phd in english bangalore

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Ph.D. in English (Ph.D.)

• Programme Overview

Admission Notification

Eligibility criteria.

Subject to the conditions stipulated in these Regulations, the following persons are eligible to seek admission to the Ph.D. programme:

• Candidates for admission to the Ph. D programme shall have a Master's degree or a professional degree declared equivalent to the Master’s degree by the corresponding statutory regulatory body, with at least 55% marks in aggregate or its equivalent grade 'B' in the UGC 7-point scale (or an equivalent grade in a point scale wherever grading system is followed) or an equivalent degree from a foreign educational Institution accredited by an Assessment and Accreditation Agency which is approved, recognized or authorized by an authority, established or incorporated under a law in its home country or any other statutory authority in that country for the purpose of assessing, accrediting or assuring quality and standards of educational institutions.
• Candidates who have cleared the M. Phil. course work with at least 55% marks in aggregate or its equivalent grade 'B' in the UGC 7-point scale (or an equivalent grade in a point scale wherever grading system is followed) and successfully completing the M. Phil. Degree shall be eligible to proceed to do research work leading to the Ph. D. Degree in the same Institution in an integrated programme.
• A relaxation of 5% of marks, from 55% to 50%, or an equivalent relaxation of grade, is allowed for those belonging to SC/ST/OBC (non-creamy layer) / differently-abled and other categories of candidates as per the decision of the UGC from time to time.
• The eligibility marks of 55% (or an equivalent grade in a point scale wherever grading system is followed) and the relaxation of 5% to the categories mentioned above are permissible based only on the qualifying marks without including the grace mark procedures.
• A person whose M. Phil. dissertation has been evaluated and the viva voce is pending may be admitted to the Ph.D. programme on the condition that the admission is automatically withdrawn if the candidate fails to submit the marks cards / grade cards within one month after the closing date of admissions and also if he / she does not pass the M Phil with required marks / grades for admission to Ph D.
• Candidates possessing a Degree considered equivalent to M. Phil. Degree of an Indian Institution, from a Foreign Educational Institution accredited by an Assessment and Accreditation Agency which is approved, recognized or authorized by an authority, established or incorporated under a law in its home country or any other statutory authority in that country for the purpose of assessing, accrediting or assuring quality and standards of educational institutions, shall be eligible for admission to Ph.D. programme.
• To encourage experts from industries to pursue their passions for continuous learning in the field of computer science, candidates with rich industrial experience and possessing any Master’s degree can be permitted to Pursue research in Computer Science and Applications. However, such candidates should undergo two semesters of course work with a total credit of 30.
• Candidates from abroad with relevant degree should submit equivalence certificate to pursue Ph.D. in REVA University
• Candidates with four-year degree programme with minimum of 70% aggregate or equivalent grade in UGC 7 -point scale are eligible for Ph.D. programme.

The REVA University has well experienced faculty members to guide candidates to pursue research leading to Doctoral degree in various disciplines. The University has well equipped infrastructure for advanced research. All Schools have engaged in advanced research and undertake funded projects.

PhD Entrance Syllabus 2023

Duration of the programme.

• The minimum duration for Ph.D programme is THREE years, including course work. However, extension up to SIX years period of registration beyond the above limits shall be permitted based on the recommendation of the concerned Research Supervisor.

REVA University Ph. D. Entrance Test (REVA PET)

The University will conduct Entrance Test of 100 marks with 3 hours duration as under:

• The registration for PhD is through Entrance Test (REVA PET), Interview and Counseling. The Entrance Test will be 100 marks with 3 hours duration as under:
• The Entrance Test for candidates other than those who have qualified UGC-NET (including JRF) / UGC-CSIR NET (including JRF) / SLET / GATE or passed in M. Phil or candidates hold teacher fellowship, shall consist of 50% of Research Methodology and 50% of Subject Specific. The syllabus of the Research Methodology and Subject Specific components shall be framed by the respective Schools.
• For candidates who have passed M. Phil program, the syllabus for entrance test shall only be Subject Specific which shall be framed by the respective School Boards / Board of Studies and the question paper shall be for 100 marks with 3 hours duration.
• Candidates with qualified UGC-NET (including JRF/SRF) / UGC-CSIR NET (including JRF) scores are exempted from the entrance test. Such candidates are eligible for interview.
• Foreign Students with CGPA 4.8/5 and above are exempted from the entrance test. Such candidates are eligible for interview.
• For candidates from abroad satisfying 3.6, the entrance test and interview can be conducted online.
• Candidates in final year of their PG programme/B.Sc. Research Program are eligible to appear for the entrance test. However, for admission into Ph.D. programme, the conditions in section 3 are applicable.
• Based on the performance of the candidates in the entrance examination, the candidates shall be declared eligible for interview/Viva Voce. The performance levels will be decided by the doctoral committee for the said entrance examination.
• The results of the Entrance Test will be displayed on the notice board of the Research and Innovation Council / hosted on the University website / separate intimation will be sent to the candidates about the results of entrance examination and admission.
• The eligible candidates will be invited for interview/ viva-voce on the specific date and time. The candidates have to come prepared to discuss their research interest / area through presentations.

Candidates invited should attend the interview-cum-counseling along with following original documents:

• Original marks cards of prescribed qualification such as two year PUC/10+2 examination, degree and PG degree examinations along with Convocation certificates.
• Original certificate / proof for having qualified UGC-NET (including JRF) / UGC-CSIR NET (including JRF) / SLET / GATE or passed M Phil or proof of holding teacher fellowship.
• Proof of date of birth, preferably SSLC/10th examination pass certificate.
• Three copies of latest passport size photographs.
• No due certificate from the employer (in case employed).
• Candidates selected should take admission after payment of prescribed fee in full within the notified date failing which they will automatically forfeit the seat. Those candidates who are registered for PhD should have to undergo course work of One Semester of SIX months and follow necessary conditions in the “REVA University Regulations Governing the Minimum Standards and Procedure for Award of Doctoral (Ph D) Degree, 2022”.

Note: International Students can write entrance test online and the exemption of test is allowed to the eligible Candidates*. The selected candidates will have to attend the coursework for One semester offline.

* CGPA above 4.8/5 & 15 years of Experience in Industry/Academia.

Interview-cum-Counseling

• Original marks cards of prescribed qualification such as two year PUC/10+2 examination, degree and PG degree examinations.

