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Course Structure & Conduct Atal Bihari Vajpayee- Indian Institute of Information Technology & Management Gwalior.

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Presentation on theme: "Course Structure & Conduct Atal Bihari Vajpayee- Indian Institute of Information Technology & Management Gwalior."— Presentation transcript:

1 Course Structure & Conduct Atal Bihari Vajpayee- Indian Institute of Information Technology & Management Gwalior

2 Academic Programmes Integrated Post Graduate Programme (IPG) (Admissions through AIEEE) Leading to B Tech + M Tech/MBA ( 5 years) Total Credits: 229 M.Tech (Admission through GATE) Computer Sc & Engg. (Adv Networks, Infor. Security, VLSI, Digital Comm, Visual Info. Processing) (2 years) Total Credits: 58-63 MBA (Admission Through CAT) Focus on integration of IT and Management (2 years) Total Credits: 72 PhDWith focus areas in IT and Management

3 IPG Course Curriculum Semester-ISemester-IV Mathematics I Physics I Basic Electronics Information Technology Environment Computer Programming Communicative English Environment Science Fundamentals of Economics Professional Communication Skill Microprocessor and Interface Data Base Management Systems Computer Networks Probability and Statistics Elements of Management Semester-IISemester-V Engineering Processes and Technology Digital Logic and Design Data Structures Mathematics II Physics II Fundamentals of Visual Communication Computer Graphics Operating System Software Engineering Design and Analysis of Computer Algorithms Internet Technologies Quantitative Methods Semester-IIISemester-VI Object Oriented Programming Systems and Control Data Communication Computer Organization and Architecture Discrete Mathematics and Mathematical Logic Psychological Basis of Organizational Behavior System Analysis and Design Programming Languages Artificial Intelligence Network Management and Security Computer Peripheral and Interface Human Resources Management System Modeling and Simulation Self Study

4 IPG Course Curriculum M.Tech. Semester-VII Management of Rural Sector and E- Governance Research Methodology Technology Management Cost and Accounting Project Management & Finance Communication Systems and Engineering Advanced DBMS Hardware Project Semester-VIII Object Oriented Analysis and Design Digital Signal Processing Multimedia Technology Data Mining Tools and Techniques Human Computer Interface Advanced Software Engineering Semester-IX Quality Bench Marking and BPR Business Process Integration Free Elective Elective Free Elective Self Study Thesis Colloquium Semester-X Self Study Free Elective Elective Thesis IPG M.Tech

5 IPG Course Curriculum MBA. Semester-VII Management of Rural Sector and E-Governance Research Methodology Technology Management Cost and Accounting Project Management & Finance Internet Business Models and Business Strategy IT Enabled Service Marketing Hardware Project Semester-VIII Consumer Behavior Ethics and Values in Management Marketing Management Financial Management Operations Management Data Mining Tools and Techniques Risk Management Advanced Software Engineering Semester-IX IT Entrepreneurship Business Process Integration Strategic Management Elective Self Study Thesis Colloquium Semester-X Self Study Free Elective Elective Thesis IPG MBA

6 IPG Course Curriculum MTech. Electives RT Embedded Systems Advanced Topics in SE Grid Computing Microelectronics Advanced VLSI Architecture Advanced topics in VLSI Design Distributed OS Advanced Network Technologies Software Quality Management

7 IPG Course Curriculum MBA. Electives Risk Management Supply Chain Management Internet Business Models & Strategies IT Enabled Services Management Public Private Partnership

8 Blending IT and Management in Courses  Semester I-VI contain courses from Technical and Management Core  Semesters VI-VIII (Both MBA and Mtech) contain subjects of broader interests to both groups  Common classes enhance sharing of ideas and issues  Encouragement to projects with technical and management components in diverse groups  Every student has hands-on projects in technical domain and case studies from management domain  Encouragement and conduct of courses like Technology and Project Management in an inter-disciplinary manner for thought provocation  Peer-networking further promotes idea fusion  Simultaneous existence of fraternity members at various fronts with discussions and deliberations results in knowledge development and sharing

9 Methodology Lecture Sessions Tutorials Lab Sessions Assignments Case Studies Quizzes Projects

10 Evaluation Minors – I & II Majors Projects, Quizzes and Assignments

11 Salient Features  Flexible curriculum  Peer-to-peer learning  Emphasis on open ended curriculum  Blend of IT and Management  Strong focus on research  Participation by outside faculty allows interaction with outside world  Summer internship promotes interaction with industry  Opportunities for extra curricular activities Salient Features

