Guidelines for Internship/Research Internship for

Under Graduate Students

University Grants Commission

Bahadur Shah Zafar Marg
New Delhi- 110002

(2023)
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Internship Categories
3.1 Enhancing Employability
3.2 Developing Research Aptitude
4.0 Internship Structure
5.0 Academic Credentials & Monitoring of Internship
5.1 Competencies to be Developed During Research Internships
5.2 Duration and Slots for Internship in Curriculum
6.0 Role of Internship Providing Organisation, Nodal Officer,
Internship Supervisor and Mentor
6.1 Role of Internship Providing Organisation
6.2 Role of Nodal Officer
6.3 Role of Internship Supervisor
6.4 Role of Mentor
7.0 Internship Mechanism
8.0 Evaluation
9.0 Miscellaneous
1.0 INTRODUCTION

The India Skill Report (ISR), 2022 highlights that youth employability has improved to
46.2 % in 2021 from 45.97% till 2020. Interestingly, 51.44% employability of females
was observed compared to 45.97% of males for 2021-22. In the year 2023,
undergraduates in domain of the commerce got the highest employability rating at
about 60.62%. The reports further mentioned that, 88.6% of graduates are looking for
internship opportunities. In 2022, 88.42% of respondents in the report have given
preference to an internship for gaining experience. It was also recorded that the year
2022 was also the year to mark the highest demand for internships since 2016. It is also
observed that in India employers like to hire employees having at least a year of
working experience (ISR, 2022).

In India, there are many platforms (Internshala, Lets Intern, Killer Launch, Hello Intern)
that offer internships from many renowned organizations. In addition to this, many
other portals are available which provide trainings and a range of courses across
Industries. Experts also enroll in internships to get life-changing experiences.
Internshala launched an initiative called the “Grand Summer Internship Fair”, which
offers more than 23000 internship opportunities to people from all educational
backgrounds. The internship model proactively works as the primary value for
providing the familiarity of genuine work in a representative situation to the students
by the mentor under closed supervision. The pupil gain experience in a tested
pedagogical norm and is expected to make critical thinking with a range of values and
observations.

The National Education Policy 2020-(NEP-2020) views that the purpose of the
education system is to develop good human beings capable of rational thought and
action, possessing compassion and empathy, courage and resilience, scientific temper
and creative imagination, with sound ethical moorings and values. It aims at producing
engaged, productive, and contributing citizens for building an equitable, inclusive, and
plural society as envisaged by our Constitution. The NEP-2020 envisions promoting
quality research in higher education and to ensure quality education by higher
education institutions (HEIs), research and innovation are two inherently important
aspects. The societal needs of our country can only be addressed by having a strong
knowledge, skills, value and research-oriented vibrant higher education ecosystem for
sustainable development.

In accordance with the NEP-2020, the UGC framed a new student-centric “Curriculum
and Credit Framework for Undergraduate Programmes” (CCFUP) incorporating a
flexible choice-based credit system, multiple entry and exit options, and a
multidisciplinary approach. In an internship course students require to participate in a
work experience or professional activity, or cooperative education activity with an
entity external to the education institution, under the supervision of an expert from the
given external entity. A prime aspect of the internship/research internship is induction
into actual work situations. Internships includes working with government or private
organizations, higher education institutions, universities, research and development
labs/research organisations/non-government organisations, enterprises, centres
involved in research, innovativeness and entrepreneurship, business organizations,
local industry, artists, craftspeople, and similar other entities for providing
opportunities to students for active engagement in on-site experiential learning.

