Indigenous Initiative

Faculty Initiatives on Teaching and Learning

“Constant innovation in teaching is key to getting management concepts across”.
~ Thillai Rajan

FIIB truly believes in the words proposed and practiced by Prof. Rajan, who won the Innovation in Pedagogy Award, adjudicated by the MTC Global in 2011. FIIB also initiated few indigenous learning methods and approaches in its PGDM curriculum. Following are few examples of FIIB’s indigenous initiative to make teaching learning more innovative and enriching.

I. Entrepreneurial Self Awareness: This foundation course is specifically useful at the beginning of a MBA program and a prerequisite for core course titled ENVC (Entrepreneurship & New Venture Creation) and an elective course titled Corporate Entrepreneurship.
FIIB Initiative: To address this gap FIIB introduced a foundation course on entrepreneurship from academic year 2017-18. This course focused on entrepreneurial self-awareness and titled ‘Entrepreneurship boot camp’ has been delivered to all 180 students of 2017-19 and 2018-20 batch in a ten hour module during the orientation program in June at the commencement of the academic year.
Outcome: The feedback from the two batches has been extremely encouraging and students have been able to calibrate their aspirations, team style and intentions based on feedback received in the course. It has helped the Institute firm up a tie up with National Entrepreneurship Network (NEN) under the top 200 B schools in the country program and launch an elective on corporate entrepreneurship for students. A paper was presented in the 20th Conference of Strategic Management Forum India on 25th Dec, 2017 at IIM Trichy showcasing this foundation course as an innovation in pedagogy in the area of Entrepreneurship education. (Courtesy: Dr. Deepak Pandit)

II. Financial Derivatives and Risk Management (FDRM):
Financial Derivatives and Risk Management is one of the practical based learning courses in the finance domain. The course pays off if the real aspects are being taken into practice. The students found this course interesting as they implemented the concepts reality.
FIIB Innovation in Pedagogy: For normal buying selling of shares, students used virtual trading platform but as there is no virtual trading software available for futures and options; Excel as a tool was utilized for their real learning. Students were told to pick highly liquid stocks with a fictitious amount of Rs. 25 lakhs in their hand. Out of this amount they were required to invest only 15 lakh and rest of the amount was for their backup if the margin amount is eaten up by unfavorable market conditions. Using technical analysis, they created long and short positions for 6 stocks. They continued/squared off their positions by tracking the daily prices of the stock. This exercise was supposed to continue till the day of expiry of the contract. The similar exercise was done for another assignment of options trading.
Outcome: The students were able to identify their daily profit/loss positions. They learned how to execute a good trade and create their own strategies that could pay maximum to them. This exercise was helpful to understand connectivity of different aspects in a single trade. Lastly, they tracked many other jargons and terminologies on the NSE and BSE websites. (Courtesy: Dr. Vandana Bhama)

III. Retail Marketing and Service Marketing: The faculty uses self-developed cases in the class, having a huge impact on learning, keeping the dynamic nature of the courses. Since, these cases, Audiotech Electronics and Aamukta at Advent hospital - are developed using field work, the instructor can play a role of a devil’s advocate in various capacities. This enables student to think in holistic and integrative perspective. Another, innovation, the instructor did in the course of consumer behavior is to enable student’s observation power, using observation based learnings. Students, are encouraged to visit the real market setting, at a mall, at a showroom, at a food outlet, and observe the practices of business, involving consumers, using structured and unstructured approach. Students interacted with owners, managers and customers and discussed and/or interviewed as well. These visits are complemented with assignment for mapping of learning outcomes. These visits, enables a student, to think from grass root level, while taking board room decisions. (Courtesy: Dr. Nimit Gupta)

IV. Written Analysis and Communication (WAC):
Multipronged methodology is used to enrich the course delivery, and enable a powerful learning process among students. Considering that ‘Communication’ emerges as one of the topmost skill requirements for enhancing employability, numerous interventions have been incorporated to achieve the desired skill improvement. The measures of innovation introduced to the course are listed below:

a) Each student is required to read a Fiction or Non-Fiction book during the term, and bring the book to the classes. Students are encouraged to read the book when they have completed their worksheet and have time to spare, rather than frittering away their time. Further, the Faculty can ask students to briefly discuss content of the book in the class, on a random basis.
b) A workbook of practice sheets is prepared and a personal copy is provided to each student, for regular use in classes.
c) A unique assessment component of ‘Presenting an epic/classic/play/literary work in the form of a ‘Theatre Presentation’ is included. It generates enormous interest & commitment, enabling vast improvement in language, delivery, confidence and overall presentation.
d) Students have been asked to present ‘News’ stories in brief, in pattern of 3 students per session, for not more than 2 to 3 minutes approx., with an objective of improving communication and also general awareness levels.
The above improvisations to the communication course are incorporated to encourage significant improvement in Communication skill levels of students (Courtesy: Dr. Sangeeta Chopra)

V. Financial Reporting and Analysis: For sessions on ratio analysis, students used ‘Capitaline plus’ to download financial reports of companies for analyzing ratios. They were also required to download annual reports of few select companies and review the sections of the annual report. This made the topic more interesting as students learnt how to handle live data for decision making and it developed critical thinking, as they had data for multiple companies which they evaluated. Using excel functions and charts for solving practical problems is another technique which worked well as against a pen and paper method giving students’ a flavor of managerial approach to work. (Courtesy: Prof. Kirti Sharma)

VI. Introduction of Google Apps for Education (GAFE): FIIB uses Google Apps for Education (GAFE) platform especially Google Classroom to keep course management in one place. Google classroom is simple and easy to use in comparison to other LMS (Learning Management Systems) which require some technical training to operate. Since all students are on the LMS, giving them individual communication/ group communication becomes easy and trackable. It is all Cloud-based, even student who is not physically present in the class can keep pace through material shared in class or participate in the LAB exercises from a remote location. Since every student can access material, feedback on assignments, grades, group discussions over the internet it also helps the environment as it reduces the need for printing.
The flipped classroom methodology- which is required for courses aiming higher-order skills, becomes a possibility with Google Classroom, collaboration is easier outside of school (i.e., Flipped Classroom). It is Cloud-based and accessible from anywhere with an internet connection. Students can share assignments and work from home together to complete them. Collaboration isn’t just limited to working in a group with other peers. A teacher can flip the classroom by sharing a tutorial or a reading material at any time in the day allowing students to come prepared for face to face interaction in the classroom. (Courtesy: Prof. Prashant Verma)

N.B: For the benefit of the academic community, all the indigenous learning initiatives that are part of PGDM pedagogy, is up for review, feedback and critical comments. We, as a professional educational institute incorporate the changes to improve students’ learning experience. Our key stakeholders: be it industry veterans, recruiters, academicians, alumni, student community are free to raise their opinion.

FIIB follows a commitment of sharing and community development. Thus, if something which is being followed at FIIB could anyway supplement in achieving their commitment, FIIB feels proud to share it with the community both directly and indirectly. Any scholar or institute who is willing to follow/reproduce what FIIB follows, or willing to develop the material/process further, they are most welcome to do it. For query/feedback/reproduction/reuse of the above materials, please write to us below:

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