Department of
BUSINESS-STUDIES-AND-SOCIAL-SCIENCES






Syllabus for
Bachelor of Arts (English Honours)
Academic Year  (2019)

 
1 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
BBS191C MAHABHARATHA AND MODERN MANAGEMENT 3 3 100
BBS191D INTRODUCTION TO EXISTENTIALISM 3 3 100
BBS191E TOURISM, CULTURE, AND SUSTAINABLE DEVELOPMENT 3 3 100
BECO191A INSTITUTIONS AND INFORMAL ECONOMY 3 3 100
BECO191B ECONOMICS OF CORRUPTION 3 3 100
BENG111 ACADEMIC SKILLS AND LITERARY PRACTICES 3 3 100
BENG121 ENGLISH LANGUAGE AND COMPOSITION I 3 3 100
BENG131 READING AND ENGAGING WITH TEXTS 5 4 100
BENG132 BRITISH LITERATURE 1 5 4 100
BENG161 THE CONSTRUCT OF MODERNITY 4 4 100
BENG191A READING TECHNOLOGY IN/AND SCIENCE FICTION 3 3 100
BHIS191A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST 3 3 100
BMED191A MEDIA LITERACY 3 3 100
BMED191B CINEMATOGRAPHY 3 3 100
BPOL191A CONFLICT MANAGEMENT AND PEACE 3 3 100
BPOL191B GLOBAL POWER POLITICS 3 3 100
BPOL191C STATE AND TERRORISM 3 3 100
BPSY191A SCIENCE OF WELLNESS 3 3 100
BPSY191B ADVERTISEMENT PSYCHOLOGY 3 3 100
SDEN112 SOCIAL SENSITIVITY SKILLS 2 0 50
2 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
BBS291A APPLIED ETHICS-A MULTICULTURAL APPROACH 3 3 100
BBS291B GLOBAL LEADERSHIP AND CULTURE 3 3 100
BBS291C COURTESY AND ETIQUETTES 3 3 100
BECO291A ECONOMICS AND LITERATURE 3 3 100
BECO291B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT 3 3 100
BENG211 EDITING AND CONTENT WRITING 3 3 100
BENG221 ENGLISH LANGUAGE AND COMPOSITION II 3 3 100
BENG231 CANON AND ITS CONTESTATIONS 5 4 100
BENG232 BRITISH LITERATURE 2 5 4 100
BENG261 FORGING CONTEMPORARY IDENTITY 4 4 100
BENG291A READING CITYSCAPES: BANGALORE HISTORIES 3 3 100
BENG291B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE 3 3 100
BHIS291A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE 3 3 100
BMED291A INTER-CULTURAL COMMUNICATION 3 3 100
BMED291B ACOUSTIC PHONETICS 3 03 100
BPOL291A LITERATURE REVIEW FOR RESEARCH 3 3 100
BPSY291A APPRECIATING AESTHETICS 3 3 100
BPSY291B HUMAN ENGINEERING AND ERGONOMICS 3 3 100
SDEN212 EXPRESSIVE SKILLS 2 0 50
3 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
BENG331 AMERICAN LITERATURES I 5 5 100
BENG332 LITERARY CRITICISM AND THEORY 5 5 100
BENG333 CONTEMPORARY INDIAN DEBATES 5 5 100
BENG341 LANGUAGE, INTERACTION AND SOCIETY 5 4 100
BENG361 BASIC PSYCHOLOGICAL PROCESSES 4 4 100
BENG381 INTERNSHIP 0 2 100
SDEN312 KNOWLEDGE ACQUISITION SKILLS 2 0 50
4 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
BENG431 AMERICAN LITERATURES II 5 5 100
BENG432 RESEARCH WRITING 5 5 100
BENG433 LITERARY AND CULTURAL THEORY 5 5 100
BENG441 READING CHILDREN`S LITERATURE 5 4 100
BENG461 CULTURAL PSYCHOLOGY 4 4 100
SDEN412 KNOWLEDGE APPLICATION SKILLS 2 0 50
5 Semester - 2017 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
BENG531 POSTCOLONIAL LITERATURES 5 5 100
BENG532 LANGUAGE, CLASSROOM, AND PEDAGOGY 5 5 100
BENG533 ECOLOGICAL DISCOURSES AND PRACTICES 5 5 100
BENG542EA REVISITING INDIAN EPICS 4 4 100
BENG543EA CREATIVE WRITING 4 4 100
BENG581 INTERNSHIP 0 2 100
SDEN512 SELF ENHANCEMENT SKILLS 1 2 0 50
6 Semester - 2017 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
BENG631 GENDER STUDIES 5 5 100
BENG632 DALIT STUDIES 5 5 100
BENG633 LITERARY REPRESENTATIONS OF DISABILITY 5 5 100
BENG641EA ENGLISH, INDIA, AND ITS DISCONTENTS 4 4 100
BENG642EA POPULAR CULTURE 4 4 100
BENG643EA CONTEMPORARY AMERICAN NOVEL 4 4 100
BENG644EA TRANSLATION STUDIES 4 4 100
BENG645EA ROMANTIC POETRY 4 4 100
BENG646EA FILM STUDIES 4 4 100
BENG681 DISSERTATION 0 4 100
SDEN612 SELF ENHANCEMENT SKILLS 2 2 0 50
        

