UGC NET Questions (Paper – 1)

Statements A, B, C and D correctly describe research and innovation ecosystems. A is true because universities generate knowledge and may translate it into patents and start-ups. B is true as partnerships with industry and government provide resources and real-world problems. C is true since innovation cells and incubators nurture entrepreneurial initiatives. D is true because universities must consider ethical and social impacts of innovation. E is false because innovation is relevant across disciplines, including social sciences and humanities. F is false as basic research is essential for long-term knowledge advancement and need not be abandoned.

Option A:
Option A is incorrect because it omits D and therefore misses the crucial dimension of ethical and socially responsible innovation in higher education.

Option B:
Option B is incorrect because it includes E, which wrongly limits innovation to certain disciplines, conflicting with the cross-disciplinary nature of research impact.

Option C:
Option C is incorrect because it includes F, which rejects basic research, and omits A, thus ignoring the broader research and publication contributions of universities.

Option D:
Option D is correct because it selects all four accurate statements about knowledge creation, collaboration, incubation and ethical responsibility, and rejects E and F, which narrow or distort the role of research.

Statements A, B and D correctly capture the role of higher education institutions in research and innovation. Statement A is true because universities host laboratories, research centres and faculty engaged in both basic and applied work. Statement B is correct in linking university research to innovation and knowledge-driven economic growth. Statement D is also true as policies actively encourage collaborations with industry and international partners, while statement C is false since universities themselves are major supervisors of doctoral research.

Option A:
Option A is incorrect because it includes only A and B and omits D. Collaborative research with industry and international partners is a significant trend in modern higher education, and excluding it makes the description incomplete. A fully correct combination must include D as well.

Option B:
Option B is incorrect because it combines A and D but leaves out B. Without acknowledging the contribution of research to economic development, the answer fails to reflect one of the key justifications for research investment in higher education. Therefore this option does not cover all the correct statements.

Option C:
Option C is correct because it brings together A, B and D, which together describe the institutional, economic and collaborative dimensions of research in higher education. By excluding C, it rejects the false claim that only specialised research institutes can guide doctoral work. This makes the combination consistent with the actual research landscape.

Option D:
Option D is incorrect because it includes C along with B and D. Statement C wrongly denies the central doctoral role played by universities, and its inclusion alongside correct statements makes the option unsound. Hence this combination cannot be chosen.

Statements A, B, D and E correctly describe higher education responses to Industry 4.0. A is true because automation, AI, IoT and data analytics are central to Industry 4.0. B is true as curricula need updating to include new technologies and skills. D is true since combining computing with other disciplines helps address complex Industry 4.0 demands. E is true because industry partnerships inform curriculum relevance and provide practical exposure. C is false because Industry 4.0 fundamentally changes skill expectations, and F is false because ethical and social implications are important considerations in technology education.

Option A:
Option A is incorrect because it omits E and therefore fails to emphasise the importance of active collaboration with industry in designing relevant curricula.

Option B:
Option B is incorrect because it excludes B, meaning it does not clearly state that curricula themselves must be revised, even though that is a major expectation under Industry 4.0 reforms.

Option C:
Option C is incorrect because it ignores A and includes only B, D and E, thus omitting the core description of what Industry 4.0 actually involves.

Option D:
Option D is correct because it includes all four true statements (A, B, D and E), capturing the nature of Industry 4.0 and the curricular and partnership responses needed, while excluding C and F, which deny skill implications and ethical concerns.

Statements A, B and D correctly describe incubation and entrepreneurship efforts. A is true because incubation centres often provide space, mentoring and basic facilities to nurture ideas. B is correct as innovation cells encourage entrepreneurial thinking among students and staff. D is also true since successful start-ups can create jobs and stimulate local economies. Statement C is false; institutions can and do collaborate with industry partners, investors and government schemes to support start-ups. Hence, A, B and D only are correct.

Option A:
Option A is incorrect because it lists A and B only, leaving out D. Without D, the wider socio-economic impact of incubation activities is not acknowledged.

Option B:
Option B is incorrect because it includes B and D but omits A, which explains the direct support incubation centres offer to start-ups. This omission weakens the institutional dimension of entrepreneurship promotion.

Option C:
Option C is correct because it combines the three true statements and rejects C, which wrongly denies collaborations with external stakeholders. It presents a holistic view of incubation, campus culture and regional development.

Option D:
Option D is incorrect because it treats all four statements as correct, thus accepting C’s claim that collaboration is impossible. That is contrary to current policy initiatives that encourage such partnerships.

Internal resource generation refers to the efforts of an institution to raise funds from sources other than routine government grants and student fees. Consultancy, alumni donations and industry-funded chairs are examples of such initiatives driven by the institution’s own activities and networks. The stem lists exactly these kinds of mechanisms, which are typically categorised under internal resource generation. Therefore, Option C is the correct answer.

Option A:
Internal resource generation enhances financial autonomy and enables universities to invest in research, infrastructure and innovation without relying solely on state funding. It often reflects an institution’s reputation and linkages with society and industry. These characteristics correspond closely to the description in the question.

Option B:
External resource generation could be interpreted as funds obtained from donors or agencies outside the institution, but within higher education finance discourse, the term “internal resource generation” specifically denotes institution-initiated efforts like consultancy and alumni support. Hence, this option is less accurate in this context.

Option C:
Public resources usually refer to government or taxpayer funds allocated through budgets and grants. The stem clearly focuses on alternative sources like consultancy and industry chairs, not routine public funding, so this option is not suitable.

Option D:
Statutory resources would imply funds mandated by law or fixed by regulation, which is not how consultancy income or donations operate. They are discretionary and negotiated, so this option does not match the concept being tested.

Statements A, B and D are correct: incubation centres support prototypes/start-ups, industry/government collaboration strengthens ecosystems, and IPR policies guide ownership and benefit sharing. Statements C, E and F are false because innovation is relevant across disciplines, basic research need not be discouraged and mentoring/networking are important for incubation success.

Option A:
Option A is incorrect because it includes C (false) and omits B and D.

Option B:
Option B is incorrect because it includes C (false) and omits B (true).

Option C:
Option C is incorrect because it repeats the same incorrect combination including C (false).

Option D:
Option D is correct because it includes A, B and D and excludes C, E and F.

Statements A, B, D and F present the accepted view of vocational integration. A is true because policies encourage offering vocational courses within HEIs. B is true since vocational courses can be credit-bearing and lead to awards. D is true as industry collaboration ensures relevance of curriculum and training. F is true because apprenticeships, internships and field work are typical vocational components. C is false: vocational education can enrich multidisciplinary learning, and E is false because universities and colleges are explicitly encouraged to host such programmes.

Option A:
Option A is incorrect because it omits F, thus ignoring the characteristic feature of work-based learning as part of vocational programmes.

Option B:
Option B is incorrect because it includes C, which wrongly suggests that vocational education conflicts with multidisciplinary education, and therefore mixes a false statement with correct ones.

Option C:
Option C is incorrect because it includes E, which prohibits offering vocational courses within universities, and therefore contradicts the integrated model envisaged in policy.

Option D:
Option D is correct as it selects A, B, D and F, all of which support integrated, credit-bearing, industry-linked and work-based vocational education, while excluding C and E, which portray it as separate or incompatible.