The performance in the interview / viva voce will be assessed for 50 marks. The Selection of candidates for provisional registration shall be based on the performance in the interview only provided further that such a selection depends on the availability of the guide in the subject / area of interest of the candidate.

Selection and Provisional Registration

Candidates selected should take admission after payment of prescribed fee in full within the notified date failing which they will automatically forfeit the seat.

Candidates who are not selected for a Ph.D. program have to re-apply whenever the applications are invited again and go through the Entrance Test afresh.

Course Work

Those candidates who are registered for PhD should have to undergo course work of One Semester of SIX months and follow necessary conditions in the “REVA University Regulations Governing the Minimum Standards and Procedure for Award of Doctoral (Ph.D) Degree, 2022”.

The course work comprises of five courses, viz.,

• Advanced Research Methodology
• Research and Publication Ethics
• Program Specific Course 1
• Program Specific Course 2
• Literature Review in the Thrust Area of Research

Course Work:

Course Work is an essential component of Research leading to Doctoral Degree. The provisionally registered candidates shall undergo Ph.D. Course Work of One Semester duration (16 weeks) from the date of Provisional Registration, prescribed by the University. The Scholars from abroad, who are qualified in the interview and with valid VISA, should undergo coursework in offline mode.

The Scheme of Instruction and Assessment of Course Work:

of Instruction, Scheme of Assessment and Evaluation (for candidates with PG degree)

Scheme of Instruction, Scheme of Assessment and Evaluation (for candidates with UG degree)

The coursework for candidates with UG degree shall be covered over a period of three semesters as follows:

1 st Semester

2 nd Semester

3 rd Semester

Scheme of Instruction, Scheme of Assessment and Evaluation (for experts from industries with PG qualification other than Computer Engineering/science to pursue Ph.D. in CSA)

The suggested program specific courses for such candidates can include not limited to the following: Data Structures, Algorithm Design, Operating systems, Database Management, Object oriented Analysis and Design, performance Modeling, Calculus and Discrete Mathematics. The guide and the doctoral members shall decide the program specific courses to be taken by the scholar.

• Indian / SAARC Nationals ₹ 2000
• NRI Fee $ 25
• Foreign Nationals US$ 25

Notifications

CALL FOR ABSTRACTS- BETWEEN THE LINES – 3.0

Connected Things for Intelligence, Communications, Computing and Control

Haptics and Human-Computer Interaction

Two-day Multidisciplinary National Conference

Four-day Master Class on Design & Development of Electric Car

Alumni Interaction on Challenges and Opportunities

International Conference on Innovations in Cybersecurity and Data Science ICICDS-2024

7th International Conference on Future of Women 2024

AI for accounting and auditing profession

REVA Cricket League - RCL 2024

Ph.D. Program

Presidency University invites application for Ph.D. Program (Full Time/ Part Time) in the areas of Engineering, Commerce, Management, Science and Humanities from the eligible candidates.

Research Fellowship:

Presidency University Research Fellowship up to Rs. 20,000/- per month for first two years and Rs. 24,000/- per month for third year is offered to Meritorious Full-Time Scholars.

Annual Fee Concessions:

Fee Concessions up to 30% of Annual Fee to Meritorious Scholars.

Eligibility criteria:

Master’s Degree or a professional degree declared equivalent to the Master’s degree by the corresponding statutory, regulatory body, with a good academic record and a minimum of 55% of marks in aggregate or its equivalent grade ‘B’ in the UGC 7 – point scale (or an equivalent grade in a point scale wherever the grading system is followed) OR M.Phil. Degree with at least 55% marks in aggregate or its equivalent grade ‘B’ in the UGC 7 – point scale in the M.Phil. Program coursework

Selection Process:

The selection process has two stages:

Stage 1: Entrance Test: The University shall conduct a Ph.D. Entrance Test, an all-India basis. The candidates must obtain a minimum of 50% marks in aggregate, or the minimum equivalent grade as decided by the University in the Entrance Test, to qualify for the Interview/Viva-Voce.

Stage 2: Interview/Viva-Voce: The candidates who have qualified in the Entrance Test would be required to appear before an Interview Panel of the concerned Department (appointed by the Chairman, R&IC). The interview/viva-voce process shall consist of assessing the candidate on the basis of the following criteria:

The candidate shall present a brief research proposal (of about 500 words) to the interview panel. The proposal shall highlight the applicant’s area of interest of the applicant and an overview of the his/her intended direction of research. The panel will assess the research orientation and the preparedness of the candidate.

A comprehensive interview/viva-voce will be conducted to assess the candidate’s depth of knowledge in the area(s) of interest his/her understanding in the related disciplines and the academic capability and aptitude for research.

Tuition Fee:

Important Dates:  

How to apply: Interested candidates, download the application from and send the filled application forms along with the necessary documents (as specified in the application form”) and the non-refundable application fee of Rs 1000 in the form of DD (in favor of The Registrar, Presidency University, payable at Bangalore) or through NEFT (Saving A/c: 11890100132860, IFSC Code: FDRL0001189, Name of Beneficiary: Presidency University, Bank Details: Federal Bank, Gandhi Nagar, Bangalore)  to

The Registrar Presidency University, Itgalpur, Rajankunte, Bangalore 560 064

Interested candidates may contact the respective research supervisors through mail for further details. Click here for downloading application form

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Admission to Ph.D Course

Provisional Rank list for admission to Ph.D course for the academic year 2020-21 – Dated 18.07.2021

Consolidated Vacancy position for 2nd round counselling – Dated 07.07.2021

Annual Fee for Ph.D Programme for the year 2020-21 – Dated 26.11.2020

Govt. Order regarding Scholarships

Univ e rsity Grants Commission (Minimum Standards and Procedure for Award of M.PHIL./PH.D Degrees) Regulations, 2016

Amendment to the Ph.D Regulations 2016

Ph.D Regulations 2016 – Dated 28.01.2019

Revised  Annual Fee & Thesis Submission fee for the Research Scholars under  SC, ST, Cat-i, OBC & PwD category

Ph.D Ordinance :

A candidate may present himself/ herself for the degree of Doctor of Philosophy in Bangalore University, covered under the Karnataka State Universities Act, 2000, with the following Ordinance: The Degree of Doctor of Philosophy shall be conferred on the basis of a thesis prepared and submitted for the purpose. 