  

Assesment Pattern

Assessment Pattern

 

CIA + ESE

CIA (Weight)

ESE (Weight)

 100

70

30

 

CIA - Evaluation Pattern

Individual Assignment

Group Assessment

Mid Semester

20

20

25

Examination And Assesments

The assessment methods developed by the course instructor (sometimes in consultation with the students) include three internal assessments, a mid-semester examination and an end-semester examination. Some papers also provide for flexibility in the structure and the mode of administering these assessments. Details of such testing patterns will be available through the respective course instructors as well as the syllabus for the papers. Feedback would be provided to students on their internal assessment which will enable them to build on their knowledge of the specific papers.

Department Overview:
The English cluster at the School of Business Studies and Social Sciences in consonance with its mission statement is committed to promoting an intellectual climate of critical and creative ideation. It aims to inculcate among its students a critical reading of the word and the world alike, with the aim of moulding them into responsible and socially sensitive citizens. We help facilitate their holistic development by building emotional, academic, social, professional and global competencies. We also aspire to create a nuanced understanding of canonical and non-canonical literary and cultural texts, their social milieu for an engaged and enduring understanding of life.
Mission Statement:
Vision: To enable critical and creative reflection of the self and the world Mission: The English Studies Cluster works towards advancement of knowledge through creative and critical methods that would equip the student to be socially, critically and ethically aware.
Introduction to Program:
The BA Honours in English is a three-year rigorous programme, offering a platform for varied literary, cultural and professional explorations. This programme has been designed after having taken stock of some of the shifts in English Studies as practiced and envisioned in different parts of the globe. The curriculum in its three-year span will comprise courses on Literature, Culture, Gender, Ecology, Cinema, Linguistics, History, Writing, Indian Epics, Urban Spaces, etc. Empowering students to pick up key skills, introducing them to crucial concerns and debates in the field, helping them gain job-oriented training and enabling them to attempt public intellectualism are some of the envisioned aims of the curriculum. Students are expected to make their choices as electives from the third semester onwards, where a student must choose an elective each from the Literary Studies, Cultural Studies, and Language and Linguistics track in each of the semesters. The student, therefore, would be creating his/her own pool of electives to work with by also ensuring exposure to each of the tracks in each semester of the programme.With committed faculty, the programme hopes to bring in robust pedagogical practices, coupled with empathy towards student needs and intelligibility.
Program Objective:
OBJECTIVES To inculcate in students: i. study skills, listening skills, reading skills, writing skills, search skills in library and in online databases, editing skills, bibliographic skills, dissertation skills, and critiquing skills; ii. an introductory exposure to methods and methodologies in literary, cultural and historical domains; iii. the ability to understand the complex dynamics of literary genres; iv. the capability to interpret texts with critical, aesthetic, and ethical sensitivity; v. a higher consciousness of varied contemporary and decisive socio-political and cultural issues; vi. an exposure to professional contexts and challenges, and vii. a preparedness to join higher education programmes in any premier institution of the world Programme Specific Outcomes The programme aims to: Provide a BA Honours in English programme that offers a strong academic grounding in reading and understanding the word, and the world. Encourage students to read widely and nurture students into independent thinkers, learners and knowledge producers. Inculcate study skills, listening skills, reading skills, writing skills, search skills in library and in online databases, editing skills, bibliographic skills, dissertation skills, and critiquing skills. Enable students to pursue a curriculum characterized by diversity of pedagogic practices. Provide an introductory exposure to methods and methodologies in literary, cultural and hi

BBS191C - MAHABHARATHA AND MODERN MANAGEMENT (2019 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

Learning Outcome

Course Learning Outcome: Students will get to know team work and group dynamics

  • Students will get to know determination and hard work and its implication on business decision
  • Students will be able to appreciate the role of general management for the success of an organization.
  • This subject will enable them to enhance their Moral, social, ethical and professional skills
  • To understand the manner in which strategic and competitive advantage is developed

Unit-1
Teaching Hours:9
Introduction to Mahabharatha
 

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

Establishment of the kingdom-Administration and Management principles

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

Marriage to Draupadi- An event study approach.

