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Most of the higher education institutions affiliated to public Universities introduced value additions to reinforce the relevance and strength of the course even if they had constraints of autonomy. Of late, the cry for quality has brought forward the ++ model in various undergraduate and postgraduate courses, which is competency building through ‘stage based quality assurance strategy’ that promotes bridging curriculum gaps, imparting skills and creating a mindset favourable to managing business or work as entrepreneurs. The institution can develop a model of student development and enhance graduate attributes by means of the focused development plan. In semester-based courses, the institution can identify various attributes essential for earning the degree and focus on a particular attribute in each semester. Based on our experience at SIMS (Srinivas Institute of management Studies), we have developed a stage model for all the courses to focus on a particular graduate attribute during each semester by designing the programmes in such a way that at the end of the course, students possess the expected graduate attributes. This has been named as higher education stage model. In this paper, we have analyzed the various features of Stage Model intervention technique through the analyzing framework called ABCD technique. The results supported the logic of using ABCD analyzing technique for any system/concept performance evaluation.
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Aithal et al. (2016) studied this question.