The course aims to give a holistic perspective on the different facets of management enabling students to view the entirety of an organization and relate it to the larger environment.
These courses help the students appreciate the interdependency of the various functional areas and integrate them while addressing problems in the business context.
At the end of the first semester, the students go for the on job training in any organization for a period of four to six weeks and at the end of the second semester, the students go for the summer internship in any organization for a period of eight to twelve weeks.
The summer internship is compulsory for all the students. The summer training trains the students to sharpen their knowledge and skills, develop an understanding of business realities and apply the tools and techniques to real life business situations.
Also in the third semester they should complete major research project. A variety of teaching and learning techniques are used to impart knowledge and skills to students in the institute. Lectures, case analysis, simulation games and exercises, role plays, business games, seminars, group discussions and project work are used to develop conceptual, analytical and decision making skills and to prepare the students to face the challenges of the complex business and organizational environment.
The institute will also groom the students for placement through special modules. The institute follows a pattern of continuous evaluation through a series of tests, surprise-quizzes, mid-term and semester-end examination to ensure the highest academic standards as well as practical orientation. The course curriculum is the result of continuous review by the faculty in line with the recent developments taking place in the industry.
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| PGDM - POST GRADUATE DIPLOMA IN MANAGEMENT |
Approved by AICTE - All India Council of Technical Education, Ministry of HRD, Govt. of India, Equivalent to MBA Full Time Accreditation AICTE The AICTE was constituted in 1945 as an advisory body in all matters relating to technical education. Even though it had no statutory powers, it played a very important role in the development of technical education in the country. There was large-scale expansion of technical education in the late fifties and early sixties and again in the eighties. While the expansion in the fifties was done with the approval of the AICTE and the Government of India, the expansion in the eighties was localised mostly in the four states of Karnataka, Maharashtra, Tamil Nadu and Andhra Pradesh and was primarily in the self-financing sector without the approval of the AICTE and Government of India. It was in this period that the National Policy on Education-1986 made a specific mention of the need to make AICTE a statutory body and stated: Even earlier, the Education Commission of 1964. popularly known as Kothari Commission after the name of its Chairman, made the following recommendation for the proper administration of technical education: "To ensure the pursuit of the highest standards at the first degree and post-graduate levels, and to provide on adequate machinery with the national and professional concern with the future development at these levels, we have recommended the setting up of a UGC-type organisation, industry and concerned Ministries. This body should have a full-time chairman, and funds should be allotted to it on a block basis."In view of the above, AICTE became a statutory body through an Act of Parliament 52, in 1987. The Council, i.e. AICTE was established with a view to the proper planning and co-ordinated development of the technical education system throughout the country, the promotion of qualitative improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system for matters connected therewith. Technical education was defined as programmes of education, research and training in engineering, technology, architecture, town planning, management, pharmacy and applied arts and crafts and such other programmes or areas as the Central Government may, in consultation with the Council, by notification in the official Gazette, declare. The Act also laid down the powers, functions and structure of the AICTE.Having vested with Statutory powers, AICTE has initiated necessary steps for planning, formulation and maintenance of norms and standards, accreditation, funding of priority areas, monitoring and evaluation of courses/programmes in the field of technical education to ensure coordinated and integrated development of technical education in the Country. In order to achieve the planned growth and to nurture quality in technical education system, AICTE has spared no effort to inculcate competitiveness to face the globalization and in generating competence and quality in technically qualified human resources to make it globally acceptable.
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