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

Unit-3
Teaching Hours:9
The Big Game
 

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

Exile and return- Risks and costs of strategic alliances

Unit-4
Teaching Hours:9
The battle at Kurukshetra
 

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

Unit-5
Teaching Hours:9
Post Kurukshetra
 

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

The reunion Organizing- Choosing the organizational structure

 

Text Books And Reference Books:

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

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

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

Source: Jaya - An Illustrated Retelling of the Mahabharata

 

 

Essential Reading / Recommended Reading

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

 

Evaluation Pattern

CIA 1 10 Marks

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

BBS191D - INTRODUCTION TO EXISTENTIALISM (2019 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 introduction to the primary figures and themes of existentialism. Although Jean-Paul Sartre was one of the few thinkers who readily adopted the word “existentialism” (along with de Beauvoir and Marcel), the term eventually was used to describe the entire tradition of European thought that dominated the first part twentieth-century, and focused on the analysis of human existence. The readings in the course will focus on three groups of thinkers: the nineteenth-century precursors to existentialism (Dostoyevsky, Kierkegaard, Nietzsche), the German thinkers who laid the groundwork for existential thought (Kafka, Heidegger, Jaspers), and the French thinkers who were most identified with the movement (Sartre, de Beauvoir, Camus). The lectures and discussions will focus primarily on a close reading of the selected primary texts.

Learning Outcome

·         To enable students to understand life and discover meaning in life

·         To incite  critical thinking among students to search for meaning

Unit-1
Teaching Hours:7
Introduction to Existentialism
 

Nineteenth-Century Precursors to Existentialism:  Pascal, Dostoyevsky,

Unit-2
Teaching Hours:8
The Existentialism Philosophy
 

Kierkegaard: Fear and Trembling, Nietzsche: The Will to Power, The Critique of Morality, Nihilism, The Transvaluation of Values

Unit-3
Teaching Hours:12
German Existentialism: Kafka, Heidegger, Jaspers
 

Kafka: Three Parables, Heidegger: The Way Back into the Ground of Metaphysics, Jaspers: Existenzphilosophie

Unit-4
Teaching Hours:12
French Existentialism: Sartre, de Beauvoir, Camus
 

Sartre: Being and Nothingness, Negation, In-Itself, For-Itself, Freedom and Anguish, Bad Faith, Being-for-Others, De Beauvoir: The Second Sex, introduction, Myth and Reality, The Independent Woman, Sartre: Existentialism is Humanism, Camus: The Myth of Sisyphus

Unit-5
Teaching Hours:6
The Death Camps
 

Primo Levi, Survival in Auschwitz and implications of existentialism in the contemporary word. The relevance of Existentialism today.

Text Books And Reference Books:

 

·         In Kaufmann, W. (1956). Existentialism: From Dostoevsky to Sartre. New York: Meridian Books.

 

·         Kierkegaard, S., Evans, C. S., & Walsh, S. (2006). Fear and trembling. Cambridge: Cambridge University Press.

 

·         Sartre, J.-P. (1966). Being and nothingness: An essay on phenomenological ontology. New York: Washington Square Press.

 

·         Beauvoir, Simone de, 1908-1986. (2009). The second sex. London :Jonathan Cape,

 

·         Levi, P., Woolf, S. J., & Roth, P. (1996). Survival in Auschwitz: The Nazi assault on humanity.

 

Essential Reading / Recommended Reading

Reynods, Jack, Understanding Existentialism, Chesham, 2006

Evaluation Pattern

Book Review : 10 Marks

Drama (On the theme of Existetialism) - 30 Marks

Mid Semester : 20 Marks

End Semester: 30 Marks

BBS191E - TOURISM, CULTURE, AND SUSTAINABLE DEVELOPMENT (2019 Batch)

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

Course Objectives/Course Description

 

The Course presents several of the operational projects implemented by, or with the support of UNESCO, to illustrate how cultural tourism policies developed in the spirit of the principles and values contained in the texts, standard-setting instruments, declarations and recommendations adopted by UNESCO, are put into practice.

To open a debate on the complex questions that surround the relations between culture and tourism, tourism and development, and tourism and dialogue among cultures.