12 Comparative Analysis with Stanford University First-year Management Foundations courses offer a menu of choices in each required discipline, calibrated to your skills, experience, and future goals. Throughout your MBA experience, you also can incorporate courses—even degrees—from other Stanford graduate areas. We can help you reach your goals faster. Tailored Curriculum By selecting the most meaningful and effective teaching method for each subject, we maximize your learning and bring concepts to life. You will learn through projects, simulations, prototyping, role-playing scenarios, global immersions, and case studies, as well as from your classmates' rich backgrounds. Few MBA programs offer the diversity of learning opportunities that you find here. Diverse Teaching Methods In your first quarter, you will be part of a 16 student seminar, giving you opportunities to build relationships with faculty and to defend your viewpoints in depth. Leadership teams and leadership labs help you augment your skills with personalized leadership coaching. Learn more about the GSB Executive Challenge, and watch the video. Close connections with faculty enable you to delve deeply into cutting-edge research and groundbreaking ideas. Small Group Connections You will enhance your cultural, historical, political, and social knowledge through global coursework. And then you will expand and apply this learning through direct exposure in a country with which you are not familiar. We offer a variety of Global Study Trips, Service Learning Trips, immersion internships, and international exchange opportunities. Global Experience Your faculty advisor knows your background and helps you craft an individual study plan. Leadership and writing coaches will help you develop critical skills. A student life advisor will help you identify and pursue opportunities for putting leadership skills into practice, and career advisors help you identify your next steps. Each person on your team is here to help you reach your goals, as quickly as possible and in the manner that best meets your needs. Advising Team

13 Comparative Analysis with Harvard University Course Offerings The Required Curriculum (RC) Establishes a common foundation All students participate in the same set of classes In addition to acquiring specific analytical and quantitative skills, students become acclimated to MBA Program standards of communication and collaboration, and develop strong, lasting relationships among themselves. The Elective Curriculum (EC) follows the RC's breadth of experience with an opportunity for depth, breadth, or both students choose from among 96 courses in ten subject areas as well as field- based learning opportunities to gain a more concentrated expertise in the industries, functions, and ideas that interest them most. Cross registration enables students to take classes at other select graduate programs during their EC year.

14 Comparative Analysis with Harvard University Course Offerings Doing Business in China in the 21st Century Global Capital and National Institutions-- Crisis and Choice in the International Financial Architecture Entrepreneurial Leadership in Turbulent Times Law and the Life Cycle of a Business-Operating as a Public Company Power and Influence Methodology Leadership at any level Leadership in practice case-based learning beyond the classroom

15 Comparative Analysis with National University Singapore Methodology Industry oriented curricula Close interaction with the industries Using Alumni as pathways to industries Research focus Breadth and depth coverage Rigorous, relevant and rewarding Key Aspects International Faculty from top schools Student Exchange Programs Joint Academic Programs Learning beyond the classroom

16 Comparative Analysis with Carnegie Mellon Methodology Flexible Curriculum Interdisciplinary Innovation Global Education International Programs Research focus Fellowships and Funding Industry Collaborations Key Services Student Support Services Academic Advising

17 Comparative Analysis with Singapore Management University Methodology Specialized Centres of Knowledge Innovation in learning Focus on Knowledge exploration and sharing Office of Student Life Career Counseling Family-like student community Key Centres Centre for Dispute Resolution Centre for English Communication Centre for Teaching Excellence

18 Summary of Comparative Analysis UniversityLearning Stanford Focus on every student Teaching with a Global Outlook Harvard Focus on Practical Aspects of Courses Specialized Programs National University Singapore Industry Oriented Approach Using the Alumnus to reach industry Carnegie Mellon Interdisciplinary Aspects of Education Academic Flexibility Singapore Management University Specialized Centres of Learning Knowledge Sharing and Development by Student Community

19 Flexible curriculum as per specific student demands Multi-Modal Content Delivery Strong Peer Networking and Knowledge Sharing Practices Global Perspective Continuous and Individual Student Mentoring Strong Foundation Courses Variety of Electives Continuous change in curricula Doing and learning approach Industrial Networking and Industry oriented curricula Motivation for learning beyond curricula Motivation for continuous learning (“MBA starts after completion of degree”) Presence of diverse student community Strong Research Focus Continuous Evaluation Guidance by the Alumnus Key Learning: Expectations from Student Perspective

20 Learning beyond the curriculum Academic Flexibility Flexibility in evaluation and content delivery Industry and academic collaborations Strong peer networking Strong student exposure at national and international fronts Well established infrastructure Strong research focus Limited classroom size for individual focus Scope for a lot of student-teacher interaction Alumni Inputs as industrial feedback High intellectual environment Diverse student community Key Learning: Expectations from Faculty Perspective

21 ABV-IIITM USPs USPs  Competitive Students: Admissions through rigorous All India Examinations  Competitive Faculty: Every faculty is PhD with job experience  Research focus as part of curriculum in end product  Flexible Curriculum open to new things during pedagogy and not adhering to some external agency  Enabling Infrastructure

22 The Bigger Picture: NOW Quality Assurance Course Curricula Peer Networking Mentoring Industry Inputs Alumnus Inputs Creativity and Thought Provocation Student Support Research Focus

23 The Challenge Ahead Quality Assurance Course Curricula Peer Networking Mentoring Industry Inputs Alumnus Inputs Creativity and Thought Provocation Student Support Research Focus

24 Open Questions  How to get participation from industry and in what form?  How to exploit Global Networking?  How to change the mode of content delivery in classes?  How to recognize and evaluate talent?  How to motivate the spirit of continuous learning  How to enhance Entrepreneurial attitude?  How to tradeoff between depth and breadth?  How to develop strong peer networking with knowledge sharing practices?  How to forecast the futuristic requirements?  How to overcome hindrances in multi-disciplinary research?  How to shape the curricula to cater to every student’s demands?  How to make optimal use of Alumni as a multi-facet resource?  Is the Industry prepared to accept the changing mode of Educational sector?

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