The institute provides an excellent academic environment with accent on self-learning. The teaching and learning methodologies follow a rigorous regime that involves intensive and extensive working on challenging academic assignments. The teaching is emphasized through student centered and discovery method of learning in place of the conventional teacher centered learning. Peer to peer learning is encouraged. Exposure to state-of-the-art technology and professional and field experiences are brought to students through visiting faculties from the industry and mentoring exercises. The MBA students are imparted technical knowledge, in addition to their respective specializations. This gives students of both the streams an added advantage over students from other institutes.
In keeping with the philosophy of student-centered learning, the teaching methodology at DBS emphasizes the importance of learning through direct experience, which promotes the development of independent learning in key transferable areas. A combination of teacher-supervised and teacher-independent learning activities at the individual and group levels is integrated into the system of learning such that students are optimally involved in assessment of their own progress through faculty and peer feedback. The system of assessment is credit based and employs continuous evaluation through tests, surprise quizzes, home assignments, laboratory work, industry projects, presentations etc.
In the current system of education, where knowledge economy is taking a priority, the quality of education has to conform to global standards. The employers seek skills and competency besides the basic knowledge from their employees. They also expect their employees to be effective right from day one. Realizing that the teaching and learning methods employed by the faculty members have a profound impact on the progression of the students, we have introduced an intense teaching-learning methodology at DBS. We expect that the system would develop a deep sense of learning in a relaxed environment and inculcate among the students a lasting learning desire. We also expect that the teaching system would develop skills and competencies along with the values among the students.
Class participation forms the backbone of the system of Continuous Evaluation. The students are expected to have gone through the pre-study material and come prepared for discussion. We visualize that the quantum and quality of learning through discussion would be much superior to simple delivery of the course material in the classroom. The process is intended to identify the following aspects in a student:
- Commitment to learning
- Regularity to attend classes
- Desire to studiously go through the study material and research books, Internet, etc. to gain significant knowledge
- Ability to present his point of view systematically/logically
- Ability to take criticism
- Approach adopted to find solution to a given problem
- Communication Skills
Each student is expected to submit two assignments during a Semester. Different assignments are given to different syndicates.
- All members of the syndicates are expected to discuss the problem and find solution to the same. Each member of the syndicate is expected to equally participate in solving the assignment.
- All students of the syndicate are expected to submit the assignment individually. While they are expected to present common solution, they have the opportunity to express themselves as individuals and demonstrate their exceptional ability. They may recommend deletion/modification/addition to the syndicate solution.
- Students may furnish additional data/information downloaded from the Internet and put up diverse views away from syndicate solution.
- The evaluation system comprises the following elements with the weightages shown against each for the Postgraduate and Undergraduate schemes:
Industry Oriented Project / Independent Study Project/ Group Discussion / Seminar / Quiz
In keeping with our policy, that each student is exposed to industry/real life environment to enable each of them to acquire adequate practical skills and competency, the faculty members adopt a mixed approach of testing the students in the areas listed above. The faculty members make the students to do an ‘Industry Oriented Project’. The teaching faculty ensures that each student is engaged in at least two activities during the semester. The students are evaluated for the following:
- Statement of the problem/issues (correctness/quality).
- Research on existing practices, if any, and their critical analysis, highlighting their advantages and defects
- Suggested Solutions: analysis, correctness, and practicability, use of technology and application of statistical tools.
- Presentation, clarity of concept, quality of presentation
- Slide/Power point presentation / OHP Film, ability to respond to queries, etc.
Evaluation System @ AIM
DISTRIBUTION OF MARKS
(As per University Guidelines)
EXTERNAL EVALUATION IN EACH PAPER OF 80 MARKS
(As per University Guidelines)
Section A (4 x 8) = 32 Marks
Section B (3 x 16) = 48 Mark
INTERNAL EVALUATION IN EACH PAPER OF 20 MARKS
(As per University Guidelines)
Mid Term Test -50%
Class Performance – 20%
Practical Training & Industry Visit
Practical training and industry visits are integral parts of the academic program at AIM. The percentage of curriculum time is spread in such a way that it blends theoretical learning with practical application of the subject. Every student is expected to make one industrial project every Semester in addition to an assignment. The last Semester of Postgraduate course is dedicated to industry interface with submission of Dissertation Report at the end of Semester.
