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

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:

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)

Classroom instruction through audio visual aids.

Case studies.

Role-play.

Industry visits.

Industry placements.

Projects.

Field visits.

Seminar presentations.

 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.

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. 

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.

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.

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

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

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.

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

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.

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

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.

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.

Need for reconciliation and preparation of bank reconciliation statement.

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

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

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

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.

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.

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.

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.

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.

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

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.

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).

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

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

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

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.

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.

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.

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

Linear Equations and Straight Lines- Coordinate systems and Graphs

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

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.

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

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

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

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

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

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

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

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.

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

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.

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.

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

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

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.

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.

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.

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)

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.

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. 

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

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

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

Establishment of the kingdom-Administration and Management principles

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

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

Exile and return- Risks and costs of strategic alliances

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

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

The reunion Organizing- Choosing the organizational structure

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.(1^st Edition) oriental publishing co.

Source: Jaya - An Illustrated Retelling of the Mahabharata

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

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.

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.

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).

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.

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.

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.

·        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.

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

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.

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

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

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

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

Mid Semester Examination

End Semester Examination

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.

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

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

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

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.

Mid Semester Examination

End Semester Examination

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.

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)

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)

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)

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)

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.

CIA - Evaluation Pattern

Mid Semester Examination

End Semester Examination

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.

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.

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

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

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

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.

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.  

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

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

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)  

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) 

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 

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

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

Mid Semester Examination

End Semester Examination

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.

a)     Doing History - The Place of the Past.

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

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.

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.

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.

Mid Semester Examination

End Semester Examination

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 

Level of Knowledge: Conceptual

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

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

c)                   Urbanism and Modernity

d)     Urban Histories and the ‘Cultural Turn’

Level of Knowledge: Analytical

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

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

c)                  Perceptions on Medieval Indian Cities-Commercially and Politically Charged Urbanism- Urbanism and Sufi and Bhakti Spaces-Poliscracy- Portuguese Cities: Polisgarchic-‘City-States Of Medieval India

Level of Knowledge: Conceptual

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

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

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

 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

●                   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).

●                   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).

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.

• Understanding what is media literacy?

• The Power of Media Literacy 

• Conditions for Media Learning

• Media Literacy Skills

• Key Concepts of Media Literacy

• The Media Triangle

• Surveys, Media logs and historical perspectives

• Understand, analyze and evaluate- finding hidden messages

• Digital Citizenship

• Deconstructing Ads

• Detecting Bias in News

• Critical Reading of Websites

• 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).

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

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.

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

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

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

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

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

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.

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

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

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

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

 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.