Faculty Initiatives

Faculty Initiatives

Faculty plays a pivotal role in transforming students into budding managers and entrepreneurs. Teaching and learning are the activities that contribute to improving student learning. In the institute, the mode of teaching is not limited to traditional chalk-and-talk methods but has gone beyond to incorporate ICT tools & technology in instruction delivery and instruction methods, assessment, and evaluation etc. As learning comes first, technology is used as an effective tool to enhance and enrich student engagement for richer interaction in the institute. Several initiatives were taken on teaching and learning to anticipate and meet the industry's and corporate world's current and future requirements. Some noteworthy initiatives taken by the faculty on teaching & learning are as follows:

a) Theatre-based learning

• Description: This activity helps students understand the application of fundamental concepts in real-time. It's an efficient way of learning as it focuses on things that can be easily seen and understood.
• Process: Theatre-based learning is a learning-by-doing art form that results in greater retention of the concepts and provides a larger perspective in a wholesome learning environment. It makes participants face the situation directly, enabling them to look at and discuss what's happening inside the organization in a highly engaging way.
• Method: Theatre-based learning is a learning-by-doing art form. Theatre-based learning is utilized for subjects like organizational behaviour to understand personality, attitude, conflict management issues, training issues, PA processes, and quarterly review meetings focusing on achieving the targets. It allows students to witness their and their colleagues’ behaviours and reactions and helps them identify behaviours that need to change. It actively encourages problem-solving, critical thinking, shared responsibility and a sense of purpose
• Scope: Activity is conducted as a part of teaching pedagogy and is limited to specific courses. Faculty utilizes theatre-based learning for courses, e.g. Organisational Behaviour, Human Resource Management, Human Resource Administration, Sales and Distribution Management, etc.

b) Fishbowl-based case study

• Description: Fishbowl discussion has a set of students participating in the discussions. Students seated inside the fishbowl actively participate in a discussion by asking questions and sharing their opinions, while students outside listen carefully to the ideas discussed & presented. Students switch roles and practice being contributors and listeners in a group discussion. This strategy helps the faculty want every student to participate in a discussion and contribute to decision-making.
• Process: Fishbowl technique is used for discussions and debates. The approach followed at the institute is innovative as case studies are given to students to discuss in a fishbowl way. Each group has an opportunity to discuss the issues and problems analyzed in the case and their perceptions and solutions to the problems. Two distinct ideas, approaches, and solutions will be brainstormed. This technique aims for one group to gain insight into the other perspective by having the opportunity to listen and formulate questions.
• Method: The most effective discussions do not have one correct answer or interpretation but allow for multiple perspectives and opinions. Students seated inside the fishbowl actively participate in a debate, and around the circle, the remaining students stand to observe what is happening in the fishbowl. Typically, six to 12 students initially participate and provide their perspectives while still allowing each student to speak. Fishbowl discussions are most effective when students have time to prepare and read the cases in advance. Hence, discussion questions are circulated in advance. Faculty ask some students to sit in the fishbowl for ten to 15 minutes before announcing “Switch,” at which point the listeners, i.e., students standing outside, enter the fishbowl, and the speakers become the audience. The new set of students adds the dimensions associated with the case. After the discussion, students reflect on how they think it went and what they learned. Students can also evaluate their performance as listeners and as participants. They could also provide suggestions for improving the quality of future discussions. These reflections on peer evaluation and peer learning helps students to become more focused and prepared.
• Scope: Faculty utilizes activities for courses to discuss strategies and take decisions on challenges.

c) Concepts delivery by students by using Zerodha varsity

• Description: Zerodha Broking Limited is an Indian financial services company offering retail brokerage, currencies and commodities trading, mutual funds, and bonds. Zerodha Varsity is an investor education platform from Zerodha wherein students can enhance their knowledge and skills in stock broking, trading, and investments.
• Process: For beginner and intermediate-level students, the best learning material is available to make them understand the Indian stock market. The approach followed at the institute is innovative as students are exposed to this content for studying. The content available is highly layman-friendly and exciting. Available modules are divided among the students’ groups for study and discussions.
• Method: Students study the respective module allotted to them, discuss their learnings in class, and expose the other students to those concepts. This technique aims for one group to gain insight into the idea and the different perspectives by having the opportunity to listen and formulate questions. The end-of-the-section quizzes help in revision. It is helpful because beginners with less knowledge of trading will acquire information for better trading techniques. Another advantage of this initiative is it is free to access.
• Scope: Faculty utilizes this technique for teaching finance subjects like Capital market & derivatives. Once students complete this learning, they can opt for the next level, i.e. NCFM modules, NISM Modules, Intelligent Investor and Security Analysis.

d) Entrepreneur’s interview

• Description: ‘Learning from Errors’ is a series of entrepreneur interviews where students get an opportunity to interact and interview Entrepreneurs to learn from their life journeys.
• Process: With the vision of creating leaders and budding entrepreneurs for society, students have been allowed to decide the names of the entrepreneurs who inspired them. Students are expected to get in touch with them and arrange an interview appointment.
• Method: Students group study the entrepreneurs and their businesses and create a list of questions to be asked based on the information. Faculty mentors review the questionnaire for addition/ deletion, if any. Students visit the entrepreneurs and conduct interviews based on the questionnaire. Entrepreneurs are also expected to present their businesses before the interview begins. This is great learning for the students as they understand the entrepreneurs' success stories and challenges.
• Scope: Faculty utilizes this activity while teaching subjects like Entrepreneurship Development, Business Policies and Strategic Management etc.

e) Research-based projects

• Description: In general research-based projects are the projects which are typically considered desk research, wherein students conduct secondary data. If needed, students use survey tools to collect primary data. And based on both the primary and secondary data, they came up with the research report.
• Process: The process followed at the institute is innovative as students are asked to collect the data related to a specific theme from the secondary and primary resources by undertaking the stakeholder's mapping and considering their opinions. During the presentations, these stakeholders review the group's performance.
• Method: Students are divided into groups, and particular themes are given to them in advance. Based on the themes, students are free to select different sectors or companies to conduct their research. No two groups can opt for the same company or the same industry. Students undertake the stakeholder mapping activity. Students develop the final research project using various research tools like Interviews, focus group interviews, observations, surveys, and literature reviews. Stakeholders may also participate in the review process.
• Scope: Faculty utilizes this technique to expose students to different research tools and practice them. Activity helps to teach research and entrepreneurial dexterities required for developing business acumen and making them future-ready.