CHRIST (Deemed to University), Bangalore

DEPARTMENT OF BUSINESS AND MANAGEMENT

School of Business and Management

Syllabus for
Bachelor of Business Administration (Honours)
Academic Year  (2021)

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA131 PRINCIPLES OF MANAGEMENT Core Courses 4 4 100
BBA132 FINANCIAL ACCOUNTING Core Courses 4 4 100
BBA133 MICROECONOMICS Core Courses 4 4 100
BBH111 SOCIAL SENSITIVITY SKILLS Skill Enhancement Course 2 0 50
BBH134 BUSINESS MATHEMATICS Core Courses 4 4 100
BBS191A SUSTAINABLE DEVELOPMENT Generic Elective 3 3 100
BBS191B A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING Generic Elective 3 3 100
BBS191C MAHABHARATHA AND MODERN MANAGEMENT Generic Elective 3 3 100
BBS191D CYBER SECURITY FOR THE MILLENNIAL GENERATION Generic Elective 3 3 100
BECH191A INSTITUTIONS AND INFORMAL ECONOMY Generic Elective 3 3 100
BECH191B ECONOMICS OF CORRUPTION Generic Elective 3 3 100
BEN121 LANGUAGE IN CONTEXT-I Ability Enhancement Compulsory Course 3 3 100
BENG191A READING TECHNOLOGY IN/AND SCIENCE FICTION Generic Elective 3 3 100
BENG191B GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES Generic Elective 3 3 100
BHIS191A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST Generic Elective 3 3 100
BHIS191B THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS Generic Elective 3 3 100
BMED191A MEDIA LITERACY Generic Elective 3 3 100
BMED191B UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA Generic Elective 3 3 100
BPOL191A PEACE AND CONFLICT MANAGEMENT Generic Elective 3 3 100
BPOL191B GLOBAL POWER POLITICS Generic Elective 3 03 100
BPSY191B ADVERTISEMENT PSYCHOLOGY Generic Elective 3 3 100
LAN121 DEVELOPING FLUENCY AND CLARITY IN ENGLISH FOR BUSINESS Ability Enhancement Compulsory Course 3 3 100
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA231 ORGANIZATIONAL BEHAVIOUR Core Courses 4 4 100
BBA232 BUSINESS STATISTICS Core Courses 4 4 100
BBA233 MACROECONOMICS Core Courses 4 4 100
BBH211 EXPRESSIVE SKILLS Skill Enhancement Course 2 0 50
BBH234 CORPORATE ACCOUNTING Core Courses 4 4 100
BBH281 SOCIAL RESPONSIBILITY PROJECT Generic Elective 0 1 50
BBS291A APPLIED ETHICS-A MULTICULTURAL APPROACH Generic Elective 3 3 100
BBS291B GLOBAL LEADERSHIP AND CULTURE Generic Elective 3 3 100
BBS291C COURTESY AND ETIQUETTES Generic Elective 3 3 100
BBS291D MAHATMA AND MANAGEMENT Generic Elective 3 3 100
BBS291E SACRED GAMES AND THE RULE OF LAW Generic Elective 2 3 100
BBS291F CONSUMPTION AND CULTURE IN INDIA Generic Elective 3 3 100
BECH291A ECONOMICS AND LITERATURE Generic Elective 3 3 100
BECH291B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT Generic Elective 3 3 100
BEN221 LANGUAGE IN CONTEXT-II Ability Enhancement Compulsory Course 3 3 100
BENG291A READING CITYSCAPES: BANGALORE HISTORIES Generic Elective 3 3 100
BENG291B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE Generic Elective 3 3 100
BHIS291A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE Generic Elective 3 3 100
BHIS291B RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES Generic Elective 3 3 100
BMED291A INTER-CULTURAL COMMUNICATION Generic Elective 3 2 100
BMED291B AUDIO CONSUMPTION IN EVERYDAY LIFE Generic Elective 3 3 100
BPOL291A POLITICS IN INDIA Generic Elective 3 3 100
BPOL291B STATE AND TERRORISM Generic Elective 3 3 100
BPSY291A APPRECIATING AESTHETICS Generic Elective 3 3 100
BPSY291B HUMAN ENGINEERING AND ERGONOMICS Generic Elective 3 3 100
EVS221 ENVIRONMENT STUDIES Ability Enhancement Compulsory Course 0 2 100
LAN221 THOUGHT WRITING AND VISUALITY Ability Enhancement Compulsory Course 3 3 100
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA331 FINANCIAL MANAGEMENT Core Courses 4 4 100
BBA332 HUMAN RESOURCE MANAGEMENT Core Courses 4 4 100
BBA333 MARKETING MANAGEMENT Core Courses 4 4 100
BBH311 KNOWLEDGE ACQUISITION SKILLS Skill Enhancement Course 2 0 50
BBH335 INDIAN FINANCIAL SYSTEM Core Courses 4 4 100
BBH354 INTRODUCTION TO BUSINESS ANALYTICS Core Courses 4 4 100
BBH361A EVENTS AND SPORTS MANAGEMENT Generic Elective 3 3 100
BBH361B HEALTHCARE SERVICES MANAGEMENT Generic Elective 3 3 100
BBH361C MUTUAL FUNDS SERVICES Generic Elective 3 3 100
BBH361D BANKING AND INSURANCE Generic Elective 3 3 100
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA431 COST AND MANAGEMENT ACCOUNTING Core Courses 4 4 100
BBA432 ENTREPRENEURSHIP DEVELOPMENT Core Courses 4 4 100
BBA433 RESEARCH METHODOLOGY Core Courses 4 4 100
BBH411 KNOWLEDGE APPLICATION SKILLS Skill Enhancement Course 2 0 50
BBH434 INFORMATION SYSTEMS AND E-BUSINESS Core Courses 4 4 100
BBH435 COMPANY LAW AND CORPORATE GOVERNANCE Core Courses 4 4 100
BBH461A ENTREPRENEURIAL LEADERSHIP Generic Elective 3 3 100
BBH461B SOCIAL ENTREPRENEURSHIP Generic Elective 3 3 100
BBH461C PRINCIPLES OF LEAN START-UPS Generic Elective 3 3 100
BBH461D SOCIAL FINANCE Generic Elective 3 3 100
5 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBBH531 INTERNATIONAL BUSINESS Core Courses 4 3 100
BBBH532 DIRECT TAXES Core Courses 4 3 100
BBBH533 STRATEGIC MANAGEMENT Core Courses 4 3 100
BBBH534 MANAGEMENT INFORMATION SYSTEM AND COMPUTING Core Courses 4 3 100
BBBHE541D DESIGN THINKING AND INNOVATION MANAGEMENT Discipline Specific Elective 4 4 100
BBBHE542D FAMILY BUSINESS MANAGEMENT Discipline Specific Elective 4 4 100
BBBHE543D CLIENTELE DEVELOPMENT Discipline Specific Elective 4 4 100
BBBHH541C INDUSTRIAL RELATIONS LAW Discipline Specific Elective 4 4 100
BBBHH542C PERFORMANCE AND COMPENSATION MANAGEMENT Discipline Specific Elective 4 4 100
BBBHH543C PEOPLE ANALYTICS Discipline Specific Elective 4 4 100
BBBHM541B CONSUMER BEHAVIOUR Discipline Specific Elective 4 4 100
BBBHM542B BRAND MANAGEMENT AND LUXURY MARKETING Discipline Specific Elective 4 4 100
BBBHM543B RETAIL MANAGEMENT AND ANALYTICS Discipline Specific Elective 4 4 100
BBBHT541A SECURITY ANALYSIS AND PORTFOLIO MANAGEMENT Discipline Specific Elective 4 4 100
BBBHT542A GLOBAL BUSINESS FINANCE Discipline Specific Elective 4 4 100
BBBHT543A FINANCIAL MODELLING AND DERIVATIVES Discipline Specific Elective 4 3 100
BBBHT581 INTERNSHIP PROJECT Skill Enhancement Course 2 2 100
SDBS512 SELF ENHANCEMENT SKILLS-I Skill Enhancement Course 2 0 50
6 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBBH631 GST AND CUSTOMS DUTY Core Courses 4 3 100
BBBH632 PRODUCTION MANAGEMENT Core Courses 4 3 100
BBBH633 BUSINESS LAW Core Courses 4 3 100
BBBHE641D INTELLECTUAL PROPERTY RIGHTS - 4 4 50
BBBHE642D ENTREPRENEURIAL FINANCE - 4 4 100
BBBHE643D PROJECT ASSESSMENT AND BUSINESS PLAN - 4 4 100
BBBHH641C INTERNATIONAL HUMAN RESOURCE MANAGEMENT Discipline Specific Elective 4 4 100
BBBHH642C ORGANIZATION DEVELOPMENT Discipline Specific Elective 4 4 100
BBBHH643C LEARNING AND DEVELOPMENT Discipline Specific Elective 4 4 100
BBBHM641B ADVERTISING AND DIGITAL MARKETING Discipline Specific Elective 4 4 100
BBBHM642B SALES MANAGEMENT AND ANALYTICS Discipline Specific Elective 4 4 100
BBBHM643B RURAL AND AGRICULTURAL MARKETING Discipline Specific Elective 4 4 100
BBBHT641A STRATEGIC COST MANAGEMENT Discipline Specific Elective 4 4 100
BBBHT642A MERGERS AND ACQUISITIONS Discipline Specific Elective 4 4 100
BBBHT643A PROJECT APPRAISAL Discipline Specific Elective 4 4 100
BBBHT681 PROJECT Core Courses 3 3 100
SDBS612 SELF ENHANCEMENT SKILLS-II Skill Enhancement Course 2 0 50
    

    

Introduction to Program:

The undergraduate programme in Bachelor of Business Administration - Honors (BBAH) offered by School of Business and Management focuses on an inter-disciplinary approach towards developing students in order to excel in managerial and entrepreneurial skills. The students will be exposed to various functional areas of Management such as Marketing, Finance, Human Resource and Entrepreneurship. The programme will offer an opportunity for every student to determine, to design and to develop his/her own areas of expertise. The student-centric learning will be adopted through various pedagogical tools like business games, management games, simulations, case studies, internships, guest lectures, conferences, research projects, and industrial visits. The Inter-disciplinary Courses embedded into the programme encompasses the various nuances of technology, sociology, philosophy, economics, life, tourism, history, political science and media. The three year programme will also train the students to develop social sensitivity skills, expressive skills, knowledge acquisition skills, knowledge application skills, self enhancement skills and business research skills. The National and International Level Management Fests and Co-Curricular Activities of the School will also enable the students to develop their leadership and their decision making skills, which are not only essential to face the challenges of today's business world but also to contribute immensely to both businesses and society

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PLG 1 : ? Social Responsibility and Ethical Sensitivity

PLO 1.1: Demonstrate awareness of social issues (RBTL2)

PLO 1.2: Identify ethical issues in business (RBTL3)

PLO 1.3: Compare ethical practices in different contexts (RBTL4)

PLO 1.4: Analyze stakeholder impact on social issues (RBTL4)