The thesis shall embody the result of original research carried out by the candidate in a Post Graduate Department of Studies or in an Institution recognized by the University as research centre under the guidance of a Research Supervisor / Supervisors approved by the University.

Ph.D. courses

The programs offer Scholars a platform for academic excellence with subjects that are constructed to provide equal emphasis on theoretical and practical exposure. Our PhD admission process ensures we select individuals ready to excel in these demanding fields.

Course Categories

Doctor ofphilosophy (ph.d.).

• Doctor of Philosophy (Ph.D.)

Doctoral (PhD)

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Dharmaram College Post, Hosur Road, Bengaluru - 560029, Karnataka, India

Tel: +91 804012 9100 / 9600

Fax: 40129000

Email: [email protected]

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Doctoral Programmes

ADMISSION TO THE NIAS DOCTORAL PROGRAMME, 2024-2025. Click Here ...

INSTRUCTIONS TO APPLICANTS, NIAS DOCTORAL PROGRAMME - 2024 . Click Here ...

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ABOUT THE NIAS DOCTORAL PROGRAMME

The National Institute of Advanced Studies (NIAS) was conceived and established in 1988 by the vision and initiative of the late Mr. J.R.D. Tata, primarily to nurture a broad base of scholars, managers, and leaders to address complex and important challenges faced by society through interdisciplinary approaches, as well as to conduct advanced multidisciplinary research in areas of the humanities, social sciences, natural sciences and engineering, as well as in conflict and security studies. The Institute promotes trans-disciplinary research and builds synergy within and across disciplines with meaningful interactions. NIAS has been recognised as an “Institute of Exceptional Repute” by the NITI Aayog.

NIAS is looking for exceptionally motivated students, interested in pursuing interdisciplinary research in conflict and security studies, natural and engineering sciences, social sciences, humanities, and the arts. Unencumbered by the constraints of traditional disciplinary doctoral research, NIAS doctoral students have a unique opportunity to broaden their intellectual horizons, even beyond the limits of the domains listed below. NIAS not only values such cross-pollination of ideas but encourages and strongly supports its students to develop interdisciplinary approaches to problems that span academic disciplines. This interdisciplinary ethos is also reflected in the work of its faculty and research scholars over the years.

The Institute is recognised by the Manipal Academy of Higher Education (MAHE) and few other Universities, from which students receive their doctoral degrees.

Admissions to the NIAS Doctoral Programme are open to those who have completed/ are completing their Master’s/M.Phil degree in any relevant subject in conflict and security studies, natural sciences, engineering, mathematics, social sciences, humanities, or the arts, and with a consistently proven academic record, including a minimum of 60% marks in Master Degree. Some research and/or field experience in the concerned areas will be preferred. It is to be noted that the final registration with degree-granting institutions will depend on the criteria set by these institutions.

A limited number of selected candidates will be eligible to receive a NIAS Fellowship, which will be available for a period of four years on an annually renewable basis. The NIAS Fellowship is currently fixed at INR 31,000 per month for the first two years and INR 35,000 per month from the third year, with an additional 27% of the basic amount as House Rent Allowance.

Admission to the NIAS Doctoral Programme will be based on a common online written test and two rounds of interviews. Candidates who have successfully passed the CSIR / DST INSPIRE / UGC NET examination, with an assured junior research fellowship, are particularly invited to apply. Such candidates are exempt from the online written examination although they must pass the two rounds of interviews.

As of January 2024, there are seventy-three students specializing in various research areas under different schools. A total of seventy seven students have been awarded Doctoral degrees from the inception of the programme.

Facilities at NIAS

The main objective of the NIAS library has been to develop a well-balanced collection of books across disciplines in which our faculty are actively engaged in research. The collection is liberal in scope but selective in titles with an emphasis on acquisition relevant to interdisciplinary research, the Institute doctoral programme, and courses conducted by the Institute. Efforts have been made to acquire basic textbooks, seminal works, reference books, journal subscriptions, reports, and databases, as well as to identify gaps in the disciplines, which are not yet adequately represented, and thus consolidating its collection uniformly across all disciplines.  Subscriptions to more than 2000 electronic journals from major publishers such as OUP, CUP, Taylor and Francis, Wiley and Sage have been provided. Subscriptions to archives and databases include JSTOR and IndiaStat.Com (in the field of education).

The facilities in the library include two linux servers, one windows server connected to five computer terminals using thin client technology for browsing with high-speed Internet connection, and one network printer and copier machine. The library uses LibSys software for housekeeping operations. The catalog of books is available on the web. An institutional repository containing research output of NIAS faculty and students is available on the web.

Hostel and Canteen Facilities:

Limited hostel seats are available on the NIAS Campus for women during Doctoral Programme at NIAS. The allocation will be subject to availability.  The hostels are equipped with common facilities such as TV and washing machine.  Students can avail of the NIAS canteen facility for lunch, Monday through Friday on a monthly payment basis.

Dr. Tejal Kanitkar Head, Academics NIAS Doctoral Programme National Institute of Advanced Studies Indian Institute of Science Campus Bangalore-560012.

Tele: 080 2218 5167/5000 Fax: 080 22185028 Email: [email protected] URL: https://www.nias.res.in

The thesis takes an international relations and security studies approach of the increasing relevance of Outer Space in the security structure of governments. Many military activities and strategies rely on space-based assets and states are seen increasingly developing technologies that would aid in enhancing their military. This thesis aims to map the changing trends in outer space from being a domain for “peaceful purposes,” to being considered as a sector for a state’s “active defence” activities. Three countries, India, France, and Japan have been considered as cases, keeping in mind that they are non-big powers in outer space who also display the shift from peaceful uses to uses for their security benefit or for "defensive" capabilities.

Disputes in the maritime domain are almost as old as the history of the civilizations. Ever since the Hittites used their navy to defeat the kingdom of Alashiya in 1275 BC, the history of the maritime domain has added conflicts in its realm. Added to this inheritance of conflicts, the higher consumption rate of the world due to an increased population, its dwindling natural resources, slow economic growth, environmental challenges, and several associated reasons are all hastening the approach towards the ocean’s resources for sustenance. This sustenance would require replenishment of its economic and consumable resources. Here, the maritime contribution constitutes around 5 percent GDP of the total world economy. The global trade shipment estimates have reached 80 to 90 percent by volume and 70 percent by value. The maritime industry is worth trillions of dollars and supports more than 30 million active employments and more than 350 million lives. These figures will increase in the upcoming decades. Under the above-mentioned conditions, the pursuit to secure interests and resources from the maritime source would become paramount. It would lead to competition and conflicts. Such competitive pursuits for resources would add to the legacy of disputes from historical to concurrent sources to become the primary raison d'être for (maritime) conflicts soon. Geography and geopolitics play a decisive role in the protraction and settlement of such disputes. The use of GIS to map all earthly activities acquires multiple dimensions’ maritime activities. The integration of geospatial technology in the realm of Maritime Studies provides a scope for understanding, analyzing and presenting the fast-changing dimensions of modern-day maritime environment. This course gives fundamental knowledge and orientation for integrating Maritime (Security) Studies and GIS. 

