Teaching Initiatives
Innovative Pedagogies
Great Lakes Institute of Management, Gurgaon has consistently demonstrated a commitment to excellence through innovative teaching methods. Focused on achieving learning outcomes, the faculty invests significant time and effort in identifying the most effective ways to facilitate student success. To achieve this, various methodologies have been developed to not only make learning enjoyable and engaging but also to enhance the essential skill development relevant to each course. The following instances highlight some of the creative approaches adapted by the faculty at Great Lakes, Gurgaon.
Dr. Venkatesh Umashankar
Primary Research based Group Project
This course deepens students' grasp of consumer psychology and behavior. The Group Project guides them in exploring theoretical concepts' impact on real-world consumer behavior in a specific product category. Through quantitative analysis and a 3000-word Research Report, students apply their insights to genuine market scenarios.
Primary Research based Group Project - Dr. Venkatesh Umashankar.pdf
Dr. Bappaditya Mukhopadhyay
Experimental Games (Game Theory Course)
The learning process begins with students engaging in games that illustrate common behaviors related to cooperation and competition. Subsequently, they participate in auctions, gaining insights into uncovering "hidden information." The educational journey concludes with various voting games, allowing students to appreciate how different outcomes can arise simply by altering aggregation rules. Through these interactive experiences, students gain a practical understanding of cooperative dynamics, the impact of information disclosure, and the significance of voting mechanisms in shaping diverse outcomes.
Experimental Games - Dr. Bappaditya Mukhopadhyay.pdf
Dr. Jones Mathew
Learning Log (Marketing Management)
Students maintain a daily journal logging key takeaways from each session in a password-protected Excel sheet, with one page dedicated to each student. This tamper-proof approach, within a 24-hour window post-class, encourages reflective learning and ensures the security of their recorded insights.
Learning Log - Dr. Jones Mathew.pdf
Video Case Project (Services Marketing)
Student groups shoot service - brand specific documentaries capturing key services marketing concepts and frameworks taught in the course w.r.t their selected brands. Group members work as script writers, data researchers, camera persons, sound & video editors, and a director. The video project has been appreciated as a more interesting and engaging learning tool given the digital savviness and creative abilities of students than writing text reports.
Filmed Documentary Group Project - Dr Jones Mathew.pdf
Dr. Ravindra Ojha
Learning by doing
In this small group assignment, students select an operations-related concept, such as JIT, Single piece flow, or Kanban concepts/practices, and actively seek out a situation or location where this concept is being applied. Armed with their mobile phones, all students capture video footage of the practical application of the chosen concept. This hands-on approach not only facilitates a deeper understanding of the theoretical concept but also adds an element of enjoyment to the learning process. By directly observing and documenting real-world instances, students gain valuable insights, connecting theory to practice in a tangible and engaging manner.
Learning by doing - Dr. Ravindra Ojha.pdf
Dr. Poornima Gupta
Gamification (Organisational Behaviour, Human Resource Management)
Gamification, as a student-centric pedagogy, has proven to significantly enhance students' learning experiences in various subjects. The effectiveness of gamification in achieving desired learning outcomes lies in its ability to address specific psychological needs. The incorporation of game elements such as collecting and redeeming points, earning badges, and utilizing leaderboards contributes to fulfilling the innate psychological needs of competence, autonomy, and relatedness.
Gamification - Dr. Poornima Gupta.pdf
Dr. Smita Mazumdar
Daily Warm-up Quiz (Financial Management)
A short warm-up quiz, lasting 2 to 3 minutes, is conducted at the start of each class. The quiz covers key takeaways from the previous session or pre-readings for the current one. This gamified approach aims to enhance learning engagement, encouraging high student involvement with low-stakes assessments. A total of 18 quizzes, consisting of 2 to 3 questions each, were administered through the student portal, with a maximum score limit of 5 marks.
Daily Warm-up Quiz - Dr. Smita Mazumdar.pdf
Dr Surya Prakash
Beer game (Supply Chain Management, Supply Chain Modelling and Analysis)
The Beer Game, a renowned supply chain management simulation, holds significance in teaching pedagogy for its capacity to convey crucial supply chain concepts. Integrated into the Supply Chain Management course, it involves teams using cards and props in a 3-hour session. This experiential learning tool effectively illustrates complex systems like supply chains, particularly highlighting the bullwhip effect. This phenomenon, depicting how minor shifts in customer demand can lead to exaggerated inventory fluctuations upstream in the supply chain, is vividly demonstrated in The Beer Game.
Beer game - Dr Surya Prakash.pdf
Dr. Parveen Ahluwalia
Smell The Coffee (B2B Marketing, SDM, IMC)
The teaching approach involves dividing the class into random groups from the beginning. In every alternate session, faculty members teach academic concepts using live examples from various industry brands and companies. Subsequently, each group works on a live brand or company case throughout the week, applying the academic knowledge gained earlier and presenting their findings.
Smell The Coffee - Dr. Parveen Ahluwalia.pdf
Dr. Jayatu Sen
Converting Theory to Practice
This teaching approach combines theory and application seamlessly. Each class introduces a new concept, applying it immediately to real-world business problems. Students develop solutions, and subsequent classes build on previous concepts. Periodic summarization ensures comprehension, while students explore solutions using Generative AI, including ChatGPT. This dynamic, multifaceted strategy engages students in theoretical and practical learning, fostering a comprehensive educational experience.
Converting Theory to Practice - Dr. Jayatu Sen.pdf
Dr. Jayatu Sen Chaudhury and Dr. Bappaditya Mukhopadhyay
Collaborative Teaching
Students receive an explanation of concepts such as derivative pricing and its properties. They are then presented with distinct real-world problems. Firstly, students explore how financial instruments can be utilized to hedge portfolio risk. Secondly, they delve into using these instruments to enhance overall portfolio returns as investment tools. Real-world examples, supported by actual data, are provided to demonstrate both outcomes. Engaging in healthy debates, students and faculty discuss the pros and cons of each approach. To deepen their understanding, students are tasked with simulating the scenarios, fostering active learning and reinforcing the practical application of the concepts discussed.
Collaborative Teaching - Dr. Jayatu Sen Chaudhury and Dr. Bappaditya Mukhopadhyay.pdf
Dr. Vibhav Singh
Game Based Pedagogy (Human Resource Management)
Utilizing gamification as a student-centered teaching approach has demonstrated a substantial improvement in students' learning encounters across diverse subjects. The efficacy of gamification in attaining desired educational results stems from its capacity to cater to particular psychological needs. Integrating game elements like point accumulation, badge acquisition, and leaderboard utilization plays a pivotal role in satisfying the inherent psychological needs for competence, autonomy, and connection.