PLO 1.5: Evaluate ethical perspectives of business actions (RBTL5)

PLO 1.6: Propose initiatives to address social issues (RBTL6)

PLG 2: Functional Knowledge and Application

PLO 2.1: Demonstrate understanding of concepts/theories of management (RBTL2)

PLO 2.2: Utilize domain specific concepts/techniques to address business problems (RBTL3)

PLO 2.3: Examine business decisions with cross functional lens (RBTL4)

PLO 2.4: Compare organizational practices to theoretical frameworks (RBTL5)

PLO 2.5: Estimate relevance of management theories in business scenarios (RBTL6)

PLG 3: ? Communication

PLO 3.1: Oral Communication - Summarize key facts with clarity (RBTL2)

PLO 3.2: Oral Communication - Organize content with appropriate structure and style (RBTL3)

PLO 3.3: Oral Communication - Choose appropriate language (verbal and non-verbal) while expressing views (RBTL5)

PLO 3.4: Written Communication - Demonstrate clarity and coherence in writing (RBTL2)

PLO 3. 5: Written Communication - Develop documents with appropriate structure and style (RBTL3)

PLG 4: Problem Solving (Our students will be equipped to solve problems in a scientific manner)

PLO 4.1 : Outline relevant facts in the context (RBTL2)

PLO 4.2: Identify causes of the problem (RBTL3)

PLO 4.3: List relevant assumptions (RBTL4)

PLO 4.4: Choose appropriate framework for analysis (RBTL5)

PLO 4.5: Propose possible solutions with their implications (RBTL6)

PLG5: Managerial Acumen(PSO)

PLO5.1: Demonstrate understanding of business stakeholders? perspectives PLO 5.2 Identify business opportunities and challenges (RBTL3)

PLO5.2: Identify implications of business decisions on relevant stakeholders (RBTL3)

PLO5.3: Examine business decisions from compliance perspectives (RBTL4)

PLO5.4: Estimate business risks through environmental scanning (RBTL5)

PLO5.5: Discuss models for business performance from a multi-stakeholder perspective (RBTL6)

Assesment Pattern

CIA 1 - 20 Marks  - Quiz / Test / Written Assignment/Case analysis/Simulation exercises

CIA 2 - Mid sem exam - 50 Marks converted to 25 Marks - Simple/Medium/Complex questions - 2/5/10 Marks + Case study - 10 Marks

CIA 3 - 20 Marks - Presentation/Role Play/Case presentation/Mini project/Research based - Article review/Book review/Mastery project

End sem exam - 50 Marks converted to 30 Marks - Simple/Medium/Complex questions - 2/5/10 Marks + Case study - 10 Marks

Attendance - 5 Marks

 
Examination And Assesments

Classroom instruction through audio visual aids.

Case studies.

Role-play.

Industry visits.

Industry placements.

Projects.

Field visits.

Seminar presentations.

BBA131 - PRINCIPLES OF MANAGEMENT (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

 The dynamic business environment compels managers to perform a challenging role in steering the organizations’ success to new heights. This comprehensive introductory course has been designed to provide valuable insights into the functions of modern-day managers. By tracing the historical evolution of management thought, it explores the basic concepts, principles and theories of management. It orients the learners towards basic understanding of managerial functions like planning, organizing, staffing, motivation, communication, controlling and supervision. By focusing on the contemporary challenges faced by organizations in recent years, it enables the proponents to cater to global needs and gather skills that ensures employability and sustainability in the corporate world.

  • To outline the fundamental activities of managers

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

  • To examine the broad functions of management

  • To propose initiatives to address the contemporary social issues and challenges in the field of management 

  • To determine ethical workplace practices

 

 

 

 

Course Outcome

CO1: Demonstrate understanding of the role of managers in an organization

CO2: Summarize the elementary concepts, principles and theories of management

CO3: Examine the managerial functions having an impact on the organizational effectiveness

CO4: Discuss initiatives to address the contemporary issues and challenges in management

CO5: Assess ethical workplace practices

Unit-1
Teaching Hours:10
INTRODUCTION TO MANAGEMENT
 

Definition – nature, process and significance of management – Role of managers – Managerial Skills and Roles - Evolution of Management Thought: Classical Management Approaches, Behavioral 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. 

Unit-2
Teaching Hours:10
PLANNING AND DECISION MAKING
 

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- Forecasting and Decision Making - Nature of decision making - Types of decisions – Decision Making Process – Rational Perspectives and Behavioral Aspects of decision making.

Unit-3
Teaching Hours:10
ORGANIZING
 

Organizing - Nature and purpose - Principles of Organization - Types of Organization - Organizational Structure and Design – Line, Staff and functional authority – Conflict between Line and Staff – Overcoming the Line-Staff Conflict. Departmentation - Span of control – Authority, Responsibility and Accountability - Principles of Delegation - Steps - Centralization Vs Decentralization – Factors determining the degree of Decentralization of authority.

Unit-4
Teaching Hours:8
STAFFING
 

Staffing - Nature and Purpose of staffing – Importance of staffing – Components of Staffing - Manpower planning - Recruitment and Selection - Training and Development - Performance Appraisal.

Unit-5
Teaching Hours:10
DIRECTING
 

Directing – Nature of Directing function - Principles – Importance of Effective Direction – Motivating people at work – Early motivational theories, Leadership and change - Effective Communication skills for directing – Barriers of communication

Unit-6
Teaching Hours:7
CONTROLLING AND SUPERVISION
 

 

Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Behavioral Implications of Control – Techniques of Managerial control - Co-ordination – Need for co-ordination – Types of Co-ordination - Techniques of Coordination - Cooperation. Supervision – Position of a supervisor – Qualities of good – Essential requirements of effective supervision.

Unit-7
Teaching Hours:5
CONTEMPORARY ISSUES AND CHALLENGES IN MANAGEMENT OF 21st CENTURY
 

Total quality management, Work force diversity, Globalization and innovation, Enterprise mobility, how to manage and control virtual teams, creating an ethical workplace.

Text Books And Reference Books:

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

Essential Reading / Recommended Reading
  1. Daft, R. L. (2009). Principles of Management (1st edition), Cengage Learning.

  2. Gupta, R.S., Sharma, B.D., & Bhalla. N.S. (2011). Principles & Practices of Management (11th edition). New Delhi: Kalyani Publishers. 

  3. Williams. Management, (International edition) South-western Cengage Learning.

  4. John R. Schermerhorn. Management, Wiley-India

  5. Koontz, H., &Weihrich, H.  Essentials of Management, McGraw Hill Publishers.

  6. L M Prasad, (2007). Principles and Practices of Management, Himalaya Publishing House

  7. Rao, P.S. (2009). Principles of Management, Himalaya Publishing House.

  8. Moshal, B.S. Principles of Management, Ane Books.

Evaluation Pattern

Evaluation Pattern

 

Component of Final Grade

Max Marks per Component

Weightage towards Final Grade

Total Marks per Component in Final Grade

CIA-I 

20

20 %

20

CIA-II

50

25 %

25

CIA-III 

20

20%

20

End – Term

50

30 %

30

Attendance

5

5 %

5

Total

   

100

BBA132 - FINANCIAL ACCOUNTING (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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 Objectives:

  • 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 estimate Annual Financial statements of Sole proprietorship form of business.
  • To outline the need for Accounting standards and IFRS.

 

 

 

Course Outcome

CO1: Identify the application of various principles and practice of Accounting in preparation of accounting statements

CO2: Demonstrate the knowledge on the process of accounting cycle.

CO3: Extend the knowledge of systematic maintenance of books of accounts to real life business

CO4: Estimate Annual Financial statements of Sole proprietorship form of business.

CO5: Outline the need for Accounting standards and IFRS

Unit-1
Teaching Hours:6
Introduction to Accounting
 

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

Unit-2
Teaching Hours:12
Accounting systems & process
 

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.

Unit-3
Teaching Hours:10
Subsidiary books
 

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.

Unit-4
Teaching Hours:8
Bank reconciliation statement
 

Need for reconciliation and preparation of bank reconciliation statement.

Unit-5
Teaching Hours:8
Rectification of Errors
 

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

Unit-6
Teaching Hours:12
Final Accounts
 

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

Unit-7
Teaching Hours:4
Accounting standards and IFRS
 

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

Text Books And Reference Books:

Jain S.P.,& Narang K L. (2020). Basic Financial Accounting I, New Dehli, Kalyani publishers.

Essential Reading / Recommended Reading
  1. Maheshwari, S.N., &Maheshwari, S.K. (2020). Advanced Accountancy1, New Delhi: Jain Book Agency.
  2. Shukla, M. (2020). Advanced Accounts, New Delhi, S Chand Group
  3. Radhaswamy, M & Gupta, R.L. (2020).Advanced Accountancy 2, New Delhi, Sultan Chand & Sons.
  4. Reddy, A. (2020). Fundamentals of Accounting, New Delhi, Himalaya Publishing House
  5. Gupta, A. (2020). Financial Accounting for Management: An Analytical Perspective, Noida, Pearson Education.
  6. Raman, B. S. (2014). Financial Accounting (1stedi).I & II, New Dehli:United Publishers.
  7. Porter, G.A., & Norton, C.L. (2013). Financial Accounting (IFRS update)( 6thedi), Cengage Learning.
  8. Jawahar Lal & Seema Srivastava (2013). Financial Accounting  New Delhi:Himalaya Publishing House.
  9. Arora M. N. (2013). Accounting For Management. New Delhi: Himalaya Publishing House.
  10. Bhattacharya .(2013). Essentials of Financial Accounting (Based on IFRS) (2ndedi), Prentice Hall India.
Evaluation Pattern

Component of Final Grade

Max Marks per Component

Weightage towards Final Grade

Total Marks per Component in Final Grade

CIA-I (10 + 10)

20

20 %

20

CIA-II

50

25 %

25

CIA-III (10 + 10)

20

20 %

20

End – Term

50

30 %

30

Attendance

5

5 %

5

Total

   

100

BBA133 - MICROECONOMICS (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This common core course helps students to think in the economic way of establishing a connection between unlimited wants and limited resources available to an individual, firm and the society.  It deals with the application of economic analysis in formulation of business decisions.  In this context, the course deals with demand, supply, pricing, theory of consumer choice, theories of production and market structures.

Course Outcome

CO1: Illustrate society's trade-offs by using Production Possibility Frontier.

CO2: Explain the effect of shifts in market supply and demand curves on price and quantity produced by firms.

CO3: Explain how consumers maximise total utility within a given income using the utility concepts.

CO4: Examine the effects of negative and positive externalities and examine the real-world externality situations.

CO5: Anlayse relationship between different cost and revenue concept related to production process.

CO6: Compare the pricing mechanism and output determination under different market conditions.

Unit-1
Teaching Hours:6
Basic Concepts
 

Ten Principles of Economics: How People Make Decisions - How people Interact - How the Economy as a Whole Works; Thinking Like an Economist - Role of Observations, Theory and Assumptions in Economics; Role of Economic models - The Circular Flow Diagram - Production Possibility Frontier - Opportunity Cost; Central Problems of an Economy; Microeconomics and Macroeconomics.

