Get More From Your Professional Career With Teaching & Learning.

The Context

Knowing by doing refers to an approach of learning where students interact with the environment in order to practice, adapt, and learn the things. The objective of this teaching learning pedagogy is to provide real-time environment where students can apply their learning’s. The aim of adopting this teaching learning method is provide hands on practices where students will learn the things by doing. In this method, the instructor provides background and flow-charts of thought process, after that students are guided to apply the learning on business environment. The outcomes of the teaching pedagogy is that our students are able to create their own website, design logo, etc.

Learning Outcomes

After completion of this, student will be able:

• To enhance the practical learning
• To improve design thinking skills.
• To develop the creativity skills
• To cultivate hands on experience of real time environment

Types of Activities

• Creating own website and conducting search engine optimization
• Analyzing the performance of website using analytics metrics
• Real-time company’s financial data analysis using statistical tools.
• Business plan and case writing activities.

The Context

Case-based teaching pedagogical approach is adopted by each instructor of the respective courses. The reason of adopting this teaching learning method is provide an environment where students can apply their learning in analysing business issues and recommend solutions. The objective of this teaching-learning method is to provide the real-time business world scenario and equip them to take decisions on particular business problems. This teaching learning pedagogy is adopted to facilitate the development of higher order skills of the students as per the Bloom’s Taxonomy: analyse, evaluate and design.

Learning Outcomes

After completion of this, student will be able:

• To enhance the practical learning
• To improve design thinking skills.
• To develop the creativity skills
• To cultivate hands on experience of real time environment

Types of Activities

The Context

The aim of giving assignment to management graduates it to assess their higher order of knowledge learning of Bloom’s Taxonomy like evaluate and create. Two assignments are given to the students by the course instructors and the level of assignments are mapped with the Bloom’s Taxonomy level. Students are provided a week of time to submit their assignments. Assignments are submitted by students in the handwritten form. During the pandemic, the submission of assignments are made on Blackboard LMS. The similarity index of each submissions are checked to avoid plagiarism. The scoring of assignments are part of the internal assessment elements.

Learning Outcomes

After completion of this, student will be able:

• To enhance the higher order of knowledge learning levels.
• To apply their learning on higher level of Bloom’s Taxonomy.
• To develop the thought process.

Types of Assignments

• Case Study
• Projects
• Application based Questions

The Context

The monographs of all the courses are provided to the students during each semester. The monographs contain the brief notes of course contents and concepts. It is prepared by the course coordinators and kept simple so that students can easily understand. The objective of the monograph is to facilitate students to enhance their learning and concepts of course topics. It is provided to students in order to achieve the lower order knowledge learning levels of Bloom’s Taxonomy such as understanding, remembering, and analyzing. Such students can get their doubt cleared with the help of monographs.

The Context

Scenarios, case studies, hands on practice and role plays are examples of active and collaborative teaching techniques that research confirms are effective for the life long learning needed for students to be able to remember and apply concepts once they have finished your course. Typically, one would use case studies, hands on practice software, scenarios and role plays for higher-level learning outcomes that require application, synthesis, and evaluation. The learning activity should have a clear, specific skills and/or knowledge development purpose that is evident to both instructor and students. Students benefit from knowing the purpose of the exercise, learning outcomes it strives to achieve, and evaluation methods. Role plays can be short like scenarios or longer and more complex, like case studies, but without a lot of the documentation. The idea is to enable students to experience what it may be like to see a problem or issue from many different perspectives as they assume a role they may not typically take, and see others do the same. Role plays generally have three types of participants: players, observers, and facilitator(s).

Concept

Scenarios, case studies and role plays are examples of active and collaborative teaching techniques that research confirms are effective for the deep learning needed for students to be able to remember and apply concepts once they have finished your course. Typically, one would use case studies, scenarios and role plays for higher-level learning outcomes that require application, synthesis, and evaluation. The learning activity should have a clear, specific skills and/or knowledge development purpose that is evident to both instructor and students. Students benefit from knowing the purpose of the exercise, learning outcomes it strives to achieve, and evaluation methods. Role plays can be short like scenarios or longer and more complex, like case studies, but without a lot of the documentation. The idea is to enable students to experience what it may be like to see a problem or issue from many different perspectives as they assume a role they may not typically take, and see others do the same.Role plays generally have three types of participants: players, observers, and facilitator(s).

