Learning by Doing (LBD) Model
At GIBS, management education is delivered through a well-balanced mix of teaching pedagogies that aim to create interactive and engaging classroom experiences. The institute understands the importance of linking theoretical concepts with practical examples to enhance students understanding and application of the subject matter. The pedagogical activities are designed based on the Learning by Doing (LBD) model.
In order to promote active student participation and foster critical and creative thinking, GIBS encourages the implementation of new pedagogical practices. These practices help to reduce apathy and contribute to improved learning outcomes among students. It is advised that faculty members conduct highly interactive classes and cultivate a positive attitude among students. By adopting this approach, GIBS aims to create a conducive learning environment that encourages active student involvement, collaboration, and the exploration of real-world scenarios.
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.
90 DAYS TO 9 MONTHS MODEL
The Power of Mindset is the new psychology for Growth and Success. The 90 days to 9 months model, concentrates on building the mindset of the student in first 90 days of college. Then students will work on building skill sets to transform their future. After 9 months, students can use both mindset & skill-set to achieve success in their life. Once this formula is understood, students are ready to face any situation without fear.
Skillset 9 Months
“MINDSET IS MORE POWERFUL THAN SKILLSET”
Holistic Development of IQ, EQ, SQ & HQ
“We don’t only make Managers, We make Life”.
At GIBS, we believe in nurturing not only the minds of our students but also their hearts. Our aim is to develop professional graduates who serve society and make a positive impact. We advocate a holistic learning approach that focuses on the overall development of our student’s intellectual, emotional, spiritual, and happiness quotients. Our programs at GIBS are designed to provide education that goes beyond traditional academic knowledge. We emphasize the development of intellectual quotient (IQ) by imparting business and management strategy formulation and execution skills. Additionally, we recognize the importance of emotional intelligence (EQ) in building effective leaders who can understand and connect with others on an emotional level. Furthermore, we acknowledge the significance of spiritual quotient (SQ) in fostering values, ethics, and a sense of purpose among our students. We believe that a strong spiritual foundation contributes to personal growth and ethical decision-making.
Lastly, we emphasize the happiness quotient (HQ), understanding that true success lies in finding happiness and fulfilment in one’s personal and professional life. GIBS encourage students to cultivate a positive mindset, work-life balance, and overall well-being.
यत्र योगेश्वर: कृष्णो यत्र पार्थो धनुर्धर: |
तत्र श्रीर्विजयो भूतिध्रुवा नीतिर्मतिर्मम || 78||
yatra yogeśhvaraḥ kṛiṣhṇo yatra pārtho dhanur-dharaḥ
tatra śhrīr vijayo bhūtir dhruvā nītir matir mama
yatra—wherever; yoga-īśhvaraḥ—Shree Krishna, the Lord of Yog; kṛiṣhṇaḥ—Shree Krishna; yatra—wherever; pārthaḥ—Arjun, the son of Pritha; dhanuḥ-dharaḥ—the supreme archer; tatra—there; śhrīḥ—opulence; vijayaḥ—victory; bhūtiḥ—prosperity; dhruvā—unending; nītiḥ—righteousness; matiḥ mama—my opinion
TRANSLATION: Wherever there is Krishna, the master of all mystics, and wherever there is Arjuna, the supreme archer, there will also certainly be opulence, victory, extraordinary power, and morality. That is my opinion.