Unit-2
Teaching Hours:10
The Basics of Supply and Demand
 

Markets and Competition; Demand - Law of Demand, Exceptions to the Law - Market Demand - Changes in Demand; Supply - Law of Supply, Exceptions to the Law - Market Supply - Changes in Supply; Equilibrium – Steps - Changes in Equilibrium.

Unit-3
Teaching Hours:7
Elasticity and its Application
 

Elasticity of Demand - Price Elasticity and Its Determinants - Methods of Measurement - Degrees of Price Elasticity - Total Revenue and Price elasticity; Income Elasticity Demand; Cross Elasticity Demand; Elasticity of Supply-Determinants - Measurement and Degrees.

Unit-4
Teaching Hours:10
Theory of Consumer Behaviour
 

Utility - Characteristics and Types - Cardinal and ordinal Utility analysis – Law of Diminishing Marginal utility; Budget Constraint; Indifference curves - Properties, Consumer’s equilibrium - Price Effect - Income Effect and Substitution Effect.

Unit-5
Teaching Hours:5
Market Efficiency and Externalities
 

Consumers, Producers and the Efficiency of the Markets: Consumers surplus (Marshall) - Producer surplus and Market efficiency; Externalities and Market Inefficiency - Negative and Positive.

Unit-6
Teaching Hours:10
Theory of Production and Cost
 

Production Function; Law of Variable Proportions; Law of returns, Economies of Scale; Iso-quants and Iso-cost lines. Cost Function - Important Cost Concepts; Short Run and Long Run Cost Analysis (traditional theory) - Modern theory of cost; Long Run and short Run Revenue analysis.

Unit-7
Teaching Hours:12
Market Structure and Competitive Strategy
 

Market structure - Perfect Competition - Price and Output Determination - Role of Time Element in Market Price Determination; Monopoly - Price and output determination, Price Discrimination; Monopolistic Competition - Price and Output Determination-Selling Costs - Product Differentiation – Oligopoly - Duopoly Example - Price Determination (Collusive Pricing, Price Leadership).

Text Books And Reference Books:

Gregory Mankiw, N. (2016), Principles of Economics, 8th Edition, Cengage Learning India.

Essential Reading / Recommended Reading

Robert S Pindyck and Daniel L Rubinfeld (2013), Microeconomics, 8th Edition, New York: Pearson.

Salvatore, D. (2011). Managerial Economics in a Global Economy (7th ed.). Oxford: Oxford University Press.

Sen, Anindy (2006). Microeconomics: Theory and application (2nd ed.). Oxford: Oxford University Press.

Evaluation Pattern

CIA1 , CIA2 ,CIA3 and End Sem

BBH111 - SOCIAL SENSITIVITY SKILLS (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:0

Course Objectives/Course Description

 

The course develops social sensitivity skill, a practice by which an individual can observe, identify, and understand the indications from socio-cultural contexts and social interactions or relationships. Social sensitivity allows students to be respectful of people around them and their respective environment. Social sensitivity combines emotional, social, and adaptive intelligence and helps students to fully prepare for ‘new normal’ expectations from all walks of life, especially business.

Course Objectives:

 

1)      To create self-awareness on social and cultural diversity and individuality

 

2)      To sensitize in responsible and meaningful behaviour with multicultural people and/or milieu

Course Outcome

CLO1 : Develop listening, observing, interactive and participative skills

CLO2: Develop empathy, objective analysis, and self-reflection

Unit-1
Teaching Hours:13
Capacity building
 

UNIT–I                                                                                                                       10 Hrs

 

Level of Knowledge: Basic

Capacity building – how to listen, how to observe, how to interact, how to participate, how to develop ‘we-feeling’, how to understand ‘other’, how to solve problems.

 

EVALUATION–I                                                                                                       3 Hrs

Individual Activity

Capturing Lifestory – Choose a person you like and ask him/her to narrate the lifestory to you. Record it and convert into text exactly (verbal and nonverbal cues - voice, tone, emotions, pause, etc.). Now interpret (without any judgment) his/her lifestory in your own words and present it in the class.

Unit-2
Teaching Hours:17
Relationship building
 

Level of Knowledge: Conceptual

 

Relationship building – emotional intelligence, social intelligence, adaptive intelligence, mindfulness, daily reflection, acceptable and respectful behaviour, positive and helping attitude, constructive criticism and feedback.

 

EVALUATION–II                                                                                                         3 Hrs

Group Activity (2 member team)

Exchanging Culture– Choose a classmate from a very different cultural background than your own. Interact with each other and learn about each other’s culture. Make notes on the cultural differences and cultural shock (if any) with thoughtful understanding. Present each other’s culture as a team in the class - highlighting uniqueness in your friend’s culture, breaking stereotypes and identity labelling of his/her culture.

Text Books And Reference Books:

Theresa Cheung. The Sensitivity Code: Life strategies for thriving in an overwhelming world. London, Thread Publication, 2020 (editions in Paperback, Kindle, Audiobook).

Essential Reading / Recommended Reading

Martin M. Antony and Richard P. Swinson. The Shyness and Social Anxiety Workbook: Proven, Step-by-Step Techniques for Overcoming Your Fear. Oakland: Canada, New Harbinger Publications, Inc., 2017 (editions in Paperback, Kindle).

Evaluation Pattern

EVALUATION–I                                                                                                       3 Hrs

Individual Activity

Capturing Lifestory – Choose a person you like and ask him/her to narrate the lifestory to you. Record it and convert into text exactly (verbal and nonverbal cues - voice, tone, emotions, pause, etc.). Now interpret (without any judgment) his/her lifestory in your own words and present it in the class. ( 50 Marks)

EVALUATION–II                                                                                                         3 Hrs

Group Activity (2 member team)

 

Exchanging Culture– Choose a classmate from a very different cultural background than your own. Interact with each other and learn about each other’s culture. Make notes on the cultural differences and cultural shock (if any) with thoughtful understanding. Present each other’s culture as a team in the class - highlighting uniqueness in your friend’s culture, breaking stereotypes and identity labelling of his/her culture.

 

BBH134 - BUSINESS MATHEMATICS (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: In recent times Mathematics has emerged as the key for major decision making process. The subject is introduced as to give the basic subject giving emphasis on the applications in business. Understanding of mathematical models is essential to project the real life scenario in s simplified form in business. The study of matrices helps to handle mathematical models with many variables. The decision making environment is so complex that the right and appropriate decision can only be made with good analytical skills. The subject is introduced with such an outlook.

Course Objectives

1) The basic objective of teaching Business Mathematics is for students to appreciate and apply mathematical concepts in decision making.

 2)To understand difference between mathematical equations and inequalities and their solutions

3)To be able to appreciate uses of Mathematical models in real life situations

4)To understand commercial arithmetic and calculus and its applications

Course Outcome

CO1: Understand the importance of Mathematical concepts in business environment

CO2: Apply Mathematical concepts in solving simple problems

CO3: Demonstrate knowledge of mathematics and apply in business situations

CO4: Compare techniques learnt and apply them in real life scenario

CO5: Construct simple mathematical models and compare them

Unit-1
Teaching Hours:5
Linear Models
 

Linear Equations and Straight Lines- Coordinate systems and Graphs

Linear Inequalities – standard form, slope of a straight line. 

Unit-2
Teaching Hours:10
System of Linear Equations And Matrices
 

Addition of matrices – System of linear equations, addition and multiplication of Matrices –Determinants – Inverse of a matrix by Gauss Jordan method.  Application of matrices and Determinants – Solution of a system of linear equations- Gauss elimination method.

Unit-3
Teaching Hours:10
Linear Programming Problems
 

Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems.

Unit-4
Teaching Hours:10
Probability and Probability Distributions
 

Introduction to Probability, Basic Concepts of Probability, Conditional Probability, Independent Events, Bayes’ Theorem. Probability Distributions – Binomial, Poisson and Normal distributions, Expected Value.

Unit-5
Teaching Hours:10
Commercial Arithmetic
 

Simple interest – Compound Interest. Equivalent Rate –   Depreciation - Present value. Annuity – Sinking Fund.

Unit-6
Teaching Hours:10
Calculus
 

Limits – Differentiation - Methods of differentiation – Second order derivative – Maxima and Minima. 

Unit-7
Teaching Hours:10
Applications
 

Application to commerce and Economics. -  Revenue Function – Cost function –      Profit function – Elasticity of demand – Breakeven point.

Text Books And Reference Books:

Core Text:

Singh, J.K (2017). Business Mathematics (6th Edition). Mumbai, Himalaya Publishing House. 

Essential Reading / Recommended Reading

Reference Books:

 

Sancheti, D. C., & Kapoor, V. K. (2009). Business Mathematics. New Delhi: Sultan Chand and Sons.

Padmalochan, H. (2015). A Text Book of Business Mathematics, New Delhi: Sultan Chand and Sons.

G K Ranganath& T V Narasimha Rao. Business Mathematics. New Delhi: Himalaya Publishing House.

Larry J Goldstein, David I Schneider  & Martha J Siegel Finite Mathematics and its applications, 9th edition  A WMU Publication.

 
Evaluation Pattern

CIA 1 - 20 Marks

CIA 2 - Mid sem exam - 50 Marks converted to 25 Marks

CIA 3 - 20 Marks

Attendance - 5 Marks

End sem exam - 50 Marks  converted to 30 Marks

BBS191A - SUSTAINABLE DEVELOPMENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

To create a sense of ownership of issues related to CSR, Environment and sustainability of businesses.

Understand the basic concept of Sustainable Development (SD), the environmental, social and economic dimensions.

To teach how to critically analyze, evaluate and judge competing perspectives on the challenge of creating a sustainablefuture.

To understand the Sustainable development challenge for companies, their responsibility and their potentials for action.

Course Outcome

CO1: Concern for society and nature

CO2: Ability to create sustainable organizations

Unit-1
Teaching Hours:7
Sustainability
 

Meaning and Scope, Corporate Social Responsibility, Sustainability, Sustainability Terminologies and Meanings, why is Sustainability an Imperative, Sustainability Case Studies, Triple Bottom Line (TBL)

Unit-2
Teaching Hours:7
Is it possible to combine sustainability and business success?
 

Reasons to adopt sustainable strategy by firms, tools used by the firm to implement their sustainable development strategies, evaluation of firm’s commitment to sustainable strategies by the stakeholders.

Unit-3
Teaching Hours:7
Environmental Management Systems
 

Using Standards, Certification and other Systems to further SD goals Introduction, Global management systems exist to guide firms in establishing and implementing a strategy,how do these various approaches, including certification, encourage sustainable business practices.

Unit-4
Teaching Hours:8
Taking charge and working together to change the future
 

Establishing priorities for sustainable future, Role of women in sustainability, Challenge of creating a green economy, Sustainability crisis in 21st century, failures of global capitalism, transforming global capitalism, creating a restorative economy.

