With the time, we are witnessing need of auxiliary knowledge to the core subject of learning. The School concept has given an opportunity to the students to learn these from other academic programs run in a School under the choice based credit system of the University. Each School has a single ‘student club’ and numerous co-curricular activities are organized under that. In practice, this has helped in exchange for curricular as well as co-curricular ideas among the students. Students follow departments only during active theory and practical sessions, other time they remain together. These activities impart stage courage, leadership qualities and expression abilities, which otherwise are not a part of their curriculum.

This concept not only ensured optimal use of meagre resource it has at its disposal, but also allowed the University to offer many more options. Development and up gradation in the instrumental facility is a continuous process. Having a sophisticated advanced instrumental facility has become the reality at our university mainly due to the School concept. All such facilities are shared among the researchers and faculty members under one roof of ‘School’.

Each School has only one ‘administrative office’ which ensured rational use of human resources (than having it for each department). Schools are able to delegate academic and co-curricular responsibilities to an individual faculty, which adds to the overall diverse activities e.g., student counselling, admissions, examinations, co-curricular activities, sports, etc.

Teaching interdisciplinary subjects has become the strength of our university owing to the School concept. For example, the ‘School of Life Sciences’ has faculty with specialization in Botany, Zoology, Biochemistry, Microbiology, and Biotechnology. Their expertise is commonly shared in teaching in all departments in the school.

Generally, in the State Universities, teachers from related disciplines hardly have any interactions because of organizational set-up. There is a strong belief in working alone. The School concept has provided the conditions for more interactions among the teachers on campus. The School concept has helped in erasing the boundaries between disciplines as well as individuality of teachers. There is a cohesive interactions and relation developed among teachers, which is reflected in many University activities such as ‘Avishkar’, ‘Yuvarang’, ‘Kridamahostav’, international/national level conferences, joint projects etc.

Receiving financial support is one of the many intangible benefits of the ‘School Concept’, e.g., every school being the single academic unit, it became eligible for recognition under UGC-SAP and DIST-FIST as per the faculty requirement norms. As a result, as many as 05 schools and 01 institution on the campus have got these recognitions as early as in 2003-04 (at a young institutional age of 13 years only). These grants helped the schools to augment the academic, and research infrastructure and human resource (BSR Fellowship) which in turn, helped the faculty and Ph.D. students to pursue quality research.

Another intangible benefit of this concept has been sharing of expertise and quality interdisciplinary research. The school concept has enabled us to enrich each School with necessary diverse facilities required for research, e.g. School of Chemical Sciences has all analytical instruments, which are required for research in diverse fields of Chemistry e.g., Polymer, Analytical, Organic, Physical and Agro-Pesticide chemistry. The concept has helped to give completeness to the research, which has reflected in the research publications, patents, consultancy etc.