Syllabus for
BBA (Tourism and Travel Management/Honours/Honours with Research)
Academic Year  (2023)

The Bachelor of Business Administration (Tourism and Travel Management), an undergraduate degree specialized in travel, tourism and hospitality industry was started in 2002. This program is an intensive and comprehensive program spread over three years. The dynamic curriculum design of the program prepares students to adapt to the demands and face the challenges of today’s tourism and travel industry. The program also lays strong emphasis on communication, customer relations and service. The program has both theory and skill development part of the syllabus. Teaching includes lectures and other forms of extension such as presentations, discussions, brainstorming, demonstrations and field visits. The program has a strong Institute and Industry Interface through guest talks, seminars, panel discussions etc. 

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

CO2: Students will be able to demonstrate knowledge of business from a holistic and cross-functional perspective

CO3: Students will be able to communicate in a professional manner

CO4: Students will be able evaluate sustainability practices and standards of tourism sector

Programme Specific Outcome:

PSO2: Functional Knowledge and Application

PSO3: Communication

PSO4: Problem Solving

PSO5: Sustainability Orientation

Programme Educational Objective:

PEO2: To embrace business practices with sustainable tourism orientation to meet tourism business standards.

PEO3: To build an entrepreneurial mindset with multi-functional implications to set up tourism business

End Semester Exam (ESE)     30%

Mid Semester Exam (CIA-II) 25%

Continuous Internal Assessments (CIA) -40

Attendance     05%

Total    100%

Course Description: The course focus on developing an understanding about managing human behaviour at the workplace for achieving organizational effectiveness. The course has been designed to provide valuable insights into the functions of modern-day managers. It involves tracing the historical evolution of management thoughts, exploring the concepts, principles and behavioural processes of management. The course provides an overview of human behaviours at individual, group and organization level.

Course Objectives: 

•To explain the basic concepts, principles and theories of management

•To examine the broad essential functions of a manager

•To identify the challenges posed by of globalization, diversity and ethics on today’s manager

•To analyse the individual’s personality, learning, attitudes and perceptions and its impact on their work behaviour

•To compare and contrast motivation and leadership styles of managers

•To assess the dynamics of group behaviours and its influence on group effectiveness

Definition – nature, process and significance of management – Role of managers – Managerial Skills and Roles - Evolution of Management Thought: Classical Management Approaches, Behavioural Management Approaches, Quantitative Management Approach, Modern Management Approaches - Management as a Science or Art - Management as a profession- Administration and Management- Functions of Management – Functional Areas of Management. Challenges for 21st Century Business Managers.

Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Making Effective Plans- Objectives and Management By Objective (MBO) –Management By Exception (MBE) - Policy and Strategy-.Organizing - Nature and purpose -Principles of Organization - Types of Organization - Organizational Structure and Design – Line, Staff and functional authority – responsibility and Accountability - Principles of Delegation - Steps - Centralization Vs Decentralization – Factors determining the degree of Decentralization of authority.

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Behavioural Implications of Control – Techniques of Managerial control.

Definition of Organizational Behaviour, OB as systematic study, Contribution from other disciplines, OB Model/Framework- Individual, Group and Organisational Level.

Personality - Defining and Measuring Personality, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Principles of Learning; Attitude-Components of Attitude- ABC model, Work Attitudes- Job Satisfaction and Organisational Commitment. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.

Motivation- Basic Motivational Process, Content Model of Motivation- Maslow’s Need Hierarchy, Dual Factor Theory, Achievement Motivation Model, Process Model - Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, behavioural Perspective- Ohio State Studies, Managerial Grid; Contemporary Perspective- Transformational, Transactional, Charismatic Leadership, Ethical Leadership, Shared Leadership.

Define Group, Types Groups, Functions of Group, Tuckman’s Model of Group Development, Group Cohesiveness, Sources of Group Cohesiveness, Common Threat to Group Effectiveness- Groupthink, Group Shift, Social Loafing.

● Stoner, Freeman, Gilbert Jr. (2014). Management (6th edition), New Delhi: Prentice Hall India.

● Fred Luthans (2017). Organizational Behaviour: An Evidence - Based Approach, 12th Ed. McGraw Hill Education.

● Gupta, C. B. (2014). A textbook of organizational behaviour: With text and cases. NewDelhi: S Chand & Company.

● Daft, R. L. (2009). Principles of Management (1st edition), Cengage Learning.

CIA2          25 Marks

CIA3          20 Marks

ESE           30 Marks

Attendance  5 Marks

Course Description: This course intends to introduce basic accounting principles and practices. It also deals with subsidiary books maintained in business organizations. The students will have knowledge about the fundamental accounting processes such as journalizing, ledger posting, preparation of trial balance and final accounts in sole trading business. It also deals with providing an overview of accounting standards and IFRS. This course will be useful for all those who are desirous of having an understanding and application of financial dynamics of the business and become successful financial managers/entrepreneurs.

Course Objective:

●      To provide an understanding of application of various principles and practice of Accounting.

●      To demonstrate the knowledge on the process of accounting cycle and basic steps involved in Accounting.

●      To extend the knowledge of systematic maintenance of books of accounts to real life business.

●      To interpret Annual Financial statements of Sole proprietorship form of business.

• To outline the need for Accounting standards and IFRS.

Level of Knowledge: Conceptual

Meaning, Need for accounting, Internal and External users of accounting information, limitations of accounting, accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles.

Level of Knowledge: Analytical

Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance.

Level of Knowledge: Analytical

Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three columnar cash book.

Level of Knowledge:  Analytical

Need for reconciliation and preparation of bank reconciliation statements.

Level of Knowledge:  Analytical

Need for rectification of errors, types of errors, process of rectification and accounting entries of rectification.

Level of Knowledge: Analytical

Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns.

Level of Knowledge: Conceptual

Types of Accounting standards Need for IFRS, Ind AS and IFRS.

CIA 2: 25 Marks

CIA 3: 20 Marks

Attendance: 5 Marks

ESE: 30 Marks

Total: 100 marks

This course introduces the important concepts and terminologies of tourism and their usage. It explains the emerging trends and changing scenario of tourism industry. It also elucidates the impacts and motivations of travel and tourism.

Course Objectives: 

To provide a basic understanding on principles involved in managing tourism business and challenges involved in tourism business management

To explain different motivation of tourists

To identify tourism and its supply components

To analyze the demand for tourism

To evaluate various impacts of tourism

To adapt business practices with regard to emerging trends and issues in tourism.

Definition, Origin and growth of tourism; Characteristics of Tourism, Interrelationships and classifications Tourism System;–Tourism Deterrents War, Political and Civil Unrest, Inadequate Facilities, Non-Accessibility, International and national growth; Introduction, Tourism Business, Key Principles in Managing the Tourism Business, Need for Management in Tourism Business; What Tourism Managers manage, Marketing as a Management Function, Challenges in Tourism Business Management; Forces affecting the Tourism Industry, Tourism as a Global Phenomenon

Why do people travel? Studies on travel motivations Gray’s interpretations, Lundberg’s View; Educational and cultural motives, relaxation and pleasure, ethnic and others, MacIntosh Categorization, Robinson’s Classifications; relaxation and refreshment of body and mind, health, pleasure, curiosity and culture, Interpersonal reasons, spiritual purpose, Professional or Business reasons, Maslow’s Hierarchy of needs model and travel motivations, Plog’s psychographics classification of tourists and travel motivations;  Alo centric motivation, Near-Alo centric Motivations, Mid centric Motivations, Near- Psycho centric and Psycho centric Motivations, Travel Motivations as related to Demographics, Typologies of tourists, Distinction between travellers, visitor, tourists, excursionists and transit visitor History of Tourism, Famous Travelers Responsible tourism behaviour and sustainable citizenship, Motivations to adapt sustainable practices.

Air Transport; Domestic and International Airlines, Civil Aviation in India, Scheduled & Charter Airlines, Low Cost Carriers; IATA, ICAO, Airports Authority of India, Regulations in the Airlines Industry, Common Terminologies used in Air Travel; Rail Transport; Indian Railways, Railway zones, Tourist Trains, Indrail Pass, Road Transport; National and State Highways; Water Transport; Coastal Cruises and Inland water ways; Accommodation – Primary Forms – Hotels, Definition, Types, Meal Plans, Rooms & Beds, FHRAI; Travel Formalities – Passports, VISA, Health regulations for International Travel – Customs Regulations – Taxes paid by Travellers – Travel Insurances; Travel Agents and Tour Operators: History, Definition, types, function; type of tours; Importance and role of tourist guides and tour escorts.

Managing Tourism demand; Definition, Concepts, Demand Schedule, Measuring Demand for Tourism, Demand Determinants and Forecasting - Determinants of Demand for Tourism, Suppress Demand for Tourism, Forecasting Tourism Demand

Economic- The generation of economic impacts by tourist spending, leakages of expenditure, out of local economy, measurement of economic impact, multiplier concept, types of multiplier, methodological approaches, weakness and limitations of multiplier model, policy implication of multiplier analysis Environmental Impacts- Environmental impact assessment, EIA process, environmental auditing, environmental action programmes Socio- Cultural Impacts- Nature of socio-cultural impact of tourism approaches to the study of socio-cultural impact of tourism, tourism developmental process, psychological basis of tourism development, sociological basis of tourism development, general negative socio- cultural impacts of tourism, specific negative socio-cultural impacts of tourism, general positive socio-cultural impacts associated with tourism, methods of measuring the socio- cultural impacts of tourism

Need for Travel and Tourism Organizations, International Organizations; - National and Regional Organizations, Non-governmental Organizations; International and National Travel and Tourism Associations (Governmental and Associated) involved in governing and promoting Tourism- UNWTO / WTTC / PATA; Ministry of Tourism, Government of India /ITDC/KSTDC .