Unit-5
Teaching Hours:8
Corporate Sustainability Reporting Frameworks
 

Global Reporting Initiative Guidelines, National Voluntary Guidelines on Social, Environmental and Economic Responsibilities of, Business, International Standards, Sustainability Indices, Principles of Responsible Investment, Challenges in Mainstreaming Sustainability Reporting, Sustainability Reporting Case Studies

Unit-6
Teaching Hours:8
Legal framework, conventions, treaties on Environmental and social aspects
 

United Nations Conference on Human Environment, United Nations Environment Programme Brundtland Commission United Nations Conference on Environment and Development Agenda 21, Rio Declaration on Environment and Development, Statement of Forest Principles United Nations Framework Convention on climate change, Convention on Biological Diversity, Kyoto Protocol, Bali Roadmap, United Nations Conference on Sustainable Development, Rio+20, Millennium Development Goals to Sustainable Development Goals.

Text Books And Reference Books:

1.      Balachandran V, & Chandrashekharan V, (2011). Corporate Governance, Ethics and social responsibility, PHI.

2.      Concepts of Environmental Management for Sustainable Development

3.      Baxi C. V & Rupamanjari Sinha Ray, (2012). Corporate Social Responsibility: A Study of CSR Practices in Indian Industry, Vikas Publishing House.

4.      Corporate Goverance – Badi N. V, Vrinda Publications, 2012.

5.      Fernando A. C, (2011). Corporate Governance: principles, policies and practices, Pearson.

6.      Ghosh B. N, (2012). Business Ethics and Corporate Governance , Tata McGraw-Hill.

7.      Keshoo Prasad, Corporate Governance -, PHI.

8.      Lawrence and Weber, (2010). Business and Society, Tata McGraw-Hill.

Essential Reading / Recommended Reading

 1.      Balachandran V, & Chandrashekharan V, (2011). Corporate Governance, Ethics and social responsibility, PHI.

2.      Concepts of Environmental Management for Sustainable Development

3.      Baxi C. V & Rupamanjari Sinha Ray, (2012). Corporate Social Responsibility: A Study of CSR Practices in Indian Industry, Vikas Publishing House.

4.      Corporate Goverance – Badi N. V, Vrinda Publications, 2012.

5.      Fernando A. C, (2011). Corporate Governance: principles, policies and practices, Pearson.

6.      Ghosh B. N, (2012). Business Ethics and Corporate Governance , Tata McGraw-Hill.

7.      Keshoo Prasad, Corporate Governance -, PHI.

8.      Lawrence and Weber, (2010). Business and Society, Tata McGraw-Hill.

Evaluation Pattern

CIA 1 - Written assignment on cases relating to sustainability practices followed in any country. (No country should be repeated) (20 marks)

CIA 2 - Mid sem Class exam (25 marks)

CIA 3 - Group presentation and report for pre allotted topics.(20 marks)

End sem - Class exam (30 marks)

BBS191B - A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. The course focuses on the knowledge and skills that students require to lead a healthy, productive and balanced life.

 

Course Outcome

1: Demonstrate an understanding of what is valuable in life

2: Self-administer and assess their profile and understand their self with respect to emotional health, mental health, happiness and psychological well-being

3: Demonstrate an understanding of a life worth living

4: Demonstrate an understanding of various health components and methods and practices to improve them

5: Build knowledge and skills to lead a healthy, productive and balanced life

Unit-1
Teaching Hours:6
Introduction to health
 

Health of individuals and communities – The significance of determinants of health and how these raise or lower the health of individuals and communities - Health promotion to improve health - Personal and popular attitudes and beliefs and their impact on decision making - self-management - interpersonal and key consumer health skills - Factors influencing health, and actions and strategies to protect and promote health, through investigation and inquiry processes.

Unit-2
Teaching Hours:6
Food and Values
 

Philosophy of food, Values – Three different types of values, Meat – Is it wrong to eat animals?Hunger – Do we have a duty to help starving people? - Drugs – Why is it wrong to take drugs? - GM food – How should food technology be regulated? - Capitalism – Food, globalization, and equality - Art – Can food be art? What is art? - Taste – Is taste entirely subjective? - Science – Can science explain conscious taste experiences? -Eating – Eat to live, or live to eat

Unit-3
Teaching Hours:6
Nutrition
 

Balanced diet & Nutrition, Macro and micro nutrients – Nutritive and non nutritive components of diet – Eating for weight control – healthy weight – The pitfalls of dieting – food intolerance and food myths – Food supplements for adolescents. 

Unit-4
Teaching Hours:6
Physical Education
 

Concept of physical education – Meaning – definition – aims – objectives of physical education and fitness – Need & importance of fitness – Types of fitness – Health related physical fitness – performance related physical fitness – physical activities and health benefits - Activities for developing physical fitness

Unit-5
Teaching Hours:6
Sleep
 

What is sleep? – The phylogeny of sleep – Developmental course of sleep – Dreams- Functions of sleep – Daytime sleepiness and alertness – Sleep disorders.

Unit-6
Teaching Hours:6
Safety education and health promotion
 

Principles of accident prevention – health and safety in daily life – health and safety at work – first aid and emergency care – common injuries and their management

Unit-7
Teaching Hours:9
Spirituality, Religion and Social Change
 

Meaning of life - Meaning of death- Indian Rituals, symbols, and myths - Spirituality, altruism and moral justice - Resources to deal with stress, temptations, disappointments and failures, social oppression, the loss of possessions and of loved ones, and with one’s own death. 

Text Books And Reference Books:

Indian Journals of health and well being

Essential Reading / Recommended Reading

As prescribed by the facilitator

Evaluation Pattern

CIA 1, Mid sem, CIA 3, End sem - 100 Marks

BBS191C - MAHABHARATHA AND MODERN MANAGEMENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

The Mahabharata of the great Maharishi Veda Vyasa is a treasure trove of knowledge, principles and paradigms. It is written that what is not in the Mahabharata will not be found elsewhere. Written nearly thousands of years ago, the Mahabharata is as yet a source of knowledge, especially modern management principles.In essence it highlights the victory of Dharma in times of Adharma.This subject is a comprehensive learning on management lessons which can be inferred from the great epic. It gives a clear understanding and comparison of management Principles, practices and the various functions of management with the epic. The syllabus is structured to provide basic conceptual knowledge on the principles of management. It also deals with behavioral issues in the individual processes, group and interpersonal processes.

Course Objectives:

  •  Discuss the epic by summarizing the various parvas/units in class in accordance with the management concept
  •  Review and make a critical estimate of the epic with a focus on morals, ethics, legal and management concepts
  • To develop competencies and knowledge of students to become effective professionals

Course Outcome

CO1: Discuss the epic by summarizing the various parvas/units in class in accordance with the management concept

CO2: Review and make a critical estimate of the epic with a focus on morals, ethics, legal and management concepts

CO3: To develop competencies and knowledge of students to become effective professionals

Unit-1
Teaching Hours:9
Introduction to Mahabharatha
 

The older generations-The Pandava and Kaurava princes- Lakshagraha (the house of lac)

Establishment of the kingdom-Administration and Management principles

Unit-2
Teaching Hours:9
Marriage and Building of New city
 

Marriage to Draupadi- An event study approach.

Indraprastha-A new beginning- Pressure for change – Change process, Types of change, Factors influencing change, Resistance to change

Unit-3
Teaching Hours:9
The Big Game
 

The dice game- Cooperative strategies & Reasons for strategic alliances-

Exile and return- Risks and costs of strategic alliances

Unit-4
Teaching Hours:9
The battle at Kurukshetra
 

The battle at Kurukshetra - Strategic Planning and Management- levels at which strategy operates- Event approaches to strategic decision making,

Unit-5
Teaching Hours:9
Post Kurukshetra
 

The end of the Pandavas- Succession Planning,Authority and Responsibility

The reunion Organizing- Choosing the organizational structure

 

Text Books And Reference Books:

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

Rao, V.S.P., & Krishna, V.H., (2011). Strategic Management: Text and Cases. New Delhi: Excel Books.

Pratap Chandra Roy ,The complete Mahabharata translated into English prose directly from the original sanskrit text.(1st Edition) oriental publishing co.

Source: Jaya - An Illustrated Retelling of the Mahabharata

 

 

Essential Reading / Recommended Reading

C Rajagopalachari (2017). Mahabharata (63rdedition), Mumbai: Bharatiya Vidya Bhavan.

 

Evaluation Pattern

CIA 1 10 Marks

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

BBS191D - CYBER SECURITY FOR THE MILLENNIAL GENERATION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Any individual can have a real-time video conversation with someone on the other side of the planet, one can send and receive money without even taking out their wallet, and even can post content online that reaches millions of people in a matter minutes. Unfortunately, the same technology that enables all this new freedom and convenience also exposes us to new security threats that we've never encountered. Malware that infects your computer and watches everything you do, phishing scams that steal private information from millions of people - today's digital world is a criminal's playground. It makes the process of stealing money or even stealing someone's entire identity way more efficient. Hence it becomes very important to protect yourself and your private data from cyber intruders. This course outlines a step-by-step roadmap that one can follow to build a tight wall of security around your digital life.

Course Objectives:

This course gives the background needed to understand basic cyber security. Students will be introduced to the world of spyware, phishing, malware, spam, social engineering, hacking and other common internet spying techniques. Students will also learn the intervention methods in securing themselves in cyber space.

Course Outcome

CO1: Students will understand how to identify online scams.

CO2: Students will develop the right mindset and habits for securing themselves from intruders.

CO3: Students will learn how to secure their online browsing

CO4: Students will learn how to create super passwords and how to manage them.

CO5: Students will practice cyber security skills in real world scenarios.

Unit-1
Teaching Hours:9
Introduction to Cyber security
 

Why security matters – The importance of multi-layer security – the most common security threats – The dark side of Internet – The world of malware – phishing – social engineering – scams – hacking –cyber warfare.

Unit-2
Teaching Hours:9
Mindset and Habits
 

Developing the right mindset and habits for security – the importance of skepticism – avoiding malicious sites and applications – Tools needed to browse the Internet securely - why software updates matter – knowing (and limiting yourself).

Unit-3
Teaching Hours:9
Smartphone security
 

Why mobile security matters – setting up a passcode lock –importance of password security – best practices – using password manager- managing third-party app permissions – locating a lost or stolen smartphone.

Unit-4
Teaching Hours:9
Multi-factor authentication and Connected apps
 

Framework – types of mobile two-factor authentication – Two-Factor authentication: Google, Facebook, Twitter and other services - danger of rogue connected apps – managing connected apps on Google and Facebook – managing browser extensions/add-ons – staying secure with connected apps and extensions.

Unit-5
Teaching Hours:9
Encryption
 

Encryption definition – How SSL (HTTPS) protects your passwords and private data - encrypting your web traffic with a virtual private network (VPN) – encrypting computer's hard drive – encrypting smartphone – firewalls – antivirus.

Text Books And Reference Books:

·     Graham,James., Howard,Richard., & Olson,Ryan. (2011). Cyber Security Essentials. USA: CRC Press.

Essential Reading / Recommended Reading

·         Lalit,Gulab Chandra. (2014). Cyber security threats: An emerging challenge. New Delhi: Mohit Publications.

