The faculty is encouraged to take initiatives in teaching and learning processes to improve student learning. Some of the initiatives are brief below:
1. The delivery of course on “Legal Aspects on Business” has been completely changed from classroom teaching to seminar mode teaching. Discussions of scenarios involving legal difficulties serve as the vehicle for delivery. Professional lawyers are involved to provide explanations based on actual cases. Students are required to provide recommendations in groups for certain legal circumstances.
2. Workshop versions of new courses on "Design Thinking" and "Entrepreneurship" have been added. The classes are taught in workshop format with participation from the instructors, business owners, and industry experts from organizations that support start-ups.
3. The "Professional Ethics" course has also been delivered in workshop format. Teachers, Vedanta practitioners, and HR executives work together to conduct the course.
4. The "Strategic Management" course's implementation component is carried out through simulation. The understanding of strategic management procedures has greatly enhanced as a result.
5. The "Sales Management" course has been changed to a project-based course, where students must create marketing plans for specific/chosen firms in groups.
f. The "Research Methods" course has been changed to a project-based course where students are required to complete a significant research project in groups.
6. Flip videos uses to engage students before class. This is a pre-classroom effort where instructors create flip movies on the subject matter in accordance with the course syllabus, which will be covered in class the following days.
7. Faculty members should act as competent advisors and encourage students to enroll in and complete a variety of online courses that will provide them new skills and improve their chances of getting hired by top employers.
8. Supporting Group Projects: Most courses use group projects as a key evaluation technique with a focus on "Beyond Class Room Learning’s." In addition to developing teamwork, group projects typically test students' knowledge, skills, and attitudes using the KSA framework (Knowledge, Skill, and Attitude).
9. Business news papers are sent to all students and faculty, followed by class discussions. Each student and faculty member at the institute studies the Economic Times, a business newspaper and Mints. This keeps our students informed about current business and financial events and environments and aids in the development of their comprehension of these changes.
10. A discussion forum that makes very useful to students to understand nay issues. A topic from the business and economic world is chosen by the instructor to serve as a catalyst for the debate.
11. Incorporating industry experts into each course, the institute has strong industry connections and invites professionals from various fields to provide lectures or discussions on pertinent topics related to the individual courses. This gives our students first-hand knowledge of contemporary business procedures, exposure to the necessary skill set, and other challenges, ultimately preparing them to enter the workforce after obtaining degree from college.
12. Students are mentored with the goal of assisting their overall development in a highly-focused manner under the direction of a designated mentor. The class is organized into small, equal groups called Student Study Groups for this purpose (SSG). We encourage and support our student’s ‘aspirations, help them transmit information and skills, and help them build reflective practice. Students are provided with a mentorship environment and sustainable process by professionals in the industry and academia, giving them the chance to succeed academically and develop in a healthy way. Dreams and ideas are calibrated and discussed here. Mentoring supports students' comprehensive career development by allowing them to work in a range of contexts and putting theory into practice.