CHRIST (Deemed to University), Bangalore

DEPARTMENT OF BUSINESS AND MANAGEMENT

School of Business and Management

Syllabus for
Bachelor of Business Administration (Tourism and Travel Management)
Academic Year  (2022)

 
1 Semester - 2022 - 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
BBAT134 FUNDAMENTALS OF TOURISM Core Courses 4 4 100
BBH111 SOCIAL SENSITIVITY SKILLS Skill Enhancement Course 2 0 50
BBS161A COURTESY AND ETIQUETTES Generic Elective 3 3 100
BBS161B A LIFE WORTH LIVING-FROM HEALTH TO WELL BEING Generic Elective 3 3 100
BBS161C MAHABHARATHA AND MODERN MANAGEMENT Generic Elective 3 3 100
BECO161A INSTITUTIONS AND INFORMAL ECONOMY Generic Elective 3 3 100
BECO161B ECONOMICS OF CORRUPTION Generic Elective 3 3 100
BEN121 LANGUAGE IN CONTEXT-I Ability Enhancement Compulsory Course 3 3 100
BENG161A READING TECHNOLOGY IN/AND SCIENCE FICTION Generic Elective 3 3 100
BENG161B GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES Generic Elective 3 3 100
BHIS161A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST Generic Elective 3 3 100
BHIS161B THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS Generic Elective 3 3 100
BMED151B UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA Generic Elective 3 3 100
BMED161A MEDIA LITERACY Generic Elective 3 3 100
BPOL161A PEACE AND CONFLICT MANAGEMENT Generic Elective 3 3 100
BPOL161B GLOBAL POWER POLITICS Generic Elective 3 3 100
BPSY161A SCIENCE OF WELLNESS Generic Elective 3 3 100
BPSY161B 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 - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA231 ORGANIZATIONAL BEHAVIOUR - 4 4 100
BBA232 BUSINESS STATISTICS - 4 4 100
BBA233 MACROECONOMICS - 4 4 100
BBAT234 INDIAN TOURISM PRODUCT AND GEOGRAPHY - 4 4 100
BBH211 EXPRESSIVE SKILLS - 2 0 50
BBS261A CONSUMPTION AND CULTURE IN INDIA - 3 3 100
BBS261B GLOBAL LEADERSHIP AND CULTURE - 3 3 100
BBS261C TOURISM, CULTURE AND SUSTAINABLE DEVELOPMENT - 3 3 100
BECO261A ECONOMICS AND LITERATURE - 3 3 100
BECO261B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT - 3 3 100
BEN221 LANGUAGE IN CONTEXT-II - 3 3 100
BENG261A READING CITYSCAPES: BANGALORE HISTORIES - 3 3 100
BENG261B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE - 3 3 100
BHIS261A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE - 3 3 100
BMED251B AUDIO CONSUMPTION IN EVERYDAY LIFE - 3 3 100
BMED261A INTER-CULTURAL COMMUNICATION - 3 3 100
BPSY261A APPRECIATING AESTHETICS - 3 3 100
BPSY261B HUMAN ENGINEERING AND ERGONOMICS - 3 3 100
LAN221 THOUGHT, WRITING AND VISUALITY - 3 3 100
3 Semester - 2021 - 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
BBAT334 GLOBAL TOURISM GEOGRAPHY-I Core Courses 4 4 100
BBAT335 TRAVEL AND TOUR OPERATIONS MANAGEMENT Core Courses 4 4 100
BBH311 KNOWLEDGE ACQUISITION SKILLS Skill Enhancement Course 2 2 50
4 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA431 COST AND MANAGEMENT ACCOUNTING - 4 4 100
BBA432 ENTREPRENEURSHIP DEVELOPMENT - 4 4 100
BBA433 RESEARCH METHODOLOGY - 4 4 100
BBAT434 GLOBAL TOURISM GEOGRAPHY- II - 4 4 100
BBAT455 BUSINESS ANALYTICS - 4 2 100
BBH411 KNOWLEDGE APPLICATION SKILLS - 2 0 50
5 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA531 STRATEGIC MANAGEMENT Core Courses 4 4 100
BBA532 TAXATION LAWS Core Courses 4 4 100
BBA581 INTERNSHIP PROJECT Skill Enhancement Course 2 2 100
BBAT511 SELF ENHANCEMENT SKILLS-I Skill Enhancement Course 2 0 50
BBAT541A DESTINATION MANAGEMENT Discipline Specific Elective 4 4 100
BBAT541B AIRPORT GROUND SERVICE OPERATIONS Discipline Specific Elective 4 4 100
BBAT542A EVENT PLANNING AND MANAGEMENT Discipline Specific Elective 4 4 100
BBAT542B AIR CARGO AND LOGISTICS MANAGEMENT Discipline Specific Elective 4 4 100
BBAT543A LEGAL AND ETHICAL ISSUES IN TOURISM - 4 4 100
BBAT543B AVIATION MANAGEMENT AND LAW Discipline Specific Elective 4 4 100
BBAT544A DESTINATION PLANNING ANALYSIS AND EVALUATION Discipline Specific Elective 4 4 100
BBAT544B AIRFARES AND TICKETING - 4 4 100
BBAT545A HERITAGE TOURISM PLANNING - 4 4 100
BBAT545B DANGEROUS GOODS AND REGULATIONS - 4 4 100
6 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA631 PRODUCTION AND OPERATIONS MANAGEMENT - 4 4 100
BBA632 BUSINESS LAWS - 4 4 100
BBA681 RESEARCH PROJECT - 2 4 100
BBAT611 SELF ENHANCEMENT SKILLS-II - 2 0 50
BBAT641A LEISURE AND RECREATION MANAGEMENT - 4 4 100
BBAT641B PUBLIC RELATIONS AND PROTOCOL IN TOURISM - 4 4 100
BBAT642A TOURISM AND CRISIS MANAGEMENT - 4 4 100
BBAT642B TOURISM CONSUMER BEHAVIOR - 4 4 100
BBAT643A SOCIAL ENTREPRENEURSHIP AND SUSTAINABLE TOURISM - 4 4 100
BBAT643B INTEGRATED MARKETING COMMUNICATIONS IN TOURISM - 4 4 100
BBAT644A OPERATIONS AND INNOVATION MANAGEMENT IN TOURISM - 4 4 100
BBAT644B FACILITIES AND CONTRACT MANAGEMENT - 4 4 100
BBAT645A HOTELS AND RESTAURANTS MANAGEMENT - 4 4 100
BBAT645B DESTINATION BRANDING - 4 4 100
    

