Faculty Initiatives on Teaching and Learning
1. Caselets from the News
To connect textbook concepts with practical applications, students analyzed concise case studies from newspaper articles during class sessions and participated in collaborative events with finance faculty in the Bloomberg lab during live presentations of the Finance Ministers budget and the RBI Governors monetary policy announcements. These sessions focused on discussing the macro economic and financial market impacts of the policies, enhancing the curriculums relevance. This approach deepened students understanding of how policymakers apply macroeconomic concepts and their effects on the economy and financial markets, fostering analytical thinking. Future improvements could involve students leading analyses of subsequent monetary policies, promoting active learning and peer-to-peer education.
2. Bloomberg analytics for smart finance
To provide students with real-time financial data, market trends, and company insights to support informed decision-making. Through hands-on experience in the Bloomberg Lab, students gained a comprehensive understanding of financial health, performance, andvaluation, enabling them to identify strengths, weaknesses, and growth opportunities. This data-driven approach aids in strategic and investment decisions. Moving forward, a more focused analysis of mergers and acquisitions can deepen insights into financial implications and market impact. Overall,this initiative strengthens students’ ability to assess corporate stability and strategic positioning using advanced analytical tools.
3. Case Study and Idea Generation
To enhance students understanding and application of operational principles through real-world case studies. The initiative utilized classroom discussions to encourage analytical thinking and collaborative problem-solving. Students worked in teams to devise creative and feasible solutions, fostering a practical approach to learning. The use of real-world scenarios significantly increased engagement and motivation by bridging the gap between theory and practice. Moving forward, incorporating a wider range of industries and operational contexts will further enrich learning outcomes. Overall, this initiative provided students with a valuable opportunity to apply theoretical knowledge to real-world challenges, preparing them for practical decision-making in their careers.
4. News Analysis
To help students’ link concepts of Managerial Economics with actual business situations, News analysis sessions are conducted in the class. Students read articles from Economic Times and analyse the article with the help of theories taught. Through this interesting way of learning, students understand how to apply concepts to real life situations. With an opportunity to test their understanding of Managerial Economics, students develop their knowledge on business and economics and thereby enhance their employability.
5. Online Quizzes
Online quiz is a way of conducting test to measure the understanding of the participants on a given topic. Faculty members use various platforms like google-quizzes, Flubaroo, Quizstar for designing and conducting the online concept/midterm tests. It serves as an objective measure for analysing student performance. Students can attempt these tests using various devices like mobile, laptops or desktop.
6. Movie Clips and Videos
Movie clips and Videos help to communicate a topic in an engaging and insightful way. It provides students deeper understanding of the concepts. It helps by combining learning with a source of entertainment which is an ideal way of getting the most out of the young minds. Faculty members make use of these technology driven aids while teaching various concepts.
7. Simulation
Business Simulation is brought through German Simulation Pvt. Ltd, subsidiary of iBizSim, Germany. It is used as a teaching and learning tool. The instructor defines the learning goals and the students use the simulation as a learning tool. The emphasis is shifted away from the results of the simulation to the learning experience. Students learn concepts of strategy, planning controlling and decision making. The focus is on team work. The students manage the simulated company for 8 quarters, divided into learning and doing phases. They develop spread sheet templates for planning and uses the decisions in the Business Simulation application. Every period, based on the results the students fine tune their company’s goals and take decisions. The last part of the simulation is the reflection phase, where they analyse the results of the company. Understand and explain the differences between the expected, planned values and the achieved, actual values, and submit their learning.
8. Case Discussion / Mapping using Miro Whiteboard
Miro is a cloud-based collaboration tool for small to midsize businesses. The solution features a digital whiteboard that can be used for research, ideation, journeys and user story maps, wireframing and a range of other collaborative activities. It is useful as a diagramming software and mind mapping apps. It blends the various functionalities with video conferencing tools by making it a grand collaboration app. It enables distributed teams to work effectively together,from brainstorming with digital sticky notes to planning and managing agile workflows and mind mapping. During pandemic it helped to engage the students in a more effective way. It was useful while discussing the caselets and case-studies over MS Teams virtual platform.