Changing scenario of the tourism industry- SMERFS- tourists with special needs and differently abled tourist- emerging types of tourism-Tourism distribution system- online travel agents- zero percent commission era- Government initiatives for tourism. The future of tourism: The external environment for tourism; future drivers, social drivers of change, safety, security and risk, climate change, human resources for tourism Future drivers of the tourism system, future tourism product markets

Robinson, P., Lück, M., & Smith, S. L. (2013). Tourism. Wallingford, Oxfordshire: CABI.

Hannam, K., &Ateljevic, I. (2007). Backpacker tourism: Concepts and profiles. Clevedon, UK: Channel View Publications.

End Semester Exam (ESE)     30%

Mid Semester Exam (CIA-II) 25%

Continuous Internal Assessments (CIA- I & III)       40%

Attendance     05%

Total    100%

This course examines the relationship between language use, enormous variety of language experiences, belief systems, and behavioral patterns. On the other hand Etiquette helps smooth the path of our daily activities, whether it's meeting others in our daily interactions talking to someone on the phone, offering condolences properly or understanding how to talk to colleagues at a business conference. Being aware of the beliefs attitudes and etiquettes of individuals will help one to become more tolerant from one individual to the next and from one group to the next.

• Students will practice critical thoughts in comprehending the notion of culture, its relationship with language
• To identify etiquettes and the key concepts of cross –cultural Communication.
• To familiar ways to apply proper courtesy in different situations.
• To help better understand the change that constantly undergoes in personal and social use.

Greeting a person, - the different ways of greeting, saying good bye to another person, Thank You, Excuse me, Introduction to oneself, Yawning, Coughing, Interrupting, Offering help, refusing help, requesting privacy, speaking in a low voice, waiting for help, accepting or declining an invitation, expressing admiration, The key principles of common courtesy, professional manners and the Golden Rule as they are practiced in the workplace environment, Classroom Etiquette and Student Behavior Guidelines, The guidelines for maintaining a civil classroom environment.

Introduction to adjusting to a new culture, Theories on second language and culture acquisition, communication, National Standards, Culture acquisition through family and Homestays, Distinguish among the three main forms of communication in the workplace: verbal, nonverbal, and virtual. Proper and improper uses of workplace communication, the potential repercussions of poor listening in the workplace, the proper and improper use of technology in the workplace

Why Etiquette Matters, Identify common cultural differences, taboos, and customs that may be practiced in the workplace, Discuss ways to navigate and honor cultural differences in the workplace, Describe how to express an appropriate awareness of international and other customs. The Common Courtesies of Life, Polite Conversation, Telephone Etiquette, Correspondence, Basic Table Manners, Overnight Guests, Wedding Etiquette, Moments of Sorrow, Appropriate Behavior for Children, Gift Giving Guidelines.

Introduction to Modern Etiquette, The Rules of the Workplace, Meetings and Introductions, Conversation and Listening Skills, Telephone/Cell Phone, Texting, Emailing and Internet Etiquette, Etiquette in Public Places, Employment/Volunteer Etiquette, Dining Etiquette, Social Gathering Etiquette (Guest and Host/Hostess), School Etiquette, Confidence Without Arrogance.

Restaurant Etiquette, Cellphone Etiquette, Voice Mail Etiquette, Air Travel Etiquette, Cocktail Party Etiquette, Office Gossip Etiquette, Business Dress Etiquette, Email Etiquette, Social Media Etiquette, Job Interview Etiquette, International Etiquette.

Course Description

This course is aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies. The course will consider some of the seminal papers on the economics of corruption.

Course Objectives

 1. to create an understanding of the economic issues associated with corruption

 2. to enhance the student's understanding of the effect of corruption on growth and development

 3. to provide insights into the effect of corruption on emerging countries 

Causes and Consequences of Corruption: What do we know from a cross-section of countries? Democratic Institutions and Corruption: Incentives and Constraints in Politics, Bargaining for Bribes: The Role of Institutions.

The Privatization of Rent-Generating Industries and Corruption; Corruption in Private Sector, Why the private sector is likely to lead the next stage in the global fight against corruption.

Corruption and Policy Reform; Anti-Corruption Authorities: An Effective Tool to Curb Corruption?  Corruption and Competition: Fair Markets as an Anti-Corruption Device.

Burger, E. S., & Holland, M. S. (2006). Why the private sector is likely to lead the next stage in the global fight against corruption. Fordham International Law Journal, 30, 45.

Meschi, P. X. (2009). Government Corruption and Foreign Stakes in International Joint Ventures in Emerging Economies. Asia Pacific Journal of Management, 26(2), 241-261.

Meyer, K. E., Estrin, S., Bhaumik, S. K., & Peng, M. W. (2009). Institutions, Resources, and Entry Strategies in Emerging Economies. Strategic Management Journal, 30(1), 61-80.

Nowakowski, K. (2010). Corruption in the Private Sector. Economics and Law, 6(1), 345-360.

Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414.

Jain, A. K. (2001). Corruption: A Review. Journal of Economic Surveys, 15(1), 71-121.

Jain, A. K. (Ed.). (2012). Economics of Corruption (Vol. 65). Springer Science & Business Media.

Rose-Ackerman, S. (1975). The Economics of Corruption. Journal of Public Economics, 4(2), 187-203.

English is a global language for business. Fluency and clarity are critical skills for business communication. This course is designed for students of Business Studies to build business contexts using the English language. The course introduces students to reading and understanding the significance of Business English. It also teaches the basics of written and oral communication along with the knowledge of English grammar and syntax and their application in day-to-day communicative needs

The course aims to:

Familiarise the students with the importance of intercultural communication to meet global needs.

Develop linguistic and communicative skills for academic advancement and employment opportunities in national and global markets.

Enhance students' skills to be effective communicators in the digitally interconnected world.

Make students understand the significance of professional ethics in business correspondence.

This unit discusses the importance of the English language in the business context. The unit introduces the students to the basics of the language and its communicative function to achieve national and global business goals. Respect for others (human value) in the communicative scenario is one of the concerns of this unit.

1. Language as a means of communication

2. Features of Professional Communication: Accuracy (Vocabulary), Fluency (Speed) and Effectiveness (Non-verbal Communication)

3. Levels of communication: Intrapersonal, Interpersonal, organizational and mass communication

4. Barriers to communication: i) Lisa Davis (1990). Where do We Stand? ii) Robert Levine (1997), Time Talks, with an Accent

This unit will introduce students to the structures of academic writing that will enhance their employability skills in global business scenarios. The unit will enable students to create essays through reading and writing. Students would be specifically trained about the structure of an essay, its components, locating the argument, constructing one, and using sources to substantiate claims and evidence. This unit focuses on written communication to ensure professional ethics in the business context.

A. The Writing Process

1. Assessing the writing situation

2. Exploring and planning

3. Drafting

4. Revising

5. Editing and proofreading

B. Structure of an essay: introduction, body, and conclusion

1. Introduction: Thesis Statement, Argument

2. Body: Claims, Evidence

3. Conclusion: Summary, major deduction, and final statement

4. Referencing in an essay

This unit will introduce students to business communication skills as a form of writing. Writing for business purposes is one of the required employability skills needed in a global professional setting. Students will learn the importance of inclusive communication to understand the human values of interlocutors in communication.

1. Mechanics of Note-Making: Topicalisation, Schematising, Reduction Devices, Methods of Sequencing

2. Written Documentation: Letter Writing, Memo, Report, Proposal

3. E-mail Communication: Characteristics of the successful E-mail message; Formatting E-mail message; Standard E-mail Practices, E-mail Writing Strategies

4. Case Studies on communication barriers

Gardener, Peter. S. New Direction: Reading, Writing and Critical Thinking. Cambridge University Press, 2009.

Mukhopadhyay, Lina et al. Polyskills: A Course in Communication Skills and Life Skills. Foundation, 2012.

Raman, M. and Sangeeta Sharma. Professional Communication. Oxford University Press, 2017.

Rizvi, M. Ashraf. Effective Technical Communication. McGraw Hill Education, 2015.

Sen, Sanghita, et al. Communicative English 1. Cambridge University Press India Pvt Ltd, 2015.

McCarter, Sam, Norman Whitby. Writing Skills. Macmillan India, 2009.

Reinders, H, Marilyn L., and Linh Phung. Studying in English: Strategies for Success in Higher Education. Macmillan Education, 2017.

Robert, Barraas. Students Must Write. London: Routledge, 2006.

The course aims to provide a basic introduction to understanding discourses of science and technology as represented in select science fiction narratives. The course will help students understand some of the basic questions about the human condition that are raised, debated, and negotiated in and through representative fiction that addresses global and national concerns. Keeping the contemporaneity of issues today, the course will also emphasize how there is a crucial intersection of various ideas that cut across several disciplines with regard to technology and life, thereby making it crucially relevant to engage with it in the contemporary context. Anyone interested in questions of science, fiction, and the human condition and the cross-cutting issues of gender, environment, technology, ethics, sustainability, etc may choose this course. The course will help develop theoretical knowledge about the genre, critical reading skills, and creative writing skills through class engagements and assignments.

Objectives:

• To introduce students to the field of science fiction

• Help students identify and raise questions through these works of fiction some relevant questions in the contemporary context

• To direct students towards realising the intersection of various issues raised across different disciplines.

This unit will provide students with a basic overview of science fiction through some critical and conceptual lenses that are commonly identified across SF narratives globally. The New Critical Idiom Series: Science Fiction, would be used here to introduce aspects of SF that touch upon human values and concerns such as gender, environment, ethics, technology, etc. Locating the interdisciplinarity of the domain would be central to this module and will build theoretical knowledge and critical reading skills.

