Teaching and Learning

Imparting Critical Thinking

Process of PO attainment

Steps of Attainment Process:

1. The vision, mission and PEO statements serve as a base for defining the program outcomes. The institute has eight well-defined POs.

2. Course anchors prepare their course plans in consultation with the course cohort. They decide on the course outcomes, teaching pedagogy, types of assessment and evaluation rubrics of assignments and question papers keeping course to POs correlation in mind. Course anchors present the plan to the AOL (Assurance of Program Educational Objective Learning) team. AOL will approve the course plan, and the same will be ready for class delivery in the next trimester.

3. Assessments are planned and systematically executed as per the academic calendar. The information about assessment submission will be announced in the first week of the trimester.

4. PO attainment is determined with direct and indirect assessment tools. Direct assessment contributes up to 80%, and indirect assessment contributes 20% to Program outcomes. Direct attainments are measured by students' performance and feedback on the learning process. Indirect attainment comes from students and experts.

5. The course anchor and AOL team compare the actual PO (attained) with the set target value. If the actual is less than the target, the course anchors devise an action plan to improve next time in consultation with the AOL team. This action plan will be based on gap analysis which can be understood in detail by going through course outcome attainment values.

6. The course-to-PO correlation can be reviewed for continuous improvement, if actual attainment matches the target.

Androgogy (Pedagogy) tools 

Student-centric Learning Methods at SBM

Innovative Assessments

Organisational Structure Training

As students enroll into the MBA program at School of Business and Management, CHRIST (Deemed to be) University, they are required to undergo mandatory training at an organization in order to be able to:

Thus, students are able to define the term 'organizational structure', to understand the importance and need for formal organizational structures. In order to aid students to get a grip of the fundamentals, an Udemy course has been developed by our faculty with the objective to enable students to be well-equipped to connect well with the concepts and theories of management, as they join the school.

Zero Week

The first week post the joining of the First Year MBA students is conducted as the Zero Week, where students are oriented regarding Academic Standards and CHRIST culture. The students from the various backgrounds are also brought to a common ground by introducing them the basics of Business and Management such as Business Communication, Basics of Excel, Critical Thinking, Organisation Structure and several others.

Bridge Courses

Bridge courses are remedial classes to bring most students onto the same playing ground. The students from the various backgrounds are given special attention to ensure they are better equipped for the further courses during the following trimesters.

Case-based Teaching and Learning

Case studies are extensively used across different courses to ensure problem-solving, and critical and analytical thinking among students. Case studies published by Harvard Business School, IVEY and many reputed publishers are used. Below is an indicative list of case studies used in the teaching-learning process.

CASES USED IN SBM   Click here 



Mentoring sessions are one on one sessions wherein mentors help their mentees to develop personal, interpersonal as well as intrapersonal skills. Knowledge, skills and attitudes are shaped through individual as well as group activities conducted on a regular basis. Multiple instances of peer learning, experiential learning and self development can be observed during such mentoring sessions. Mentors provide support to the students in resume preparation, group discussion and mock interviews. Mentors inculcate the responsible citizenship behaviour like timeliness, punctuality, professional approach among the students through activities and role modelling.

The course is designed to induct the students into the MBA program from various cultures, perspectives and educational background. The course ensures induction of the students into reading habits related to business, develops curiosity through current affairs and equips the students to benefit from peer learning through a structured mentoring process. It also aid to develop a futuristic thinking for the students to identify themselves with a ‘practice area’ for developing deeper level competencies.  of specialization and a career goal. Students get exposure to various business terms and develop an aptitude towards management thinking.

Social Concern Projects (SCP)

Students get orientation on the project's objective, and a course plan with detailed guidelines and rubrics for evaluation is provided one month in advance. Students enrol for the project in an MSME or NGO after the approval of the faculty mentor. Get validation from mentors in terms of the area and scope of work at the MSME/NGO. Students report to faculty mentors every week on their progress. Submit a certificate and report, and Viva-voce is conducted by a faculty mentor. Students are evaluated for 50 marks based on (a) report remarks of the organisation mentor- 20 marks (b) Report marks of the faculty mentor and (c) Viva voce performance. 

Summer Internship Projects (SIP)

The Summer Internship is for two months, at the end of the third trimester and completed before the fourth trimester of the second year. Students start applying for internships of a particular specialisation in the third trimester under the guidance of a faculty mentor. Faculty mentor creates google classroom exclusively for communicating the details of SIP. In the first week of the SIP period, students share the details (the name of the company, project title, and contact coordinates of the industry mentor). Students submit a weekly report before the end of the meeting in google classroom. The faculty mentor convenes weekly online meetings where each student presents their progress. The faculty mentor gives feedback and suggests additional aspects if required. Upon the commencement of the second year, students present their SIP work as a pre-submission viva to a panel consisting of a faculty member (other than the mentor) and a practising professional (primarily alumni). The student incorporates the suggestions of the panel and submits the final report. The industry mentor sends the feedback report of the mentees. Heads of specialisation collate the industry feedback of the students and take necessary action if any gap is found in the performance of students. 

Master Thesis

I. Research Problem Identification: Students interact with the mentors (supervisors) on the broad theme of the thesis search and read articles from library sources. Students submit a research proposal. 

II. Review of Literature: Students prepare the literature review, identifying the gap and the motivation of the current research. 

III. Research methodology presentation: Students analyse and present the research design, sample design and research instrument for the proposed research. A panel of faculties evaluate the research proposal, reviews of literature along with the research methodology and gives suggestions for improvement. 

IV. Analysis and Interpretations: Students present the results and analysis of the research to the panel, which had earlier evaluated the research methodology. The presentation includes tools used, hypothesis, results and suggestions for future research. 

V. Thesis Report: Students write the thesis in the prescribed format after the pre-submission viva at stage IV. The report gets through a plagiarism check, and only the thesis with the accepted level of similarity goes to the evaluation stage. A third faculty member, who was not part of the panel in the previous stages, independently evaluates the report in terms of identification of model and variable, appropriateness of the tools, discussions and format.

Value Added Courses

Along with the program's courses, the School teaches various value-added courses to the students and equips them for the dynamic world.