Teaching Pedagogy

In terms of the distribution of teaching methods, GIBS follows the following framework:
• Theory-based learning constitutes 30% of the curriculum.
• Fieldwork and Practical learning activities account for 70% of the curriculum,
which is further divided into
Assignments, case studies, movie/video clips, simulation games, live projects, role-plays, action learning, outbound training, quizzes (including online quizzes), group discussions, grooming and communication sessions, article writing/review, problem-solving exercises, and more. The students will be randomly asked to present /talk/ summarise the class learning anytime during the session and presentations. This is a mandatory practice in all the course presentations at GIBS. Subject Matter Expert sessions by the Industry Practitioners: Every course will have a session from an industry expert. The session will be organized by the respective course faculty. By emphasizing practical learning and incorporating a variety of engaging activities, GIBS aims to provide students with a comprehensive and well-rounded management education that prepares them to excel in the dynamic business environment

During the course delivery at GIBS, a blend of various activities is employed to enhance student engagement and promote effective learning. Some of these activities include:

1. Projects: Integrated team projects are included in the assessment scheme to provide students with an opportunity to apply their learning in a simulated environment. This allows them to develop practical skills and gain hands-on experience.
2. Outcome-based learning: This student-centric teaching and learning methodology focuses on planning the course delivery and assessment to achieve specific objectives and outcomes. It emphasizes measuring student performance and progress at different levels.
3. Problem-based learning: Students engage in learning by tackling complex, evidence-based problems encountered in the real world. This approach encourages critical thinking, problem-solving, and the application of knowledge in practical scenarios.

4. Reflection Activity: Reflection activities are conducted at regular intervals wherein; students are expected to look back on their experiences and critically reflect on their own learning. This process helps them identify key insights, reinforce their understanding, and connect theory with practice.
5. Extempore speech/Class debates: Faculty might initiate extempore speeches or class debates, where students are asked to express their views on recently covered topics or engage in a structured discussion on a given problem or situation. This activity enhances communication skills, critical thinking, and the ability to present arguments effectively.
6. Brainstorming: Panel discussions or brainstorming sessions involve assigning a specific problem to a group of students and asking them to find feasible solutions collectively. This activity promotes teamwork, idea-sharing, and a creative approach to problem-solving.

By incorporating these diverse activities into the course delivery, GIBS aims to create an engaging and dynamic learning environment that fosters critical thinking, collaboration, practical application, and overall skill development among students.

Note: All projects and assignments given to students must be submitted to the designated faculty member on or before the specified deadlines. It is important to note that each assignment carries marks under the Continuous Evaluation System (CES). Therefore, timely submission is crucial to ensure proper evaluation and inclusion of marks in the overall assessment. Late submission of projects, reports, or assignments will not be allowed or considered for evaluation.