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.