    

Department Overview:

The Department of Tourism Management was established in the year 1999, introducing a Two-Year Post-Graduate Program - Master of Tourism Administration (MTA), today rechristened as Master of Tourism and Travel Management (MTTM).  

Tourism Management offers BBA (Tourism and Travel Management), Master of Tourism and Travel Management (MTTM) and Doctor of Philosophy (PhD) in Tourism. We are committed to the overall development of an individual through academic excellence, professional competence, personal, interpersonal and societal skills.  With a focus on greater Academia and stronger Industry relations, we emphasize on Research and development.

Mission Statement:

Vision: Our vision is to be an institution of excellence developing leaders serving enterprises and society globally.

  

Introduction to Program:

The Bachelor of Business Administration (Tourism and Travel Management), an undergraduate degree specialized in travel, tourism and hospitality industry was started in 2002. This program is an intensive and comprehensive program spread over three years. The dynamic curriculum design of the program prepares students to adapt to the demands and face the challenges of today?s tourism and travel industry. The program also lays strong emphasis on communication, customer relations and service. The program has both theory and skill development part of the syllabus. Teaching includes lectures and other forms of extension such as presentations, discussions, brainstorming, demonstrations and field visits. The program has a strong Institute and Industry Interface through guest talks, seminars, panel discussions etc. BBA (Tourism and Travel Management) Program offers students two options: 1. Complete the three-year Degree in Christ University, Bangalore, India. Or 2. Complete the first two years in Christ University and then transfer to a foreign University for completion of the UG Program (1 year).