1. History of Science Fiction

2. Common Terminologies

3. Critical Concerns about Technology for Humanity

Essential readings:

1. Hollinger, Veronica. “Contemporary Trends in Science Fiction.” Science Fiction Studies. No. 78, Vol. 26, 1999.

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

This unit will engage with how technology becomes a crucial part of negotiating contemporary existence as represented through SF. What are the fundamental concerns that Sf raises regarding technology and the human condition? How does technology come to be framed within SF? How are gender and sexuality framed within the discourses of SF? How SF addresses the anxieties of technology and the future would be some of the questions engaged with here. Critical reading skills and creative writing exercises will enable students to develop creative and critical skills.

1. The Matrix

2. Select Episodes of the series Stranger Things

3. Margaret Atwood, The Handmaid’s Tale

4. Any episode of Black Mirror

Essential readings:

● Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

● Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

● Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

● “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

This unit will engage with science fiction in the Indian context. One of the main points of

discussion would be to understand how SF writers from India have engaged with tropes of SF that we are

familiar with and what kind of an ‘India’ is imagined thereof which has implications socially, politically,

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 and culturally. The unit enables critical insights into the concerns around human and non-human and the intersectionalities of it in the Indian context.

1. Vandana Singh “Delhi”

2. Manjula Padmanabhan, “Harvest”

3. Cargo

Essential readings:

1. Padmanabhan, Manjula. Harvest. Hachette UK, 2017.

2. Singh, Vandana. “Delhi.” Lightspeed, June, 2016, Delhi - Lightspeed Magazine. Accessed on 4 March 2023.

3. Kadav, Arati. Cargo. Mumbai: Fundamental Pictures, 2019. Netflix

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

4. Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

5 Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

6 Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

7 “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

Howell, Amanda. "Breaking silence, bearing witness, and voicing defiance: the resistant female voice in the transmedia storyworld of The Handmaid’s Tale." Continuum 33.2 (2019): 216-229.

Barnett, P. Chad. "Reviving cyberpunk:(Re) constructing the subject and mapping cyberspace in the Wachowski Brother's film The Matrix." Extrapolation (pre-2012) 41.4 (2000): 359.

Wetmore Jr, Kevin J., ed. Uncovering Stranger Things: Essays on eighties nostalgia, cynicism and innocence in the series. McFarland, 2018.

MSE 30 MARKS 

ESE 35 MARKS 

ATTENDANCE 5 MARKS 

This course will introduce students to the major theoretical and applied debates

as well as major moral puzzles and challenges in the field of global ethics.

Ethics is gaining ground as an important humanities intervention in a

fast-changing world. A course on ethics is often an added advantage for students

as it helps them shape a socially-aware perspective of the social reality and

develop ethical skills and foster employability.. Drawing on interdisciplinary

perspectives and thematic issues in the fields of international politics, business,

communications and law, the course will challenge students to reflect on major

ethical theories and traditions as well as core problems such as corporate

governance, global distributive

justice, the ethics of making and sustaining peace, media ethics and legal

dimensions of ethics. By combining the works of both classic and contemporary

philosophers with contemporary applied global issues, students will be able to

critically reflect on fundamental normative questions from an interdisciplinary

perspective and reflect on the rights, responsibilities and challenges of ‘good

global citizenship’. Through this, student reflect on cross cutting issues of

human values, gender, sustainability and professional development.

This unit introduces students to the conceptual frameworks of integrity and ethics in local and

global contexts. IT exposes students to ethical dilemmas and provides conceptual clarity on nuances of

integrity, human values and ethical decision making. It develops ethical skills in order to enable better

professional behaviour and employability.

1. Global Ethics: Conceptual Definitions,

2. Historical Origins & Present Challenges

3. Introduction to the Ethics, Morals and Values

4. Cultural Relativism vs Universalism (case study)

This unit introduces students to various ethical theories, under the two categories of rationalist

ethical theories and the more recent alternatives. It enables students to apply these global and national

theoretical concepts to local and personal situations. By this application process, students reflect on cross

cutting issues of human values, gender, sustainability and professionalism and develop ethical thinking

skills that fosters employability. (Include LRNG, Employability, and Cross-cutting issues):

1. Rationalist Ethical Theories

2. Contractualist ethics

3. Deontological Ethics

4. Utilitarian Ethics

5. Discourse ethics,

6. Alternatives to Ethical Rationalism

7. Virtue Ethics

8. Feminist & Care Ethics

9. Postmodernist Ethics

This unit is based on some relevant contemporary applications of ethical theories learnt in the

previous unit. The unit sees the practical application of ethics in local, regional, national and global fields of

business, journalism, digital media and technology. It develops ethical skills in order to enable better

professional behaviour and employability.

1. Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job)

2. Global Journalism Ethics, Citizen Journalism

3. Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing

4. Ethical Implications of Emerging Technologies (Film The Social Network)

5. Genetics, stem cell and embryo research: Embryo research and women’s rights

Ferguson, C. (2010). Inside Job. Sony Pictures Classics

Fincher, David. (2010) The Social Network. Columbia Pictures

Graham, G. (2008) Ethics and International Relations, 2nd Edition. Malden, MA: Blackwell.

LaFollette, H. (ed.) (2003) The Oxford Handbook of Ethical Practice, Oxford: OUP

MSE 30 MARKS

ESE 35 MARKS

ATTENDANCE 5 MARKS 

The influence and presence of the past is felt everywhere and every day in our lives. Movies, newspapers or the internet

bombard us and expose us to the past – both familiar and unfamiliar. However, the barrage of information and the forces

of globalisation have led to increasing questions on the relevance and the value of the past – indeed a denial even. This

course will engage the students with the myriad ways in which the past, though no longer present – is a presence in our

lives today. It will introduce the students to think historically, relate to their memories of their own past and make them

aware of the multiple perspectives which will enable them to read, write and reflect on the past; or in other words, make

history.

This course will introduce students to the methodological and theoretical questions that animate and inform the practice

of history. How do professional historians work? What is their goal? How do they locate and analyze source materials?

What kinds of arguments do historians try to make? How, ultimately, is history produced? This course will ask how (or

whether) historians’ particular sources – and their location in the archives – can give voice to the ordinary and of things

‘past’. Moreover, the course will address how the advent of the information age impact upon the historians’ profession by

exploring how modern technology – whether film, photography, or the internet – changed the way historians work and

address their audience.

Level of Learning: Theory/Basic

a) Doing History - The Place of the Past.

b) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels.

Level of Learning: Practical/Application

c) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels-Students will take any work of Historical

fiction, Historical Films as case studies and analyse the element of fact and fiction

Level of Learning: Theory/Conceptual/Interpretative

a) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of the

Caribbean, Tom and Jerry

b) Locating the Popular: Historical Fiction or Fictionalised History – Exploring the Fantasy Worlds of Ice Age, Hogwarts,

Narnia, Westeros and Middle-earth.

c) The Past Today: The Ayodhya Debate and the Ram Janmabhoomi issue, Dwarka, Kapilavastu.

d) Historical Monuments and their Authorship/Ownership: The Temple Mount and Taj Mahal.

Level of Learning: Practical/Application

e) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of

the Caribbean, Tom and Jerry

f) Locating the Popular: Historical Fiction or Fictionalised History – Exploring the Fantasy Worlds of Ice Age,

Hogwarts, Narnia, Westeros and Middle-earth.

Screening of Documentaries, Speeches and Films followed by Student led panel discussion

Level of Learning: Analytical

a) History and the Visual: Photography, Film and the Image – Gladiator, Schindler’s List, 300, Gone with the Wind,

Jodha Akbar and Mohenjo Daro

b) Historical Re-enactments? Light and Sound Shows at Golconda, Red Fort and Khajuraho.

c) Alternate Histories: Oral Histories, Sports Histories, Graphic Novels, Caricatures and Political Cartoons.

Level of Learning: Theory/Conceptual/Interpretative

a) Memory and History: Power and the Production of History – Museums and Memorials.

b) ‘Truth’ and ‘myth’: History as Conspiracy – Insider and Outsider Perspectives – the Aryan Debate, Hindutva

Ideology and Neo-Nazis.

c) Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair.

d) Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files.

Level of Learning: Practical/Application

e) Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair.

f) Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files

g) Case study of various Print mediums which have discussed these issues to analyse how media is responsible for

creating various memory narratives.

The 1980s and beyond II, pp. 267-275.

● Gaddis, John Lewis. 2002. The Landscape of History: How Historians Map the Past, New York: Oxford Univ Press.

● Gathercole, Peter and David Lowenthal (eds.) 1994. The Politics of the Past, New York: Routledge.

● Hodder, Ian and Scott Hutson. 2003 (Third Edition). Reading the Past, New York: Cambridge Univ. Press.

● Kumar, Ravinder 1989. The Past and the Present: An Indian Dialogue, Daedalus, Vol. 118, No.4, pp. 27-49.

● Thompson, Paul. 2000. The Voice of the Past: Oral History, New York: Oxford Univ Press.

2795-2796.

● Buchli, Victor and Gavin Lucas 2001. Archaeologies of the Contemporary Past, Routledge.

● Carr, E.H. 1967. What is History, Vintage.

● Chalcraft, David et.al. 2008. Max Weber Matters: Interweaving Past and Present, Ashgate.

● Chapman, James 2005. Past and Present: National Identity and the British Historical Film, I.B.Tauris.

● Clarke, Katherine 2008. Making Time for the Past: Local History and the Polis, Oxford Univ Press.

● Damm, Charlotte 2005. Archaeology Ethno-History and Oral Traditions: approaches to the indigenous past,

Norwegian Archaeological Review, Vol. 38, No. 2, pp. 73-87.

● Fowler, Don D. 1987. Uses of the past: Archaeology in the service of the state, American Antiquity, Vol. 52, No. 2, pp.

229-248.