2.0 OBJECTIVES
An internship is gaining first-hand experience by an individual besides
comprehending the way of working in an organisation, leading to improve the skill
aptitude for a specific job or job role and building research capabilities with learning
opportunities. Internships should be such organized that benefits the research intern
as well as the internship providing organization. Following are the intended objectives
of engaging undergraduate students in internship for employability and research
internship programmes:
1. Integration of workshop with workplace: To see the internship in a broader,
integrated and holistic manner where the delivery of the classroom is aligned
with outcomes of the workplace. The objectives of the internship need to be
designed with the intention of integrating workshop / classroom / lab/research
lab learnings with the workplace (organisation / enterprise / start-ups /
corporate / farmlands / artisans / gig workers / Non-government organisations
(NGOs)/research & development organisations, higher education institutions
(HEIs), etc).
2. Understanding of the world of work: To provide undergraduate students
with an opportunity to improve their understanding of the experiences,
challenges, and opportunities of the real world of work, as well as to set their
expectations and behaviour in accordance with the demands, culture, and
values of current and emerging jobs.
3. Phygital and hybrid model learning: To broaden learning opportunities by
combining physical and digital modes of learning while working in industry,
corporate, research & development organisations, workplace, within or outside
HEIs, blended with a mentor or research expert and as per the need and
convenience.
4. Developing research aptitude: To create and facilitate conditions that allow
students in their quest for knowledge, its discovery, learn, understand and
sharpen research acumen, familiarising with analytical tools and techniques
with appropriate usage, research methodologies, data analysis, integrity and
ethical behaviour, manuscripts preparations, identification of appropriate
journals, patent and intellectual property rights, and their application in solving
research/complex/real-life problems.
5. Exposure in emerging technologies: To provide exposure to emerging
technologies/ automation and how it can support, facilitate, improve and
reinforce work processes/ culture/ job roles/art and craft, including the
traditional areas of art-craft/ heritage skills, agriculture, etc.
6. Enhance entrepreneurial capabilities: Understand how organisations /
enterprises are formed for sustainable progress so that start-ups and
entrepreneurial capabilities are strengthened among students and they are
encouraged to be job creators.
7. Development of decision-making and teamwork skills: To facilitate the
development of problem-solving and decision-making skills, enable teamwork
 & collaboration culture to promote research, academic and professional
developments.
8. Cultivate a sense of Social Imagery and Citizenship Responsibility: To
develop a sense of social imagery (issues) and philanthropic versatility among
the graduating students that will facilitate towards the development of an
attitude towards citizenship responsibility.
9. Stimulate collaborative influence: To promote HEIs collaboration, industry-
academia partnership will be developed to provide collaborative internships,
apprenticeships, and research opportunities to the students in the predefined
areas of importance which will lead institutions, universities, organisations,
academicians, and students to collaborate on how to learn with one another.
10. Enhancing professional competency: The internship should not only focus
on employability or research capabilities; there is also a need for professional
principles, ethics, values, and integrity which will enable them to gain
perspective, practice, develop as competency and perform professional tasks in
the way that the employment market demands.

3.0 INTERNSHIP CATEGORIES

The employability of graduates can be improved by developing practical experience
and exposure with the required right kind of attitude for the workplace. The
internship is one of the important apparatuses that help in improving these
employability skills and can help in generating competency, capability, professional
working skills, expertise, and confidence among the students for employability and
developing interest/passion for research. The interns can understand the application
of theory in the workplace.
The undergraduate internships would be classified into two types:
i. Internship for enhancing the employability
ii. Internship for developing the research aptitude

3.1 Enhancing Employability

Graduates face many difficulties after graduation to enrol in the workforce. Recent
graduates are lacking knowledge, practical skills, and experience which are mandatory
requirements demanded by employers for recruitment. Graduates face many difficulties
after graduation to enrol in the workforce. Recent graduates are lacking knowledge,
practical skills, and experience which are mandatory requirements demanded by
employers for recruitment.

Employability refers to the certain attributes of an individual that enable him/her to

perform any job opportunity in line with the set standards of performance to meet
expectations for the expected job. Employability is a set of skills and attributes
developed through a range of experiences at workshops and workplaces. It states that
when a student can demonstrate skills on the job. Individuals need to develop such
competencies which reduce the obstacles as job seekers and also increase their
potential as job providers.
The internship programs should be well conceptualized and interactive for building
research capabilities/aptitude/skills of our under-graduates/researchers/faculties for
1. Development of project and its execution
2. Decision-making
3. Confidence development
4. Working/coordinating in a team
5. Creative and critical thinking and problem-solving
6. Ethical values
7. Professional development
8. Understand government/local bodies world of work
9. Reference of resource persons in the field
10. Development of online/ simulation-based module for a virtual research
internship
11. Understanding the nuances of building a deep-technology start-up
12. Study certain entrepreneurs,
13. Study of the enterprises, farmers, artisans, etc.