Program Objective:
PLG 1: Social Responsibility and Ethical Sensitivity (Our students will be aware of and sensitive to social and ethical issues in the world)

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)

PLO1. 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

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)

PLG 5: Sustainability Orientation (Programme Specific Outcomes- PSO?s)

PLO5.1: Demonstrate understanding of sustainability practices in the tourism industry (RBTL2)

PLO5.2: Identify multicultural perspectives in the tourism industry (RBTL3)

PLO5.3 : Analyse opportunities for unique guest experiences with a focus on sustainability (RBTL4)

PLO5.4: Evaluate impact of business practices using sustainability metrics (RBTL5)

PLO5.5: Adapt business practices to meet sustainability standards (RBTL6)

Assesment Pattern

Students are evaluated for each paper on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:

End Semester Exam (ESE)

30%

Mid Semester Exam (CIA-II)

25%

Continuous Internal Assessments (CIA- I & III)

40%

Attendance

05%

Total

100%

  • Written Examinations consists of:
    • Mid Semester Exam – 50 marks (2 hours duration)
    • End Semester Exam – 50 marks (2 hours duration)
    • A student should have secured minimum 40% marks in the ESE to pass in that paper.
    • In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper.

CIA – I : Objective type tests / quiz; regular Q & A during class sessions, current affairs presentations.

CIA – II: Mid Semester Examination (MSE)

·         2 hours paper for 50 marks

·         50% of the marks secured out of 50 will be included for ESE aggregate for the paper.

·         Bar code system to maintain objectivity.

CIA – III: Group work consisting of written report, PPT presentation and viva for each individual member.

Examination And Assesments

Regular classroom lectures shall be accompanied by any other method instructors find suitable to deliver better learning. Some suggested methods are;

  1. Case Studies
  2. Role Plays
  3. Seminars and Presentations
  4. Simulation Exercises
  5. Current Affairs Sessions relevant to the topic etc.

Evaluation Methods:

  • Quiz Sessions
  • Assignments
  • Field study reports
  • Periodic Tests
  • Assessment of Class Participation in case studies and discussions
  • Any other appropriate method identified by the instructor that would ensure objective assessment of the student performance.


 

BBA131 - PRINCIPLES OF MANAGEMENT (2022 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 organisations' 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, organising, 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

C01: Demonstrate understanding the role of managers in an organisation

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

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

CO4: Identify the contemporary issues and challenges in management

CO5: Develop 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, Behavioural Management Approaches, Quantitative Management Approaches, 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 Behavioural Aspects of decision making.         

Unit-3
Teaching Hours:10
ORGANIZING
 

Organizing - Nature and purpose - Principles of Organization - Types of Organization - Organisational Structure and Design – Line, Staff and functional authority – Conflict between Line and Staff – Overcoming the Line-Staff Conflict. Committees, 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:10
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:9
DIRECTING
 

Directing – Nature of Directing function - Principles – Importance of Effective Direction – Motivating people at work – Motivation theories: Early theories, Contemporary theories – Morale Building – Job Satisfaction - 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 – Behavioural 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 a good supervisor – Key Man – Man in the middle – Middle marginal man – Human relations specialist – Essential requirements of effective supervision.

Unit-7
Teaching Hours:4
CONTEMPORARY ISSUES AND CHALLENGES IN MANAGEMENT OF 21st CENTURY
 

Leadership and change, 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

CIA 1 - 20 M

CIA 2 - 50 M

CIA 3 - 20 M

End Semester - 50 M

BBA132 - FINANCIAL ACCOUNTING (2022 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

20

20 %

20

CIA-II

50

25 %

25

CIA-III

20

20 %

20

End – Term

50

30 %

30

Attendance

5

5 %

5

Total

   

100

BBA133 - MICROECONOMICS (2022 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 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 Objectives: This course aims to help students to:

● Describe how economic trade-offs and social values impact business decisions.

● Understand the causes and consequences of different market conditions.

●  Explain the theory of consumer choice using the utility concepts.

● Make use of the concept of market equilibrium in business decisions.

● Analyse cost of production and revenue of business operations.

 

● Evaluate the market outcome(s) under different market structure.

Course Outcome

CO1: Describe how economic trade-offs and social values impact business decisions.

CO2: Understand the causes and consequences of different market conditions

CO3: Explain the theory of consumer choice using the utility concepts.

CO4: Make use of the concept of market equilibrium in business decisions.

CO5: Analyse cost of production and revenue of business operations

CO6: Evaluate the market outcome(s) under different market structure

Unit-1
Teaching Hours:6
Unit I 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
Unit II 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
Unit III 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
Unit IV 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
Unit V 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
Unit VI 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
Unit VII 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:

Essential Reading:

 

Gregory Mankiw, N. (2019), Principles of Economics, 8th Edition, Cengage Learning India.