·        Arora, A. (2014). Information Warfare and Cyber Security. Jaipur: Book Enclave.

·       Santanam, R., Sethumadhavan, M., & Virendra, M. (2011). Cyber security, cybercrime and cyber forensics: Applications and perspectives. Hershey, PA: Information Science Reference.

·         Ahamad, F. (2013). Cyber Law and Information Security. New Delhi: Dreamtech Press.

Evaluation Pattern

CIA I - 20 marks

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

BECH191A - INSTITUTIONS AND INFORMAL ECONOMY (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description: 

The primary aim of this course is to introduce students to the concept of institutions and the informal economy in a global context. The discourse examines the informal economy through the lens of institutional economics. The aim is to acquaint students with significant discourses and issues in policy design and intervention.  

Course Objectives: 

The course aims to help students to: 

  • outline the concept of institutions and institutional change through some of the major  theoretical constructs in institutional economics; 
  • summarize and illustrate the various mechanisms of the informal economy  connecting the theoretical concept to issues of measurement; 
  • examine the linkages of formal and informal economy; 
  • train students to hone their writing and presentation skills to effectively discuss these complex ideas.

Course Outcome

CO1: Illustrate the major concepts and explain some of the theoretical discourses in the study of institutional change and the informal economy

CO2: Examine how the formal and informal economies are no longer separate watertight compartments but function together as an interactive system.

CO3: Apply these complex ideas of property rights and transaction costs to their own research

CO4: Demonstrate their research findings through written and oral presentation

Unit-1
Teaching Hours:10
Institutions and Institutional Change
 

Institutions, Economic Theory and Economic Performance; Informal Constraints; Formal Constraints; The Path of Institutional Change

Unit-2
Teaching Hours:12
Elements of Institutional Economics
 

Contracts and Property Rights: the Concepts of Exchange and Property, Critique of the Utilitarian Calculus; Transaction Costs, Bargaining Power; Markets as Institutions; Firms and Markets

Unit-3
Teaching Hours:10
Informality: Concepts, Theory and Measurement
 

Bureaucratic Form and the Informal Economy; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues; Linking the Formal and Informal Economy.

Unit-4
Teaching Hours:13
Empirical Studies in Institutional Change and Informality
 

CASE STUDIES: The Impact of Regulation on Growth and Informality: Cross-Country Evidence; Blocking Human Potential: How Formal Policies Block the Economy in the Maputo Corridor; Enforcement and Compliance in Lima’s Street Markets: The Origins and Consequences of Policy Incoherence towards Informal Traders

Text Books And Reference Books:

Alston, L. J., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge: Cambridge University Press.
Guha-Khasnobis, B., Kanbur, R., & Ostrom, E. (Eds.). (2006). Linking the Formal and Informal Economy: Concepts and Policies. Oxford: Oxford University Press.
Misztal, B. (2002). Informality: Social Theory and Contemporary Practice. Routledge.
North, D. (1990). Institutions, Economic Theory and Economic Performance. in Institutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

Essential Reading / Recommended Reading

Arias, O., Fajnzylber, P., Maloney, W., Mason, A., Perry, G., & Saavedra - Chanduvi, J.  (2007). Informality: Exit and Exclusion. Washington: The World Bank. 
Harriss, J. (2008). Explaining economic change: The relations of Institutions, Politics and  Culture. The Institutions of the Market: Organizations, Social Systems, and Governance,  309-327. New York: Oxford University Press 
Mehta, P. B., & Kapur, D. (2005). Public Institutions in India: Performance and Design. Nayyar, D. (Ed.). (2002). Governing Globalization: Issues and Institutions. Oxford University  Press on Demand. 
Oviedo, A. M. (2009). Economic Informality: Causes, Costs, and Policies in A Literature Survey of International Experience. Background Paper prepared for Country Economic  Memorandum (CEM)–Informality: Causes, Consequences, Policies. 
Sengupta, A. (2007). Power Matters: Essays on Institutions, Politics, and Society in India.

Evaluation Pattern

 

Course title

MSE (Weight)

ESE (Weight)

Attendance

Institutions and Informal Economy

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

BECH191B - ECONOMICS OF CORRUPTION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/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.

This course will:

  • consider some of the seminal papers on the economics of corruption
  • acquaint students to significant debates about transparency, competition and privatization and its relevance to corruption
  • analyse corruption in emerging economies through various case studies
  • discuss issues from various perspectives, such as, viewing corruption as erosion of trust and abuse of power
  • train students to hone their writing and presentation skills to effectively discuss complex ideas.

Course Outcome

CO1: appreciate those nuances in the way corruption is defined and understood in different economies

CO2: analyse the cause and consequences of corruption

CO3: examine some of the policies and reforms aimed at tackling corruption

CO4: investigate some impacts of corruption on emerging economies

CO5: effectively communicate complex ideas through written and oral presentations.

Unit-1
Teaching Hours:15
Corruption, Poor Governance and Institutional Structure
 

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.

Unit-2
Teaching Hours:15
Corruption and the Private Sector
 

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.

Unit-3
Teaching Hours:15
Tackling Corruption
 

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

Text Books And Reference Books:

Auriol, E., & Straub, S. (2011). Privatization of Rent-generating Industries and Corruption. In S. Rose-Ackerman & T. Søreide, (Eds.). International Handbook on the Economics of Corruption, (Vol. 2). Cheltenham: Edward Elgar Pub.

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.

Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25.

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.

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 Private Sector.Economics and Law, 6(1), 345-360.

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

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.

Essential Reading / Recommended Reading

Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25.
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.

Evaluation Pattern

Course title

MSE (Weight)

ESE (Weight)

Attendance

The Economics of Corruption

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

 

BEN121 - LANGUAGE IN CONTEXT-I (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course is an attempt by the English Studies, School of Business Studies and Social Sciences, Christ University to recognise and bring together English language in context i.e.,  in a natural way through the contents that are important not only to self but also to society.

The course titled Language in Context aims to familiarise the first-year students of Business Studies (Honours & Tourism) with literatures in varieties of forms, thereby, enabling them to learn more about culture, ethos contemporary societies through writings from different regions. We have tried in our little way to represent the world through sensible expressions in the form of short stories, poems, essays, videos and blogs. This course is designed to impart the linguistic skills of the student as well. The course consists of four units such as Society and Self, Democracy and Dissent, Equity and Equality, and Ecological Care and Concerns. Each unit is composed of an essay, poem, short story, blog posts, graphic essay and comics related to identified areas. It is aimed at improving students’ linguistic skills that can help them to take a leap from textbooks to newspapers or full-length novels. The contents of the course carry the message of ethical concerns that future business entrepreneurs are supposed to equip themselves with for a progressive and equitable society.

The various texts across the two semesters deal with various social, economic, and political issues that are relevant to the modern-day world and it helps us to negotiate with everyday situations in a more proactive way. The various short stories and poems touch upon questions of self and identity, human interactions, and social relationships sometimes in a straightforward manner, sometimes in an abstract way. But all of them, be it in the manner of their writing or the themes they deal with, or the ideologies that govern them are quintessentially contemporary in ethos, sense and sensibility, whether written by Indians or authors from other parts of the world. 

Pedagogy:

The teachers in charge of taking this course to the class are not only expected to elaborate, discuss and deliberate upon the topics given as a part of this course but are also expected to incorporate passive grammar and vocabulary development instructions as deemed fit according to the needs of the learners.

Course Objectives:

The course aims to inculcate in students:

●  An understanding of the English language through contexts.

●  An ability to discern different challenges that our society is facing now.

●  Facilitate acquisition of vocabulary, grammar, and discourse.

●  Integrate grammar and vocabulary skills to facilitate contextual understanding.

Course Outcome

CO1: Demonstrate the ability to read and appreciate simple as well as complex essays or poems in English through class discussions and assignments.

CO2: Creatively demonstrate the concerns and care they have for society and self through class discussions and assignments.

CO3: Speak on the topics that address the common people?s concerns through presentations.

CO4: Apply reading, writing, listening, speaking and critical thinking skills within the context of the topics studied through composing essays and term papers.

Unit-1
Teaching Hours:10
Society and Self
 

Introducing the idea of individual as self and his/her inextricable link with the society. The problems one encounters as part of his/her societal interaction. Moreover, the texts also look at the ‘becoming’ process within the individual which comes as result of such interactions and interventions.

  • Subroto Bagchi (2006): Go Kiss the World (IIM B, Inaugural Speech)
  • Sushrut Jadhav et. al. (2015): Mental Health in India: Ecologies of Suffering‘New’ Caste https://psmag.com/news/how-english-creates-a-new-caste-system-in-india
  • ‘New’ Caste https://psmag.com/news/how-english-creates-a-new-castesystem- in-india
  • Linda Pastan: Girl Leaving Home (Cycle: Slam poetry at UnErase Poetry)

 

Unit-2
Teaching Hours:10
Democracy and Dissent
 

Looking at the societal set up based on the discourse of consent and dissent. The texts selected, creates a platform for the students to ponder on practices which they found intelligently or contradictorily placed within the democratic fabric they follow.

       Amartya Sen: Democracy as Public Reason (Essay)

       Naomi Shihab Nye: To Any Would-Be Terrorists (Letter)

       Thangjam Ibopishak: I want to be Killed by an Indian Bullet (Poetry)

       Santosh Desai: The Death Penalty as a sign of the times? (Essay)

       O. Henry: The Cop and the Anthem (Short Story)

Unit-3
Teaching Hours:10
Equity and Equality
 

Throwing more light on dissent and the nature of its evolution. The texts deliberate more specifically on the sections within the democratic set up, who still are designated as beings belonging to the periphery.

       Manjushree Thapa: Women Have No Nationality (Essay)

       Noam Chomsky (2015): One Day in the Life of a Reader of the New York Times

https://chomsky.info/20150406/

Or

       Noam Chomsky (2015): We Are All … Fill in the Blank

https://chomsky.info/20150110/

       Can ‘Castelessness’ fix caste? EPW Engage Infographic based on Satish Deshpande’s Caste and Caste and Castelessness: Towards a biography of ‘General Category’

       Hansda Sowvendra Shekhar (2017) November is the Month of Migrations (Story)

Unit-4
Teaching Hours:15
Ecological Care and Concerns
 

This unit deals with environmental issues and its place in contemporary deliberations. The texts selected envisages a serious and thought provoking debates on ecological issues from different precepts ranging from social, political, economical and individual.