3.2 Developing Research Aptitude

Research aptitude refers to the attribute of inquiry/investigation, analysis and

interpretations in a scientific and objective method that facilitates to uncover facts and
present an individual viewpoint in an organised manner.
Research internship aims at providing hands-on training to work on research tools,
techniques, methodologies, equipment, policy framework and various other aspects in
pursuing quality research.
Apart from gaining relevant research experience, the interns would learn the following,
through research professionals/mentors:
● Ideation and conceptualization of a research question/problem
● Learning about new tools and handling of equipment
● Experimentation and collection of data
● Simulations and development of models
● Preparation and presentation of reports
Research Internship experience can be gained by working with
faculty/scientists/mentors in HEIs, research institutions, universities, Industrial
research labs, nationally and internationally reputed organizations, farmers, and
entrepreneurs, using local experts through recognition of prior learning models and
individual persons distinguished in specific fields. The integration of research,
innovation and technology development is the foundation of Atma-Nirbhar Bharat (Self-
reliant India). Institutionalization of internships at undergraduate levels is expected to
play a pivotal role in catalysing the inter-disciplinary/multi-disciplinary/trans-
disciplinary and translational research culture embedded in NEP-2020.

4.0 INTERNSHIP STRUCTURE

An internship provides learning experiences related to a student’s interest or area of

study. It also gives an opportunity to acquiring new skills. The HEIs are required to play
an important role in arranging internships for their students by creating a structured
robust mechanism for internship programmes under their Research and Development
(R&D) Cell. The R&D cell may appoint the coordinator or create a well-defined
mechanism or structure at the HEI level for smooth coordination and functioning of
internships across diverse disciplines.
1. Each HEI should have a Nodal Officer who is responsible for developing need
and demand-led verticals as well as expectations from each vertical in
undergraduate programmes. The internship must be well-defined, with clear
outcomes. It is critical to explore, reach out to, and sign a Memorandum of
Understanding (MOU) with local businesses, research organisations, HEIs, etc.
as this will aid in training, research, employment, and start-ups.
2. To define verticals, HEIs must undertake a survey in the local market to
understand the needs of companies and the expectations of students. These
verticals can be on the basis of industry clusters operational in the country,
from emerging technologies and from the international world of work also.
Industrial regions/clusters may include those places where industries have
concentrated as a result of favourable geo-economic circumstances. These are places
where a sizable portion of the populace works in the manufacturing area, which
operates on a sizable scale. There are indicative clusters identified at central, state,
micro and local government/administration levels and HEIs at their own level can
identify and also go beyond these clusters for internships.

Further, there are certain verticals that HEIs may incorporate as options while choosing
a sector by a student while making registration and undergoing an internship/research
internship. The list is indicative only.