● Greene, Naomi 1999. Landscapes of Loss: The Nationalist Past in Postwar French Cinema, Princeton Univ Press.

● Hamilakis et. al. 2001. Art and the Re-presentation of the Past, The Journal of the Royal Anthropological Institute, Vol. 7,

No. 1, pp. 153-156.

● Muller, Jan-Werner 2004. Memory and Power in Post-War Europe: Studies in the presence of the past, Cambridge Univ.

Press.

● Murray, Williamson and Richard Hart Sinnreich (eds.) 2006. The Past as Prologue: The Importance of History to the

Military Profession, Cambridge Univ Press.

● Piercey, Robert 2009. The Uses of the Past from Heidegger to Rorty: Doing Philosophy Historically, Cambridge Univ. Press.

● Shrimali, K.M. 1998. A Future for the Past? Social Scientist, Vol. 26, No. 9, pp. 26-51.

● Stone, Peter G. and Philippe G. Planel 1999. the Constructed Past, Routledge.

● Walsh, Kevin 1992. The Representation of the Past: Museums and heritage in the post-modern world, Routledge

Course Title Assessment Details :  Encountering Histories: The Place of the Past

CIA1 - 20 Marks  Group assignment - Submission paper

MSE CIAII - 25 Marks - Submission paper

ESE - 50 Marks - Individual Assignment - Submission paper

Course Description:

A focus on urban history offers fertile territory for a variety of topics. The development and inhabitation of cities has been an

important feature in Cartesian and human landscapes for thousands of years. Regardless of time and place, cities have always

brought together people and the products of their labor together in relatively limited spaces. Cities have thus been incubators for

experiments in social organization, policy-making, planning, environmental modification, and economic innovation.

Consequently, cities are dynamic and vital centers, which inform and are shaped by human experience. Studying how cities and

their inhabitants change over time—whether on a long or short horizon or on a global, national, regional, or local scale—offers an

informative framework within which to consider broader historical questions, such as the relationship between people, place,

work, culture, and politics. Studying cities, moreover, offers students a great opportunity to engage in comparative historical

study and to work with a variety of available technologies for studying cities.

Course Objectives:

● To deploy multiple analytical approaches to urban space, its organization, and inhabitation in order to analyze and situation

urban development as a historical process that takes place within a broader historical context

● To illustrate multiple approaches to understanding changes in economic, political, and social formations in cities over time, as

an important element in developing historical knowledge

● To acquaint the students how political development in historical context affected the rise and demise of urban centres

● To acquaint the students how modern notions of urban development emerged and the various trends of the modern urban

development

Level of Knowledge: Conceptual

a) What is Urban History? Urbanism as an Interdisciplinary Project- Urbanism and Comparative Method

b) Historiography of Urbanism - Modern Studies of Urbanism: Henri Pirenne and Max Weber- Study of Urbanism in the

USA

c) Urbanism and Modernity

d) Urban Histories and the ‘Cultural Turn’

Level of Knowledge: Analytical

a) The Harappan Cities-Between the Harappan and the Early Historic: An Absence of Cities? The Early Historic Cities-Early

Historic Cities in Texts-Understanding Early Historic Urbanisation

b) Idea of Medieval Cities of Europe- the spread of urbanism and emergence of town planning- urban revival in western

Europe

c) Perceptions on Medieval Indian Cities-Commercially and Politically Charged Urbanism- Urbanism and Sufi and Bhakti

Spaces-Poliscracy- Portuguese Cities: Polisgarchic-‘City-States Of Medieval India

Level of Knowledge: Conceptual

a) Dependent Urbanisation and New Urban Forms in Colonial India-City Planning in India under British Rule-Race, Class

and Ethnicity in the Colonial City

b) Modernity and the City in Colonial India-The City as the Site of Spectacles-The City as the Site of Movements

c) Case Study of Colonial Cities: Calcutta, Bombay, Madras, Delhi

● Students will create two models of urban layout: Indian and western.

● They will have an exhibition of their model layouts, where they will introduce their peers about the traits and differences

of these two layouts.

Level of Knowledge: Analytical

a) Space and Urban Theory- Materialities-Knowledge

b) Science, Planning and Expertise- Connections and Flows of modern cities

c) Emerging concepts- Global City, Inclusive City, Livable City, Safe City, Future City – Impact of new town movement on

post-independent Indian city planning -beginning of modern town planning in India

● Students will create posters of these different kind of urban layouts and organize mock classrooms, where they will address the class with their teaching props.

● Adams R. McC., (1966) The Evolution of Urban Society: Early Mesopotamia and PrehispanicMexico (Chicago: Aldine).

● Basant, P. K., (2012) The City and the Country in Early India: A Study of Malwa (Delhi: Primus Books).

● Ballhatchet, Kenneth, (1980) Race, Sex, andClass under theRaj:ImperialAttitudes and Policies and Their Critics, 1793-1905 (

London: Weidenfeld and Nicolson, 1980).

● Chandavarkar, Rajnarayan, (2009) History, Culture and the Indian City (Delhi: Cambridge UniversityPress).

● Bayly, C. A., (1992) Rulers, Townsmen and Bazaars: North Indian Society in the Age of British Expansion, 1770-1870 (Delhi:

Oxford University Press).

● Banga Indu (ed.), (1991) City in Indian History: Urban demography, Society and Politics (Delhi: Manohar).

● Chattopadhyaya,B., (2003) ‘The City in Early India: Perspectives from Texts’, in B. Chattopadhyaya, Studying Early India:

Archaeology, Texts, and Historical Issues (Delhi: Permanent Black), pp. 105-34.

● Edward Soja (2000): Postmetropolis, Critical Studies of cities and Regions, Blackwell Publisher Ltd. 17.

● Fischer, Claude S. 1975 Towards a subcultural theory of urbanism, Reprinted in J.J. Macionis and N. Benokraitis (ed.) 1989

Seeing Ourselves (pp 367-373).

● Frykenberg, R.E., (1986) Delhi Through Ages: Selected Essays in Urban History, Culture and Society (New Delhi: Oxford

University Press)

● G. P. Chapman, A.K. Dutt and R.W. Bradnock (ed.) (1999): Urban growth & Development in Asia, Vol.2: Living in the Cities,

Ashgate Publishing Ltd.

● Marshall, P.J., (2000),The White Town ofCalcutta under the Rule of the East India Company‟, Modern Asian Studies, Vol. 34,

No. 2 (May), pp. 307-331.

● Prentice Hall, Englewood Cliffs, New Jersey. Hayden, Dolores, (1996) The Power of Place: Urban Landscapes as Public

History (Cambridge, MA: MIT Press).

● Pirenne, Henri, (1969) Medieval Cities: Their Origins and the Revival of Trade (Princeton: Princeton University Press).

● Shane, Ewen, (2016) What is Urban History? (Cambridge: Polity Press). Southall, Aidan, (1998) The City in Time and Space

(Cambridge: Cambridge University Press).

● Trigger, B., (1972) ‘Determinants of Urban Growth in Pre-industrial Societies’ in Ucko, Ucko, P.J., Tringham R. and Dimbleby,

G.W. (eds.) Man, Settlement and Urbanism (London: Duckworth Publishers).

● Braudel, Fernand, (1989) The Identity of France (London: Fontana Press).

● Blake, Stephen, (1993) Shahjahanabad: The Sovereign City in Mughal India, 1639- 1739 (New Delhi: Cambridge University

Press).

● Braudel, Fernand (1973) Capitalism and Material Life, 1400-1800, tran. by Miriam Kochan (New York: Harper & Row).

● Cohen, R., (1979) ‘State Origins: A Reappraisal’ in Claessen, H.J.M. and Peter Skalnik (eds.) The Early State (Hague: Mouton).

● Champakalakshmi, R., (1996) Trade, Ideology and Urbanisation: South India, 300 BC and 1300 AD (Delhi: Oxford University

Press).

● Finley, M., (1977) ‘The ancient city: from Fustel de Coulanges to Max Weber and Beyond’ Comparative Studies in Society and

History, Vol. 19.

● Jacobsen T, Adams RMcC., (1958) ‘Salt and silt in ancient Mesopotamian agriculture’, Science, Vol. 128, pp. 1251-58. Fried,

Morton, (1967) The Evolution of Political Society (New York: Random House).

● Harvey, David, (1985) The Urbanisation of Capital: Studies in the History and Theory of Capitalist Urbanization (Baltimore:

John Hopkins University Press).

● Heitzman, James, (2008) TheCity in SouthAsia (London and NewYork: Routledge).

● Kenoyer, J. M., (1998) Ancient Cities of the IndusValley Civilization (Karachi: Oxford University Press). Kenoyer, J. M. and K.

Heuston, (2005) The Ancient South Asian World (Oxford: University Press).

● Latham A, et.al. (2009): Key Concepts in Urban Geography, Sage, Los Angeles, London, New Delhi, Singapore, Washington.

● Martindale, D., (1958) ‘The Theory of the City’ in Weber, Max, The City, Translated and edited by Martindale (New York: Don

and Neuwirth, G. Free Press).

● Mumford, L., (1961) The City in History (New York: Harcourt, Brace and World). Orans, Martin, (1966) ‘Surplus’, Human

Organization, Vol. 25, pp. 24-32

● Nightingale, CarlH., (2008) „Before Race Mattered: Geographies ofthe Color Line in Early Colonial Madras and New York‟,

The American Historical Review, Vol. 113, No. 1 (February), pp. 48-71

● Peers, Douglas M., (1998) „Privates offParade: Regimenting Sexuality in the NineteenthCentury Indian Empire‟, The

International History Review, Vol. 20, No. 4 (December), pp. 823-854.

● Pieterse E, (2008): City Futures, Confronting the Crisis of Urban Development, Zed Books Ltd, London and New York.

