Why does a person want to do PGDM/ MBA? Is it money, growth in life, knowledge, managerial skill sets? The answer would be a mixture of all these ingredients. The person expects a certain value addition to happen and value addition does not come easy.
At IMIS, we focus on three core values- Discipline, Leadership, Commitment. Discipline has been an important value in systematizing, thinking, creating and processing information. The students start mastering discipline because it brings in consistency and commitment needed to start the right transformation within. At IMIS the key to Leadership has always taken the form of accepting higher degrees of responsibilities in managing efficiently. The secret of IMIS leaders is practising- Out of the box thinking, risk taking, effective decision making and problem solving. Leadership is also reflected in practising simple human virtues like, acceptance, integrity, compassion, mindfulness and forgiveness, through practice- based co-operative learning to become an effective business leader. IMIS values Commitment as it pushes through adversities and gives resilience to persevere even when things get tough. Committed leaders, can set challenging goals and work diligently to achieve them.
This philosophy drives our pedagogy and curriculum. The preceding batches of our alumni have proved their mettle in the tough grind of the corporate world. Their success could be attributed to the rigor and grit of their years at IMIS. With emphasis given to not only academics, but also to all-round development, the student when walks out of IMIS completing the PGDM program, is no longer a student, but a confident business executive toughened to take on the battles of the corporate world.
At IMIS, the journey starts much ahead of the commencement of the new session. Once a student joins the program after taking admission, he/she is introduced to the Management Induction Program (MIP). The Management Induction Program is divided into two phases- YOUR ZIPCODE and EXORDIUM.
YOUR ZIPCODE, as the elementary phase of the Management Induction Program aims at exploring and identifying the managerial instincts within the students. This phase is designed to orient the students towards professional culture and help them acclimatize with necessary skills required to undertake the PGDM program. This is carried out during the intervening period between the admission date and the commencement of the regular sessions.
EXORDIUM, the second stage of the Management Induction Program (MIP) starts after the commencement of the regular sessions. During this program, renowned academicians, practitioners and industry experts are invited for effective learning sessions, to share their views and experiences with the students, who are to be made familiar with the rudiments of management as a profession and its culture prior to the commencement of their Term-I courses.
At IMIS a variety of pedagogical approaches are used by faculty members teaching the PGDM courses. The pedagogical models include Structured Lectures, Case Analysis, Co-operative Learning, Inquiry-based Learning, Practice-based Learning, Technology-based Learning, Development Orientation, Personal Counselling and Continuous Assessment and Evaluation. The system is more industry-centred, while the teacher acts as a facilitator of learning.
Development Orientation- The institute has made an exclusive arrangement where, one working day in a week is reserved for conducting special sessions for students’ development, viz. Communication Development, Personality Development, Business Etiquette, Mock Interview, Business Quiz, Panel Discussion, Presentation on Contemporary Topics, Assessment Techniques, Students’ Knowledge Improvement Programmes (SKIP) and Students’ Activities etc.
Cooperative Learning- Students work together in small groups on a structured activity. They are individually accountable for their work and the group work as a whole is also assessed. A group of students discussing a lecture or working together over the Internet on a shared assignment are both examples of cooperative learning. Cooperative learning differs from traditional teaching approaches because students work together rather than compete with each other individually. Such learning helps students become constructively involved in content, to take ownership of their own learning, to resolve group conflicts and improve teamwork skills. The common tools used by the faculty members in this model are Field Study/Project Work, Assignment (Internet based/Library Resource-based), Situation Analysis, Simulations, Role Play, Business Games and Class Room Presentations.
Inquiry-based Learning- “I hear and I forget, I see and I remember, but I do understand when I’m involved.” The last part of this statement is the essence of inquiry-based learning. Inquiry implies involvement that leads to understanding, possessing skills and attitudes that seek resolutions to questions and issues. This approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. There is more emphasis on “how we come to know” and less on “what we know”- The more interested and engaged students are in a subject or project, the easier it is for them to construct in-depth knowledge of it. The common tools used by the faculty members under this model are Case Discussion, Problem Solving, Brainstorming, Idea Generation and Small-group Exercises.
Tech-Driven Pedagogy- In AI-Simulated Business Environments students use generative AI and predictive models for real-time market scenario planning, competitive strategy and for automated analysis of complex datasets. Live Case Studies are replacing static text cases with live corporate data and digital interactive that require prescriptive rather than descriptive analysis. Adaptive Learning optimize learning outcomes for diverse student cohorts. Hands-on proficiency in advanced analytics—such as Python, R etc. are directly embedded into marketing, finance, supply chain and other modules.
In management education the learning remains incomplete if proper and adequate emphasis is not given on practice. The class room lectures and discussions supplemented by practical exposure helps the students in building value-based knowledge by integrating theory with practice. To support this precept, IMIS has been consistently working to create a series of provisions to ensure practical orientation in the learning process and to augment the interaction with the industry. Few of the examples are Summer Training, Research-based Dissertation, Short-term Projects assigned by companies, Industry Visits, Panel Discussions, Corporate Talks, Guest Talks by Practitioners, Seminars, Workshops and Capsule Programs.
The institute gives much stress on blossoming of a complete manager by adopting a pragmatic approach to learning with an exclusive arrangement to facilitate such development orientation. The mentor-mentee arrangement at the institute is a unique composition which helps in upholding a compassionate and sensitive relationship required for fostering self-confidence amongst the students while coping with the increased stress.
The Academic Program at IMIS calls for a professional approach for assessing and evaluating a student’s performance. In the trimester system, assessment and evaluation are done in a continuous pattern. The various evaluation components used are:
- Mid Term Examination
- Term End Examination
- Quiz Tests
- Case Analysis
- Project Assignment
- Field Study
- Presentations
- Class Participation
- Role Play/Simulation Exercises
- Lab Test, etc.