Course Objectives and Outcomes: 

The class would focus on applying principles of GIS and remote sensing techniques to the maritime domain with an academic perspective. It will enable scholars to learn and understand the basics of maritime concepts and the applications of Geographic Information System in this domain. Knowledge and understanding of GIS, spatial data, raster, and vector data models for maritime domains will be delivered. 

Course Pre-Requisites: 

Interest in maritime studies and some elementary ideas about world history would be beneficial. Online reference material and other notes shall be provided by the Course Instructor, as per requirement. Familiarity with GIS would be beneficial, though not compulsory. Dexterity in the use of computers is essential. For GIS, free and open-source software and data will be used. Access to personal PC / laptop for practical exercises is essential. 

Course Structure: 

Module I. Maritime (Security) Studies Concepts: An Introduction 

Module II. Practical GIS Lessons, using Open-Source GIS Tools 

Course Evaluation:  

In class participation: 50% 

Project work: 40% 

Class assignments: 10% 

Reference Materials / General Readings: 

1. Dwain D Wright, Under Sea with GIS, ESRI Publications, 2002 

2. Joe Breman, Marine Geography: GIS for the Oceans and Seas, ESRI Publications, 2002 

3. Jacek Zaucha, Jacek and Kira Gee (eds.), Maritime Spatial Planning: Past, Present, Future, Springer Nature, Cham, 2019 

4. James Kraska, Contemporary Maritime Piracy: International Law, Strategy, and Diplomacy at Sea, Praeger Publications, 2011 

5. Min Gyo Koo, Island Disputes and Maritime Regime Building in East Asia: Between a Rock and a Hard Place, Springer-Verlag, New York, 2010 

6. Maximo Q. Mejia Jr., Chie Kojima, Mark Sawyer (eds.), Piracy at Sea, Springer-Verlag, Berlin and Heidelberg, 2013 

7. Geoffrey Till, Sea power: A Guide for the Twenty-First Century, Routledge, Oxfordshire, UK, 2009 

8. K Sridharan, A Maritime History of India, Ministry of Information and Broadcasting, Government of India, 1965 

9. Christian Le Mière, Maritime Diplomacy in the 21st Century: Drivers and Challenges, Routledge, Oxfordshire, UK, 2014 

10. Committee on Environmental Information For Naval Use, Environmental Information for Naval Warfare, National Research Council, Ocean Studies Board, Division on Earth and Life Studies, National Research Council of the National Academies, National Academies Press, Washington, D.C., 2003 

11. Carolin Liss, Oceans of Crime: Maritime Piracy and Transnational Security in Southeast Asia and Bangladesh, Institute of Southeast Asian Studies, Singapore, 2010 

12. Palanisamy Shanmugam A., Theenathayalan Varunan, S. N. Nagendra Jaiganesh, Arvind Sahay, Prakash Chauhan, Optical Assessment of Colored Dissolved Organic Matter and its Related Parameters in Dynamic Coastal Water Systems, Estuarine, Coastal and Shelf Science, 175, 126–145, 2016 

13. Steve Chan, China's Troubled Waters: Maritime Disputes in Theoretical Perspective, Cambridge University Press, Cambridge, 201

The Sustainable Development Goals (SDGs) are a set of 17 global goals, with 169 specific targets meant to provide the blueprint for achieving sustainable development. As progressional heirs to the United Nations (UN) Millennium Development Goals, the SDGs came into force in 2016 and are being pursued with differential success rates. The present “primer” course aims to provide a background to understand the SDGs and their targets. The main objective is to understand the SDG framework through which the social, economic, and environmental dimensions of human development can be integrated with the natural resources. The elective course would hence provide a means for diverse streams of researchers to understand the SDGs from the perspective of the existing global issues, and the need for scientific monitoring efforts to support the achievement of the targets apart from exploring the relevance of the SDGs to their research. 

Course Evaluation: One mid-semester quiz (50%) and one end-term paper (50%) 

Course Readings: 

1. Sustainable Development Goals for Society Vol. 1, Editors: Godwell Nhamo, Muchaiteyi Togo, Kaitano Dube, Hardcover ISBN : 978-3-030-70947-1; Softcover ISBN : 978-3-030- 70950-1; eBook ISBN : 978-3-030-70948-8, Series ISSN 2523-3084; Edition Number 1, Number of Pages XXII, 301. DOI https://doi.org/10.1007/978-3-030-70948-8  

2. Sustainable Development Goals for Society Vol. 2, Editors: Godwell Nhamo, Muchaiteyi Togo, Kaitano Dube, Hardcover ISBN : 978-3-030-70951-8; Softcover ISBN : 978-3-030-70954-9; eBook ISBN : 978-3-030-70952-5, Series ISSN 2523-3084; Edition Number 1, Number of Pages XXIII, 312. DOI https://doi.org/10.1007/978-3-030-70952-5  

3. https://www.un.org/development/desa/dspd/2030agenda-sdgs.html  

4.http://mospi.nic.in/sites/default/files/publication_reports/SDG-NIF- Progress2021_March%2031.pdf 

Module I: Basics of Energy Systems (three lectures, six contact hours) 

Principles of Conservation of Energy and Demonstration of Concept through Practical Systems General Philosophy of Energy Systems: Components and System Architecture 

Module II: Advanced Baseload Generation Pathways (three lectures, six contact hours) High Efficiency Conventional Energy Conversion Systems, Ultra Supercritical (USC) and 

Advanced Ultra-Supercritical (AUSC) Thermal Power Plants, Integrated Gasification Combined Cycles (IGCC) 

Seminar I: Evaluation of Students (One lecture, 2 h) 

Module III: Hybrid and Futuristic Energy Systems (four lectures, eight contact hours) Solar–Wind Hybrid Systems 

