To revitalize teaching effectiveness SSIM faculty place emphasis on effective pedagogy and give utmost importance to the learning needs of students. The focus on student learning has driven the faculty in adopting new approaches of teaching and thus enabled in incorporating broad set of outcomes for each course; such as students’ mastery of content, abilities to consider and critique and develop skill set that help students undertake career positions.
Faculty initiatives include leveraging on the technological facilities available in the class room as classrooms are well-equipped with ICT facilities to meet the curriculum requirements at SSIM. Each classroom has the capacity to accommodate 60 students and tutorial room with 25 students. Each classroom is equipped with PA system and video player system for lecture delivery. Faculty use them extensively to bring home their points in a more practical and understanding manner by the students.
Another faculty initiative unleashed at the institute level is to provide practical experience to the students through Experiential Learning tool. Experiential Learning is a dynamic view of learning based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. It is a holistic theory that defines learning as the major process of human adaptation involving the whole person. The process of learning from experience is ubiquitous, present in human activity everywhere all the time. The holistic nature of the learning process means that it operates at all levels of human society from the individual, to the group, to organizations and to society as a whole.
Students are expected to learn basic aspects of business and industry, operational aspects related to formalities and documents required to start a business, understanding of business and its model, structure of the firm/company, products/services, customers, and competitors, challenges faced by the entrepreneur, marketing aspects, production aspects, and finance aspects etc.
Students interaction with Jandhyala pickles Manager
To improve learning in higher education, the primary focus should be on engaging students in a process that best enhances their learning – a process that includes feedback on the effectiveness of their learning efforts.
Experiential Learning basically makes connections between academic theory and real-world practice. Experiential learning exposes students directly to the business activities. It reflects a dual focus on practice and conceptual training.
As part of learning the students learn concepts and do case studies and class exercises. However, the students may not visualize and understand completely as majority of our students are not having work experience.
EL process is portrayed as an idealized learning cycle or spiral where the learner “touches all the bases”—experiencing, reflecting, thinking, and acting—in a recursive process that is responsive to the learning situation and what is being learned.
This innovative pedagogic practice involves making the students learn by doing one such innovative teaching learning tool is Out Bound Training (OBT). In outbound training the students are taken OUT of the classroom and into the open. It is a throwback to the Gurukul system. The students have to perform many physical and sometimes challenging tasks and play games and conduct experiments. They learn in the fun way and in groups. Talk about mixing business with pleasure!. These five activities are of one hour duration and students are cycled through these activities including certificate distribution. Each activity conducted in an hour. First five minutes for the pre brief , the activity is for 40 minutes, and last five minutes for the post brief The last ten minutes are buffer and time for changeover from one activity to another.
1) Toxic Waste
2) Blind Man Buff
3) Drums and Planks
4) Shepherd and Pen
5) Egg Parachute
The National Programme on Technology Enhanced Learning (NPTEL) program videos are available on management to some extent. We are an authorised chapter representing IIT Roorkee. Some of the faculty members use and show the NPTEL videos.
|1||Entrepreneurship _ Introductory video||https://nptel.ac.in/courses/110/106/110106141/|
|3||Introduction to Cost Accounting||https://nptel.ac.in/courses/110/101/110101132/|
|4||Financial Derivatives and Risk Management||https://nptel.ac.in/courses/110/107/110107128/|
|5||Introduction to Financial System||https://nptel.ac.in/courses/110/105/110105121/|
|6||Principles of Human Resource Management||https://nptel.ac.in/courses/110/105/110105069/|
|7||Marketing Management –I||hhttps://nptel.ac.in/courses/110/104/110104068/|
|8||Marketing Management –II||https://nptel.ac.in/courses/110/105/110105121/|
|10||Total Quality Management- I||https://nptel.ac.in/courses/110/104/110104080/|
|11||Security Analysis and Portfolio Management||https://nptel.ac.in/courses/110/105/110105035/|
Some of the faculty members, as a method of innovative pedagogical practice, bring home the vareity of knowledge which can not be offered in a structured program in the class room, through MOOCS / SWAYAM courses. Students are encouraged to register for MOOCS courses.
Some faculty members offer the students the facility of watching the recorded lecture / recording their class room lectures. Students can replay them when they do not understand the subject completely and get doubts.
Under innovative teaching / learning practice, some faculty members maintain PODCAST Lectures stored in digital form, to play on laptop, MP3 players and computers. Faculty are posting their talk shows on websites to reach students. PODCAST Lectures delivered for the subjects Performance Management, Getting Ready for interview, Business Ethics.
Under innovative teaching / learning practice, some faculty members maintain their own blogs and post latest developments relating to their lessons / topics which are not normally covered in a structured syllabus / class room. Interested students can access them to further their knowledge.
Students would be divided into groups. Each group is assigned a sector. Every team member is required to interview an employee in the ranks of manager and above from a company in the assigned sector. Students are also expected to record the interview. This exercises helps to understand business environment of various sectors, develops confidence in communicating with superiors and strangers.
This activity is introduced in the 1st trimester for students to know the company details like name of the company, corporate office and registered office, promoters, subsidiaries (if any), vision, mission, industry the company belongs to, competitors, products/services, organization structure and its key people especially chairman, CEO, geographical presence, key financial information like Gross Profit and Net Profit, CSR activities and Coverage of latest Chairman Speech (key points). For this, the student chooses a company of his/her own interest and collects the necessary information. Students are assessed on the skills such as; presentation, listening, comprehension, query handling etc
Students were divided into a group of 6 and were asked to conduct a mock corporate meeting. The main objective of this activity is to understand the nuances of corporate meetings and essential requirements for conducting the same. This activity helps the students to understand the corporate culture and importance of meetings.
It is a group activity, where the students were asked to perform a mock interview among themselves. As a part of this activity they were asked to split into a group of 3 and conduct formal as well as informal interview. It explains about the different stages of a job interview. The main objective of this activity is to increase the talent to be creative and ingenious and to help the students to groom themselves for the interviews.
Costume designing is a group assignment, in which students are divided into group of 5, in which they were asked to make a paper dress out of the newspapers by using creative ideas and imagination. This explains how one can become a team player by fitting in and getting along with the team you work with. The main objective is to understand as how important it is to become a team player in order to bring coordination. Team building in the workplace not only enables better communication but builds better relationships and ultimately increases productivity.
(Stress Demonstration, ICE-Breaker, Team Building)
This is a helpful and non-threatening way to show the effects of stress and confusion, especially in teams, and by implication the effects of stress on productivity, organisational performance and healthy working.
This workshop helps students understand various phases a businessman / entrepreneur passes through. Students are divided into teams and mentored by Faculty Members. In 3 Days, students experience various Business Sense Simulation activities such as Brainstorming, Idea Generation, Idea Screening, Concept Testing, and Business Plan Development. On the last day of the workshop, students showcase their Business Plan and explain their business models to all the faculty and students.