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Curriculum Design

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Curriculum Design

Year One

The first year equips students with a thorough grounding in management fundamentals. Compulsory core courses cover the key tools, concepts and analytical skills used in all major functional areas as well as subjects like business strategy and business ethics which cut across disciplines. A unique feature of the first year is the Rural Immersion component which is introduced by a course on the Indian Social and Political Environment followed by a week during which students are divided into five-person teams to undertake projects in various rural locations in collaboration with local NGOs.

The Curriculum Design Committee identified the following areas to be covered by the core courses:

Foundation:These courses focus on developing the knowledge and analytical ability that support the understanding of the functional areas of business studies.

Functional: These courses cover the fundamentals of business and management studies and equip the students to be in a position to understand advanced concepts.

Integrative: Integrative courses enable a student to understand how to develop a holistic understanding of organizations and the problems they face and see how different functions relate to each other.

Skill Building: A management professional is required to develop and apply a variety of skills and use multiple tools which enable decision making and better management. Picking up and sharpening these skills is a life-long process and courses designed for building skills get students started on this journey.

Perspective: In addition to being able to integrate their fundamental and functional knowledge, management professionals are also expected to be able to look at business from multiple perspectives. Some of the core courses in the first year help students to develop and use these perspectives in their professional life.

Summer Internships

On the successful completion of the first year, students undertake a two-month corporate internship with companies at different locations. The internship gives them an opportunity to put their learning into practice and work on projects and tasks similar to those they would be engaged in when they graduate and get recruited. The summer internship is another example of the application orientation aspect of IIMU's mission manifesting itself in the curriculum. Students learn by doing in the internship and get a first-hand experience of corporate life.

The summer internship evaluation process includes feedback from the company in the form of the corporate mentor's assessment. There is also a period of reflection and assimilation after which the student presents his or her learning from the internship to faculty and first year students.

Year Two

After students complete the core courses, the second year gives them a chance to tailor their curriculum according to their personal interests and career objectives. Electives are offered in all of the major functional areas along with multi-disciplinary courses like Entrepreneurship and Management Consulting.

One of the elective options is the innovative International Business in Practice (IBP). Teams of 5-6 students undertake a two week live project in the offices of a multinational company in locations like Bangkok and Dubai.

In addition to a wide choice of electives, students also have the option of undertaking a Course of Independent Study (CIS) which allows them to probe deeper into a subject of their interest. Under faculty supervision, the CIS provides an opportunity to apply the tools, techniques, skills and concepts they have learnt to the study of actual problems through field studies, computer-based analysis and library research. One CIS is equivalent to a 4 credit course or 30 hours of classroom teaching and students can take up to 2 CIS in their second year.

As well, a compulsory course in the second year is Capstone which emphasizes the philosophy of immersion and application orientation. Capstone uses technology to create simulated decision-making scenarios within which students can test their understanding of the business environment.

Some students also spend one full semester abroad as a part of the Student Exchange Program (STEP).

Pedagogy

The method of instruction varies for different courses with case studies being the predominant method for most. Apart from that, group and individual projects, student presentations, simulation games, etc. are used. Many courses bring in industry experts to integrate classroom learning with industry practice.

Student academic engagement at IIMU is a part of the course design ensuring that students are academically involved in three phases: before classes, within the classroom and after the class.

Before classes:A majority of the classes are based on discussion around a specific topic assigned for each class. Before the start of each trimester, students are given the material for each class and are expected to read all the material before the class and have a preliminary discussion in their study groups.

In Class: During the discussion in class, it is expected that students will participate and make a significant contribution. The faculty monitors the students' contributions to the discussion and ensures equitable distribution of opportunity for all students to participate over the duration of the course.

More than 80% of PGP students at IIMU have prior work experience ranging from a year to five years with an average of approximately two years. Such students have an opportunity to bring perspectives from their work experience to the classroom which substantially enriches the discussions.

After Class: The student's ability to assimilate the discussion in class and its nuances is tested in various ways:

  • Projects: Some courses integrate a team project in the assessment scheme to ensure students find an opportunity to apply their learning in a simulated environment.
  • Problem based learning: Quantitative analysis based courses often use a problem/solution based approach.
  • Simulations: Some courses use simulation games where technology is used to create a simulated decision making environment, e.g. Capstone simulation.
  • Reflection papers: Students regularly write reflection papers where they need to look back and critically reflect on their own experiences to identify and reinforce learning.
  • Quizzes: Especially in the first year, students must face frequent announced or surprise quizzes, some of which may be in-class and some held separately.
  • Mid-term and end-term exams: These exams help provide a period of reflection, revision and reinforcement of concepts learned in each half of the trimester.