![Page 1: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/1.jpg)
Course Structure & Conduct
Atal Bihari Vajpayee-
Indian Institute of Information Technology & Management Gwalior
![Page 2: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/2.jpg)
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
PhD With focus areas in IT and Management
![Page 3: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/3.jpg)
IPG Course Curriculum
Semester-I Semester-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-II Semester-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-III Semester-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
![Page 4: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/4.jpg)
IPG Course CurriculumM.Tech.
![Page 5: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/5.jpg)
IPG Course CurriculumMBA.
![Page 6: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/6.jpg)
IPG Course CurriculumMTech.
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
![Page 7: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/7.jpg)
IPG Course CurriculumMBA.
Electives
Risk Management Supply Chain Management Internet Business Models & StrategiesIT Enabled Services ManagementPublic Private Partnership
![Page 8: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/8.jpg)
Blending IT and Management in Courses
Blending IT and Management in CoursesSemester I-VI contain courses from Technical and Management CoreSemesters VI-VIII (Both MBA and Mtech) contain subjects of broader interests to both groupsCommon classes enhance sharing of ideas and issuesEncouragement to projects with technical and management components in diverse groupsEvery student has hands-on projects in technical domain and case studies from management domainEncouragement and conduct of courses like Technology and Project Management in an inter-disciplinary manner for thought provocationPeer-networking further promotes idea fusionSimultaneous existence of fraternity members at various fronts with discussions and deliberations results in knowledge development and sharing
![Page 9: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/9.jpg)
Methodology
Methodology
Lecture Sessions
Tutorials
Lab Sessions
Assignments
Case Studies
Quizzes
Projects
![Page 10: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/10.jpg)
Evaluation
Evaluation
Minors – I & II
Majors
Projects, Quizzes and
Assignments
![Page 11: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/11.jpg)
Salient Features Flexible curriculumPeer-to-peer learning Emphasis on open ended curriculumBlend of IT and Management
Strong focus on researchParticipation by outside faculty allows interaction with outside world
Summer internship promotes interaction with industryOpportunities for extra curricular activities
Salient Features
![Page 12: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/12.jpg)
Comparative Analysis withStanford University
![Page 13: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/13.jpg)
Comparative Analysis withHarvard 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.
![Page 14: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/14.jpg)
Comparative Analysis withHarvard 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
![Page 15: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/15.jpg)
Comparative Analysis withNational 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
![Page 16: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/16.jpg)
Comparative Analysis withCarnegie Mellon
Methodology•Flexible Curriculum•Interdisciplinary Innovation•Global Education•International Programs•Research focus•Fellowships and Funding•Industry Collaborations
Key Services•Student Support Services•Academic Advising
![Page 17: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/17.jpg)
Comparative Analysis withSingapore 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
![Page 18: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/18.jpg)
Summary of Comparative Analysis
University LearningStanford •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
![Page 19: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/19.jpg)
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
![Page 20: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/20.jpg)
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
![Page 21: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/21.jpg)
ABV-IIITM USPs
USPsCompetitive Students: Admissions through rigorous All India Examinations Competitive Faculty: Every faculty is PhD with job experienceResearch focus as part of curriculum in end productFlexible Curriculum open to new things during pedagogy and not adhering to some external agencyEnabling Infrastructure
![Page 22: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/22.jpg)
The Bigger Picture: NOW
![Page 23: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/23.jpg)
The Challenge Ahead
![Page 24: ABV-IIITM Gwalior Course Structure and Conduct](https://reader034.vdocuments.us/reader034/viewer/2022051200/589452941a28ab86468b5557/html5/thumbnails/24.jpg)
Open Questions
Open QuestionsHow 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?