● Steward, J., (1968) ‘Cultural Ecology’ in The International Encyclopedia of The Social Sciences, Vol. 3. Tonkiss, Fran, (2009)

Space, the City and Social Theory (Cambridge: Polity Press).

● Weber, Max, (1958) The City, Translated and edited by Martindale, Don and Neuwirth, G. (New York: Free Press). Wirth,

Louis, (1938) ‘Urbanism as a way of life’ Reprinted in J.J. Macionis and N. Benokraitis (ed.) (1989) Seeing Ourselves

(pp.360-366) (New Jersey: Prentice Hall, Englewood Cliffs).

It is a group assignment, where each group will submit a project work on any one topic listed below. This helps the

students to develop an understanding of the different schools of history, the practice of doing history and debates

related to the course, and exhibit their analysis of the same.

MSE

The exam will be a submission-based paper. This will be an individual assignment. The assignment will have two

components which will be correlated. The aim of the submission paper is to develop critical thinking and analysis

capabilities of the students whereby they will apply the conceptual knowledge about the evolution pattern of

urbanisation to understand modern day social systems. The questions for the submission paper will be given 10 days

prior to the date of submission.

CIA III

It is an individual assignment, where each student will submit an essay on any one topic listed. This helps the student

to develop an understanding of the different topics covered related to the course, and exhibit their analysis of the same.

ESE

The exam will be a submission-based paper. The onus will be on the original research component. The aim of the exam

is to test how the students can apply and analyse the concepts learnt through the entire course. The exam will examine

the research aptitude, critical analyses of data and justification of the narrative account of the submission paper. The

questions for the submission paper will be given 14 days prior to the date of submission.

The course would provide students with a thorough knowledge of the conceptual and practical aspects of digital cinematography through engagement with the works of eminent cinematographers from around the world and the equipment.

The course aims to help students to:

• Appreciate cinematography as a combination of artistic and technological endeavors
• Understand the basics concepts of cinematography and shot design
• Harness the power of natural and artificial lighting to compose powerful shots
• Explore the creative possibilities of cinematography and understand its importance in effective storytelling.

Cinematography as an art; Art of visual storytelling; Evolution of cinematography; Eminent cinematographer’s from world cinema; Cinematography and effective storytelling.

Light, Camera, Lenses, Basics of Lighting; Various types of light sources and their practical application;Color temperature, Lens Choice, Lens filters, Exposure/F‐Stop/Shutter/ISO; Depth of field Camera operating; Hands-on introduction to camera equipment

Composition & Framing; Types of Shots; Shot design for single camera and multi camera productions

Camera Placement -how does it affect the meaning; Motivated Camera Movement.

• Pro, A. P. (2010). Adobe Premiere Pro.
• Team, A. C. (2012). Adobe Premiere Pro CS6 Classroom in a Book: Adobe Perm Pro CS6 Classro_p1. Adobe Press.

• Block, B. (2013). The visual story: Creating the visual structure of film, TV and digital media. CRC Press.
• Alton, J. (2013). Painting with light. Univ of California Press.

• Definition of Democracy and Democratic theory.
• Media as the fourth estate.
• Democratic responsibilities of media.
• Fundamental rights and the media's role in protecting them. 
• Media as the voice of the voiceless.
• Media as the watchdog of democracy.
• Media as the platform for deliberation (Media as Public Sphere).
• Media worker as the democratic warrior.

• Contemporary structure of media within capitalism:
• Advertising funding and its implications on media's democratic functions.
• Big business and government
• Media as Big Business.
• Use of SLAPP on media houses and self-censorship.
• Media concentration, conglomeration, commercialization and its effect on democracy.

• Media reform and democratic media.
• Media policy and democratic reform.
• Alternatives to commercial media models: Case studies of BBC, NPR, and Aljazeera.
• Critical analysis of Doordarshan and Rajya Sabha TV as possible democratic media.
• Emergence of digital news platforms and their role in democratic communication [The Wire, Quint News Laundry, The News Minute, Scroll].
• Representation of Caste and minorities in the media.
• Media trials and the creation of the common enemy.

• Social media as the new public sphere.
• Social media democratic elections in the current era (Case studies of 2016 US elections and 2019 Indian elections).
• Alternative media spaces: Exploring community radio, Video Volunteers and Alt News.
• Critical examination of alternative models of media

• Participatory Video (PV).
• Manyam Praja Video.
• Elements of Participatory Process.
• Teaching Process. Community Video Producer (CVP). Community Video Unit (CVU).

• Media trial. Sensationalism. Some instances of media trial in India.
• Celebrity power and PR teams. Me Too. Cancel Culture. Ethical Consideration.

Research Articles:

• Biswal, S. K. (2019). Exploring the role of citizen journalism in rural India. Media Watch, 10, 43-54.
• Curran, J. (1991). Rethinking the media as a public sphere. Communication and citizenship, 27-57.
• Khan, U. (2015). Indian media: Crisis in the fourth estate. Kennedy School Review, 15, 70
• Rao, S., Mudgal, V. (2015). Introduction: Democracy, Journalism and Civic Society in India. Journalism Studies. 16(5), 615-623.
• Saeed, S. (2015). Phantom journalism governing India's proxy media owners. Journalism Studies, 16(5), 663-679,
• Thussu, D. K. (2007). TheMurdochization'of news? The case of Star TV in India. Media, Culture & Society, 29(4), 593-611.

• Overall end semester  evaluation for 95 marks
• Project I: 20 Marks 
• Project II: 25 Marks
• Project III: 20 Marks
• End semester Submission Project IV: 30 Marks. Attendance 5 Marks

1.      – Principles of Democracy: Freedom, Equality and Fraternity,

2.      Government by Consent

3.      Constitutional Government and Rule of Law

4.      Democracy and Human Rights society

5.      Instrumentalist Conceptions of Democratic Authority

6.      Democratic Consent Theories of Authority

7.      Limits to the Authority of Democracy

8.      Leadership: Servant, Participative, Consensus, leaderships in Democracy

1.      History and Democratic Heritage, Freedom Struggle,

2.      The Indian Constitution: Preamble and other constitutional values

3.      Ethical Code of Conduct for Politicians

4.      Citizenship, Fundamental Rights and Fundamental Duties of Indian Citizens

5.      Character record of members of legislature

6.      Ethical use of majority in parliament

7.      Avoidance of ‘floor crossing’ and defection

8.      Respecting independence of judiciary and media

9.      Safeguarding national history and avoiding distortion

10.  Ensuring political neutrality of Universities and their syllabi

Judicious allocation of central funds to states Free and fair elections

1.      Aristotle, (1955). Nichomachean Ethics, trans. J. A. K. Thomson, Baltimore, Maryland: Penguin Books.

2.      Christiano, T. (Ed.). (2002). Philosophy and Democracy, Oxford: Oxford University Press.

3.      Cortella, L. (2015). The Ethics of Democracy: A Contemporary Reading of Hegel's Philosophy of Right, Giacomo Donis (tr.), New York: SUNY Press.

4.      Dewey, J. (1993). Philosophy and Democracy [1919] and The Ethics of Democracy [1888] in The Political Writings, ed. D. Morris, I. Shapiro, Indianapolis: Hackett, 1993.

5.      Finnis, J. (1983). Fundamentals of Ethics. Oxford: Clarendon Press.

6.      Gandhi, M. K. (1927). An Autobiography or The Story of My Experiments with Truth. Ahemadabad: Navajivan Mudranalaya.

Granville, A. (2000). The Indian Constitution: Cornerstone of a Nation. New Delhi: Oxford University Press

1.      Jain, S. (2000). The Constitution of India: Select Issues and Perceptions. New Delhi: Taxmann.

2.      Locke, J. (Ed.). (1980). Second Treatise on Civil Government, (1690), C. B. MacPherson, Indianapolis, IN: Hackett.

3.      Kant, I. (1959). Foundations of the Metaphysics of Morals. trans. Lewis White Beck, Indianapolis: Bobbs-Merril.

4.      KANT, Immanuel, Critique of Practical Reason, translated by Lewis White Beck, Indianapolis: Bobbs-Merril, 1956.

5.      MACHIAVELLI, The Prince [1513], ed. Q. Skinner, Cambridge, Cambridge University Press, 1988.

6.      PLATO, The Republic, revised/trans. by Desmond Lee, Harmondsworth, UK: Penguin Books, 1974.

7.      RAWLS, John, Political Liberalism, New York: Columbia University Press, 1996.

8.      SANDEL, Michael (ed.), Justice-A Reader, Oxford University Press, 2007.

9.      SINGER, Peter, Democracy and Disobedience, Oxford: Oxford University Press, 1973.

10.  WALZER, Michael, "Philosophy and Democracy", Political Theory, Vol.9, No.3, 1981, 379-399.

CIA 2   25

CIA 3   45

This course will develop an understanding of how advertising affects the human mind by giving unique and valuable insight from the industry. The course will help in studying the relationship between advertising and human mind and also apply this learning to advertising strategy, positioning, brand, and marketing communications that prepare students for the competitive world of advertising and marketing.

Course objectives

This course aims to

• Introduce psychological perspectives of advertisements in real life situations. 
• Orient students towards the various functions and roles of cognitive, affective and behavioral responses in the field of advertisement.
• Help students to identify and apply the various theories and principles of advertisement psychology in the field of marketing.

Introduction to advertisements; Its objectives and importance; Types and forms of advertising; Effects of advertisements a psychological perspective; Classic and contemporary approaches of classifying advertisement effectiveness.

Influence of advertisements on buying behaviors; Dynamics of Attention,Comprehension,Reasoning for advertisements; Attitudes and attitude changes with the influence of advertisements;Principles of persuasion and attitude change; Achieving advertisement compliance without changing attitude.

Emergence of International Advertising; Advertising in Multicultural Environment; Ethics in Advertising; Integrated marketing communication and marketing mix.