9. Country Analysis of Company using Miro -Kanban Framework
Group-wise conducted detailed analysis reports using Miro Mind Maps of the Kanban framework. Students had to visit various country detailing web portals and prepare a detailed draft report on the country analysis. Countries like Germany, Australia and United Kingdom were analysed. The culture and demographic details of the citizens were prepared using Miro – Kanban tool which facilitated live discussions and report sharing by each team.
10. Collaborative Teaching
Collaborative teaching is practiced and encouraged in the Institute as the benefits of collaborative teaching are many. With proper planning and mutual understanding and coordination, multiple faculty member stake one subject. Advantages of collaborative teaching are better lesson plans, more challenging assignments, greater learning for students, faculty backup in case of an unplanned cancellation of session, exposure of students to different perspectives of the same topic, more inputs given to students with respect to feedback, areas of improvement, counselling, guidance, better assessment of students and many more. The result of collaborative teaching is definitely positive. Enhanced learning happens by the students due to perspectives of multiple faculty members handling the same subject.
11. Flipped Classroom
Flipped classroom is a good teaching pedagogy which can be done with the class to relieve the monotony of the instruction mode being only faculty member centric. Students are greatly encouraged with this methodology. Advantages are many, both for the students as well as the faculty member. The limitations are negligible as compared to the number of advantages. Hence, this type of teaching must be encouraged across all semesters. The result of flipped classroom is very encouraging. The monotony of regular classroom training is broken by this method. Students retain the topic covered by the flipped classroom better as they feel more accountable to the topic that they have learnt themselves and found information about. Enhanced learning happens by the students when using the flipped classroom methodology.
12. Role Plays
The fact that role play simulates a real-life environment for the students which they are able to associate with, shows that it is a powerful methodology. It also helps the faculty member understand the various perspectives of students as everyone has a different manner of approaching the similar situation. Hence it gives an insight to faculty members too of not only the understanding of the student but also the student’s manner of approaching the situation. Using the methodology of roleplays in the classroom helps students associate the concept and apply it in a simulated environment. This helps them to remember the concept better. It allows the students to play the roles of certain characters in these situations so they are able to see things from a different perspective. Through role-play, they have a better understanding of how and why things are done in a particular way and they are able to associate what all factors are considered in a particular scenario. Hence it is a methodology which should be used often in classrooms.
13. Word Clouds using Mentimeter
Word Clouds using mentimeter or any other such application can help to create stimulating visuals of the otherwise simple words. This helps in student engagement. Common words get clubbed and increases in size giving the faculty member the analysis of what the majority of students feel about the question. Usage of different colours, fonts, schemes helps the student to observe reflections by all. Added advantage is that it is easy to use. Learning of students gets accelerated due to the mere presentation of the words, as the student’s attention is drawn towards the words which others have written and they had not thought of or missed reading. Hence, word clouds enable students to explore new subjects and deepen their understanding of difficult concepts, and understand others perspective.
14. Polls using Mentimeter
Using polls with the help of Mentimeter or any other such application is an effective way to interact and engage with students. Reason being it is very visually pleasing, plus it gives a real-time analysis of the reflections. Also, it is very user friendly and hence needs not much preparation time on part of the faculty member. The faculty members can immediately track the learning and understanding of students. The same can be done with a questionnaire, but this real time effect makes it more engaging. Also the analysis is immediate unlike that of a questionnaire.
15. Poster Making Contests
Students were engaged in use of Poster making contests to explain HR concepts in class group-wise and conducted assessments. Teams were judged on the basis of the appropriateness of the solution to the given unsolved Case. Teams were having around a maximum of six members and no less than four members. Teams were judged on the basis of the appropriateness of the poster to the given theme. The winning posters were posted on the college Blog.