Coal–Concentrated Solar Power (CSP) Hybrid Systems Nuclear–Variable Renewable Energy (Solar) Hybrid Systems 

a) Nuclear Power Plant (NPP) with Arrangement of Green Hydrogen Production 

b) Cost Comparisons between Green, Blue and Grey Hydrogen Generation Pathways Seminar II: Evaluation of Students (One lecture, 2 h) 

Module IV: Economics and Implications of Advanced Energy Systems (four lectures, eight contact hours) 

Economics and Implications of Advanced Energy Systems 

Costs associated with Decommissioning of Coal-based Power Plants Reuse and Recycling of Materials Discarded from Energy Installations 

Final Examination 

Hydrogen Production and Distribution, Alternative Fuels Data Center        https://afdc.energy.gov/fuels/hydrogen_production.html  

Grey, blue, green – why are there so many colours of hydrogen? https://www.weforum.org/agenda/2021/07/clean-energy-green-hydrogen/   

Gabrielli et al. (2020) The Role of Carbon Capture and Utilization, Carbon Capture and Storage, and Biomass to Enable a Net-Zero-CO2 Emissions Chemical Industry. https://pubs.acs.org/doi/10.1021/acs.iecr.9b06579  

Could Hydrogen Help Save Nuclear? https://www.energy.gov/ne/articles/could-hydrogen- help-save-nuclear  

Course Objectives: 

To introduce the concepts and developments in relation to identity and culture 

To explore the process of formation of social, psychological and gender identities among adolescents 

To understand the inter-relation of formal education, identity, culture. 

To analyze the role of schooling on identity formation among marginalized groups 

To explore the role of the hidden curriculum in developing identity of adolescent children in school 

Course Outline: 

The course will explore current research work in relation to identity formation among adolescents from a sociological and psychological perspective. Theoretical frameworks used to study identity among adolescents will be critically evaluated to formulate a robust framework to study adolescents' identity.

The role of family, community, and school in fostering identities among adolescents will be examined to understand the children's experiences as they negotiate their own identities. In the process, the course will explore the analytical tools used to study student identity among marginalized communities. 

Select References: 

Baysu, Gulseli, Karen Phalet and Rupert Brown. (2011). Dual Identity as a Two-Edged Sword: Identity Threat and Minority School Performance. Social Psychology Quarterly. American Sociological Association. 

Gracia, Gina A. (2017). Defined by Outcomes or Culture? Constructing an Organizational Identity for Hispanic Serving Institutions. American Educational Research Journal. American Educational Research Journal. 

Lall, Marie. (2021). Ethnic education: Language and local curriculum issues. Myanmar’s Education Reforms: A pathway to social justice. UCL Press. 

Langer-Osuna, Jennifer M. and Na’ilah Suad Nasir. (2016). Rehumanizing the “Other”: Race, Culture, and Identity in Education Research. Review of Research in Education. American Educational Researh Association. 

Levitan, Joseph and Davin Carr-Chellman. (2018). Learning, Selfhood, and Pragmatic Identity Theory. The Journal of Educational Thought. Werklund School of Education, University of Calgary. 

Nagel, Joane. (1994). Constructing Ethnicity: Creating and Recreating Ethnic Identity and Culture. Social Problems. Oxford University Press on behalf of the Society for the study of Social Problems. 

Rogers, Leoandra Onnie, Marc A. Scott and Niobe Way. (2015). Racial and Gender Identity Among Black Adolescent Males: An Intersectionality Perspective. Child Development. Wiley on behalf of the Society for Research in Child Development. 

Vaghela, Preeti and Koji Ueno. (2017). Racial-ethnic Identity Pairings and Mental Health of Second-generation Asian Adolescents. Sociological Perspectives. Sage Publications, Inc. 

Verhoeven, Monique, Astrid M. G. Poorthuis and Monique Volman. (2018).The Role of School in Adolescents’ Identity Development. A literature Review. Educational Psychology Review. 

This course familiarizes the students with the central role of technology in development and technological change as a controlled, evolving, and often socially constructed process. 

The role of technology and technological change in human development and well-being cannot be understated. This is not restricted to only local, regional, and national contexts, but also as enshrined in broader targets such as the Millennium Development Goals. However, technology and technological change are not straightforward but complex processes, often deeply embedded in sociological processes. Social structures, social processes, power, norms and values, politics, culture, and so on, significantly influence processes of technological change and the nature of technology itself. This course understands these dynamics and individual/social decision-making processes around technology. 

The entire course rests on two conceptual frameworks – (a) systems of innovation and (b) the social construction of technological systems. A recipient of this course will emerge as more informed on technology and technological processes contributing to scholarly research, development intervention, critique, commentary, and policy building on this area. 

The course is comprised of six broad units. 

(1) Introduction and Basic Concepts: This introduces the role of technology and technological change in the development process and realizing development goals. We analyze the fundamental nature of technological change, including technological paradigms and trajectories, and see how it has evolved over time. Basic terms in technology studies are also introduced. 

(2) The Systems of Innovation (SI) Approach: This unit introduces the first theoretical framework of this course – Systems of Innovation. We understand how innovation is a systemic process at national, regional, sectoral, and local levels; and who the actors and processes involved in technological change and innovation are. We also study technological infrastructure, and how innovation and diffusion are measured. 

(3) The Diffusion of Innovations: In this unit, we understand how knowledge and technologies spread. We analyze the fundamentals of networks, the innovation-decision process, and attributes of the agents of diffusion. The importance of social networks in the diffusion and development process is a dominant issue in this unit. 

(4) The Social Construction of Innovation and Diffusion: This unit presents the Social Construction of Technological Systems (SCOT) theory as the second core framework of this course. It demonstrates how sociological and cultural variables shape technologies and their diffusion. We also discuss the feminist understanding of technological change, and the lived experience of gender and technology. 

(5) Technology and Inequality: This unit is about the relationship between technology and inequality in terms of its relationship to modernity, agency, technological inequalities, and mitigation of inequality. 

(6) Innovation and Technological Change in India and the Developing World: The last module takes a vast sweep at critical themes such as building technological capabilities, the digital divide, innovation in the ‘South,’ and finally, innovation policy. 

Course Assessment: 

There are two assessments for this course. 

The response paper component, where the student would be required to submit a critique of an important science, technology, innovation policy measure. This constitutes 40% of the total assessment and is conducted at the course's halfway point. 

