PEDAGOGY

Current requirements in the areas professional qualifications and skills development call for the implementation of new analytic and responsible learning teaching techniques focused on specific objectives. It is therefore necessary to design learning situations in which trainees/students are permitted and encouraged to:

  • Draw up their own objectives
  • Develop diverse learning strategies
  • Establish complex inter-group relationships
  • Operate with increasing autonomy

Our teaching methodology aims to equip students on the following aspects that are essential to their future role

INTERACTIVE LECTURES

provide short activities that can break up a lecture engage students in activities that confront their prior understanding of a core concept. The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data.

INTER DISCIPLINARY APPROACHES

to Teaching entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question or topic.

STRONG WRITING ASSIGNMENTS

are a flexible means of demonstrating learning as well as a method of exploring one’s thinking to stimulate learning, which is why the literature on writing instruction emphasizes both learning to write and writing to learn

TEACHING WITH SPREADSHEETST

allows students to “get their hands dirty” by working with real-world data. Spreadsheets make abstract or complex models accessible by providing concrete examples and allowing “what if” analyses.

ROLE PLAYING

Role Playing immerses students in debate around Earth science issues.

INVESTIGATIVE CASE-BASED LEARNING

Investigative Case-Based Learning involves students in addressing real world problems

CAMPUS-BASED LEARNING

Campus-Based Learning uses the campus environment itself as a teaching tool.

TIMELY ASSESSMENT

provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content.

CONCEPT TESTS

are conceptual multiple-choice questions that focus on one key concept of an instructor’s learning goals for a lesson. When coupled with student interaction through peer instruction, Concept Tests represent a rapid method of formative assessment of student understanding.

TEACHING WITH DATA SIMULATIONS

allows students to visualize probability distributions, which in turn can make the processes associated with probability more concrete.

QUANTITATIVE WRITING

engages students with numbers by asking them to analyze and use quantitative data in written reports and arguments.

COACHED PROBLEM SOLVING

is a class format in which professors provide a structured, guided context for students working collaboratively to solve problems.

TEACHING WITH THE CASE METHOD

combines two elements: the case itself and the discussion of that case. Teaching cases provide information, but neither analysis nor conclusions. The analytical work of explaining the relationships among events in the case, identifying options, evaluating choices and predicting the effects of actions is the work done by students during the classroom discussion.

PRACTICE LABORATORY

A unique feature of Jaipuria School of Business is its Practice Laboratory which consists of five Centres namely Centre for Leadership Excellence, Centre for Creativity and Innovation, Centre for Change and Development, Centre for Diversity and Inclusiveness and Centre for Advanced Data Analytics. This practice laboratory is a shared facility that provides leadership, best practices, research, support and experimental learning for a focused area. Each of the five CoEs is laboratories of experimental and experiential learning. Each Centre is mandated to organize thematic conferences, student seminars and outdoor practice activities led by the students themselves under the watchful guidance of the Faculty Chair of the Centre.

IMMERSION COURSES

The different value added courses are taught in all domains of PGDM which gives overall exposure to the personality of students.