       In Harmony with mother Nature: Narendra Modi

       https://www.thehindu.com/opinion/op-ed/in-harmony-with-mother-nature/article25115350.ece

       Poem: Susan Briante (2018) 13 Questions for the Next Economy

https://www.poets.org/poetsorg/poem/13-questions-next-economy

       Kanishk Tharoor (2016) Swimmer Under the Stars (Story)

Text Books And Reference Books:

Bagchi, S. (2008). Go kiss the world. Speakola: All speeches great and small.  https://speakola.com/grad/subroto-bagchi-go-kiss-the-world-iim-2006

Bhatia, S. (2017, Mar. 23). How English creates a new caste system in India. Pacific Standard, https://psmag.com/news/how-english-creates-a-new-caste-system-in-india

Briante, S. (2018. 13 questions for the next economy. Poets.org, https://www.poets.org/poetsorg/poem/13-questions-next-economy

Chomsky, N. (2015, Apr. 6). One day in the life of a reader of The New York Times. The Noam Chomsky Website. https://chomsky.info/20150406/

Chomsky, N. (2015, Jan. 10). We are all … fill in the blank. The Noam Chomsky Website. https://chomsky.info/20150110/ 

Desai, S. (2015, Aug. 5). The death penalty as a sign of the times? Times of India, https://timesofindia.indiatimes.com/blogs/Citycitybangbang/the-death-penalty-as-a-sign-of-the-times/

Henry, O. (n.d.). The Cop and the Anthem.  American English. https://americanenglish.state.gov/files/ae/resource_files/the-cop-and-the-anthem.pdf

Jadhav, S., Jain, S., Kannuri, N., Bayetti, C., & Barua, M. (2015). Ecologies of suffering: Mental health in India. Economic and Political Weekly, 50(20), 12-15. http://www.epw.in/commentary/ecologies-suffering.html 

Mandugula, C., & Bhandaram, V. (2018). Can ‘castelessness’ fix caste? Economic and Political Weekly. https://www.epw.in/engage/article/can-castelessness-fix-caste

Modi, N. (2018, Oct. 4). In harmony with Mother Nature. The Hindu, https://www.thehindu.com/opinion/op-ed/in-harmony-with-mothernature/article25115350.ece

Nye, N. S. (n.d.) To any would-be terrorists. http://www.islam.uga.edu/shihabnye.html

Pastan, L. (1998). To a Girl Leaving Home. In L. Pastan, The Imperfect Paradise. W. W. Norton & Co. 

Sen, A. (1999). Democracy as public reason. Journal of Democracy, 10(3), 3-17. https://www.journalofdemocracy.org/articles/democracy-as-a-universal-value/ 

Shekhar, H. S. (2015). November is the month of migrations. In H. S. Shekhar, The Adivasi Will Not Dance: Stories. Speaking Tiger Publishing.

Singh, T. I. (2003). I want to be killed by an Indian bullet. Poetry International Archives, https://www.poetryinternational.org/pi/poem/6316/auto/0/0/en/nocache

Thapa, M. (2015). Women have no nationality. The Record, https://www.recordnepal.com/women-have-no-nationality 

Tharoor, K. (2016). Swimmer Among the Stars. In K. Tharoor, Swimmer Among the Stars: Stories. Farrar, Straus and Giroux.

Essential Reading / Recommended Reading

NA

Evaluation Pattern

CIA - Evaluation Pattern

Individual Assignment

Group Assessment

Mid Semester

20

20

25

Mid Semester Examination

Section A

Section B

Section C

Total

2X10=20

1X15=15

1X15=15

50

End Semester Examination

Section A

Section B

Section C

Total

2X10=20

1X15=15

1X15=15

50

BENG191A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This common core course aims to provide a basic introduction to understanding discourses of science and technology as represented in select science fiction. The course will help students understand some of the basic questions about the human condition that are raised, debated and negotiated in and through the representative fiction. 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 human condition may choose this course.

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.

Course Outcome

CO1: By the end of the course the learner should be able to: Make clear and well-informed points about understanding science fiction as a reflection of the human condition today

CO2: Recognise the issues and debates raised as being interdisciplinary in nature, and hence engage with the form at a more critical level

CO3: Read and appreciate the literary aspects of science fiction

CO4: Reflect on the implications of science fiction in the contemporary times and show it in their writings.

Unit-1
Teaching Hours:5
Introduction
 

This unit will provide students a basic overview of science fiction through some critical and conceptual lens. The New Critical Idiom Series, Science Fiction, would be used here to introduce aspects of SF to students. Locating the interdisciplinarity of the domain would be central in this module. Reference material would be handed out by the course instructor.

Unit-2
Teaching Hours:15
Negotiating ?Reason?
 

This unit will raise crucial debates in and around questions of ‘science’ and ‘reason’. The unit will also help students recognize the importance of raising these questions from various disciplinary points of view, an important one being philosophy.

       Isaac Asimov short story “Reason”

       Select Episodes of the series Stranger Things

       The Matrix

Unit-3
Teaching Hours:15
SF and technology
 

This unit will engage with how technology becomes a crucial part of negotiating 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 is gender and sexuality framed within discourses of SF? How does SF address the anxieties of technology and future would be some of the questions engaged with here. Any one of the following novels may be taken up for discussion along with the viewing suggestion given below.

       Aldous Huxley Brave New World

       William Gibson, Neuromancer

       Margaret Atwood, Oryx and Crake

       “Hated in the Nation” from Black Mirror Season 3

Unit-4
Teaching Hours:10
Indian Science Fiction
 

This unit will engage with the science fiction in the Indian context. One of the main points of discussion would be to understand how Indian SF writers 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 and culturally.

       Vandana Singh “Delhi”

       Sumit Basu Turbulence

Text Books And Reference Books:

Compilation

Essential Reading / Recommended Reading

Bell, David and Barbara M. Kennedy. Eds. The Cybercultures Reader. Routledge, 2000. (Excerpts)

Carey, Peter. What is Post-humanism? Minneapolis, University of Minnesota Press, 2010.

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

Evaluation Pattern

 This course is an instructor-based assessment design. A total of 95 marks will be distributed across various tasks. 5 marks will be collected through attendance. The outline of the assessment will be provided by the course instructor in the student course plans.

BENG191B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:  

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 one thics is often an added advantage for students as it helps them shape a socially awre perspective of the social reality. 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’.  

Learning Objectives: On completing the course, students will be able to:  

● Open-mindedly consider different viewpoints in moral controversies. ● Identify the strengths and weaknesses of different philosophical and popular arguments on the various topics. ● Demonstrate understanding of the major moral philosophical approaches and techniques in moral reasoning. ● Formulate and critically assess personal positions/convictions.  

Course Outcome

CO1: At the completion of this course, the students would be able to: Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.

CO2: Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments. Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

CO3: Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

Unit-1
Teaching Hours:5
Introduction
 

Global Ethics: Conceptual Definitions, Historical Origins & Present Challenges Introduction to the course Ethics, Morals and Values Cultural Relativism vs Universalism (case study) 

Unit-2
Teaching Hours:10
Ethical Theories
 

Rationalist Ethical Theories Contractualist ethics Deontological Ethics Utilitarian Ethics Discourse ethics, Alternatives to Ethical Rationalism Virtue Ethics Feminist & Care Ethics Postmodernist Ethics 

Unit-3
Teaching Hours:10
Applying Ethical Theories
 

Ethics of International Aid and Development: Humanitarian Aid in Conflict Zones Global Distributive Justice and Global Poverty: Models for International Economic Justice Ethics of War: Torture in Abu Ghraib (Case Study)  

Unit-4
Teaching Hours:10
Ethics of Making and Sustaining Peace
 

Rohingya Issues: Are humanitarian interventions justified? The case study of Myanmar/Burma Global Environmental and Climate Ethics: Trade Agreements and Global Environmental Ethics Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job) 

Unit-5
Teaching Hours:10
Ethics of International Law
 

Natural Resources Extraction from the Kimberley process towards universal legislation (Movie: Blood Diamond),  Global Journalism Ethics, Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing Ethical Implications of Emerging Technologies: Genetics, stem cell and embryo research: Embryo research and women’s rights 

Text Books And Reference Books:

Hutchings, K. (2010) Global Ethics. An Introduction, Polity: Cambridge  

 

Essential Reading / Recommended Reading

Copp, D. (ed.) The Oxford Handbook of Ethical Theory, Oxford: OUP 

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

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

Evaluation Pattern

Evaluation Pattern

Total

CIA (Weight)

ESE (Weight)

Attendance

100

45%

50%

5%

 

Mid Semester Examination

Group/Individual Assignment

45 Marks

 

End Semester Examination

Group/Individual Assignment

50 Marks

 

BHIS191A - ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

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.

Course Objectives:

  • To familiarize the students with foundational concepts in history and historical enquiry such as fact, fiction, truth, narrative, memory, conservationism and counterfactuals.
  • To identify and make students aware of the importance of historical awareness to arrive at independent and informed opinion and contribute meaningfully in local and global affairs and debates.
  • To equip students with an understanding of ‘history’ and the characteristics of ‘the past’ in present day society.
  • To help develop proficiency in research, analysis and writing; and to encourage wide, independent, selective reading on historical subject matter to foster a sustained, reasoned, well focused argument, based on a broad selection of evidence.
  • To identify arguments in historical works in order to be able to critique evidence used in support of the arguments.
  • To interpret varied sources and place them within their proper historical context to integrate secondary sources into their own original narratives and distinguish between different kinds of history.

 

 

 

Course Outcome

CO1: Discover how and why historians debate issues of evidence and interpretation and learn to distinguish between various schools or styles of academic history.

CO2: Critically engage with representations of the past in the present to enable them to analyze and use evidence in interrogating historical accounts.

CO3: Critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world.

CO4: Apply how historical narratives are shaped by states, organizations, and individuals.

CO5: Analyze the interaction between history and politics when following the news and in examining historical cases.

CO6: Apply how issues of identity and memory factor into our historical understandings and how this can condition present day policies and decision-making.

Unit-1
Teaching Hours:10
The Many Pasts
 

a)     Doing History - The Place of the Past.

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

 

 

Unit-2
Teaching Hours:15
The Use and Abuse of History
 

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 Janmbhoomi issue, Dwarka, Kapilavastu.

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

Unit-3
Teaching Hours:10
Locating Sources: The Historian's Voice
 

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.

Unit-4
Teaching Hours:10
Memory, Commemoration, and Silence
 

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.

Text Books And Reference Books:

·    Davis, Natalie Z. 1981. The Possibilities of the Past, Journal of Interdisciplinary History, Vol. 12, No.2, The New History: 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.

Essential Reading / Recommended Reading

·      Banerjee, Sumanta, 2003. Ayodhya: A future bound by the past, Economic and Political Weekly, Vol. 38, No. 27, pp. 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

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Submission

Presentation

Total

30

20

50

 

End Semester Examination

Submission

Presentation

Total

30

20

50

 

BHIS191B - THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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 student how modern notions of urban development emerged and the various trends of the modern urban development 

Course Outcome

CO1: Identify and deploy various approaches to comparatively analyzing cities, using critical thinking to analyze urban and urban life from multiple perspectives

CO2: Recognise and engage with the role of cities, suburbs, and urbanization in historical narratives

CO3: Demonstrate an ability to negotiate with ideas of immigration, migration, and economic and technological change, and how they have shaped cities through history

CO4: Reflect and analyse on the relationship of the built environment of cities with the natural environments surrounding them.

Unit-1
Teaching Hours:10
What is Urban History?
 