Essential Reading / Recommended Reading

Recommended Reading

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

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

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

4. Salvatore, D. (2019). Microeconomics Theory and Applications (5thed.). Oxford: Oxford University Press.

5. Lipsey, R. G., & Chrystal, K. A. (1999). Principles of Economics (9thed.). Oxford: Oxford University Press.

 

6. Samuelson, P. A., & Nordhaus, W.D. (2010). Economics (19thed.). New Delhi:  McGraw-Hill Companies.

Evaluation Pattern

CIA-I – 20 Marks

            CIA 1 A-Assignment - Marks: 20 (Will be brought down to 10 Marks)

            CIA 1 B- Quiz- Marks: 20 (Will be brought down to 10 Marks)

CIA II- Mid Semester Examination- 25 Marks

(MSE 50 Marks, will be brought down to 25 Marks)

CIA III-20 Marks

CIA III-Assignment - Marks: 20

End Semester Exam 30 Marks

(MSE 50 Marks, will be brought down to 25 Marks)

Attendance 5 Marks

 

Total 100 Marks

BBAT134 - FUNDAMENTALS OF TOURISM (2022 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 paper introduces the important concepts and terminologies of tourism and their usage. It explains the emerging trends and changing scenario of tourism industry. It also elucidates the impacts and motivations of travel and tourism

Course Objectives:

  • To provide an understanding of various concepts of tourism
  • To explain the different travel motivations of the tourists
  • To identify the major and minor tourism and supply components
  • To discuss the concepts and demand in tourism and the use of statistics and research to analyze the demand for the tourism market
  • To evaluate various impacts of tourism on economic, environmental and socio-cultural
  • To elaborate on the future of tourism with regard to emerging trend and issues

Course Outcome

CO1: Explain different travel motivation theories

CO2: Identify tourism and its supply components

CO3: Analyze the demand for tourism

CO4: Evaluate Socio-cultural economic and environmental impacts of tourism

CO5: Adapt business practices with regard to emerging trends and issues in tourism

Unit-1
Teaching Hours:10
Nature and Concept of Tourism
 

Definition, Origin and growth of tourism; Characteristics of Tourism, Interrelationships and classifications Tourism System; Typologies of tourists, Distinction between travellers, visitor, tourists, excursionists and transit visitor. History of Tourism, Famous Travelers –Tourism Deterrents War, Political and Civil Unrest, Inadequate Facilities, Non-Accessibility, International and national growth; Development of tourism in India, Sargent committee, Tourist Information offices, Formation of Ministry of Tourism, Setting up of Department of Tourism, developments that have taken place, and the present position. 

Unit-2
Teaching Hours:12
Travel Motivations
 

Why do people travel, travel for business, travel for pleasure, romance of pleasure travel, changing perspective of pleasure, need for change, travel for health, travel for seeking knowledge, Vagabondage, Trip and fun, pleasures for pre and post travel, travel and second/holiday homes, travel as a challenge, travel as a means to sharpen perspectives, travel and the social perspective, holidaying as a cultural norm, to travel or no to travel- importance of motivation, travel as a satisfier of needs or wants, needs, wants and motives,  Tourist learning process, motivation for travelling/ tourism, tourists with no or constrained choice, studies on travel motivations, Gray’s interpretations, Lundberg’s View; Educational and cultural motives, relaxation and pleasure, ethnic and others, MacIntoshCategorisation, Robinson’s Classifications; relaxation and refreshment of body and mind, health, pleasure, curiosity and culture, Interpersonal reasons, spiritual purpose, Professional or Business reasons, Maslow’s Hierarchy of needs model and travel motivations, Plog’s psychographics classification of tourists and travel motivations;  Alo centric motivation, Near-Alo centric Motivations, Mid centric Motivations, Near- Psycho centric and Psycho centric Motivations, Travel Motivations as related to Demographics.

Unit-3
Teaching Hours:6
Components of Tourism
 

Major and Minor Components of Tourism: Attraction, Accommodation, Accessibility, Amenities, Activities; Ancillary components; geographical elements, Types of Travel: Leisure, Cultural Tourism, VFR, Corporate, Incentive, Wildlife, Adventure, Pilgrimage, Education, Ecotourism, Study and analysis, International – Domestic – Regional Tours   Tourism Components and Supply; Supply components, Natural resources, Built environments, Operating sectors, Matching supply with demand.