1. Trade and Agriculture Area

2. Economy & Banking Financial Services and Insurance Area
3. Logistics, Automotive & Capital Goods Area
4. Fast Moving Consumer Goods & Retail Area
5. Information Technology/Information Technology enabled Services & Electronics
Area
6. Handcraft, Art, Design & Music Area
7. Healthcare & Life Science Area
8. Sports, Wellness and Physical Education Area
9. Tourism & Hospitality Area
10. Digitisation & Emerging Technologies (Internet of Things/Artificial
Intelligence/Machine Learning/Deep Learning/Augmented Reality/Virtual Reality,
etc.) Area
11. Humanitarian, Public Policy and Legal Service Area
12. Communication Area
13. Education Area
14. Sustainable development Area
15. Environment Area
16. Commerce, Medium and Small-Scale Industries Area
For Instance, Internships in agriculture, and related domains like farm internships,
agriculture research internships, agri-business internships can be considered as an
opportunity by undergraduate students enrolled in HEIs. The agriculture sector needs
to be considered by HEIs for the internship in rural regions. The HEIs/Universities at
their level can explore National Qualification Register and check the possible job roles
across sectors for exploring the internship areas (https://nqr.gov.in/). However, the
HEIs/Universities are open to explore areas beyond that and it can be used as an
indicative only.
3. Internship would involve a student from a HEI and he/she would be attached
to an internship supervisor (IS), and mentor preferably from the same HEI for a
specified duration and conduct a time-bound internship project. The HEI
(parent Institute) and the Internship Providing Organization (IPO) would play
important roles in facilitating the smooth conduct of the internship.
4. A provision of group internship may also be considered for handling the chunk
of students in a particular domain by HEIs. The group can be identified for a
particular theme assigned to a particular industry or HEI supervised by an
internship supervisor and mentor. Students can also come together and submit
their proposal to the R&D coordinator and then after the examination of the
proposal the cell can approve/reject it. If the proposal is accepted by the cell,
then the allocation of a supervisor as well as a mentor for the same could be
made as per norms (Student centric rather than Institution Centric). The
HEIs/Universities can also explore the possibilities of joint project works for
their students based on mutual understanding and agreements.
5. The institution, based on local assessment, programs offered by the
institute/university can identify projects linked to the local industry needs and
create a pool available on the portal. The student chooses a project, and he
must get a supervisor and mentor for it. The mechanism of local industry
collaboration should be one of the focal points of HEIs for providing internship
opportunities to students.
6. The internship can be linked to the outcomes of value-added/skill-
development/ability enhancement courses. HEIs may have both backward and
forward integrations for internships. For backward integration, the HEIs can
make use of ability-enhancement courses, value-added courses, and skill-
enhancement courses. These courses should serve as a prerequisite for
internships and should be handled as such.
7. For forward integration the HEIs need to develop a list of projects along with a
list of mentors, the same can be uploaded on the portal developed by HEIs. The
students can pick projects and get paired with chosen mentors along with an
option of co-mentor from the same or any other reputed institution or
organisations.
8. HEIs need to make their digital portals where they can register experts,
agencies, industries, organisations, mentors, faculty members which are open
and visible to students. HEIs must ensure that these portals have the scope of
application programming interface (API) integration, so that when a central
portal is available, integration can be made.
9. Students can choose industry mentor from HEIs/ research
organizations/industrial R&D labs/Universities/other national repute
 institutions / organizations / industries / emergency professional / NGOs /
local government officials/ outside India experts working at the international
level/social networking sites (e.g., LinkedIn). The same portal can be
developed at HEI/University level. A centrally managed Internship Portal
would help in arranging the internship by the HEIs for the students. The portal
will provide information regarding various internship opportunities like
Internshala, etc
10. Certain experienced people superannuated as research scientists, academics,
industry professionals, farmers, entrepreneurs, local artisans and other
experts, etc. can get registered on a portal as mentors from various disciplines.
HEIs may network with local administration and identify areas where students
can work on assignments or projects that will give them exposure to social
issues in the form of projects.
11. Projects can also be scoped and aligned to the study of the effectiveness of
various government and non-government schemes as well. The live case study
assignment can also be imparted as the project to the individuals which led
learners to apply that learning in the real-life situation depending on the kind
of course (e.g. law, management, social works).
12. The students involved in the internship may continue their internship subject
to the condition that his/her academic credits do not get affected in terms of
attendance and other assignments. If the need arises, students may also have
an opportunity to make use of summer & winter breaks for extending their
learning from internships.
13. HEIs can also look upon cluster models where institutions (2-3) can club or
make a memorandum of understanding (MoU) for internships, the information
of same need to be mentioned on the portal of HEIs and student may be willing
to opt any and choose the mentor physically or digitally or any mentor outside
also at national or international level.
14. There must be a mechanism for the orientation of teachers/ training of
trainers’/faculty development programs and it should serve as a prerequisite
for the HEIs offering the internships in the programme. In the case of the 4-year
program, the policy needs to be framed for students who have an interest in
research right from the beginning at the undergraduate level.

5.0 ACADEMIC CREDENTIALS & MONITORING OF INTERNSHIP

A. Internship
A minimum of 2-4 credits, out of the required minimum 120/160 credits, of a 3-year UG
degree/4-year UG degree (Honours)/4-year UG degree (Honours with Research) can be
assigned for Internship as per the National Higher Education Qualifications Framework
(NHEQF) and Curriculum and Credit Framework for Undergraduate Programme
(CCFUP). An internship of 60 to 120 hours duration after the 4th semester will be
mandatory for the students enrolled in UG degree programmes.
For an internship, one credit of Internship means two-hour engagement per week.
Accordingly, in a semester of 15 weeks’ duration, one credit in this course is equivalent
to 30 hours of engagement in a semester.
B. Research Project/Dissertations/Thesis/Project work
For the 4-year UG degree programme (Honours with Research), engagement of students
in the dissertations/research project during the entire 8th semester of 12 credits will be
considered as a mandatory component for the award of the degree. The students need
to essentially submit the research project/dissertations/thesis/project work to the
allotted mentor. The submission of the report with the conduction of viva will also be a
component for the successful evaluation of the dissertation/research
project/thesis/Project work.
The dissertation/research project/thesis work should involve 360 hours’ duration
during the 8th semester and it will be mandatory for the students enrolled in UG degree
programmes (Honours with Research).
5.1 Competencies to be developed during Research Internships