Andrew,A.Mitchell.(1993).AdvertisingExposure,MemoryandChoice.LawrenceErlbaumAssociates.Hillsdale,NJ.

Linda,F.Alwitt & Andrew,A.Mitchell (1985).PsychologicalProcessesandAdvertising Effects:Theory,Research,andApplications. Lawrence Erlbaum Associates. Hillsdale, NJ. London.

Rolloph,M.E.&Miller,G.R.(Eds)(1980).Persuasion:NewDirectionsinTheoryandResearch.Sage.N.Y.

Eddie.M.Clark,Timothy.C.Brock,&DavidW.Stewart.(1994).Attention,AttitudeandAffectinResponsetoAdvertising.LawrenceErlbaumAssociates.Hillsdale,NJ.

This multidisciplinary course will focus on those aspects that help individuals thrive. The course sheds its light on well-being and its components and also clears all the misconceptions revolving around it. The students will be exposed to certain theories, concepts and practice procedures of well-being and its components. This programme will help the students to reflect on their life experiences on these dimensions and to know how to improve them and flourish in their life. 

Well-being - components of well-being: subjective happiness and life satisfaction

subjective happiness and life satisfaction

Happiness - Definition, Significance Misconceptions, types and interventions  Emotion - types, emotion regulation

Definition, Significance Misconceptions, types and interventions Emotion - types, emotion regulation

Mindfulness- components: gratitude, forgiveness, kindness-compassion

Gratitude, forgiveness, kindness-compassion

·       Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship.

·       Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship.

·       Ivtzan, I. & Lomas, T.(Ed.) (2016) Mindfulness in Positive Psychology. New York: Routldge.

·       Kabat-Zinn, J. (2012). Mindfulness for beginners: reclaiming the present moment—and your life. Boulder, CO, Sounds True.

·       Linley, P. A., & Joseph, S. (Eds.). (2004). Positive psychology in practice. John Wiley & Sons, Inc.. https://doi.org/10.10 02/9780470939338

·       Maddux, J. E. (2018). Subjective Wellbeing and Life Satisfaction. New York: Routldge.

Financial Management is an introductory core course that is offered with intent to equip the students with the basic knowledge of finance theory and its application to develop relevant financial strategies pertinent to profit-seeking organizations. The theme of financial management is structured around three decision making financial areas: Investment- long term as well as working capital, Financing and Dividend policy. This imbibes students with analytical and decision-making skills in managing finance through application of theoretical questions and practical problems.

Course Objectives: 

●      To understand the basics of finance function and the concepts of financial management

●      To apply the knowledge in taking finance decisions

●      To develop analytical skills to identify financial management problems and solve them.

●      To analyse the relationship among capital structure, cost of capital, dividend decisions, and value of the business.

To assess a firm’s requirement for long-term assets by applying capital budgeting techniques

Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Internal relation of financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.

Ownership securities – Equity shares, Preference shares, Deferred shares, No par stock/shares, Shares with differential rights, Sweat Equity Creditorship securities – Debentures – Zero coupon bonds, Zero interest bonds, Callable bonds, Deep discount bonds Internal financing or ploughing back of profit – factors affecting ploughing back of profits – merits and demerits Loan financing – short term and long term sources. Startup finance-Bootstrapping, Series Funding

Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, capital gearing-Theories of Capital structure, Effect of capital structure on EPS, EBIT-EPS Analysis, Point of indifference-Practical Problems

Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems

Meaning of Capital Budgeting, Importance, Need, Time value of money-Present and Future Value (Simple Problems), Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods

Meaning, Kinds, Bonus shares – Merits and Demerits, Theories of dividend decisions, determinants of dividend policy decisions, Companies Act, 2013 and SEBI Guidelines on Dividend Distribution (Theory only)

Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only

Brigham and Houston (2021), Fundamentals of Financial Management, Cengage Learning, 14 edition

CIA II- 50 Marks

CIA II- 20 Marks

ESE- 50 Marks

Attendance : 5 Marks

Marketing a particularly stimulating subject for learners, since its practical application is visible every day. Old rules of marketing are no longer useful to those who want to influence these new consumer’s choices. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of marketing and takes them deeper into the world of marketing.

Course Objectives: This course intends

• To explain fundamental concepts of marketing and their application to different markets.
• To give an understanding about marketing mix elements and strategies.
• To explain about consumers buying behavior.
• To critically examine and evaluate existing marketing strategies and tactics.
• To study the social responsibility and ethics of marketing.

Meaning and Definition of Marketing; Scope of marketing - What Is Marketing? What Is Marketed? Who Markets, Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core marketing concepts - Needs, Wants, and Demands, Target Markets, Positioning, and Segmentation, Offerings and Brands, Value and Satisfaction, Marketing Channels, Supply Chain, Competition Marketing Environment

Consumer behavior model (Black box) Factors affecting consumer Behavior, Types of Buying Decision Behavior, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Segmentation, targeting and positioning for competitive advantage.

Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension, Ansoff’s Matrix, meaning of services, unique characteristics of services, 7Ps of service marketing, Service delivery process.

Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies – Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies.

Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes, Public policy and pricing.

Marketing channels, structure, types and criteria of selecting a channel, wholesaling, retailing, and physical distribution, Channel Management (Channel design and Channel Conflict)

Significance of Integrated Marketing communication, Advertising, sales promotion, personal selling and sales management.  Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing)

Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Actions to Promote Sustainable Marketing, Business Actions Toward Sustainable Marketing, Principles and Marketing Ethics.

CIA 2 - For 25 marks- Written exam for 50 marks, converted to 25 marks.

CIA 3 - For 20 Marks- Report Submission either individual of in group.

ESE- For 30 Marks- Written Exam conducted for 2 hours for 50 Marks converted to 30

Attendance percentage - carry a maximum of 5 Marks.

This project is an opportunity to students understand social issues and challenges around their society. A short term association of students with NGO’s help them to learn other side reality of society which enable them to consider social issues in their future corporate decision makings. This project facilitate the students to effectively  utilizing their skills and competences to contribute the people, community and society

Social Responsibility Project

•       A mail confirming the details-Name of the external guide, designation, email id, phone number, address to be sent to teacher.

•       A mail from the external guide must be sent to the teacher accepting your proposal to work with them and clearly mention your work, roles and responsibilities.

•       Team leaders to coordinate which teams go when and complete what task and inform the teacher about the same

•       A flow chart must be prepared by cluster coordinator showing each teams work to be completed and time line.

•       A log book must be maintained by each group mentioning the individual contribution and work completion on a daily basis

•       No more than 1 group from each cluster can go for project on any given day

•       Each student is expected to put in a 25 hrs work towards project they undertake. The burden of proof lies with each student.

•       Failure to report the day to day activities and update log book will lead to cancellation of project.

•       Sufficient documents shall be made available both to the faculty guide and mentor at the NGO, for the work completed.

•       It may consider  working with corporate foundations and in house CSA

•       It is the group’s responsibility to ensure that the mentor at the NGO is aware about these guidelines. 

•       Attendance shall be granted subject to confirmed participation by each student on a daily basis. NO attendance shall be given during class hours.

•        At the end of each day's work it is the responsibility of the team leader to coordinate with the faculty mentor and get attendance sorted for their team.  No white forms or note is issued by anybody for this purpose.

VIVA-VOCE (50 Marks): -Implementation

• Demonstrate awareness of social issues -20 marks

• Propose initiatives for future commitment -20 marks

• Summarise key facts with clarity- 10 marks

REPORT VALUATION (25 Marks) &amp; RELECTIVE/FEEDBACK SESSIONS (25

Marks)

• Analyze stakeholder impact on social issues 10 marks

• Demonstrate clarity and coherence in writing – 10 marks

• Develop documents with appropriate structure and style- 5 marks

This subject emphasizes the importance of having an in depth knowledge about Indian Tourism products and geography. It elucidates different types of tourism products and their role in promoting tourism.

Course Objectives

• To differentiate types of tourism products and its economic contribution through foreign exchange and spending patterns of tourists
• To identify prominent hill stations, deserts, island destinations and also various adventure and sports activities associated with these destination
• To familiar with heritage, historical, religious and cultural tourism products of India
• To explain the significance of Manmade resources in tourist destination
• To relate wildlife protection act pertaining to wildlife tourism product

Understanding Tourism Product. Defining categories of tourism products: Natural, Historical, Geographical, Spiritual, Religious, Socio-cultural, and Adventurous etc.. Statistics in terms of arrivals (domestic & international) contribution to tourism revenue, popularity, etc   

Mountain & Hill Resources: All destinations in India popular mountain and hill tourism. Adventure Tourism associated with mountain tourism: Trekking, Rock-Climbing, Wind Surfing, Camping, White Water Rafting, Skiing etc.. Island, Sea & River Tourism: Coastlines, Beaches, Lagoons, Backwaters Fishing Camps, Water Sports, environmental concerns, issues relating to the depletion of marine life. Desert Tourism: Desert Safaris, Desert Sports, etc.

Architectural Heritage of India: Styles adapted over the ages. Historical Monuments: Significant to tourism from ancient, medieval to contemporary styles. Spatial and religious dimensions Important Historical and Archeological sites Renowned Museums, Art Galleries, and Libraries, location assets and characteristics. Religious shrines / centers – Hindu, Buddhist, Jain, Sikh, Muslim, Christian and others. Yoga meditation, martial arts, and other contemporary mind & body healing concepts.

Performing Arts of India; Classical Dances and various Dance styles Indian Folk Dances, Centre for learning and performances. Indian Music and Musical instruments Different schools of Indian Music  Status of vocal and instrumental music, new experiments Indian Painting Handicrafts of India  Fairs & Festival – Social, religious and commercial fairs, festivals Tourism promotional fairs – Kite festival, white water festival, snake boat race etc..Indian Folk Culture – folk custom and costumes, settlement patterns, religious observations, folklore and legends

Created tourist destinations – Academic, scientific, and industrial institutions

National Parks, Sanctuaries, Biosphere Reserve etc. Wildlife Protection laws and regulations, rare and extinct species.  

