We Expose Students to Real Business Challenges, says Dr. Kamini Dhruva, Professor, ABBS School of Management

Dr Kamini Dhruva, in an exclusive interview with Shiksha.com, talked about ABBS's cutting-edge approach to education, fostering Innovation, Technology, Science, and Entrepreneurship among its students.ABBSSM continuously updates its curriculum with inputs from industry experts, alumni, and faculty members, ensuring that students graduate with the skills and knowledge needed to excel in their chosen fields. 

Dr Dhruva holds a doctorate from the prestigious Aligarh Muslim University (AMU, Central University), Aligarh, India, in the area of Management. Presently, she is designated as a Professor with ABBS School of Management, Bangalore. Her passion and zest for research and teaching have taken her to explore the Middle East.

 

Q1. What are the salient features of the teaching methodology adopted by your college? How does this differ from others?

ABBSSM follows innovative teaching methodologies to enhance the learning experience, promote critical thinking, and prepare students for the dynamic business world. The teaching methodology and pedagogies used at ABBSSM is a judicious blend of lectures, seminars, case discussions, group presentations, management games, syndicate discussions, and special lectures by professionals from industry.

• The academic development is driven through a Competency framework, the four pillars of which are Knowledge- Attitude- Skill-Habit (KASH model). To make learning effective Value-Added Projects are a regular feature that student complete such as Industry Analysis, Dissertation, Business Plan and Internship Projects along with live industry projects both online and off-line.
• Use of technology is proving to be the differentiator for the learning design at the department of PGDM. The assignment concepts like Overnight assignment, Video assignment, lab driven practical assignments and simulation fill students with awe and excitements.
• Every student is encouraged to capture additional certificates both from online and offline mode. The department is careful about the selection of course material. Harvard cases and articles are choice of class discussion. Learned members do not restrict to knowledge sharing only they are into knowledge development through research, case study and consulting work. They continuously update themselves to remain competent for the market requirement.

In addition to conventional time-tested lecture method the ABBS School of Management adopted the following approaches:

• Case Based Learning To fulfil the corporate expectations the department of PGDM teaches lots of cases and expose students to various business problems and live organizational situations. The case study method of teaching allows students to do critical thinking, analytical analysis of situations and then developing a framework for effective decision making. These management case studies highlight various business situations that are dynamic— either the shift in technology or competition makes new moves or the government policy undergoes a change. This demands for managerial judgments on a continual basis. Ability to ‘think critically’ is one of the very important aspect which companies look for in the prospective candidates. The PGDM Department  also motivates faculty members to write and publish their own cases. These cases are also extensively being used in classroom teaching. Faculty members also encourage and involve students in case study preparations. The learning is driven by the students who take up experiential projects in companies, where senior executives guide them.
• Global Virtual Teams

The department equips its students to work across time zones, languages, and cultures. To acquire the skills necessary, students can work on a project with member schools from department/Institute’s Global Network/international linkages. The idea of introducing “Global Virtual Teams,” a required course in the core curriculum, helps for grounding in team dynamics realizing the routine difficulties of working with people stationed in remote  parts of the world. The course will help students develop a set of skills that the market is demanding. Global Classrooms Apart from course faculty, using modern ICT technology (MasterSoft) students learn in class room from people who are located all over the world who bring real-time insights from their industries, their customers, happenings in their local place and environment. This spark different ways of thinking as well as covers the conventional material.

• Internationalisation of education has been a wonderful pedagogy to impaet management education and skills to the students of PGDM. It has proved to be beneficial in establishing powerful international networks and associations to develop and mobilize aptitude, transfer of knowledge, and promote global research. The MoU’s, exchange of students and faculty, and lectures delivered by international faculty have produced postgraduates who are internationally knowledgeable and cross culturally sensitive. The student mobility has allowed them to adapt to different environments where the students are able to understand the connections between the local environment in which they live and the global scenario. At ABBS School of Management successful Internationalisation means training students to approach their own cultures and traditions yet be sensitive to new ones and it is the process by which all the stakeholders contribute to the world while also being shaped by it. This has resulted in the ‘Self Transformation’ of students and faculty which has enabled them to see the world from vantage points not only allowing them to learn new cultures and countries but also hone their business acumen.
• Theatre and Management

In its endeavor towards holistic learning the department has introduced theatre as part of its curriculum. This blend acts as a pivotal outlet for self-expression and seeks to accelerate personality development. It imparts our students with critical life skills, problem solving skills, leadership, cooperation and collaboration skills. The techniques shared in these sessions lead to the evolution of the faculty in terms of their personal skills and motivate them to develop their own creative tools to deliver deeper learning experiences. Theater classes have enabled students to ‘snap out’ of their shells and showcase their talents. It has improved their verbal articulation and enhanced their kinesthetic abilities. The department  has collaborated with ‘Bangalore Little Theatre’, affectionately known as BLT. It is the city’s oldest and most widely accepted non -profit theater society.

