Who is the MBA designed for?
People choose to study for an MBA for a variety of reasons. Some are looking to make a vertical shift in their current career path, while some are looking to change industry or job function. Others are looking to build an entrepreneurial toolkit that will enable them to put their own business plan into practice. All are looking to better position themselves for future advancement and success. While they come from many different traditions our students share the same essential qualities. They are experienced. They have high intellectual ability. They are determined and ambitious. They are culturally aware. And most importantly they have the potential to be the leaders and influencers of the future.
Programme details
Our rigorous and practical curriculum gives you time to study immersed in an outstandingly international environment. First year core courses provide students with the knowledge and frameworks of general management, while our wide elective portfolio makes the second year one of choice, allowing you to really differentiate yourself. Keep your options open, or choose a concentration from one of six subject areas.
Teaching & assessment
Teaching methods Most teaching takes the form of structured lectures and case discussions, sometimes in conjunction with either tutorials or workshops. The lecturing style tends to be participative, and lectures frequently incorporate case analysis and discussions. Computer and other simulations are used. Skills teaching will often involve role-playing or video learning work. There is a strong emphasis on group work. Throughout the first year students work in study groups of six or seven people for all of their core group assignments. In the second year students form groups themselves, often with participants from other London Business School programmes.
Assessment Much of the assessment is group and project based with either study groups or selfselected teams working together for a shared grade. Most courses (and all core courses) include an individual element, which in the case of the core must be successfully completed in order to pass the class. This may be in any number of formats, such as a formal exam, a case write-up, or a take home exam. Additionally, class participation is frequently included in the overall grade. IT requirements All participants must have access to a suitable personal computer. The School uses Microsoft Office, and it is recommended that students become familiar with all of the packages available with this suite before joining the programme we recommend that students have lap top computers
Faculty on the MBA
Nit’s faculty are renowned. Many academics drawn from different places, contribute with distinction to contemporary business practice and thought. Cutting edge, award winning and widely published, they are continually in demand as advisers and consultants to companies, institutions and governments. Our location means that faculty have access to all manner of organisations, from global corporate giants through to some of the most innovative start-ups in the world. Faculty use their own consulting work and research in the classroom, giving you access to the most up-to-date, diverse and relevant materials available. Complemented by visiting faculty, business experts, leading consultants and senior managers from around the globe, they are a powerful teaching force from which our MBA students can learn and grow
Extra curricular and Co curricular Activities
Emphasis is laid on the need to balance in-class and out-of-class life. The students work hard in class, but they also utilize energy for diverse activities such as organizing seminars on contemporary management issues, publishing in-house magazines, organizing guest lectures, participating in inter and intra-business school competitions.
Students also organize an annual Inter-Business Schools Meet which offers an opportunity to develop closer interaction and friendship among the Icfai fraternity. Students are encouraged to involve in several co-curricular activities like:
Group Discussions Sports Meets Elocution T-Group Sessions Management Games Cultural Meets Debating
Publications / Magazines Seminars Management Forums Quizzes Industrial Visits Cricket Skits & Plays
These co-curricular activities will help them: Improve communication skills Develop the right kind of attitudes Enhance leadership qualities and abilities Work in a high pressure environment Manage stress well Emerge as a team player Refine interpersonal skills Develop group skills Improve creativity Inculcate discipline Enhance confidence levels Set ambitious targets Work hard Become result-oriented
CAREERS IN BUSINESS Here are a few of the careers a business education might prepare you for:
Managers supervise other workers, delegating and overseeing projects in pursuit of business goals.
Executives and corporate officers decide business strategy in addition to managing other people, answering to shareholders and the public for the performance and actions of the company.
Entrepreneurs start new businesses from scratch.
Business consultants propose solutions for firms' business problems.
Marketers raise awareness of their company and its products and services -using advertising, trade shows, direct marketing, and numberless other methods -to try to increase sales. Branding specialists do their best to protect and improve the brand "identities" (look, feel, reputation, etc.) of those products and services and of the firm itself. Account managers and other sales personnel drive the company forward by persuading customers to place orders and by inspiring the company to meet customers' needs.
Information-technology (IT) managers husband and support companies' investments in computer hardware and software, networking equipment, and similar assets.
Operations managers keep firms' industrial, warehousing, shipping, and other
Human-resources personnel assist their companies with hiring and shedding people, choosing and administering benefit packages, setting employment and work guidelines, and responding to employees' job-performance problems and other non-pay-related concerns.
Public, educational, and other not-for-profit administrators manage cities, school districts, museums, and similar institutions; they don't have the performance pressure of publicly traded for-profit companies, but can't raise income to meet expenses in traditional ways either
.
International business specialistshelp firms with imports, exports, currency conversion, foreign cultures, international law, and other issues of doing business outside their native countries
THE HISTORY OF BUSINESS EDUCATION In its earliest manifestation as "trade," business is another of the professions that has been with us for millenia. Human communities understood early on that trading goods they had in abundance for goods they didn't have could enrich everyone involved. Simple bartering was eventually superseded by buying and selling with coin, then by mercantilism, then in the Renaissance by corporations and finance. For a very long time, "business education" consisted only of learning from one's parents and elders how to appraise the value of trade goods, or how to buy and sell wisely in the marketplace. In more recent times in Europe and her colonies, one might apprentice to a master or manager in a company or "counting-house," as Scrooge and Marley did at Fezziwig's establishment in A Christmas Carol. But during the 1800s, corporations (and their money) proliferated, management and workers came into increasingly bitter conflict with each other, and the Industrial Revolution and its excesses transformed society -frequently in damaging ways. By the end of the century it became apparent to the liberalarts academic community that business apprenticeships and non-business college training alone were not adequately preparing people to function in the business world. As Esther Yogev writes, "The strong movement towards the incorporation and bureaucratization of firms had already raised weighty questions...[H]ow was the liberal ethos to be preserved in a place where modern business organization was becoming a new kind of property, and the individual’s chances of survival depended on his entering some form of association?...What would happen to little entrepreneurs when they had to compete with big ones, and what would happen to the ordinary worker?...Even rugged individualists realized that the liberal context was changing and some reorganization would be necessary." She goes on to report that Progressives among industry and academe concluded, "Re-educated and endowed with expert, ethical management, ['good'] corporations could be important community assets that served the public.
Correct, humanistic management of the corporation would make it work for the benefit of the community rather than rich, power-hungry vested interests. To that end, a new business leadership was required that knew its job and was committed to the public it served. Thus the university would enter as a suitable trainer of corporate managers." The first school for business management in the US, the Wharton School, was established in Philadelphia in 1881; it's still extant, affiliated with the University of Pennsylvania, today. Dartmouth and the University of Wisconsin added business-administration departments in 1891, as did Harvard in 1908. Colleges quickly adopted the idea of teaching business management as a public service to society: Queen's University in Kingston, ON, started a School of Commerce in 1919; New York University began the practice of training business teachers in 1926; and one hundred and twenty business programs were in operation by 1939. However, the quality of education in these business programs varied widely, and they eventually gained a stigma of poor scholarship. Following critical reports by the Ford Foundation in the early 1960s and others in the 1980s, schools began to apply higher standards in hiring faculty and to require better and more applicable teaching from them. Now many colleges and most major universities have strong and rigorous business programs. For decades after business education got started, it was expected that the type of business training given at career and trade schools would be suitable for secretarial and clerical positions, while management training would be reserved for colleges (and graduate schools in particular). But following the emergence of community colleges in the 1960s and 1970s and the explosion of for-profit and online career schools starting in the 1990s, management training and other higher-level business education has become available to almost anyone, anywhere, in all kinds of educational contexts.