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

Unit-2
Teaching Hours:15
Approaches to the study of Ancient and Medieval urban centres
 

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

Unit-3
Teaching Hours:10
Colonial Cities
 

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

Unit-4
Teaching Hours:10
Themes on Modern Cities
 

 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, Liveable City, Safe City, Future City – Impact of new town movement on post-independent Indian city planning -beginning of modern town planning in India

Text Books And Reference Books:

                   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).
Essential Reading / Recommended Reading

                   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).
Evaluation Pattern

BHIS 191 B

 Urban History: The History of Urban Space and Evolution of City Forms

CIA

20 Marks 

MSE

 

CIAII

20 Marks 

ESE 

50 Marks

Group Assignment

(The Assignment will have 2 components related to each other)

Submission Paper

Individual

Assignment 

Submission  paper

(Research based)

BMED191A - MEDIA LITERACY (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

Media literacy is designed to help students develop an informed and critical understanding of the nature of an ever expanding and increasingly dominating mass media –as information sources, as entertainment, and as an industry–as well as to examine, interpret, and evaluate the messages contained within, and their social, cultural and political implications. This course exposes the student to the base complexities of media literacy, develop critical thinking skills, the provides the methods of analysis necessary to interpret media content as well as methods of critical writing appropriate to media analysis.

 

Course Objectives:

 

  • Understand how media messages create meaning
  • Identify who created a particular media message
  • Recognize what the media maker wants us to believe or do
  • Name the "tools of persuasion" used
  • Recognize bias, spin, misinformation and lies
  • Discover the part of the story that's not being told
  • Evaluate media messages based on our own experiences, beliefs and values
  • Create and distribute our own media messages
  • Become advocates for change in our media system Learning Outcome.
  • Will be able to apply the principles of ethics to the subject of study (area of research), while appreciating the context in which the medium functions.

Course Outcome

CO1: To lay the foundation of Public Relations practice

CO2: To train the students in media relations

CO3: To introduce the concept of Corporate Communication

CO4: To familiarize the students with concepts like propaganda, public opinion, advertising, and public relations.

Unit-1
Teaching Hours:15
Introduction to Media Literacy
 
  • Understanding what is media literacy?

  • The Power of Media Literacy 

  • Conditions for Media Learning

  • Media Literacy Skills

 

 

Unit-2
Teaching Hours:15
Approaches to Media Literacy
 

 

  • Key Concepts of Media Literacy

  • The Media Triangle

  • Surveys, Media logs and historical perspectives

  • Understand, analyze and evaluate- finding hidden messages

  • Digital Citizenship

Unit-3
Teaching Hours:15
Media Analysis
 

 

  • Deconstructing Ads

  • Detecting Bias in News

  • Critical Reading of Websites

Text Books And Reference Books:
  • Alexander, A. & Hanson, J. (2007). Taking Sides: Clashing Views in Media and Society. McGraw-Hill Contemporary Learning Series: Dubuque, IA. 384 pp.

  • Hiassen C. (1998). Team Rodent: How Disney Devours the World. Ballantine Books. 96 pp

  • Kilbourne, J. (1999). Can’t Buy My Love: How Advertising Changes the Way We Think and Feel. Simon and Schuster: New York. 366 pp.

  • McLuhan, M. (1998) Understanding Media: The Extensions of Man. Seventh Printing. MIT Press: MA 365 pp. (orig. pub. In 1911).

 

 

Essential Reading / Recommended Reading
Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

 

BMED191B - UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Cinema emerged as a major form of entertainment in the 20th century. Ever since its invention it has striven to captivate people and has evolved as a means for people to engage with themselves as well as the world. Over the years it has also evolved a language of its own.This course would provide students a thorough knowledge of the conceptual and practical aspects of storytelling in films. cinematography through engagement with works of eminent cinematographers from around the world.

  • Appreciate cinematography as a combination of artistic and technological endeavours

  • 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.

Course Outcome

CO1: To appreciate cinematography and understand its technicalities

CO2: To understand the basic design and concepts of cinematography

CO3: To understand the basic design and concepts of cinematography

CO4: To familiarize with concepts of effective storytelling

Unit-1
Teaching Hours:10
Introduction to the language of cinema
 

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

Unit-2
Teaching Hours:15
The Cinematographer?s medium and Tools
 

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

Unit-3
Teaching Hours:10
Visualising and Shot Design
 

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

Unit-4
Teaching Hours:10
Camera Placement and Movement
 

 

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

Text Books And Reference Books:

Block, B. (2013). The visual story: Creating the visual structure of film, TV and digital media. Routledge.

 

Essential Reading / Recommended Reading

Alton, J. (2013). Painting with light. Univ of California Press.

Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

BPOL191A - PEACE AND CONFLICT MANAGEMENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description 

This course views conflict as an ever-present component of any decision-making environment, including Planning and Public Administration and International Relations. It offers tools for: understanding the nature of conflict at different levels and of individual and joint decision-making processes; devising individual and group strategies that minimize the destructive consequences of conflict; and, identifying solutions satisfactory to all involved. Some conflict-related concepts and processes are general and context-free, while others are specific to the planning and policy fields. Some simulation games and cases, and the students' reaction to them, will provide the basis for class discussions about the nature of various decision mechanisms and the role of perceptions in managing conflicts. The course introduces students to the key concepts and theoretical approaches employed to explain and understand conflict, and the range of policies and practices that seek to manage, resolve and transform conflicts. Case studies from South Asia and the rest of the world are used to provide empirical illustrations in class. Students will be invited to analyze the successes/failures of different techniques employed by peace activists, policy makers, and peace research scholars. 

Course Objectives

The course aims to help students to:

  • understand the concepts, theories and practices, with a focus on equipping students with toolkits of handling conflict and negotiation.
  • understand the mechanism of creating values and achieving integrative negotiation outcomes.
  • assess the debates over the main ideas that constitute the fields of conflict management and peace.

Course Outcome

CO1: Identify the importance of, and the ability of using communication and information exchange in conflict and negotiation contexts

CO2: Apply concepts in handling conflicts with employers, colleagues, customers, business partners, and clients from different cultural/country backgrounds

CO3: Examine the study of conflict management and peace studies and understand how this subject has prompted enormous scholarly debate and disagreement both in history and other fields

Unit-1
Teaching Hours:9
Introduction
 

The Nature and Origins of Conflict: How and Why People Conflict; Differences, diversity and opportunity; Conflict: Meaning, Nature and types and levels of conflict; Violent and Non-Violent Conflicts; Conflict Mapping and Tracking; Conflict Management and Conflict Resolution

 

Unit-2
Teaching Hours:12
Conflict Management
 

A Holistic Approach to Conflict Management; Conflict Prevention and Preventive Diplomacy; Conflict Prevention and Early Warning; Stages in Conflict Management

Unit-3
Teaching Hours:12
Peace building
 

Understanding Peace Process; Stages in the Peace Process; Peace-making, Peacekeeping and Peacebuilding; Negotiation and Mediation; Arbitration and Adjudication 

Unit-4
Teaching Hours:12
Challenges for conflict management
 

Variation in Contexts: Culture, Religion, and Identity; Contemporary Challenges: (1) Terrorism; (2) Environmental Conflicts; Prospects for Conflict Resolution 

Text Books And Reference Books:

Baker, D. P. (2010). Conflict management for peacekeepers and peacebuilders: by Cedric de Koning and Ian Henderson
Galtung, Johan (1969), “Violence, Peace, and Peace Research”, Journal of Peace Research, 6(3): 167-191.
Bajpai, Kanti (2004), “A Peace Audit on South Asia”, in Ranabir Sammadar (ed.) Peace Studies: An Introduction to the Concept, Scope, and Themes, New Delhi: Sage.
Pammer, W. J., & Killian, J. (Eds.). (2003). Handbook of conflict management. CRC Press.
Fischer, R., Ury, W., & Patton, B. (1981). Getting to yes. Negotiating Agreement Without Giving in.

Essential Reading / Recommended Reading

Bercovitch, Jacob and Richard Jackson (2009), Conflict Resolution in the Twenty-first Century: Principles, Methods and Approaches, Ann Arbor (MI): University of Michigan Press.
Levy, Jack S. (2007), “International Sources of Interstate and Intrastate War”, in Chester
Crocker et al. (eds.) Leashing the Dogs of War, Washington DC: USIP.
Menon, Ritu (2004), “Doing Peace: Women Resist Daily Battle in South Asia”, in
Radhika Coomaraswamy and Dilrukshi Fonseka (eds.), eace Work: Women, Armed Conflict and Negotiation
Zartman, I. William (2001), “Preventing Deadly Conflict”, Security Dialogue, 32(2): 137-154.
Ramsbotham, Oliver et al. (2011), Contemporary Conflict Resolution, 3rd Edition.

Evaluation Pattern

Assessment Outline:

Course Code

Course Title

Assessment Details

BPOL191 A

Peace and Conflict Management

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

20

Marks

20

Marks

30

Marks

05

Marks

Assignment

Written Exam

Assignment

Written Exam

 

 

 

 

Section A:

3 x 5 = 15 Marks

Section B:

2 x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

Section A:

3 x 5 = 15 Marks

Section B:

2 x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

 

 

BPOL191B - GLOBAL POWER POLITICS (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

 The global balance of power is changing dramatically. As the world seems to be moving away from American Hegemony, the question of where power lies in global politics is becoming ever more significant. Great powers remain as the critical actors in the international system and the nature of the international order is determined by their interactions in war and peace. This course focuses on the transformation of the global power politics particularly focusing on the power shifts in the post-cold war international system. The course will also introduce students to the emergence of new powers such as China, India, Brazil and South Africa and the changing dynamics of the international system. The course will examine whether great powers can cooperate in addressing the consequential challenges in the new century; climate change, nuclear proliferation, refugee crisis, international terrorism and other issues. The course will also analyze the competition among the great powers in the South and East China Sea, and the West Asian region.

Course Objectives

The course aims to:

  • Introduces the students to some of the key concepts of international relations, theories of international relations and key issues pertaining to great power politics in the twenty first century. 
  • Provides the overview of the dynamics of strategic interaction between great powers and focuses on great power competition during World Wars, Cold War period and the post-Cold War period.
  • Examine the great power dynamics, the use of power by great powers in international relations.

Course Outcome

CO1: Analyse global power politics in the twenty-first century

CO2: Demonstrate the major contemporary challenges and issues in global politics

CO3: Evaluate the changing power dynamics and power shifts in international relations

Unit-1
Teaching Hours:9
Introduction to International Relations
 

International Relations: Meaning, nature and scope of international relations; Key Concepts of International Relations: Sovereignty (territorial sovereignty), Balance of Power, National Power, Security and Globalization.

Unit-2
Teaching Hours:12
Theorization of Great Power in International Relations
 

Theories of International Relations: Realism (Classical Realism and Neo-Realism), Liberalism (Neoliberalism), Constructivism.

Unit-3
Teaching Hours:12
Great Power Politics in the Cold War era
 

First World War, Second World War: Causes and Consequences, dynamics of strategic interaction between the great powers including the alliances, Inter war period (multipolarity), the Cold War (bipolarity) and the post-Cold War period (unipolarity and multipolarity).