Unit-4
Teaching Hours:6
Tourism Demand
 

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

Unit-5
Teaching Hours:10
Impacts of Tourism
 

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

Unit-6
Teaching Hours:6
Approaches to the study of tourism
 

Product approach, institutional approach, managerial approach, geographical approach, sociological approach, historical approach, economic approach, inter-disciplinary approach. Sociology of tourism; Effects on the individual, effects on the family, effects on the society, life characteristics and travel, emergence of group travel patterns, social(subsidized)tourism, Barriers to travel.

Unit-7
Teaching Hours:10
Emerging Trends in Tourism
 

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

Text Books And Reference Books:

Walker, R., & Harding, K. (2010). Tourism. Oxford: Oxford University Press.

Essential Reading / Recommended Reading

Tan, E. S., Yeoh, B. S., & Wang, J. (2010). Tourism management and policy: Perspectives from Singapore. Singapore: World Scientific Pub.

Barwick, J., & Barwick, J. (2011). Tourism. Abbotsford, Vic.: Echidna.

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

Evaluation Pattern

Assessment Component

Weightage

CIA I

20%

CIA II

25%

CIA III

20%

End Semester Examination

30%

Attendance

5%

Total

100%

BBH111 - SOCIAL SENSITIVITY SKILLS (2022 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.

 

BBS161A - COURTESY AND ETIQUETTES (2022 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 examines the relationship between language use, enormous variety of language experiences, belief systems, and behavioral patterns. On the other hand Etiquette helps smooth the path of our daily activities, whether it's meeting others in our daily interactions talking to someone on the phone, offering condolences properly or understanding how to talk to colleagues at a business conference. Being aware of the beliefs attitudes and etiquettes of individuals will help one to become more tolerant from one individual to the next and from one group to the next.

 

Course Outcome

CO1: Able to practice critical thoughts in comprehending the notion of culture, its relationship with language, Etiquettes and the key concepts of cross ?cultural Communication.

CO2: Describes ways to apply proper courtesy in different situations

CO3: Understand the change that constantly undergoes in personal and social use.

Unit-1
Teaching Hours:10
Introduction: Greetings and Courtesy
 

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

Unit-2
Teaching Hours:10
Manners and civility
 

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

Unit-3
Teaching Hours:10
Etiquette
 

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

Unit-4
Teaching Hours:8
Business Etiquette
 

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

Unit-5
Teaching Hours:7
Personal and professional Presentation
 

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

Text Books And Reference Books:

Books on Common etiquettes

Essential Reading / Recommended Reading

Etiquette books

Evaluation Pattern

Students are evaluated on the basis of class performance and they have to do CIAs and exclusive Class presentations and workshops to create awarness on the etiquettes they have learned in the class

BBS161B - A LIFE WORTH LIVING-FROM HEALTH TO WELL BEING (2022 Batch)

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

Course Objectives/Course Description

 

The course focuses on the knowledge and skills that students require to lead a healthy, productive and balanced life.

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. 

Course Outcome

CLO1: Explain health as a multi-dimensional and dynamic concept, which necessarily integrates individual, societal, biomedical, spiritual, cultural and historical influences, and how this relates to health issues encountered in everyday life.

CLO2: Assess the inter-relatedness of health perceptions and practices across cultures.

CLO3: Discuss personal responsibilities towards achieving well being in a rational way and how this contributes to the individual, community and global good

Unit-1
Teaching Hours:9
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:9
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:9
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:9
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

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

Unit-5
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

Indian Journals of health and well being

Evaluation Pattern

CIA1: 20 marks

Midterm exam: 25

CIA 3: 20

Endterm exam: 30

Attendance: 5

 

BBS161C - MAHABHARATHA AND MODERN MANAGEMENT (2022 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: Explain the fundamentals of management, its functions and the utilization of critical thinking skills in relation to principles, and theories.

