Students’ Quality Circle (SQC)| FoMSS

Preparing Future Leaders: The Unique Academic-Industry Model of the Faculty of Management and Social Sciences, CINEC Campus

The Students’ Quality Circle (SQC), established under the Faculty of Management and Social Sciences at CINEC Campus, stands as a pioneering initiative rooted in the philosophy of continuous improvement. Initiated over a decade ago, the SQC was formed in response to the growing need for a structured, student-centered platform that encourages academic, social, and personal development while aligning with CINEC’s institutional commitment to producing graduates who go “Beyond a Graduate.”

The students’ experiences are not merely outcome of student activities; they are simulations of professional environments, preparing undergraduates to meet the complex demands of the modern workplace. As the name itself suggests, the Faculty of Management and Social Sciences at CINEC Campus is committed to moulding its students into efficient, effective, and industry-ready managers by the time they graduate. The faculty takes a holistic and pragmatic approach to education, combining robust academic training with immersive industry exposure. This dual focus ensures that graduates are not only knowledgeable but also capable of seamlessly integrating into the professional world as confident, skilled, and visionary leaders.

These students are not assigned for merely student activities; they are simulations of professional environments, preparing undergraduates to meet the complex demands of the modern workplace.

The Faculty of Management and Social Sciences at CINEC Campus has embedded a highly regulated and disciplined framework within the Students’ Quality Circle (SQC), particularly with regard to the selection and conduct of student representatives. This structure is not merely administrative; it carries a deep conceptual value aimed at instilling key professional attributes among future managers and leaders.

At the heart of this model lies the understanding that discipline, resilience, and adaptability are core competencies in the world of management. The strict adherence to the constitutional rules governing student representation is a deliberate strategy designed to mould students to perform under pressure, adhere to accountability standards, and internalize the values of structure, responsibility, and time-bound leadership.

The bi-annual elections for the Executive Committee members of the SQC, conducted every six months, are not just procedural—they reflect the dynamic nature of leadership and the importance of rotational responsibility. The process, managed and facilitated by the respective programme coordinators, includes screening and interviews to identify candidates with potential, commitment, and the right attitude. This rigorous approach ensures that only deserving and capable students are entrusted with leadership roles, thereby preserving the integrity and effectiveness of the Circle.

Furthermore, the six-month term limit without re-election for office bearers is a well-thought-out mechanism to discourage stagnation, promote inclusivity, and ensure that opportunities for leadership development are extended to a wider group of students. This limitation challenges students to make meaningful contributions within a constrained time frame, enhancing their ability to work with focus, urgency, and purpose—skills essential in fast-paced managerial environments.

By intentionally inculcating constraints and structure, the Faculty is creating a controlled yet empowering environment where students are exposed to real-world expectations such as succession planning, decision-making under time constraints, and performance within defined roles.

The overall conceptual value of this approach lies in its alignment with the educational philosophy of the Faculty, which goes “Beyond a Graduate.” It integrates leadership development with character building and ensures that every student who takes part in the SQC—whether as a representative or as part of the broader community—benefits from a culture that emphasizes discipline, service, and growth.

The primary objective of the SQC is to nurture a culture of quality, excellence, collaboration, and active student engagement. The Circle seeks to foster creativity, critical thinking, and constructive problem-solving among students while ensuring their voices are recognized and integrated into the academic and administrative landscape. It provides a proactive space for students to raise concerns, share ideas, and work together with faculty and administration to bring about sustainable improvements in both curricular and extracurricular domains.

This initiative is grounded in the belief that student empowerment is integral to institutional excellence. As such, the SQC promotes student-led development activities, which are guided and mentored closely by academic staff, ensuring that initiatives are well-integrated into faculty objectives and national educational standards.

Structure and Selection Process

The structure of the SQC reflects inclusivity and representation. Two student representatives from each batch of every active degree program—ideally one male and one female—are selected to form the core of the SQC. The programme coordinator of each degree program holds the responsibility for selecting these representatives, based on a multifaceted evaluation that includes:

• Academic performance
• Leadership qualities
• Listening and observation skills
• Peer acceptance and support

This selection model ensures that the student representatives are not only capable but also respected by their peers, thereby enhancing the legitimacy and effectiveness of their representation.

The SQC does not function in isolation. It is an integral part of the faculty’s broader administrative and academic ecosystem, with members engaging directly with both faculty and administrative teams. The collaborative model ensures a feedback-rich environment where insights are shared constructively, and improvement initiatives are planned and implemented systematically.

