| Composition | Nature of Selection | Name of members |
| Chairperson | Principal | Dr. Veena V. |
| Teachers to represent all level (Three to eight, the senior among them will be the coordinator/director) | IQAC Coordinator and joint coordinators nominated by the management Members of DQAC are nominated by the HOD. Among two members one is IQAC representative who serves as DQAC coordinator and the other member is the member of Internal Audit Cell (IAC) | Prof. Paul Ansel V, VP, Admn. (AISHE Nodal Officer) Prof. Aswathy Chacko, NAAC Joint Coordinator |
| One member from the Management | Assistant Manager | Rev. Fr. Manoj Francis Marottickal |
| Administrative Officer | Mr. Leonard John C. | |
| Nominee from local society | Nominated by the management | Adv. Sherry J Thomas |
| Nominee from Alumni | Mr. Jess Boban | |
| Nominee from Professional body | Dr. Anil Joseph, Secretary , IGS – Kochi Chapter & Managing Director Geo Structurals Pvt. Ltd., Kochi | |
| Nominee from Industry | Mr. Jacob Rajan, Director ,Scaleios Pvt. Ltd., Kochi | |
| Nominee from Parents | PTA Vice-President | Mr. Thomas Dominic |
| Nominee from Students | College Union Chairperson | To be nominated |
IQAC Executive Committee
| Composition | Name of members | |
| IQAC Coordinator | Prof. Anu Antony | |
| IQAC Joint coordinators | Prof. Thomas Felix | |
| NIRF Coordinator | Prof. Vilbin Varghese | |
| ISO MR | Prof. Thomas Felix | |
| Internal Audit Cell Convenor | Prof. Sheeja M. K | |
NAAC Coordinator NAAC Joint Coordinator | Prof. Kanaka Xavier Prof. Aswathy Chacko | |
| APJAKTU coordinator | Prof. Asha K. R. | |
| DQAC Coordinators | Prof. Liji Anna Mathew (CE) Prof. Lima Sebastian (AI&ML) Prof. Nisy John Panicker (CS Prof. Sonu K. Varghese (ECE) Prof. Avinesh Pyarilal (ME) Prof. Deepu John (EEE) Prof. Rose Paul (ASH) | |
Internal Audit Cell
Composition | Name of members |
Chairperson | Prof. Anu Antony (ECE) |
Convener | Prof. Sheeja M K (CE) |
Secretary | Prof. Sweety Joy (CSE) |
Members | Dr. Rinku John (CE) Prof. Dhanya George (ASH) Prof. Tubin T X (ECE) Prof. Lekshmi Babu (EEE) Prof. Binju Varghese (ME) Prof. Kalyani (AI&ML) |
KTU Audit Reports refer to the periodic academic and administrative audits conducted in accordance with the standards and requirements of APJ Abdul Kalam Technological University (KTU). At Albertian Institute of Science and Technology, these reports provide an objective assessment of academic processes, curriculum implementation, teaching–learning activities, student performance, faculty contributions, documentation, and institutional facilities. The audit findings help identify strengths, gaps, and areas requiring corrective action, thereby supporting continuous improvement and ensuring compliance with KTU norms. Overall, KTU audits strengthen academic quality, accountability, transparency, and the institute’s commitment to maintaining high educational standards.
The AISAT Institutional Development Plan (IDP) acts as a strategic roadmap that guides the institution’s growth while promoting academic excellence, fostering research and innovation, and strengthening its contributions to society.
Albertian Institute of Science and Technology (AISAT) promotes quality through systematic academic monitoring, continuous improvement, faculty development, student support, outcome-based education, and stakeholder feedback. Its quality initiatives focus on enhancing teaching–learning processes, encouraging research and innovation, strengthening industry interaction, and improving infrastructure and institutional services. The institute’s policies emphasize transparency, accountability, student satisfaction, professional ethics, continuous assessment, and compliance with prescribed academic and quality standards. Together, these initiatives and policies create a culture of excellence and support the institute’s commitment to continuous institutional improvement.
(For internal circulation only)
The Quality Manual of Albertian Institute of Science and Technology (AISAT) provides a structured framework for maintaining and continuously improving the quality of education, administration, infrastructure, and support services. It outlines the institute’s quality objectives, policies, responsibilities, procedures, and mechanisms for monitoring academic and institutional performance. The manual emphasizes student-centred learning, effective teaching practices, faculty development, stakeholder satisfaction, documentation, internal evaluation, and continual improvement. Overall, it serves as a guiding document to ensure that AISAT consistently meets academic and professional standards while fostering a culture of quality, accountability, and excellence.
The National Board of Accreditation (NBA), India was initially established by the AICTE (All India Council of Technical Education) in order to assess the qualitative competence of the programs offered by educational institution. NBA came into existence as an independent autonomous body with effect from 7th January 2010 with the objectives of assurance of quality and relevance to technical education, especially of the programs in professional and technical disciplines, through the mechanism of accreditation of programs offered by technical institutions. The NBA conducts evaluation of programs of technical institutes on the basis of laid down norms. This may include, but not limited to institutional missions and objectives, organization and governance, infrastructure facilities, quality of teaching and learning, curriculum design and review and support services (library, laboratory, instrumentation, computer facilities, etc.)
National Institutional Ranking Framework (NIRF) is a ranking methodology adopted by the Ministry of Education, Government of India, to rank institutions of higher education in India. The framework was approved by the former Ministry of Human Resource Development (now the Ministry of Education) and launched by the Minister on 29 September 2015.
The Kerala Institutional Ranking Framework (KIRF) ranking provides an objective assessment of higher-education institutions in Kerala based on parameters such as teaching and learning, research, infrastructure, student support, placements, and institutional practices. For Albertian Institute of Science and Technology, participation in KIRF reflects its commitment to benchmarking institutional performance and identifying areas for improvement. The ranking process encourages transparency, healthy competition, continuous quality enhancement, and stronger academic and professional outcomes, thereby supporting the institute’s overall pursuit of excellence.
The AISHE (All India Survey on Higher Education) Certificate is an official record confirming an institution’s participation in the Government of India’s annual survey of higher education. For Albertian Institute of Science and Technology, the certificate serves as evidence that institutional information relating to students, faculty, programmes, infrastructure, and other academic details has been submitted through the AISHE system. It supports institutional transparency, reliable educational data reporting, and compliance with national higher-education information requirements.
The ARIIA (Atal Ranking of Institutions on Innovation Achievements) ranking evaluates higher-education institutions based on their achievements in innovation, entrepreneurship, research, technology development, intellectual property, and industry collaboration. For Albertian Institute of Science and Technology, participation in ARIIA reflects its efforts to promote innovation and entrepreneurship among students and faculty. The ranking encourages the development of an innovation-driven academic environment, strengthens industry and research linkages, and helps the institution identify opportunities for continuous improvement in innovation and entrepreneurial activities.