It is expected that every student will register himself/herself for the foregoing practical training. Each student takes up a training at the end of every semester. The College authorities also organize industry visits. Each student deputed on practical training is required to prepare a project report and submit to the same to an assigned mentor/faculty. The faculty member evaluates the project report. An unsatisfactory performance may debar the students from the award of the qualification.
- About 42 students of Management went on an industrial trip to Shimla to visit Oswal Industry & a few SMEs.
- MBA students went on an industrial tour to Mandideep, to visit Anant Spinning Mills.
- About 49 students of MBA went on an industrial trip to Shimla, Kullu, Manali to visit many industries.
- First year students of AIM went on an industrial tour to Neemrana, Ahmedabad and Virawal to visit Parle, Vadilal, and Ambuja Cement.
- Industrial visits feature prominently on the agenda of AIM.
- Short trips and long excursions are organized to help students unwind and relax.
The institute provides best training facility to its students. The Institute encourages students to undergo training in industrial organizations with stipend and specific projects.
The institute provides an excellent academic environment with accent on self-learning. The teaching and learning methodologies follow a rigorous regime that involves intensive and extensive working on challenging academic assignments.The teaching is emphasized through student centered and discovery method of learning in place of the conventional teacher centered learning. Emphases is laid on independent study and self learning, problem solving and providing solutions on live problems, lectures and seminars by professionals from industry / research organizations.
Thus, teaching – learning methodology aims at developing self-reliance, initiative, and spirit of inquiry, learning by observation and discussion and developing life long learning skills. Exposure to state-of-the-art technology and professional and field experiences are brought to students through a large number of visiting faculties from the industry and mentoring exercises.
The system of assessment is credit based and employs continuous evaluation through tests, surprise quizzes, home assignments, laboratory work, industry projects, presentations etc.
Institute also enables students to inculcate high ethical standards, leadership qualities, capability to think in multidimensional ways and a broad understanding of the competitive business and technological environment.
A variety of teaching and learning techniques are employed to impart knowledge and skills to students at FMS. Lectures, case analysis, simulation games and exercises, syndicates, group discussions and practical project work are commonly used to develop conceptual, analytical and decision making skills and to prepare the students to face the challenges of the complex business and organisational environment. An attempt is made to assess the students’ performance through a continuous system of tests, quizzes, mid-term and semester-end examination to ensure highest academic standards as well as practical orientation.
Though classroom learning is given emphasis at FMS, students are required to undertake a number of practical projects in the different courses of the programme for which the information gathered from business/industry is analyzed and presented in the form of reports
While exposing the students to the theories and concepts of modern management, no efforts are spared to develop a practical orientation in them. After completing the first two semesters of instruction during the first year, all MBA (Full-Time) students are required to undertake practical training in an organization for a period of ten weeks during the summer months. Each student is selected by a reputed company and given a practical assignment. The student works under the guidance of a senior manager in the organization and submits a report to the organization
Every student in the final semester of the programme is required to undertake a project assignment under the guidance of a faculty supervisor. The student should choose a topic on which primary data is to be gathered and analyzed in order to prepare a dissertation, which is evaluated by a panel of experts.
It has been AIM’s endeavor to rigorously groom the students based on 3 pronged approach of academic, professional and personal development. The students come out of this transformation process to take out on the challenges the corporate world presents.
|The grooming process has three distinct components|
|AP||Student Academic Plan|
|CMTP||Contemporary Management Theories & Practices|
|EPE||Enhancement of Personal Efficiency|
|AP||Class room teacher||900 hrs|
|Class Test & Quizzes||35|
|CMTP||Case Introduction Workshop||One-day Workshop|
|Introduction to Presentation Tools||One-day Workshop|
|Case Discussion & Presentations||150 hours|
|Organization & Field Visits & Presentations||9 visits|
|Movie Show(Management Lessons)||4 Movie shows|
|Management & Simulation Games||4 mgt game|
|EPE||Psychometric Analysis||Two Days Workshop|
|Communication Assessment Workshop||One Day Workshop|
|SWOT Analysis and Goal Setting||One Day Workshop|
|GDs& Role Plays||150 Sessions|
|Extempore & Elocutions||130 Sessions|
|In-Basket Exercises||110 Sessions|
|Resume Writing Workshop||One Workshop|
|Team Exercises||8 Exercises|