Alignment with Institutional Goals

The creation and evolution of the SQC are closely aligned with CINEC’s institutional tagline, “Beyond a Graduate,” and the faculty’s vision to develop well-rounded individuals. This approach is reinforced by the adoption of the Education Vertical Integration (EVI) model, which ensures that students are engaged and guided at multiple levels—academically, socially, and personally—throughout their journey at CINEC.

The SQC functions as a bridge between formal institutional mechanisms and the informal yet invaluable perspectives of students. In doing so, it supports the faculty’s broader mission of continuous quality enhancement, with emphasis on:

• Student satisfaction and wellbeing
• Feedback-driven change
• Collaborative governance
• Leadership and personal growth

Impact and Achievements

The Faculty is highly encouraged by the positive outcomes of the SQC over the past years. Students have demonstrated an increased willingness to take initiative, offer constructive feedback, and engage meaningfully in academic and extracurricular life. The SQC has:

• Contributed to improved student-faculty communication
• Facilitated student-led events and innovations
• Acted as a platform for resolving student concerns
• Supported faculty-level planning and development

Through a commitment to collaboration, innovation, and leadership, SQC members have helped create a vibrant, inclusive, and supportive environment. The initiative also cultivates a strong sense of responsibility and community among students, reinforcing values essential for success both within and beyond academia.

A hallmark of the Faculty’s academic model is the strategic industry integration in the final year of the undergraduate programs. In the first six months of the fourth year, all students are placed in internships with reputed, high-level industry organizations. These placements are carefully secured and facilitated by the Faculty through its strong partnerships with leading enterprises across various sectors. The internships offer students first-hand experience in real-world business environments, allowing them to apply theoretical concepts, develop professional networks, and gain insight into the challenges and opportunities of managerial roles.

Following this, during the next six months, students undertake a comprehensive dissertation project, which is jointly supervised by an academic expert from the faculty and an industry mentor. This collaborative guidance ensures that students are exposed to both the academic rigor and the practical relevance of their research topics. The dissertations are designed to solve actual industry problems or explore emerging trends, encouraging students to think critically, innovate, and offer actionable solutions that contribute value to the organizations they engage with.

This carefully structured combination of three years of intensive theoretical study and a final year immersed in professional practice and research distinguishes the Faculty’s degree programs from others in the higher education landscape. The model not only imparts knowledge but also develops the soft skills, leadership qualities, and problem-solving abilities that are essential in today’s dynamic and competitive global marketplace.

Moreover, the faculty’s commitment to personalized mentorship, industry alignment, and academic excellence ensures that each student’s journey is guided with purpose and professionalism. Students emerge from the program not only with a degree but with the competence and confidence to lead, manage, and innovate in their chosen fields.

This unique educational experience has earned the Faculty of Management and Social Sciences at CINEC Campus a reputation for producing graduates who are truly “beyond a graduate”—graduates who are equipped with the tools, mindset, and practical expertise to make an immediate and lasting impact in the world of work.

In essence, this integrated academic-industry framework is the defining difference of the Faculty’s degree programs. It transforms undergraduates into incomparable industry leaders, ready to navigate complexity, drive innovation, and inspire change in the organizations and communities they serve. The structured model of student representation is a purposeful pedagogical tool—one that fosters not just academic or organizational excellence, but also the emotional intelligence, resilience, and ethical foundation necessary for producing graduates who are ready to take on leadership roles in any environment, however demanding.

Continuous Improvement and Feedback Integration

The Faculty remains vigilant and reflective about the administrative model underpinning the SQC. Recognizing that the effectiveness of such initiatives must be continually evaluated, the Faculty intends to synchronize its internal findings with the 2025 Student Satisfaction Survey Questionnaire (SSSQ) Reports, administered independently and anonymously by the Registrar’s office.

The purpose of this synchronization is twofold:

1. Validate the insights from student representatives by comparing them against anonymously gathered feedback.
2. Refine the administrative model of the SQC based on any gaps or areas for improvement revealed through this data triangulation.

This evidence-based approach allows for strategic enhancements that are student-centered and aligned with institutional quality assurance goals.

The Students’ Quality Circle at the Faculty of Management and Social Sciences, CINEC Campus, has matured into a model of participatory governance and student empowerment. It embodies the principles of continuous improvement and quality culture, reflecting CINEC’s aspiration to shape students who are not only academically competent but socially responsible and personally fulfilled. As CINEC continues to grow, the SQC will remain a cornerstone of its student engagement strategy, ensuring that every student journey is enriched with purpose, leadership, and a commitment to excellence.