IIITM Gwalior Course Structure and Conduct

Course Structure & Conduct

Atal Bihari Vajpayee-

Indian Institute of Information Technology & Management Gwalior

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

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

IPG Course CurriculumM.Tech.

IPG Course CurriculumMBA.

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

IPG Course CurriculumMBA.

Electives

Risk Management Supply Chain Management Internet Business Models & StrategiesIT Enabled Services ManagementPublic Private Partnership

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

Methodology

Methodology

Lecture Sessions

Tutorials

Lab Sessions

Assignments

Case Studies

Quizzes

Projects

Evaluation

Evaluation

Minors – I & II

Majors

Projects, Quizzes and

Assignments

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

Comparative Analysis withStanford University

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.

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

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

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

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

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

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

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

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

The Bigger Picture: NOW

The Challenge Ahead

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?