Unit-4
Teaching Hours:12
Globalization and Great Power Politics
 

Power shifts in the post-Cold War international system, Great Powers: traditional and non-traditional security threats, Emergence of new powers (rise of China and India as a challenge to the West).

Text Books And Reference Books:

Mearsheimer, J.J.(2014) , 'The Tragedy of Great Power Politics', updated ed. New York: Norton.
Wohlforth, W.C.(1999), 'The Stability of a Unipolar World,' International Security 24.1: 5-41.
Ikenberry, G. John, Ed.(2002), America Unrivaled: The Future of the Balance of Power, Ithaca, NY: Cornell University Press.  
Buzan , B and Ole Weaver(2003), ‘Regions and Powers: The structure of International Security’ Cambridge.
Baylis and Smith (eds)(2014), ‘The Globalization of World Politics’. Sixth edition, New York: Oxford University Press.
Heywood, A (2014), 'Global Politics,' Palgrave Foundation.
Griffiths, M and Terry O Callaghan(2002) ‘International Relations: The Key Concepts’,Routledge London and New York.

Essential Reading / Recommended Reading

Brown, C and Kirsten Ainley(2005), ‘Understanding International Relations’ 3rd edition, Palgrave Macmillan New York.
Crenshaw, M.(1981), The causes of terrorism. Comparative politics, 13(4), 379-399
Devatak, D, Anthony Burke and Jim George(2007), ‘An Introduction to International Relations: Australian Perspectives’, Cambridge University Press.
Morgenthau, H.J.(1948), 'Politics among Nations: The Struggle for Power and Peace’, Alfred A Knopf, New York.
Waltz,K.(1979) ,‘Theory of International Politics’. Addison-Wesley Publications.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BPOL191B

Global Power Politics

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

BPSY191B - ADVERTISEMENT PSYCHOLOGY (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

Advertisement psychology is a branch of psychology which studies the pattern of responses by the human system to advertisement stimuli. Advertising is the art of influencing human behaviors to buy certain products. Recently  advertisers are discovering the need to know the facts which psychology can give about what attracts attention, what sticks in memory, what gives a pleasant impression, what persuades and what leads to the act of purchase. The field helps marketers and copyrighters to prepare effective advertisements.

Course Objectives

This course aims to:

  • Understand the historical and scientific origin and development of the fie
  • Learn the cognitive,affective and behavioural responses to the advertisement stimuli
  • Develop the skills to evaluate the effectiveness of advertisements from psychological perspectives 

Course Outcome

CO1: Apply the psychological perspectives of advertisements in the real life setting.

CO2: Integrate different domains such as cognitive, affective and behavioral responses in the field of advertisement.

CO3: Develop the ability to make applications based on understanding of marketing strategies.

Unit-1
Teaching Hours:15
Unit I: Introduction to advertisement psychology
 

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.

Unit-2
Teaching Hours:15
Unit II: Cognitive processing of advertisements
 

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.   

Unit-3
Teaching Hours:15
Unit III: International Advertising and Creating Brand
 

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

Text Books And Reference Books:

Fennis, B. M., & Stroebe, W. (2015). The Psychology of Advertising. New York: Psychology Press.

Andrew,A. Mitchell. (1993).Advertising Exposure, Memory and Choice.Lawrence Erlbaum Associates. Hillsdale, NJ.

Essential Reading / Recommended Reading

Linda, F. Alwitt& Andrew, A. Mitchell. (1985).Psychological Processes and Advertising Effects: Theory, Research, and Applications. Lawrence Erlbaum Associates. Hillsdale, NJ. London.

Rolloph, M.E. & Miller, G.R. (Eds) (1980).Persuasion: New Directions in Theory and Research.Sage. N.Y.

Eddie. M. Clark, Timothy.C. Brock,& David W. Stewart. (1994).Attention, Attitude and Affect in Response to Advertising. Lawrence Erlbaum Associates. Hillsdale, NJ.

Evaluation Pattern

 

 

Individual Assignment

Mid-Semester Exam

Group Assignment

Attendance

25

45

25

05

LAN121 - DEVELOPING FLUENCY AND CLARITY IN ENGLISH FOR BUSINESS (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course is designed for students to work with using English to help build business contexts for students' business studies. This course introduces students to reading and writing for Business Studies. Since the discipline of Business uses specific registers and contexts to create content for English. The course is divided across three genres – Cases, Critiques, and Essays and draws from the British Council’s course on Writing for Business’. The course instructors will put together a set of cases and contexts at the beginning of the semester drawing from the contemporary business climate and those would be discussed across the course.  

Course Objectives:

The course has been conceptualized with the following objectives:

  • Provide the students an exposure to business writings with special emphasis on case writing.
  • Provide overt linguistics and grammatical instructions through the medium of case writing.
  • Familiarize the learners with business-specific registers and language usage.

Course Outcome

CO1: Display the ability to recognize, appraise, and evaluate cases through case-based activities and tasks.

CO2: Demonstrate the ability to develop critiques, and write essays.

CO3: Engage in active problem-solving activities through the analysis of cases and reflect it through the creation of cases in the domain of business.

CO4: Display advanced business writing skills through the deployment of critical tools in writing i.e. identify objects of study, construct arguments after evaluating the object, and provide a point of view to support claims made.

Unit-1
Teaching Hours:15
Cases
 

This unit will introduce students to ‘cases’ as a form of writing that helps locate  significant business ideas, problems that require critical thinking and analysis.  Students will be introduced to a variety of cases and taught how to read a case,  break the various elements of a case down, analyse them and synthesise the ideas. 

Skill Focus:

1.      Note Taking

2.      Summarizing a text

3.      Understanding how ideas in a text are linked

4.      Locating and positioning speaker emphasis

Unit-2
Teaching Hours:15
Critiques
 

This unit will introduce students to a range of readings that will help locate critiques  through an analytical mode of reading business material. The unit will be geared  towards enabling critical thinking in students through a reading of the central  ideas of the text/context chosen. 

 

Skill Focus:

1.      Recognising the writer’s stance

2.      Locating key information in complex sentences

3.      Inferring implicit ideas

Unit-3
Teaching Hours:15
Essays
 

This unit will introduce students to the advanced structures of academic writing by  looking closely at essays. The unit will enable students to create essays through  reading and writing. Students would be specifically reinforced about the structure of  an essay, its components, locating the argument, constructing one, using sources to  substantiate claims, reporting research findings etc.

 

Skills Focus:

1.      Paraphrasing

2.      Expanding notes into complex sentences

3.      Writing effective introductions/conclusions

4.      Incorporating quotations

5.      Writing Thesis statements

6.      Developing research strategies

Text Books And Reference Books:

Required Reading: Readings will be provided as a compilation by the course  Instructor at the beginning of the course.

Essential Reading / Recommended Reading

Required Reading: Readings will be provided as a compilation by the course  Instructor at the beginning of the course.

Evaluation Pattern

 

Developing Fluency and Clarity in English for Business

Assessment:

CIA 1

20 marks

CIA II

25 Marks

End semester

50 Marks

Total Marks

Individual/ Group Assignment

Mid Semester Submission (Individual Assignment)

Individual + Group Assignment

100

BBA231 - ORGANIZATIONAL BEHAVIOUR (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course focuses on the basic elements that determine human behavior in an organizational context. It provides various theoretical frameworks to understand human behaviours at individual, group and organization level. The course provides insights into the foundation of human behaviours such as personality, learning, values, attitudes and perception. At the group level its characteristics in terms of size, status, norms, role and cohesiveness makes it functional or dysfunctional. Leaders who are able to influence the individual and group behaviours create positive organisations culture. Thus it is essential for manager to develop an understanding about human behaviours at the workplace and manage them for organizational effectiveness. 

Course Objectives:

To examine the impact of globalization, diversity and ethics on organizational behaviours.

  1. To analyses the individual’s work behaviours due to personality, attitudes and perceptions. 

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

  3. To compare and contrast various leadership style as in classic and modern theories.

  4. To determine practices that creates positive organisation culture.

Course Outcome

CO1: To analyses the individual?s work behaviours due to personality, attitudes and perceptions.

CO2: To assess the dynamics of group behaviours and its influence on group effectiveness.

CO3: To compare and contrast various leadership style as in classic and modern theories.

CO4: To determine practices that creates positive organisation culture.

Unit-1
Teaching Hours:8
Introduction to Organizational Behavior
 

Definition of Organizational Behavior, OB as systematic study, Contribution from other disciplines, Challenges and Opportunities in organizational behavior, OB Model/Framework- Individual, Group and Organisational Level.

Unit-2
Teaching Hours:10
Personality, Learning & Values
 

Defining and Measuring Personality, Determinants of Personality, The Big Five Personality Model, Myers-Briggs Type Indicator, and Other Personality Traits like Authoritarianism, Locus of Control, Machiavellianism, Self Esteem, Risk Taking, Self-Monitoring and Achievement Oriented. Importance of values- instrumental and terminal values. 

 

Meaning of Learning; Theories of Learning- Classical Conditioning, Operant conditioning, Cognitive theory, Social learning theory, Principles of learning, Schedule of Reinforcement. 

Unit-3
Teaching Hours:8
Attitude
 

Components of Attitude- ABC model, Function of Attitude, Cognitive Dissonance Changing Attitude, Work Attitudes- Job Satisfaction and Organisation Commitment. 

Unit-4
Teaching Hours:6
Perception
 

Meaning, Factors influencing perception, Attribution Theory, Common short cuts in judging others.

Unit-5
Teaching Hours:8
Group Dynamics
 

Define Group and different type of Groups, Stages of Group Development, Group Properties-Roles, Norms, Status, Size, Cohesiveness; Group Decision making, Groupthink and Group Shift

Unit-6
Teaching Hours:10
Leadership
 

Concept of Leadership-Trait Theories-Behavioral Theories, Ohio & Michigan Studies - Managerial Grid; Contingency Theory-Situational Leadership and Path & Goal of leadership; Contemporary Theories- Transformational, Transactional, Charismatic Leadership, Ethical Leadership and Servant Leadership. 

Unit-7
Teaching Hours:10
Organization Culture
 

Definition of organizational culture and its characteristics, Strong versus Weak culture, Function and Dysfunction of Culture, Creating & Sustaining Culture, -How employees learn culture-Creating Positive organizational culture. 

Text Books And Reference Books:

Stephen P. Robbins, Timothy A. Judge and Neharika Vohra (2018), 18th Ed. Organizational Behaviour. Pearson Education Asia.

Essential Reading / Recommended Reading
  • Aswathappa, K. (2016). Organizational Behaviour (Text, Cases and Games), 12th Ed. Bangalore: Himalaya Publication. 
  • Fred Luthans (2017). Organizational Behavior: An Evidence - Based Approach, 12th Ed. McGraw Hill Education.
  • Gupta, C. B. (2014). A textbook of organisational behaviour: With text and cases. New Delhi: S Chand & Company.
Evaluation Pattern

 

 

Component of Final Grade

Max Marks per Component

Weightage towards Final Grade

Total Marks per Component in Final Grade

CIA-I 

20

20 %

20

CIA-II

50

25 %

25

CIA-III