3-year UG degree, 4-year UG degree (Honours) and 4-year degree (Honours with
Research) programme will be operating strictly adhering to NEP-2020, NHEQF and
CCFUP provisions. Based on the higher education qualification level descriptors for
Level-5.5 and Level-6 some of the competencies with research orientation should be
attained by the students by studying the courses under the Research Ability
Enhancement Courses (RAEC) and by undertaking the research internship project.
● The students should be well-versed with the techniques and methods of
research that would support knowledge creation.
● The students should have an understanding of complex problem statements
and the ability to develop solutions for real-life problems.
● The students will possess a good comprehension ability to interpret the oral
and written communications in research papers, and present own
interpretations.
● The students will be able to communicate technical information, research
findings to the peers.
● The students will be made aware of the research ethics, professional
accountability, conduct and will be able to practice the research ethics and
appropriate skills in in his/her own research work.
● The student will be able to enhance academic productivity by developing
writing and reading skills and can make contributions towards social and
economic issues from their research in future.
● The research intern can possess an attitude and skill of adaptability and
flexibility for new challenges at organisational and individual level with a mind-
set of teamwork and collaborations.

5.2 Duration and Slots for Internship in Curriculum

Each undergraduate student may complete an internship of 2-4 credits during after the
4th semester of the UG degree programme focussing on Hands-on Training/Short
Research Project. However, the student who has to go for a 4-year UG degree (Honours
 with Research) programme will be required to choose courses as given Table 1 during
the 8th semester.

Table 1: Activities, Suggested Duration along with a corresponding number of credits of

Internship Programme:

S. No. Courses Suggested Duration Suggested Activities Credits

Schedule
1 ● 3-year UG After (4th) 60 -120 Hands-on Training/Short 02-04
degree Semester hours Research Project
● 4-year UG Seminar attendance
degree Read assigned journals to prepare
for seminars
(Honours)
Study certain entrepreneurs
● 4-year UG
Social projects
degree Study of the enterprises/ farmers
(Honours
with
Research)
2 4-year UG 8th Semester One (i) HEI may adopt Research 08
Degree Semester Methodology, Research Tools and
(Honours with Techniques, Research Ability
Research) Enhancement and Policy
Framework Courses 12
(ii)Dissertation/Thesis/Project
Work/Research project
Note: In a 4-year UG degree (Honours) students not undertaking research may do 3 courses for
12 credits in lieu of a research project/dissertation as specified in CCFUP Document.

6.0 ROLE OF INTERNSHIP PROVIDING ORGANISATION, NODAL OFFICER,

INTERNSHIP SUPERVISOR AND MENTOR
6.1 Role of Internship Providing Organisation

Internship Providing Organisation (IPO) is any organisation, HEI, philanthropy, farmer,

government organisation, R&D institutions, research labs, artisans, enterprises,
institution/person of eminence, cooperatives, corporates providing an opportunity to
the student for Internship during the programme
• Internship providing organisation will connect with a nodal officer to look into
the matter of facilitating the interns on arrival with registration, identity cards/
library cards/ internet subscription/ any other specific requirements,
accommodation, etc.
● The mentor from internship providing organisation needs to provide time-to-
time guidance to the candidate to have exposure to the research environment
and employability market.
6.2 Role of Nodal Officer
Nodal Officer is an individual, who will be nominated as a member for the organisation
and execution of internship opportunities in the institution. The person may be from the
Research & Development (R&D) cell of the HEI. He/she will ensure the organization and
registration of students, mentors, organisations, internship supervisors on the HEI
portal developed for internship.

● Internship Programme will be fully organised, executed and monitored by the

R&D cell of HEI through a Nodal Officer to be appointed by the Vice
Chancellor/Director/Principal/Head of the Department of HEI.
● The nodal officer may reach out to HEIs, research organisations, research labs,
corporates, industry, etc. and moreover to local administrative offices like
Deputy Commissioners and heads of certain government offices like labour,
municipal, hospital, tourism, public relations, finance, agriculture, social
welfare, etc. to seek the opportunity of an internship for the institution. For
instance, the students can participate with local government in processes of
census, surveys and elections and other schemes with proper mentoring
mechanisms.
● The nodal officer may take care of the interns during their stay and address
their problems, if any.
● The nodal officer must connect with the organisation and make MOUs so as to
facilitate the students for an internship during the course.
● The nodal officer must ensure the registration of students, internship
supervisors, mentors and internship providing organisation in the portal

6.3 Role of Internship Supervisor

An internship supervisor is any individual who will be nominated by the institution for
monitoring, supervising, and evaluation of the student during the internship duration.
● Internship Supervisor will be nominated at the start of the academic year for
each batch.
● Internship Supervisor from the host institute should monitor the regularity of
the intern at his/her workplace. Students should preferably inform the
Internship Supervisor at least one day prior to availing leave during the
internship except for emergency.
● At the end of the internship, the Internship Supervisor will ensure issuing of
completion certificates to the intern.
● Internship offered by the organisation should be followed by one project report
and the assessment on the evaluation can be judged based on the
innovativeness of that particular project, presentation and attendance by HEIs.

