that
promotes long-term cybersecurity hygiene. Students are
already pretty savvy about security but could get even better
with more frequent and scalable training options,
cybersecurity campaigns that raise awareness of issues,
prioritization of student security issues beyond usage policies,
and improved campus practices (e.g., two-factor
authentication, revised password protocols).
 Create faculty development opportunities to help instructors
understand how students are and are not using their personal
computing devices and develop ways in which they can be
leveraged in service to student learning outcomes. The
importance of student devices to their academic success is
considerable. Helping faculty learn how to augment
assignments that harness students' individual computing
power could significantly improve student learning and
engagement with course materials. Developing faculty
communities of practice around teaching with technology can
provide both excellent examples and a network of support
when experimenting.
 Seize upon student enthusiasm for digital student success
tools and partner with institutional stakeholders to build
institutional support services around them. When student
success tools are integrated into larger student success
initiatives that coordinate campus resources, the digital tools
for student success can only be more impactful, especially for
groups that are traditionally disadvantaged.
 Take steps to make online learning opportunities the rule
rather than the exception. At the institutional level, take steps
to eliminate differential pricing structures for fully online
courses so that they are accessible to all students. At the
program level, consider ways to integrate online and blended
 courses in the curriculum to meet the learning environment
preferences of students (and potentially increase enrollment).
At the faculty level, create faculty development programs that
help instructors better integrate the LMS into their face-to-face
courses, thereby increasing the capacity to produce more
blended learning opportunities.
 Begin laying the foundation for the development and adoption
of next-generation digital learning environments (NGDLEs). On
the technical side, NGDLEs that feature interoperability,
personalization, collaboration, accessibility and universal
design, and analytics require the development of APIs and
open standards that can harness and integrate student success
and learning analytics. On the cultural side, investment in
faculty training and coaching to better use existing LMS
features now will improve the learning experiences of current
students, build buy-in for online teaching and learning
opportunities, and prepare faculty and students to use and
thrive in the NGDLE.
 Curate resources for faculty (and students) that provide
evidence of the impact of technologies on teaching and
learning, cases of good practices of the use of technology for a
range of disciplines, and good examples of managing student
device usage in class. Faculty claim that they would use
technology more if they had evidence that using it in class
works to the benefit of their students. They could also benefit
from good examples drawn from the Scholarship of Teaching
and Learning (SoTL) to think about ways to better integrate
technology into their courses. And, resources to help them
understand approaches to student (ab)use of devices in their
courses may facilitate classroom policies better than
reactionary bans.

3.3. Review
In 2011-12, the University of Dhaka made it into the list of 'Top World Universities' by QS World
University Rankings. Out of over 30,000 universities around the world, DU was placed at 551.[29] In
2014-15, the University of Dhaka was ranked 701 by QS World University Rankings (formerly Times
Higher Education–QS World University Rankings).[30] In 2015-16, Times Higher Education partnering
with Elsevier ranked the university at 654th position among top 800 globally reputed universities.[31] In
September 2015, QS World University Rankings published their 2015 edition of World University
Rankings of 2015/16 and ranked DU at 126th position in Asia and 701-750 position in the world.[32] In
2018 QS World University Rankings, University of Dhaka is ranked in #701-750 globally, and based
on Graduate Employability, University of Dhaka is placed in #301-500 in the world.[33] In Times
Higher Education 2018 Global University Ranking, University of Dhaka is placed in 1001+ position
among the world universities.[34]

CHAPTER 4
Reference

"Annual Report 2015". University of Dhaka. p. 132.

http://www.ugc.gov.bd/uploads/2015/annualreport/Part-1-2.zip

"Annual Report 2015". University of Dhaka. p. 132.

"Annual Report 2015". University of Dhaka. p. 95.

The ResearchHUB (2017). "Bangladesh University Ranking 2017".

The ResearchHUB.