Physical features of India & Biodiversity

This is a basic course about spreadsheet development. This course will instruct and provide a hands-on experience to the students in the basic concepts, procedures, and importance of electronic spreadsheets. Students will learn the basics in using a spreadsheet with formulas and functions, creating charts, graphs and introductory level editing functions. This course would also provide insights on the fundamentals of database management thereby enabling the students to develop professional looking spreadsheets.

Cousre Objectives

To understand the concept of Spreadsheet and its features

To apply the formulas and functions of Spreadsheet to provide information for managerial decisions

To apply the in-built features for editing data, formatting cells to construct a formatted Spreadsheet

To create various types of enhanced chart

To analyze alternatives to Excel Spreadsheets

Basic Concepts of Spreadsheet, Workbook, Worksheet, Cell, Rows, Columns, Cell Reference: relative and absolute references, Ranges, Entering values, Labels, , Cut, Copy, Paste, Paste Special Feature, Drag and Drop Features, Naming, Saving, Renaming and Retrieving files

Formulas, Built-in Formulas, Creating Custom Formulas, Conditional Expressions, Functions: Built-in Functions, IF Functions, Date and Time Functions, Look up and Reference: HLOOKUP, VLOOKUP, Mathematical Functions, Logical Functions, Text Manipulation function, Financial Function

Using Fill and Autofill command, Import and Copy Data from External Sources, Data Validation: Data Validation Form, Data Formatting: Conditional Formatting, Formatting Cells, Formatting Tables, Generating Reports

Using Solver, Scenario Analysis, What – if Analysis, Goal Seek Analysis, Growth and Trend Analysis

Creating 2 D and 3 D Charts:  Pie charts, Column charts, Bar charts and Line charts. Editing Charts: Legends, Data points, Data tables, Gridlines, Titles, Drawing tools, Clip art, Colours, Borders, Shadows. Creating data maps

Google Sheet, Zoho Sheet, Apache OpenOffice Calc, LibreOffice Calc, WPS Office Spreadsheets, Smartsheet

This course is aimed at undergraduate students to introduce to them the prominent debates on democracy and emerging issues in economies.  The course discusses how various socioeconomic factors act as constraints on economic growth and development. This basic framework allows a student to delve into the causes and consequences of various strategies/methods taken/applied by policymakers and practitioners and how it affects the overall objective of the state/economy through a trifocal analysis of the economy, society, and market keeping the central theme of ‘Democracy.’This course will introduce students to:

• Growing crisis of wealth distribution and income inequality.
•  Sectoral significance and state intervention in policy making.
• Informal sector and labor market participation and rights.
• Analyze corruption in emerging economies through various case studies.
• Discuss the informal economy through concepts, theory, and measurement.

Theories of Democratization; Democratic and Undemocratic States; Measuring Democracy and Democratization; The Global Wave of Democratization; Causes and Dimensions of Democratization: The Political Economy of Democracy; Political Culture, Mass Beliefs and Value Change; Gender and Democratization; Social Capital and Civil Society; Social Movements and Contention in Democratization Processes: Role, impact on policy reforms and cultural change.

Theories of Democratisation; Democratic and Undemocratic States; Measuring Democracy and Democratisation; The Global Wave of Democratisation; Causes and Dimensions of Democratisation: The Political Economy of Democracy: Political Culture, Mass Beliefs, and Value Change; Gender and Democratisation; Social Capital and Civil Society; Social Movements and Contention in Democratisation Processes: Role, Impact on Policy Reforms and Cultural Change

Conventional Citizen Participation;   Institutional Design in New Democracies; Gender and Democratization; A Decade of Democratic Decline and Stagnation.

Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratisation; A Decade of Democratic Decline and Stagnation.

A Theory of political transitions: Choice of the economic and political regime; Theoretical extensions: growth, trade, political institutions; Democracy and the public sector; the state, the treat of expropriation and the possibility of development: Social and economic wellbeing and policy reforms.

A Theory of Political Transitions: Choice of Economic and Political Regime; Theoretical Extensions: Growth, Trade, Political Institutions; Democracy and the Public Sector; the State, the Threat of Expropriation and the Possibility of Development: Social and Economic Wellbeing and Policy Reforms

A Marxian theory of democracy; The Importance of Social Class in Historical Comparative Perspective; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies.

A Marxian Theory of Democracy; The Importance of Social Class in Historical Comparative Perspective; The Case Study of India; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies

India’s Tryst with Destiny; Democracy, Inequality, and Public Reasoning; A case study on Gujarat experience of development: Approaches, impact, and outcome; Kerala experience of development: Approaches, impact, and outcome.

India's Tryst with Destiny; Democracy, Inequality and Public Reasoning, A Case Study on Gujarat's Experience of Development: Approaches, Impact and Outcome; Kerala's Experience of Development: Approaches, Impact and Outcome

Drèze, J., & Sen, A. (2015). An Uncertain Glory: India and Its Contradictions. Economics Books.

CIA 2: 20 Marks

CIA 3: 45 Marks

Attendance: 5 Marks

This course is aimed at undergraduate students to introduce to them the idea of sustainable development and public policies within that context. The course discusses the challenges of sustainable development. This course will equip students with the knowledge and skills necessary to design policies that promote sustainable development.

Concepts; Historical roots; Measurement; Indicators of sustainable development; Sustainable Development Goals (SDGs) and indicators.

Poverty; Population Growth; Public Health; Education; Biodiversity Conservation; Climate Change and Migration; Gender Discrimination.

Constraints on Public Policy -- Economic constraints; Political Feasibility: Interests and Power; Institutional Constraints; Social and Cultural Factors: Constraining and Enabling.

Sustainable Approaches -- Participatory approach to development; Inclusive growth; Gender mainstreaming; Policy Coherence and Technological Innovations.

Mulligan, Martin. 2010. An Introduction to Sustainability, Environmental, Social and Personal Perspectives. Routledge.

Sachs, J. 2015. The Age of Sustainable Development. Columbia University Press.

Moran, M., Rein, M., & Goodin, R. E. (2006). The Oxford handbook of public policy. Oxford University Press.

Bellinger, W. K. (2007). The economic analysis of public policy. Routledge.

Hausman, D. M., & McPherson, M. S. (2006). Economic analysis, moral philosophy, and public policy. Cambridge University Press.

Kates, R. W., Parris, T. M., & Leiserowitz, A. A. (2005). What is sustainable development? Goals, indicators, values, and practice. Environment (Washington DC), 47(3), 8-21.

Business perceives the world’s realities and formulates strategies to market products accordingly. This perception requires thought or thinking and an understanding of language to materialize business purposes.  The course comprises practicals such as responding to audio, visual and written prompts. The course contents are indicative of global trends in business communication as well as the significance of cross-cultural (national and regional ) communication strategies. 

This course aims to

1. Develop an organic sense of coherence between thought and writing.

2. Help students read, interpret and deploy different oral, written, and visual cues to effectively articulate, compose and create content for their professional requirements.

3. Equip the students with the cross-cutting issues of professional ethics and human values in business communication

 The unit provides basic concepts elucidating the significance of thinking and writing in the local and global business contexts. It also aims to equip the students with the necessary clarity on critical thinking and essential parameters of academic writing.

1. Gregory Crawford: “Writing as Thinking: Why Writing is Still a Critical Skill in Business”. Forbes 2021.

2. Bill Birchard: “The Science of Strong Business Writing”. Harvard Business Review, 2021.

3. Gina L Vallis: “Critical Thinking and Academic Writing”.

4. Rajeev Bhargava: "A Nation is a People in Conversation". 

This unit provides reading and writing exercises on reading and interpreting oral, written and visual texts on gender, environment and human values in business writing. This unit will facilitate students to be able to read, analyse and interpret written and visual fields. A wide range of data from the visual context including infographics, advertisements, films, documentaries, social media, fashion, among others will be used to train students to develop modes of critical, analytical and written skills to analyse and interpret the data. Social, political and cultural factors that determine the creation, dissemination and interpretation of visuals in our contemporary context. 

1. Marge Piercy: “Barbie Doll” 

2. LG television advertisement https://www.youtube.com/watch?v=Ai2vSAvIPZI /

3. Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay)

4. Heng’s Cartoon on India’s Mars Mission in New York Times (2014)

This unit will facilitate students to create meaningful, critically informed and culturally sensitive written/visual content that will aid in their business contexts. Employability skills like mind mapping techniques, advertisements, photo essays, documentaries, and other forms of visual infographics and vlogs will be facilitated as newer modes of engaging with business today. It also caters to cross-cutting issues like gender, human values and environmental concerns.

1. Gender sensitivity/inclusivity: Bhima Jewellery: Pure as Love

2. Human Values: Exposure: The Portrait of a Corporate Crime by Raghu Rai

3. Environmental Concerns: “A Fable for Tomorrow” from silent Spring by Racheal Carson

4. Professional Ethics: Screening of film Manjunath (2014) by Sandeep A. Varma

Bhargava, Rajeev. Between Hope and Despair: 100 Ethical Reflections in Contemporary India. Bloomsbury, 2022.

Butler, Grant. Think Write Grow: How to Become a Thought Leader and Build Your Business by Creating Exceptional Articles, Blogs, Speeches, Books and More. 2012

Anderson, Marilyn, et al. Critical Reasoning, Academic Writing and Presentation Skills. Delhi: Pearson, 2010.

Ramachandran V. S. “Seeing and Selection”. The Telltale Brain, W. W. Norton & Company, 2012.

