UGC NET Questions (Paper – 1)

Upward communication flows from lower levels to higher levels in an organisation. Students occupy a lower position than administrators. When they send suggestions that the administration reads,information travels upward. Thus this is upward communication.

Option A:
Downward communication would involve administrators sending instructions to students,not receiving suggestions.

Option B:
Upward communication carries feedback/suggestions from lower members (students) to higher authorities (administration).

Option C:
Horizontal communication occurs among individuals at the same level,like student to student.

Option D:
Mass communication involves media reaching large public audiences and does not describe internal suggestion boxes.

NEP 2020 encourages HEIs to cultivate a culture of participation and responsiveness. It suggests including students appropriately in committees and using structured feedback on courses and services. This helps align institutional decisions with learners’ needs and enhances accountability.

Option A:
Excluding students entirely from governance discussions ignores the policy’s emphasis on responsiveness to learner experience, so this option is incorrect.

Option B:
This option explains that students should have a formal voice in governance while still recognising the roles of faculty and administrators. It reflects NEP’s call for feedback rich, participatory environments, so it is correct.

Option C:
Handing full control to student unions alone is not proposed and would upset necessary balance with academic and administrative leadership.

Option D:
Relying only on informal gossip for student views lacks reliability and structure. NEP expects formal mechanisms for feedback and representation, so this option is inaccurate.

Upward communication flows from lower hierarchical levels to higher ones. When students provide feedback to the head of department, they are communicating their views upward in the organizational structure. This helps administrators understand teaching quality and student experiences and can guide improvement.

Option A:
Option A is downward communication: instructions from the teacher (higher level) to students (lower level).

Option B:
Option B is correct because the feedback form moves information from students upward to the head of department, a higher authority in the academic hierarchy.

Option C:
Option C illustrates horizontal or lateral communication, as teachers at roughly the same level share ideas with one another.

Option D:
Option D is another example of downward communication, where the principal sends a message from top management to all students.

Status or power differences can create psychological distance between communicators. Students may fear expressing dissenting views, and administrators may communicate in an overly formal style, reducing openness and feedback.

Option A:
Option A incorrectly claims that students have more formal power than administrators, which is usually not true in university hierarchies.

Option B:
Option B is correct because perceived power distance can make both administrators and students hesitate to share information openly, creating a psychological barrier.

Option C:
Option C states that status has no influence, which ignores how power differences affect who speaks, who listens and how freely people share information.

Option D:
Option D suggests that status differences automatically improve clarity, but in practice they often make communication more cautious and less open.

Upward communication moves from lower levels to higher levels in an organisational hierarchy. Students occupy a lower position than department heads. When they send comments that the head reads,information flows upward. Thus this is upward communication.

Option A:
Downward communication would involve instructions from the head to students,which is the opposite direction.

Option B:
The direction from students to authority makes upward the correct answer.

Option C:
Horizontal communication occurs among people at the same level,such as student to student or teacher to teacher.

Option D:
Diagonal communication crosses levels and units,but here only level difference is emphasised.

Statements A, B and D correctly describe positive roles for students in quality assurance. Their feedback can inform course and teaching improvements, they may be members of IQAC, and structured feedback helps identify issues in resources and support services. Statements C, E and F are incorrect because student perspectives are relevant, students do not take all academic decisions alone and quality information should be shared appropriately with stakeholders.

Option A:
Option A is incorrect because it omits D, so it ignores that student feedback is also important for learning resources and support services.

Option B:
Option B is incorrect because it omits B, so it does not acknowledge formal student membership in IQAC or similar bodies.

Option C:
Option C is incorrect because it omits A and B and does not include the full correct set of student roles in QA.

Option D:
Option D is correct because it includes A, B and D and excludes C, E and F, which marginalise or exaggerate student roles or deny transparency.

Upward communication flows from lower levels of an organisation to higher authorities. Students occupy a lower level than heads of department. When they submit feedback about teaching quality,the information moves upward. This enables leadership to understand ground realities.

Option A:
Downward communication would involve instructions from the head to students,not the reverse.

Option B:
Horizontal communication would occur between students themselves or between heads at the same level.

Option C:
Upward communication carries feedback/suggestions from lower members (students) to higher authority (HOD),so this fits.

Option D:
Mass communication refers to messages for large general audiences rather than internal institutional feedback.