The term paper is a written assessment of about 2500 words. The objective here is to explore, disentangle, analyze, and understand the selected technology's institutional, diffusional, and contextual making (with the course instructor’s approval). This is an exercise in applying the concepts, perspectives, and tools discussed in this course conceptualizing technology. It, therefore, requires some theoretical reflection with the empirical and is a great opportunity to think creatively and “inter-disciplinarily” about what technology is. This constitutes 60% of the total assessment and is worked through the entire course, submitted at the end. 

Unit I: Introduction and Basic Concepts 

1. David and Foray (2002) ‘An Introduction to the Economy of the Knowledge Society’, UNESCO, [pp.9-21] 

2. UN Millennium Project (2005) Innovation: Applying Knowledge in Development, Task Force on Science, Technology, and Innovation, United Nations, [chap 2,3; pp.20-44] 

Unit II: The Systems of Innovation (SI) Approach 

1. Cowan, David, and Foray (2000) ‘The Explicit Economics of Knowledge Codification and Tacitness’, Industrial and Corporate Change, 9(2): 211-253 

2. Edquist, C. (2005) ‘Systems of Innovation: Perspectives and Challenges’, in Fagerberg et al. (eds.) 

Unit III: The Diffusion of Innovations 

1. Rogers, E. (1995) The Diffusion of Innovations, The Free Press, Macmillan, New York, chapters 2 (pp.2-35), 4 (pp.136-157), 5 (pp.168-219) and 8 and 9 (excerpts) 

2. Barabasi (2002) Linked: The New Science of Networks, Perseus 

Unit IV: The Social Construction of Innovation and Technological Change 

1. Bijker, W.E., and Pinch, T. (1987) ‘The Social Construction of Facts and Artifacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other’, in Bijker et al. (eds.) The Social Construction of Technological Systems, The MIT Press, Cambridge, MA 

2. Pfaffenberger, B. (1992) ‘Social Anthropology of Technology’, Annual Review of Anthropology, 21: 491-516 

3. Schwartz Cowan, R. (1976) ‘The “Industrial Revolution” in the Home: Household Technology and Social Change in the 20th Century’, Technology and Culture, 17(1):1-23 

4. Webster, F. (2006) Theories of the Information Society, Third Edition, Routledge, London and New York 

Unit V: Technology and Inequality 

1. Halford, S., and Savage, M. (2010) ‘Reconceptualising Digital Social   Inequality’, 

Information, Communication, and Society, 13(7): 937-955 

2. Kamath, A. (2021) ‘A Technological Enquiry into Inequality,’ Working Paper NIAS/SSc/IHD/U/WP/11/2021, National Institute of Advanced Studies (NIAS), Bangalore 

3. Qiu, J.L. (2009) Working-Class Network Society: Communication Technology and the Information Have-Less in Urban China, MIT Press, Cambridge MA, London 

Unit VI: Innovation and Technological Change in India and the Developing World 

4. Mani, S. (2009) ‘Has India become more Innovative since 1991? Analysis of Evidence and Some Disquieting Features’, Working Paper 415, Centre for Development Studies, Trivandrum 

5. Nayyar, D. (2010), ‘Economic Growth and Technological Capabilities in BRICS’, in Fu and Soete (eds.) The Rise of Technological Power in the South, Palgrave [pp.49-67] 

6. Fu and Soete (2010) ‘Introduction’, in Fu and Soete (eds.) The Rise of Technological Power in the South, Palgrave [pp.1-12] 

This course offers a sociological reading of the key themes and perspectives in the classical and contemporary scholarship from the global and the South Asian context. Moving beyond a colonial and western imagination of the urban, this course examines urban processes in the non-west/third world/South Asian regions through its historical specificities. India's urban processes will be explored through a class, caste, gender, and sexuality perspective. It also brings under its purview the environmental issues, communal violence, displacement, patterns of migration, and the emergence of the middle class and the informal sector in contemporary India. 

Course Date, Schedule and Duration: 12 January 2022; One lecture (2 h) per week, for 16 weeks; January–March 2022 

Lecture Topics and Discussion: 

The main topics of the lectures are as follows: 

1. The Chicago School Tradition in urban sociology (Ernest Burgess, Robert Park, Louis Wirth, William Ogburn) 

2. Key concepts and theories (Manuel Castells, David Harvey, Henry Lefebvre, Saskia Sassen) 

3. The turn of new urban sociology 

4. Colonialism, postcolonialism, decolonialism and urbanization in the third world 

5. Indian urban experience and formation of Indian cities 

6. Globalization, Indian cities, and the global women 

7. The middle class in urban India 

8. Popular culture and urban lifestyles 

9. City, caste and communal assertions and violence 

10. State, displacement, and urban politics 

11. Changing patterns of migration and the rise of informal economy 

12. Contemporary urban problems in India (water, housing, sanitation, and environmental perspectives) 

13. Communities and marginalization in Indian cities (an intersectional perspective) 

14. Urban planning: Key concerns 

15. Urban policy and governance 

16. Right to city and the new LGBTQ movements in India 

Course Evaluation: One assignment and one examination 

1. Bhan, G. 2016. In the public’s interest: Evictions, citizenship, and inequality in contemporary Delhi. University of Georgia Press. 

2. Castells, M. 2002. The Castells reader on cities and social theory. Edited by Ida Susser. Malden, MA: Blackwell Publishing Limited, 2002. ISBN: 9780631219330. 

3. Castells, M. 1976. 'Is there an Urban Sociology?' in C.G.Pickvance (ed.) Urban Sociology. London: Methuen & Co. Ltd. 

4. Gugler, J. 1996. World cities beyond the west. Issues, theory, and policy. New York: OUP. 

5. Hansen, T. B. 2001. Urban violence in India. Identity, politics, 'Mumbai' and the postcolonial city. Delhi: Permanent Black. 

