Environment & Pedagogy

Academic Environment

The institute is able to provide ideal academic environment to the students and staff. Students are motivated by holding regular classes, practicals, sessions, class tests, expert lectures and guidance through well prepared instructions manuals. This is made possible due to the untiring combined efforts of the management, faculty and the students.

NRIITM has a unique pedagogic approach, which incorporates:

• A learning experience that results in enhancement of the capabilities of the individual for actual practice,
• Values and social responsiveness even as one embarks on a professional life, and
• Seeking knowledge that owns up the process of education and accepts responsibility for professional growth and development.

NRIITM concern for quality education has therefore emphasized on activities beyond the conventional classroom situation, and has evolved a clearly conceptual and differentiated teaching methodology.

Curriculum

We are following academic programmes of RGPV, Bhopal which can be well-summated as :

• Integration,
• Specialisation,
• Application, and
• Foundation

Classroom Learning

The classroom learning is meant primarily for conceptual input. The concepts taught in class form the basis, while actual learning occurs through interaction between faculty and students. Case discussions, role plays, brain storming etc. emphasize on the development of innovative keas and skills.

Group Learning

Prepares prospective managers to be proactive in seeking and acquiring knowledge, rather than having it ‘imparted’ in the class room. Free exchange of ideas among members of each group through discussion and presentations not only a leverage on time and effort, but also enhance learning and communication skills besides inculcating the rigorous pursuit of self-study.

Case Method

Cases are generously used in illustrating the contextual setting and information inadequacy characteristic of real industrial and field problems. The context forces decision making under simulated ‘real’ conditions, and highlights the fact that professional actions are far less precise than any theory would suggest.

Non-Classroom Learning

Class room knowledge need to be reinforced. A proactive and formally planned programme for developing attitudes and skills completing the troika of management competence development – has been firmly institutionalised within non-classroom curriculum, through a variety of projects. The students have to undertake a project, prepare a self study report and participate in group discussions. They are also expected to participate and organise events through their activity cells.