• Group assignments

fosters team work and is a useful pedagogy tool used by the department. Courses which require a multi-disciplinary approach are being taught jointly by two or more faculty members with different areas of specialization.

• Book Review:

is another innovative method of learning followed at ABBS management student every has to review a management book, every semester/trimester.

The review sessions give opportunity for many students to expand their knowledge

horizon.

• Continuous Evaluation:

Students are evaluated continuously through seminars, assignments, projects, quizzes, etc. A review of students’ performance is made every month and corrective action is initiated immediately. The evaluation of the student also incorporates important qualitative parameters like participation in seminars, workshops, group activities, and the overall initiative taken by the student. Corporate Interface The department regularly invites top executives from the corporate world for interaction with the students and faculty on various subjects. It has helped to bring the corporate experience to the classroom, thus bridging the gap between theory and practice.

• Speakers from the industry

The department regularly invites top executives from the corporate world for interaction with the students and faculty on various subjects. It has helped to bring the corporate experience to the classroom, thus bridging the gap between theory and practice

• Campus to Community

The campus to community projects imbibes sensitivity to the grass root issues of the community and helps to inculcate socially responsible behaviour among students. It helps them to become ethically responsible future corporate citizens. Through the mandatory credited research course, students are encouraged to undertake research related to their functional areas across various sectors and companies. Campus to Community programme participants gain extraordinary learning experience by connecting and engaging with local change-making organizations and leaders.

• Capstone:

The purpose of a Capstone project is to assimilate academic learning with industry development and create scholarly piece of work. The Capstone project is a student led independent research project in the chosen field to address a question or a problem encountered based on need felt by a chosen organisation. The project is monitored by two mentors, one in house faculty mentor (chosen by student) and one research mentor. The capstone project will focus on desk study of a selected organization, in line with the goals of the chosen organisation; and the project must produce valuable research work for the organisation. The research work led by student needs to meet minimum required time and quality standards. The purpose of working on a Capstone project is for students to apply their policy analysis skills in a way useful to the practical needs of the chosen organisation. All PGDM students must complete a capstone project during their final year. The capstone project must evidence scholarly and/or professional analysis informed by the sustained and appropriate application of analytical methodologies

Q2. How are you preparing your students to be Industry ready?

 ABBSSM  aims to bridge the gap between academia and industry, ensuring that graduates are well-prepared, adaptable, and equipped with the skills necessary for success in their chosen fields. This proactive preparation enhances the employability and long-term success of our graduates in the professional world.

• Internships/ Capstone Projects and Experiential Learning: The internships short and long in the 3^rd term and 6^th term, allow students to gain hands-on experience, apply theoretical knowledge in real-world settings, and develop practical skills relevant to their field of study.
• Industry Collaboration and Partnerships: Ensures that the curriculum of the Institute remains current and relevant, provides guest lectures and workshops by industry professionals, and offers networking opportunities for students.
• Live Projects and Case Studies: Exposes students to real business challenges, encourages critical thinking and problem-solving, and prepares them for decision-making in dynamic environments.
• Technology Integration in the curriculum: Ensures that students are familiar with the technological advancements prevalent in the industry, preparing them for the digital aspects of modern business operations and equips them in their corporate journey with the relevant skills.
• Soft Skills Development Programs: are conducted in several areas as the Institute recognizes the importance of interpersonal skills in the workplace and ensures that students are not only technically proficient but also effective communicators and collaborators.
• Global Exposure and internationalization: Exposes students to diverse cultures, perspectives, and business practices, preparing them for global careers and enhancing their adaptability.
• Entrepreneurship and Innovation Initiatives: The Institute fosters an entrepreneurial mindset, encourages creativity, and equips students with the skills needed to navigate and contribute to a rapidly changing business landscape.
• Mentorship Programs by the Placement Department: Provides guidance, insights, and industry knowledge, helping students make informed career decisions and navigate the complexities of the business world.
• Continuous Industry-Linked Curriculum Updates: Ensures that students are learning the most relevant and current information, keeping pace with industry trends and demands.
• Networking Events and Conferences: Allow students of ABBSSM to connect with professionals, build a professional network, and gain insights into industry practices and trends.