6. Harvey, D. 1989 The Urban experience. Baltimore, John Hopkins Press 

7. Jodhka, S., & Prakash, A. (eds). 2016. The Indian middle class. New Delhi: OUP. 

8. Kundu, A. 2007. ‘Migration, employment status and poverty: An analysis across urban centres’, EPW. 

9. Naidu, R. and J Kamalakar. 1988. 'Communal conflict in the Old City of Hyderabad'. Social Action, 38(4). 

10. Naidu, Ratna. 2006. ‘Dilapidation and slum formation’, Chapter 9 in Urban Studies (ed. by Sujata Patel and Kushal Deb) 

11. Nair, J. 2005. The Promise of the metropolis: Bangalore’s twentieth century, Delhi, Oxford 

12. Narrian, A., & Bhan, G. (eds). 2006. Because I have a voice: Queer politics. New Delhi: Yoda Press. 

13. Patel, S., and Deb, K. (eds). 2006. Urban Studies. Delhi: OUP. 

14. Patel, S. and A Thorner. (eds). 1995. Bombay. Metaphor for Modern India. Delhi: OUP. 

15. Pickvans, C.G. (ed). 1976. Urban Sociology. London: Methuen & Co. Ltd. 

16. Ramachandran, R. 1989. Urbanization and urban systems in India: Their origins under the impact of the British colonial policy. Stockholm: SAREC 

17. Rao, M.S.A., Bhatt, C. and L.N. Kadekar. 1991. A Reader in Urban Sociology. New Delhi: Orient Longman. 

18. Safa, Helen (ed). 1986. Towards the political economy of urbanization in the Third world countries, New Delhi: Oxford University Press. 

19.Sassen, Saskia. 2001. The Global City: New York, London, Tokyo. Princeton, NJ: Princeton University. 

20. Shaw, A. 1999. ‘Emerging patterns of urban growth in India’, EPW. 

21. Sivaramakrishnan, K.C., A'Kundu and B. N. Singh. 2005. Handbook of Urbanization in India. Delhi: Oxford University Press 

22. Upadhya, Carol. 2009. ‘India’s new middle class and the globalizing city: Software professionals in Bangalore, India’. The New Middle Classes. 

The social scientific study of culture has traditionally focused almost exclusively on human communities. Non-human animal behaviour has been considered the domain of ethology, which usually looks for species-wide behaviour patterns explicable in terms of evolutionary biology, rather than the particularities characteristic of cultural diversity. 

Several reasons are underlying this asymmetry. One is ontological: Nonhuman beings are often assumed to lack the cognitive traits required for the social learning characteristic of culture. Another reason is epistemological: Even if animals are capable of cultural organization, how can human researchers hope to access the associated matrix of meanings, given our cognitive differences and the difficulty of cross-species communication? There is also an axiological reason: As humans, an understanding of the cultural behaviour of our conspecifics is of great value to us, and perhaps the details of non-human culture are not. 

Each of these justifications for ignoring animal culture in social science has been challenged, and in this course, we will explore these challenges. We will look at philosophical debates about animal culture's possibility possibility and epistemic accessibility. We will also examine whether the ethnographic tools used in social science to study human culture can be fruitfully extended to the domain of the nonhuman. 

The course is designed as a seminar focused on reading and discussion rather than lectures. The schedule of topics and readings is below. 

Unit 1: The Problem of Language and Meaning 

An immediate challenge in any attempt to extend qualitative social science methods to the study of non-human animals is that these methods cannot be fruitfully applied to non-linguistic communities, as they rely crucially on examining linguistically embedded meanings. In this unit, we explore some of the philosophical foundations of this worry. Is it possible that some of the basic requirements of ethnographic analysis – the existence of meaningful thought, the possibility of communication, the ability to understand social interaction – can be satisfied without language? 

Ludwig Wittgenstein: Philosophical Investigations, extracts Donald Davidson: “Rational Animals” 

Daniel Dennett: “Intentional Systems in Cognitive Ethology” Colin Allen: “The Geometry of Partial Understanding” 

Dale Jamieson: “Science, Knowledge, and Animal Minds” 

Dorit Bar-On: “Crude Meaning, Brute Thought (Or: What Are They Thinking?!)” Eva Meijer: When Animals Speak: Towards an Inter-Species Democracy, extracts Grant Ramsey: “Culture in Humans and Other Animals” 

Unit 2: The Foundations of Social Science Methodology 

In this unit, we look at philosophical discussions about the appropriate methodology for studying culture, with an eye towards whether standard conceptions of the foundations of social science methodology can be adapted to the study of non-human communities. We also discuss the divergence between cultural and biological anthropology and attempts at rapprochement between the two. 

Martin Packer: The Science of Qualitative Research, extracts 

Peter Winch: The Idea of Social Science and Its Relation to Philosophy, Chapter 2 Clifford Geertz: “Thick Description: Towards an Interpretive Theory of Culture” John Tooby and Leda Cosmides: “The Psychological Foundations of Culture” 

Thomas Lawson and Robert McCauley: Rethinking Religion: Connecting Cognition and Culture, extracts 

Unit 3: Posthumanism 

The default perspective of modernity centres the human as both the primary subject and object of social knowledge. In this unit, we look at some seminal attempts to chart a course beyond the humanism characteristic of modernity and expand our conception of the social to incorporate a wider range of agents. 

John Berger: “Why Look at Animals?” 

Gilles Deleuze and Felix Guattari: A Thousand Plateaus, extracts from Chapter 10 

Bruno Latour: Reassembling the Social: An Introduction to Actor-Network Theory, extracts Donna Haraway: When Species Meet, extracts 

Unit 4: More Than Human Ethnographies 

Armed with the conceptual arsenal developed in the previous units, we discuss extending the ethnographic methodology to the non-human domain. This unit will examine the scope and limitations of the multi-species ethnographic research tradition and the extent to which researchers can (or need to) avoid anthropomorphism in their study of non-human cultures. 

Eduardo Kohn: How Forests Think: Towards and Anthropology Beyond the Human, extracts  

Kristin Andrews and Brian Huss: “Anthropomorphism, Anthropectomy, and the Null Hypothesis” Raymond Madden: “Animals and the Limits of Ethnography” 

Lindsay Hamilton and Nik Taylor: Ethnography After Humanism, extracts Henry Buller: “Animal Geographies II: Methods” 

John Hartigan Jr: “Knowing Animals – Multispecies Ethnography and the Scope of Anthropology” 

Matthew Adams et al: “Notes from a Field: A Qualitative Exploration of Human-Animal Relations in a Volunteer Shepherding Project” 

Harry Wels: “Multi-Species Ethnography: Methodological Training in the Field in South Africa” Anindya Sinha et al: “Affective Ethnographies of Animal Lives” 

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Ph.D. and M.Tech. (Research) / Ph.D.

Ph.d. and m.tech. by research.

Part-time opportunities also for teachers and industry professionals.