CO2: Explain the structure and the operations of management by citing relevant situation/instances from the epic

CO3: Develop an understanding of moral, ethical & legal dimension before any decision by citing relevant situation/instances from the epic

CO4: Express the literary beauty and cultural significance of Mahabharata and to reflect the relevant content to the issues of our own times

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

BECO161A - INSTITUTIONS AND INFORMAL ECONOMY (2022 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 to significant discourses and issues in policy design and intervention.  

 

Course Objectives

This 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:9
Informality: Concepts, Theory and Measurement
 

Bureaucratic Form and the Informal Economy; The Relevance of the concepts of formality and informality : A Theoretical Appraisal; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues in India

Unit-4
Teaching Hours:6
Linking the Formal and Informal Economy
 

Rethinking Informal Economy: Linkages with the Formal Economy and the Formal Regulatory Environment; Technology and Informality

Unit-5
Teaching Hours:8
Empirical Studies in Institutional Change and Informality
 

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:

Essential Readings

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 PerformanceInstitutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

Essential Reading / Recommended Reading

Recommended Readings

Arias, O., Fajnzylber, P., Maloney, W., Mason, A., Perry, G., & Saavedra-Chanduvi, J. (2007). Informality: Exit and Exclusion. Washington: The World Bank.

Harris, J. (2006). Power Matters: Essays on Institutions, Politics, and Society in India. New York: Oxford University Press.

Mehta, P. B., & Kapur, D. (2005). Public Institutions in India: Performance and Design. New Delhi: Oxford University Press.

Nayyar, D. (Ed.). (2002). Governing Globalization: Issues and Institutions. Oxford University Press.

Oviedo, A. M. (2009). Economic Informality: Causes, Costs, and Policies: A Literature Survey of International Experience. Country Economic Memorandum (CEM).

Evaluation Pattern

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

 

BECO161B - ECONOMICS OF CORRUPTION (2022 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 is aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies. The course will consider some of the seminal papers on the economics of corruption.

 Course Objectives:

This course will help students to:

  1. acquaint with significant debates about transparency, competition and privatization and their relevance to corruption;
  1. analyse corruption in emerging economies through various case studies;
  1. discuss issues from various perspectives, such as viewing corruption as erosion of trust and abuse of power;
  2. train the students to hone their writing and presentation skills to effectively discuss complex ideas.

Course Outcome

CO1: identify the nuances in the way corruption is defined and interpreted in different economies.

CO2: investigate some impacts of corruption on emerging economies.

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

CO4: present 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 Anti-Corruption 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.

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

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

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

Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on

Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414. 

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 (2022 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

BENG161A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2022 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 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: Recognise the issues and debates raised as being interdisciplinary in nature, and hence engage with the form at a more critical level

CO2: Reflect on the implications of science fiction in the contemporary times and show it in their writings.

CO3: Debate about various issues related to the portrayal of humanity in science fictions.

CO4: Provide an inter-disciplinary perspective towards analyzing science fiction.

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.

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

Assignments: 95 marks

Attendance: 5 marks

BENG161B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2022 Batch)

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

Course Objectives/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 on ethics is often an added advantage for students as it helps them shape a socially-aware 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: On the completion of the course, students will be equipped with: The general ability to critically compare, contrast and synthesise major theories and concepts and to apply them in a creative manner to conceptual debates and real-life ethical challenges; critically reflect on fundamental normative questions from an interdisciplinary perspective and reflect on the rights, responsibilities and challenges of ?good global citizenship?. CO2: Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions. CO3: Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments. CO4: Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

CO2: Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.

CO3: Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments.

CO4: 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

Assignments: 95 marks

Attendance: 5 marks

BHIS161A - ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST (2022 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: Analyze the interaction between history and politics when following the news and in examining historical cases.

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.

 Level of Learning: Practical/Application

c) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels-Students will take any work of Historical fiction, Historical Films as case studies and analyse the element of fact and fiction

 

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.

Level of Learning: Practical/Application

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.

 

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

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.

Level of Learning: Practical/Application

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

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

c) Case study of various Print mediums which have discussed these issues to analyse how media is responsible for creating various memory narratives.

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

 

BHIS161B - THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS (2022 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 students 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 space 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 Centers
 

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

Skill-Based

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

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

 

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

Skill-Based

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

Text Books And Reference Books:

Essential References:

●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

Course Code 

Course Title

Assessment Details 

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)

BMED151B - UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA (2022 Batch)

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

Course Objectives/Course Description

 

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


The course aims to help students to:

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

Course Outcome

CO1: Identify and describe the visual elements in cinematography.

