We have launched a Two Year full-time MBA program with a view to develop competent high caliber management thinkers and practitioners for efficient running of Indian business and industry. The Institute believes that proper managerial perspective, search of excellence and efficient managerial action is possible by a person with managerial potential developed into a highly resourceful, enriched and stimulating mind through knowledge, skills and attitudes provided in the MBA course. This is the goal and central theme of GIMS in its outlook and in launching various educational / research / development activities for advancement of management education. Management Education as it is firmly rooted in the local soil and capable of articulating the Indian ethos. In the contemporary era, where Globalization and Liberalization are the buzz words, the Institute has, without disturbing the said roots, ordered itself to meet the emerging challenges, sentiments and opportunities that are going to present themselves on account of the new economic order.The Institute has full-time faculty in the core management disciplines and the functional areas of management. The Institute also has a panel of eminent management experts and senior practicing managers from diverse fields of management. Besides the regular curriculum, the students are also involved in co-curricular activities like inter business school competitions, research projects conducted by the institute and are constantly interacting with the industry, thus strengthening their practical orientation and developing themselves into future business managers.
| The Traditional Model | The GIMS model |
|---|---|
| Teacher/Instructor as expert. | Teacher/Instructor as knowledge facilitator / Intelligent Friend. |
| Extensive knowledge of the subject matter. | Strategic knowledge of the subject matter. |
| Bound by traditional instructional approaches. | Unbound, innovative, instructional approaches. |
| Lecture style - top down communications. | Two-way learning style. |
| Directed learning. | Self-directed learning. |
| Focus: what was, what is, what will be. | Focus: what is, what can be. |
| High academic performance standards imposed upon students. | High academic performance standards guided and monitored by instructors/Intelligent Friends. |
| Standardized student evaluation schemes. | Flexible/Individualized student evaluation scheme. |
| Premium upon retention of information. | Premium upon application of information. |
| Recognition of book learning. | Recognition of experimental learning. |
| Promotes rational thinking. | Promotes innovative thinking. |
| Traditional programs remain largely inaccessible to practitioners from distant universities or having work responsibilities. | Traditional programs remain largely inaccessible to practitioners from distant universities or having work responsibilities. |
| Set curriculum, which require continuing students to take course in already mastered skills. | Flexible curricula tailored to student leaning and scheduling needs while maintaining high academic quality. |
| umber of years required to successfully complete the programs much more and student could lose motivation in mid-career. | Allows for use of phased texts and programs, thus permitting each student to progress at his/her pace. |