Learning Outcomes

Learning Outcomes Of Role Play:

• Engage students to enhance creativity
• Enhance current teaching - learning strategies for better outcomes
• Provide real-world scenarios to help students analyze and learn
• Learn skills used in real-world situations (negotiation, debate, teamwork, cooperation, persuasion)
• Provide opportunities for critical observation of peer

Prominent Role Play Exercises

• Interview practice—In preparation for career interviews, students can assume the role of the interviewer and/or the interviewee.
• Marketing—In preparation for a class presentation, students can assume the position of a sales representative and sell a product.
• Retailing—To help prepare students for a guest speaker in merchandising course, students can play the role of sales manager and sales representative to gain better insight on the responsibilities of these positions.
• Counseling—In preparing for counselling practice, students can role play a counsellor for a client who is seeking financial advise.
• Teaching—In preparation for a job fair, students can role play the teacher and the student, or the administrator and the student, or the teacher and a parent.
• Debates—As a spontaneous exercise, the instructor has students briefly prepare arguments for and arguments against positions on a topic

Concept

The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's corporate world. Solving highly complex problems requires that students have both fundamental and conceptual knowledge and 21st century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools). With this combination of skills, students become directors and managers of their learning process, guided and mentored by a skilled teacher. Project based learning has been incorporated in the BBA curriculum at Chandigarh University through:

• Social Internship Report
• Summer Internship Project
• Capstone projects
• Mini projects

Social Internship Project is placed after the completion of the First year of BBA program where in the students undertake a 45-60 days training in any village, nonprofit organizations, community groups, or social enterprises to address societal issues and make a positive impact. A Social Internship integrates business acumen with community service, allowing students to apply their management, marketing, finance, and operations knowledge to tackle social challenges. This experiential learning opportunity is invaluable for fostering empathy, leadership, and a sense of social responsibility among budding business professionals.

Summer Internship Project is placed after the completion of the Second year of BBA program where in the students undertake a 45-60 days training with a reputed organization. During the summer internship project, the students directly report to the organization for a duration of 45-60 days and works under the guidance of his / her Industry mentor. The student also has the guidance of a dedicated faculty mentor who guides the student during the course of the 45-60 days.

The students also have to undertake a Capstone/Research Projects in advanced semesters (6th, 7th & 8th), in which students undertake a research project and get a hang of a full-scale research project. The students go through a detailed review of literature available on the topic they have chosen for the final research project and have to follow a well-defined rubric for each stage of the project.

In addition to this each theory and practical subject has a mini project to learn the concepts while applying the same to real world problems. Project-Based Learning (PBL) is an interactive teaching approach where students work on real-world business problems through hands-on projects. Instead of passive learning, students actively engage in problem-solving, decision-making, and critical thinking, making them industry-ready professionals.

Learning Outcomes

Learning Outcomes of Project Based Learning:

• Apply business concepts and theories to real-world decision-making
• Enhance proficiency in specific business disciplines; such as human resources management, operations management, marketing, accounting, statistics, economics, finance, and business law.
• Develop and improve business skills in communication, technology, quantitative reasoning, and teamwork.
• Observe and participate in business operations and decision-making.
• Meet professional role models and potential mentors who can provide guidance, feedback, and support.
• Expand network of professional relationships and contacts.
• Develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility.

Prominent Role Play Exercises:

• Interview practice—In preparation for career interviews, students can assume the role of the interviewer and/or the interviewee.
• Marketing—In preparation for a class presentation, students can assume the position of a sales representative and sell a product.
• Retailing—To help prepare students for a guest speaker in merchandising course, students can play the role of sales manager and sales representative to gain better insight on the responsibilities of these positions.
• Counseling—In preparing for counselling practice, students can role play a counsellor for a client who is seeking financial advise.
• Teaching—In preparation for a job fair, students can role play the teacher and the student, or the administrator and the student, or the teacher and a parent.
• Debates—As a spontaneous exercise, the instructor has students briefly prepare arguments for and arguments against positions on a topic

Following beyond curriculum practices are followed to develop the essential skills among the MBA graduates:

Pedagogical tools and relevance in skill set development