CO2: Demonstrate understanding of different tools of cinematography.

CO3: Apply knowledge of cinematography techniques to create films.

CO4: Use cinematography skills to make films on social issues.

Unit-1
Teaching Hours:10
Introduction to Cinematography
 
  • 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
Camera placement and Shot Design
 
  • 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.
Unit-4
Teaching Hours:10
Video editing
 
  • Introduction to video editing application
  • Video editing on smartphone
  • Editing on Adobe Premiere Pro-creating projects, workspaces and workflows, capturing and importing, video effects and transitions, graphics, titles, and animation, compositing, colour correction and grading, improving performance and troubleshooting.
Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

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

BMED161A - MEDIA LITERACY (2022 Batch)

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

Course Objectives/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, provides the methods of analysis necessary to interpret media content as well as methods of critical writing appropriate for media analysis.

Course Objectives

The course aims to help students to:

  • Think critically about the role of the media in human rights promotion;
  • Identify ethical dilemmas facing journalists, filmmakers and other media professionals.
  • Understand the historical and contemporary perspective of human rights
  • Use analytical tools to examine pertinent case studies and relevant global trends.
  • Assess and examine what human rights are in terms of its relationship to media production.

Course Outcome

CO1: Analyse and critically appraise various media products for specific audiences

CO2: Develop critical media literacy and skills to analyse media content

CO3: Critically assess and improve their own texts

CO4: Develop an understanding of ideology in the context of our media system

CO5: Develop skills pertaining to act responsibly in Online environment

Unit-1
Teaching Hours:15
Introduction to Media Literacy
 

Understanding what is media literacy? 
Media Literacy Skills and key concepts 
Conditions for Media Learning
Deconstructing media and literacy expectations  

Unit-2
Teaching Hours:15
Media and the Social World
 

The Media Triangle
Media logs and historical perspectives
Understand, analyze and evaluate- finding hidden messages
Fake News, Deep Fakes 

Unit-3
Teaching Hours:15
Uses and abuses of Digital Media
 

Understanding Web 2.0: Understanding digital information literacy
Digital Storytelling 
Online Learning Communities & Connectivism

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
Potter, J (2013). Media Literacy. Sage Publication, New Delhi

Essential Reading / Recommended Reading

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).

Evaluation Pattern

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

BPOL161A - PEACE AND CONFLICT MANAGEMENT (2022 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

CIA 1 - 25

CIA 2 (Mid sem) - 25

ESE - 45

Attendance- 5

BPOL161B - GLOBAL POWER POLITICS (2022 Batch)

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

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 examine the competition among the great powers in the South and East China Sea, and the West Asian region.

 

CourseObjectives:

The course aims to help students to:

  • introduce to the key concepts and theories of international relations.
  • examine the key issues pertaining to great power politics in the twenty first century. 
  • outline 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. 
  • develop an understanding of the great power dynamics, the use of power by great powers in international relations.

Course Outcome

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

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

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

Unit-1
Teaching Hours:10
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:11
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).

Unit-4
Teaching Hours:12
Power shifts in the Post-Cold War
 

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:

Baylis, J. and Smith, S. (eds.) (2011), The Globalization of World Politics. An Introduction to International Relations, London: OUP.

Heywood, A (2014), Global Politics, Palgrave Foundation.

John J. Mearsheimer, The Tragedy of Great Power Politics, updated ed. (New York: Norton, 2014).

Martin Griffiths and Terry O Callaghan (2002) ‘International Relations: The Key Concepts’.     Routledge London and New York.

 

Essential Reading / Recommended Reading

Barry Buzan and Ole Weaver (2003), ‘Regions and Powers: The structure of International Security’ Cambridge.

Ikenberry, G. John, Ed. 2002. America Unrivaled: The Future of the Balance of Power, Ithaca, NY: Cornell University Press.  

Devatak, D, Anthony Burke and Jim George (2007), ‘An Introduction to International Relations: Australian Perspectives’, Cambridge University Press.

Hans J Morgenthau (1948). Politics among Nations: The Struggle for Power and Peace, Alfred A Knopf, New York.

Kenneth Waltz (1979) ‘Theory of International Politics’. Addison-Wesley Publications.