Q3. What are the qualities you are looking for in student applicants? What qualities do they need to do well in your course?

ABBSSM looks  for a combination of academic, professional, and personal qualities in student applicants. The following are some:

• Academic Performance in their graduation studies and also scores in the competitive exams.
• Professional Experience: as it adds practical insights to classroom discussions and enhances the overall learning experience.
• Leadership Potential is evaluated through the candidates who have demonstrated leadership skills, either in professional roles, extracurricular activities, or community involvement.
• The ability of the candidate to work as in a team and their analytical and critical thinking.
• The Institute seeks candidates who possess the ability to build and maintain professional relationships.
• Candidates who possess skills in networking, innovative and creative thinking and possess good interpersonal skills are desired. Their ability to handle diversity and inclusion are also important parameters as these qualities contribute to a richer learning environment and are important in today's globalized business landscape.

Q4. How do you ensure that your course curriculum is up to date and meets industry requirements?

• The design of the Curriculum of the PGDM program is done with the Board of Studies, IQAC, Industry experts, Academic experts, and Alumni. The Syllabus of the courses taught are prepared with BOS discussion. The panel of the BOS will have director, BOG member, academicians, industry people and alumni, the syllabus will be updated for every two years. The subjects will be included with the inputs from all the participants and more weightage will be given to industry experts.
• The revision of the curriculum usually happens yearly once, in addition to that there will be inclusion of certain subjects/topics which are more demanding in the market. The Curriculum of ABBSSM consists of 114 credits, 55 credits are for core courses and 59 credits are dedicated for practical/elective subjects. The major emphasis on continuous evaluation than end term exam. So that the students feel all the aspects are important but not only on End term exam. The students are encouraged to do Research and Publication which is a 2-credit compulsory course, which inculcates the Research orientation among the students.
• The Curriculum of the PGDM provides Business Analytics as one of the core subjects so that all the students acquire analytical skills also. As the business world is demanding Technical and Analytical skills from Business Students. The B-School has included Business Analytics as a core subject and specialization in Business Analytics with R, Python, SQL, Machine Learning, Visualization techniques like Tableau, Orange, and PowerBI etc., which has more demand in the contemporary business
• The alumni of the Institute give valuable inputs of the requisite technical and business skills in the market, which enables the institution to make changes in the curriculum and co-curricular activities.
• The faculty of the Institute are from industry and academia and their inputs also add value to the curriculum.
• ABBSSM started “Theatre in Management”, and has introduced several certification programs like Six Sigma and Scrum and Agile management courses to cite a few which helps the students in building up self-confidence, improving creativity, problem solving abilities, motivation & commitment, cooperativeness as well as working independently, initiation, self-discipline and team building. International faculty and industry experts from Price Water Coopers (PWC) and Asian Development Bank (ADB) delivered guest lectures which helped the students a lot and has provided and guided the Institute to incorporate their suggestions/inputs/advice to make to curriculum more robust and meet industry requirements.

 Q5. Is your college receptive to innovation, technology, science & entrepreneurship? How? Could you cite some examples of these?

The Institute ensures that all its students and stakeholders are receptive to innovation, technology, science & entrepreneurship. The entrepreneurship and incubation center in the ABBSSM facilitates and handholds the students who desire to become entrepreneurs.

• For example, Entrepreneurship Development Club has tied up with national and international bodies like NEN (National Entrepreneurship Network), ENACTUS and TiE (The Indus Entrepreneurs). These professional bodies have helped the Entrepreneurship Development Club to organize programs and in imbibing professional knowledge in entrepreneurship. In addition to this many clubs in the campus have both short term and medium term working arrangement with professional bodies in their respective fields. Use of technology is proving to be the differentiator for the learning design at the department of PGDM. The assignment concepts like Overnight assignment, Video assignment, lab driven practical assignments and simulation fill students with awe and excitements.