6.4 Role of Mentor

A mentor is an empanelled individual professional who is identified by the HEI or by
students himself/herself through their network. The mentor should be identified and
his/her concurrence should be conveyed to the internship supervisor.
He/she will be providing professional/research guidance to the student during the
internship. The mentors will also facilitate networking with other subject matter
experts/professionals, which will enhance the internship experience and learning of the
intern.
They shall be making the timely evaluation of a student and provide him completion
certification/report for submission in HEI.
● The mentor needs to provide guidance to the students digitally or physically
throughout the internship duration.
● The mentor needs to check and validate the performance of students
fortnightly and after the completion of the internship, issue the
certificate/report.
● The mentor must ensure the learning of competencies with research
orientation among the students during the internship duration.
● HEIs may integrate the job assigned to faculty with workload assessment.

7.0 INTERNSHIP MECHANISM

HEIs should develop a roadmap for the smooth functioning of (i) the internship
programme under the Research and Development Cell at the HEIs, (ii) the office of the
nodal officer, (iii) internship portals and about roles and responsibilities of interns,
supervisors and mentors, iv) a list of projects and v) HEI and internship providing
organisation may decide about Internship on mutually agreed terms and conditions.
Internship outcomes should have been incorporated in developing a perspective among
the candidates or students towards a profession and their ability to deconstruct a job
role and to become job-ready as soon as they enter into a job or a profession.
a) Students will apply for research internships on their own or through the mentor
of their parent HEI by registering at the internship portal. The HEI should ensure
that such a student has an appropriate orientation for research through research
ability enhancement courses as a part of the curriculum.
b) Interns will be selected by host organizations based on their selection criteria. The
host organization will arrange to inform the potential intern through the portal
itself or through the mail and will ask for confirmation or for acceptance.
c) If a student fails to get an internship in physical mode, then the host institute
should have a provision for digital or group internship.
d) On receipt of an offer of internship, the student will arrange to consult the
internship supervisor, obtain due permission from the parent institution and join
the concerned host organization for an internship as per the suggested schedule.
e) The student may undergo an internship in the supervisor’s lab/ working space at
the host organization. During the period of internship, the parent HEI through the
internship supervisor and mentor, will arrange to keep track of the activities and
performance of students as interns at the host organization, based on periodic
reports submitted by students.
f) On completion of Internship, intern will prepare internship report and get it
endorsed by mentor.
 Figure 1: Operational Structure of Internship

8.0 EVALUATION

Internship

1. The parent HEI will examine/evaluate the student’s performance following its
evaluation method.
2. The evaluation of the internship will be carried out at the following stages:
a. The interns will be evaluated by research internship supervisor based on
their efforts and research output.
b. The interns will be evaluated through seminar presentation or
viva-voce at the HEI, (marks will be given by a group of experts
from HEI including the supervisor).
3. At HEI, the intern will be evaluated through a seminar/viva voce on his work,
by a duly constituted expert committee (One Internal and One external), on the
following suggestive aspects.
i. Activity logbook and evaluation report of Internship Supervisor
ii. Format of presentation and the quality of the intern’s report
iii. Acquisition of skill sets by the intern
iv. Originality and any innovative contribution
v. Significance of research outcomes
vi. Attendance
Research Internship

1. Internship offered by the organisation should be followed by one project report

and the assessment on evaluation can be judged based on
a. Innovativeness of Research
b. Presentation and,
c. Viva-Voce
2. The research project report shall have an undertaking from the student and a
certificate from the research supervisor/mentor/advisor for originality of the
work, stating that there is no plagiarism and that the work has not been
submitted for the award of any other degree/diploma in the same Institution or
any other Institution.
3. The viva-voce examination shall include both internal and external examiner.
The HEIs need to follow their examination structure for the conduction of the
examination.

9.0 MISCELLANEOUS

1. In the case of a 4-year of UG degree programme, the University/HEI may offer 4

credits towards internships over and above the prescribed credits in the 4th year as
per Curriculum and Credit Framework for Undergraduate Programme.
2. HEIs/Universities may oversee and direct the affiliating HEIs for compliance
towards the approved guidelines of internship.