Vallis. G. L. Reason to Write: Applying Critical Thinking to Academic Writing, Kona Publishing, 2010.

The urban spaces of India have transformed immensely with increased global influences. The course attempts to explore various aspects of cultural identity and compare those identities formed, represented, and reproduced in the metropolitan context of Bangalore. The course enables students to think of the concept of 'the city' as a dynamic entity and analyse how our understanding of, and interaction with the city produces knowledge of space, emerging subjectivity and the “Other”. The city will be examined as a physical and socio-political structure. Metropolitan cities are considered nowadays as sites in the transnational network of financial and technological activities and hence they must be studied as global spaces in addition to its local and regional specificities.

The course is conceptualized with the following objectives:

1. To introduce students to the idea of the city and enable them to ask some relevant questions in the contemporary context.

2. To introduce students to narratives as told by monumental and representational cultures of cities.

3. To make students reflect on how cosmopolitanism and diversity are expressed in urban environments. and how urban space mediate transnational and global links.

This unit attempts to look at the histories of Bangalore from cultural, literary and socio-political aspects. It aims to give a detailed understanding of how the city space has evolved during the precolonial, colonial and postcolonial eras

1. Bangalore from the Pre-colonial to the Age of Globalisation: From The Promise of the Metropolis: Bangalore's Twentieth Century Janaki Nair.

2. Past and Present of the City through folklore and other write-ups- From “Multiple City: Writings on Bangalore” Aditi De.

3. Everyday City Experiences- “Majestic: The Place of Constant Return” Zac O’Yeah.

This unit looks at the sense of the city in the global digital age and how the city is formed of politically aware people making it a public space of contestations and demonstrations.

1. Reading the City in a Global Digital Age: The Limits of Topographic Representation” Saskia Sassen

2.“The Problem” Michael Goldman, Vinay Gidwani, Carol Upadhya

3.“The City as Dichotomy” Sharadini Rath.

4.“Contestations Over Public Spaces” Lekha Adavi, Darshana Mitra And Vinay Sreenivasa

This unit tries to look the history of the city through a fictional representation. Karnad toasts to 'Bendakalooru', the place of boiled beans. The unit also proposes City Walk. Based on the ideas about the past and present of the city discussed in the previous two units, the students may take out a city walk in any area of their choice and bring out documentary evidence of the same in the form of photographs and write-ups.

1.“Boiled Beans on Toast: A Play” by Girish Karnad

2. City Walk

2. Madanipour, Ali. Urban Design, Space and Society. 2014.

3. Sabiki, Ranjit. A Sense of Space: The Crisis of Urban Design in India, 2019.

4. Shaw, Annapurna. Indian Cities in Transition.

5.Friedman, Thomas L. The World is Flat: The Globalized World in the Twenty-First Century.

We become savvy about the world on a daily basis. Cyberspace aided by the internet is one agency that enables our knowledge and entertainment production, dissemination and consumption. We interact with the virtual space much more than we often interact with the real to the extent that the simulacra we live in have become more real/hyperreal than the real itself. In this scenario, it is important to read, understand, critique and reorient our relationship with the cyber world we live in and breathe through. The course will also deal with aspects of the public as personal and the personal as public. This course is an attempt to engage with these aspects by negotiating with the virtually real.

General introduction to the key concepts related to cyberculture 

1. Lister et al : “New Media in Everyday Life” 

2. Pramod K Nayar: “Reading” Cybercultures 

 This unit will attempt to enable students to deal with new forms of literature enabled by the cyberspace. It will look at how the internet and the cyberworld has reconfigured language, grammar, meaning, form and content for the digital native cyborg who seamlessly traverse the real and the virtual, the banal and the political. This section will deal with genres and the student and faculty can mutually decide on select examples from each genre. 

• Terribly Tiny Tales 

• Fan fiction 

• Hypertext Poetry 

• Slam Poetry 

• Twitterature

This unit will discuss aspects of freedom and the empowerment of communities through the cyberspace be it through social networking sites, online shopping, youtubing, Netflix, vlogging and blogging. It will look at how choices are mediated in the name of empowering the common public and how a certain hegemony gets constructed through manipulated consent. 

1. Lloyd Morrisset: “Technologies of Freedom” 

2. Film: The Social Network 

3. Drama: An episode from Black Mirror 

4. Andrei Gornyk: “From Youtube to Ru Tube, or How I Learnt to Love All Tubes”

5. Netflix 

6. Vlogging and Blogging 

7. Online Shopping – Amazon/Flipkart 

This unit will attempt to look at the various aspects of surveillance that the digital and cybertechnology has equipped us with. It will examine how this constructs discourses of the body, gender and selfhood. This unit will also look at the manner in which knowledge and information has also been reconfigured and appropriated through digital and cybertechnology. 

1. Pramod K Nayar: Biometric Surveillance 

2. Swati Chaturvedi: I am a Troll: Inside the Secret World of the BJP’s Digital Army.

Pramod K Nayar: “Reading” Cybercultures

Lloyd Morrisset: “Technologies of Freedom” 

Film: The Social Network 

Drama: An episode from Black Mirror 

Andrei Gornyk: “From Youtube to Ru Tube, or How I Learnt to Love All Tubes”

Pramod K Nayar: Biometric Surveillance 

Swati Chaturvedi: I am a Troll: Inside the Secret World of the BJP’s Digital Army.

Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2010). New media: A critical introduction. London: Routledge. Nayar, P. K. (2010). An introduction to new media and cybercultures. Malden, MA: Wiley-Blackwell. 

Snickars, Pelle and Patrick Vonderau, eds. (2009). The Youtube Reader. National Library of Sweden.

The aim of the course is to offer students the opportunity to understand, explore and appreciate the nature of human diversity and globalisation by providing a direct international experience in a virtual collaborative learning environment with students. It aims to form an intercultural perspective, provide knowledge of communication and behaviour within and between different cultures.

Course Objectives

The course aims to help students to:

• Identify and explain basic theories of human interaction within multi-cultural environments.

• Understand  basic principles of communication within various cultural settings.

• Identify and explain the specific culturally oriented communication needs of a variety of marginal or sub-cultural groups

• Definitions and a basic understanding of cross-culture communication

• Differences between cross culture and intercultural communication

• Dimensions & Models for Cultural Analysis- Popular models of cross cultural communication.

• Context, Situation & Action Chains- Culture, Technology

• Workforce and environment, 

• Countering oppression through inclusion

• Culture & Identity - Educational attainment, Geographical locations, ethnicity.

• Intercultural Relations and Globalisation (Case Study Work)

• Global Identity; Communicating with a Cross-Cultural Audience

• Reading: Cross-cultural conflict by Kevin Avruch (UNESCO EOLSS (Encyclopaedia of life support systems)

Condon, E. C. (1973). Introduction to cross cultural communication. Rutgers University.

Gudykunst, W. B. (2003). Cross-cultural and intercultural communication. Sage.

Ting-Toomey, S., & Chung, L. C. (2005). Understanding intercultural communication. New York: Oxford University Press.

Over all end semester evaluation for 45 marks

CIA I: 20 Marks 

CIA II: 20 Marks

End semester Submission CIA III: 50 Marks.

Attendance 5 Marks

India is the largest democracy of the world and its diverse society, vast geographical expanse and different cultural-social values make it an extremely complex political system. How does politics in a country like this operate? What are the historical influences and their impact on the modern democratic institutions of India? How has modern India managed to accommodate or shed off its century’s old traditional values in the clash between tradition and modernity? How have modern democratic institutions in India evolved, what are the pressures working upon them and how have these institutions performed till now? How does developmental state in India device and run welfare policies, maintain legitimacy and respond to crisis? The present course will give the students a basic understanding of all these aspects so that they can make sense of the ways in which democracy and political system operates in the country.

Colonial State and Economy; Development of India’s Constitution

The Indian Parliament; The Judicial System of India; Union and State Executive, Office of the Governor and Bureaucracy; Federalism; Party System in India. 

Public Policy; Foreign Policy; Regionalism and Terrorism

This course aims at exploring the phenomenon of aesthetics from a multidisciplinary perspective. Further it helps the students to get exposed to multidisciplinary approach of understanding realities.

Course Objectives:

After the completion of this course, students will be able to:

1.      Understand the philosophy behind aesthetics
2.      Understand human perception of aesthetics
3.      Appreciate morality and aesthetic judgements
4.      Take cognizance of the influence of technology on aesthetics

Origin of modern aesthetics; philosophy behind Aesthetics

Psychology of Aesthetics; morality; aesthetic judgements; appreciation of environment

Globalization and Technological influence on Aesthetics; digital interface; military; fashion; culture; art and architecture

Kivy, P. (Ed.). (2009). The Blackwell guide to aesthetics. John Wiley & Sons.     

Schellekens, E., & Goldie, P. (Eds.). (2011). The aesthetic mind: Philosophy and psychology. Oxford University Press.

The course is an overview on the design and construction of equipment, products, work systems, management systems and tasks that can affect mental wellbeing. The course also helps the students to understand application of human factors and machine interactions that potentially reduce human error, increase system availability, lower lifecycle costs, improve safety and enhance overall system performance.

Introduction to human factors and ergonomics; Human Factors Engineering and Systems Design; Sensation and Perception; Cross-Cultural Design

Task Design and Motivation; Job and Team Design; Workplace Design

Health and Safety Management: Organization and public spaces; Warnings and Hazard Communications; Design for People with Functional Limitations; Design for Aging

Salvendy, G. (Ed.). (2012). Handbook of Human Factors and Ergonomics (4th ed.). New Jersey, USA: John Wiley & Sons, Inc.

Robbins, S. P., Judge, T. A., & Vohra, N. (2019). Organizational behaviour by Pearson (18th ed.). Pearson Education India.