 

Evaluation Pattern

Assessment Outline:

Course Code

Course Title

Assessment Details

BPOL161B

Global Power and 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 25= 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:

2x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

BPSY161A - SCIENCE OF WELLNESS (2022 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 heralds the emergence of a new field of science that endeavours to understand how individuals and societies thrive and flourish, and how this new knowledge can be applied to foster happiness, health and fulfillment. Taking a dynamic, cross-disciplinary approach, the course explores the most promising routes to well-being, derived from the latest research in psychology, neuroscience, economics, and the effects of our natural environment. The course provides an overview of the latest insights and strategies for enhancing our individual well-being, or the well-being of the communities in which we live and work

Course Objectives

This course aims to:

  • Understand the evolution and development of health and well-being
  • Develop a holistic approach to living life well
  • Create optimal programs for individuals and populations

Course Outcome

CO1: Analyze various perspectives from the latest research in psychology, neuroscience, economics, and the effects of our natural environment on well being

CO2: Develop a holistic perspective on wellbeing

CO3: Design interventions to enhance positive mental health in individuals and populations

Unit-1
Teaching Hours:15
Introduction to Well-Being
 

Well being as a concept, happiness, and subjective well-being, Expanding the repertoire of positive emotions: The broaden-and-build theory of positive emotions; Relationship with reality and its role in the well-being of young adults; Increasing happiness in life, Positive mental health in individuals and populations

Unit-2
Teaching Hours:15
Well-being across life-span
 
Living well at every stage of life: Resilience in childhood, positive youth development, life tasks of adulthood and successful aging; Role of meaningful relationships: infant attachment, adult attachment, love and flourishing relationships; Seeing the future through self efficacy and optimism; Role of Self efficacy in life arenas, learned optimism.
Unit-3
Teaching Hours:15
Socio-cultural and Economic Considerations
 

The relevance of subjective well-being to social policies: optimal experience and tailored intervention; The social context of well-being; Does money buy happiness?; A well-being manifesto for a flourishing society.  

Text Books And Reference Books:

Huppert, Baylis, & Keverne (2005). The Science of Well-Being.  Oxford  University Press.

Synder, & Lopez (2007). Positive Psychology. New Delhi: Sage Publishing House

Essential Reading / Recommended Reading

Coan, R. W. (1977). Hero, artist, sage, or saint? A survey of what is variously called mental health, normality, maturity, self-actualization, and human fulfillment. New York: Columbia University Press.

Boniwell, I. (2012). Positive Psychology In a Nutshell: The Science of Happiness (3rd edition). London: Mc Graw Hill.

Bradburn, N. M. (1969). The structure of psychological well-being. Chicago, IL: Aldine.

Evaluation Pattern

 

Individual Assignment

Group Assignment

End semester

Attendance

25

25

45

05

BPSY161B - ADVERTISEMENT PSYCHOLOGY (2022 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 (2022 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 (2022 Batch)

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

Course Objectives/Course Description

 

 

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 organizational culture. Thus it is essential for managers to develop an understanding about human behaviours at the workplace and manage them for organizational effectiveness. 

 

 

Course Objectives: This course intends

 

           

 

  1. To examine the impact of globalization, diversity and ethics on organizational behaviours.
  2. To analyze the individual’s work behaviours due to personality, attitudes and perceptions. 
  3. To assess the dynamics of group behaviours and its influence on group effectiveness. 
  4. To compare and contrast various leadership styles as in classic and modern theories.
  5. To determine practices that create positive organization culture.

 

Course Outcome

CO1: Identifies the social and ethical issues emerging due to trends in the environment.

CO2: Propose initiative to address the social and ethical issues at individual and organizational level

CO3: Demonstrates understanding personality traits and suitable occupation/job.

CO4: Evaluate various leadership styles that enhance group effectiveness.

CO5: Discuss practices that create positive organizational culture.

Unit-1
Teaching Hours:8
Introduction to Organizational Behavior
 

 

Level of Knowledge: Conceptual

 

 

 

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
 

 

Level of Knowledge: Conceptual

 

 

 

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
 

 

Level of Knowledge: Conceptual

 

 

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

Unit-4
Teaching Hours:6
Perception
 

 

Level of Knowledge: Conceptual

 

 

 

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