• Cutting-edge research areas in engineering, science, and management.
• Highly experienced Ph.D. faculty on campus: over 70
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• Fellowship/Scholarship/Financial Assistance available

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• Ph.D. and M.Tech by Research in – Computer Science & Engineering, Electrical Engineering, Electronics and Communication Engineering, Mechanical Engineering, and Biotechnology.
• Ph.D in – Commerce & Management, Science (Maths, Physics & Chemistry), Computer Applications, and Pharmacy.

Candidates wishing to pursue research careers in interdisciplinary areas are especially encouraged.

Minimum Qualification

• Ph.D. : A post-graduate degree in a related field of study from a UGC recognized university, with a minimum of 60% aggregate marks (or equivalent grade point average)
• M.Tech. by Research : UG degree in engineering with at least 60% marks (or equivalent GPA).
• Reservation Categories (as notified by Govt. of Karnataka): 10% relaxation
• Distance Education Degrees: not recognized

Program Outline

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10 April, 2024 Last date to submit Application

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Home » Ph.D. Admission

BCU Ph.D. Admission 2020-21 Courses Offered

When you specialize in a subject, your goal is to be involved with the best project and research teams, and we precisely cater to this.  Enroll in your dream specialization course with us and be part of progressive culture, renowned faculty, and innumerable co-curricular and extra-curricular activities.

Our online admission portal makes it viable for a student to enquire/enroll in the desired course.

Be the master of the trade with us!

Ph.d. programs courses, ph.d. management.

This Ph.D. in Management curriculum prepares students to learn research methods, economics techniques, and accounting strategies.

Ph.D. Chemistry

This course offers students a vast horizon of options to pursue their careers as professors, teachers, Pharmaceutical industry, laboratories, and medical colleges.

Ph.D. History

Ph.D. in History is a program that offers different Indian and international History for those who had studied History at the undergraduate level and want to pursue a postgraduate degree in the same specialization.

Ph.D. Kannada

We help explore opportunities by understanding the south work, culture, history, and language better.

Ph.D. in Education

Ph.D. in Education is a program whose purpose is to build necessary skill sets and language proficiency in candidates. With this, the applicants get a comprehensive view of the French subject, making it easier to research in this field.

Ph.D. Commerce

This Ph.D. in Commerce curriculum prepares students to learn research methods, economics techniques, and accounting strategies.

Ph.D. Economics

Scholars would be able to experience a broad spectrum of academic debates in economics and business and many more, after completing a Ph.D. in Economics course.

Ph.D. Life Science

The course above is an advanced-level Master's degree course that increases understanding of the workings of the organisms while creating a life, it's essential to understand it, and this course focuses on this.

Ph.D. Global Language (French)

Ph.D. in French is a program whose purpose is to build necessary skill sets and language proficiency in candidates.

Ph.D. Biochemistry

With a Biochemistry doctorate professionals can proceed to a medical industry or health service profession.

Ph.D. Mathematics

This Ph.D. in Mathematics curriculum prepares students to use theoretical and computational research techniques to resolve various difficulties, from the most complex to the very implemented.

Ph.D. Home Science (Food and Nutrition)

Ph.D. in Home Science is a doctorate program specializing in physics, chemistry, biology, anatomy, sanitation, autecology, rural development, commerce, child development, textiles, clothing, and home management.

Ph.D. Visual Arts

Encourage the most outstanding characteristic of analysis in Arts that illustrates enthusiasm, the amplitude of vision, and creativity.

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The Indian Institute of Management Bangalore (IIMB) believes in building leaders through holistic, transformative and innovative education

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IMR Doctoral Conference (IMRDC) 2024 on February 2nd & 3rd, 2024

Joint Brown Bag Seminar Series

This is a collective effort of Doctoral students from IIMA, IIMB and IIMC. The seminars will be held online, once a month, on the last Friday of the month, from 3 pm to 4 pm. 

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I really value the opportunity for engaged scholarship provided by IIM Bangalore, where our research questions matter not only for business but also government and society. To be able to place myself at that intersection as a scholar, to engage with questions facing organizations and society, and to build capabilities to impart that knowledge to future managers in classrooms is exciting to me. I truly believe that the PhD programme at IIM Bangalore will shape us into scholars who will contribute to organizations and society through research.

- Anupama Kondayya, Organizational Behaviour & Human Resource Management area of the Doctoral Programme (Ph.D.) at IIMB.

Welcome to the Doctoral Programme in Management at IIM Bangalore.

Srijith Mohanan, PhD Scholar Finance and Accounting area, IIMB

Dhrithi Mahadevan, PhD scholar Marketing area, IIMB

Rajashik Roy Choudhury, PhD Scholar OBHRM area, IIMB

Bibek Bhattacharya, PhD Scholar Strategy area, IIMB

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PhD Colleges in Bangalore

List of research courses - phd colleges in bangalore with fees structure, addresses, contact, course details, and college description. colleges offering doctorate in philosophy.

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The Master of Science degree is intended for mature students who wish to learn and perform research in a supportive academic environment. It is awarded upon successful completion of a graduate-level research program, usually lasting four semesters. Beyond the satisfaction of a relatively small number of coursework requirements, the major focus of the program is on developing research skills, leading to the completion of a Master's thesis describing significant original results. Most M.S. by Research students are working professionals (some already working as research scientists in reputed organizations or government bodies), who are sponsored by their employers.

The Doctor of Philosophy is the terminal, research-oriented degree in the subject, intended to prepare students for research, teaching, and scholarly careers in academic settings or research laboratories. It connotes a superior comprehension of the field and a high aptitude for research, and is awarded upon completion of a program that takes from 3 to 5 years (there are no hard limits). Beyond the satisfaction of a relatively small number of coursework requirements, the major focus is on carrying out a significant body of original research and the writing and defense of a doctoral dissertation describing this work.​

Eligibility for Admission

• The eligibility conditions shall be approved by the Chairman, Senate.
• Currently for admission to the programme, a masters degree in engineering (an M.S. by Research/M.Sc.(Research), or M. Tech., M.E., or equivalent) is the minimal requirement.
• The requirements may change for some of the research domains and in cases of exceptional applicants, for which the Senate shall deliberate on specific processes.

Doctor of Philosophy

• The requirements may change for some of the research domains and in cases of exceptional applicants, for which the Senate shall deliberate on specific processes.  

Doctor of philosophy program curriculum manual     Doctor of philosophy program admissions