Learning Outcome

  • To use Tourism as an instrument to bring individuals and human communities into contact
  • To understand the role of cultures and civilizations in facilitating dialogue among cultures
  • To recognise the capacity of Tourism in assisting the world’s inhabitants to live better together and thereby contribute to the construction of peace in the minds of men and women

Unit-1
Teaching Hours:8
Introduction, Key Themes and Issues in Tourism, Culture and Development
 

Finding Meaning through Tourism, Tourism as a World of Paradoxes, The Centrality of Experiences, Changing Contexts and Emerging Challenges in the Context of Development

Culture, Heritage and Diversity as Tourism Resources, Understanding Culture and Cultural Resources in Tourism, Cultural Tourism as a Means of Economic Development, Developing the Cultural Supply Chain, Exploitation of Culture

Unit-2
Teaching Hours:5
Tourism as a Vehicle for Inter-Cultural Dialogue
 

Tourist – Host Encounters, The Role of Routers / Intermediaries / Media, Tourism – Tourist Education, Cross Cultural Understanding

Unit-3
Teaching Hours:5
Tourism and Environmental Protection
 

Introduction to the Natural Environment, Tourism and the Spirit of Nature, Fragile and Vulnerable Ecosystems, Cultural Implications of Mobilizing Natural Resources for Tourism, From Ecotourism to Integrated Tourism

Unit-4
Teaching Hours:10
Issues of Governance in Tourism, Culture and Development
 

Developing Structures to Develop and Manage Tourism and Culture, Complexities and Challenges of Policy Making in Tourism and Culture, Responsibilities / Tensions and Actions, The Gender Dimension, Stakeholders and Collaborations

Unit-5
Teaching Hours:12
Preservation and Mobilization of Cultural Resources
 

Cultural Tourism Itinerary, Raising Awareness about the Fragility of Heritage Sites, Education for Lasting Tourism

Case Studies from The Palestinian Territories, Central America, Western Africa, Mauritania and Angkor

Economic Empowerment and poverty Alleviation, Sustainable Tourism Development Strategy, Forging Innovative and Inter-Disciplinary Approaches, Indigenous Resource Management Systems, Empowering Communities through Tourism

Case Studies from The Aral Sea Basin, Local Effort in Asia and Pacific (LEAP), Mountainous Regions of Central and South Asia

Dissemination of Knowledge and Reconciliation with the Past, Local and Indigenous Knowledge Systems in a Global Society (LINKS), UNESCO’s Actions in the field of Tourism, Culture and Development

Case Studies on UNESCO’s Conventions, Seminars and Universal Declarations

Unit-6
Teaching Hours:5
Mobilizing Nature for Sustainable Tourism
 

Capacity Building and Youth Poverty Alleviation through Tourism and Heritage (PATH)

Case Studies on Sao Paulo’s Green Belt Biosphere Reserve

Text Books And Reference Books:

Appadurai A. (2002) Cultural Diversity: A Conceptual Platform. In K. Stenou (ed.) UNESCO Universal Declaration on Cultural Diversity. UNESCO Publishing, Paris, pp. 9-16.

Appadurai A. (2003) Modernity at Large. Cultural Dimensions of Globalization. Minneapolis, University of Minnesota Press.

Boumedine R. S. and Veirier L. (2003) Towards a Strategy for the Sustainable Development of Tourism in the Sahara in the Context of Poverty Eradication. UNESCO Publishing, Paris.

Cohen E. (2004) Contemporary Tourism. Diversity and Change. Elsevier, London.

Hemmati, M. ed. (1999) Women’s Employment and Participation in Tourism, Report for UN Commission on Sustainable Development 7th Session. UNED.

Intergovernmental Conference on Cultural Policies for Development (1998) Final Report. (Also referred to as Stockholm Action Plan). UNESCO Publishing, Paris.

Essential Reading / Recommended Reading

International Labour Organisation (2001) Human resources development, employment and globalization in the hotel, catering and tourism sector (Report for discussion at the Tripartite Meeting on Human Resources Development, Employment and Globalization in the Hotel, Catering and Tourism Sector, Geneva, ILO).

Komla E.E. and Veirier L. (2004) Tourism, Culture and Development in West-Africa: For a Cultural Tourism Consistent with Sustainable Development. UNESCO Publishing, Paris.

Posey D.A. (Ed) (1999) Cultural and Spiritual Values of Biodiversity. A Complementary Contribution to the Global Biodiversity Assessment. Intermediate Technology Publications, London (on behalf of United Nations Environment Programme (UNEP), Nairobi).

Robertson, R. (1990) Mapping the Global Conditions: Globalization as the Central Concept. In M. Featherstone (ed.) Global Culture: Nationalism, Globalization and Modernity. Sage, London, pp. 15-30.

Steck B., Strasdas W., and Gustedt, E. (1999) Tourism in Technical Co-operation. A guide to the conception, planning and implementation of project-accompanying measures in regional rural development and nature conservation. GTZ, Eschborn.

Tour Operators’ Initiative for Sustainable Tourism Development (2004) Supply Chain Engagement for Tour Operators: Three Steps towards Sustainability. UNEP-Sustainable Tourism, Paris.

Winkin Y. (2002) Cultural Diversity: A Pool of Ideas for Implementation. In K. Stenou (ed.)

UNESCO Universal Declaration on Cultural Diversity. UNESCO Publishing, Paris, pp. 17-60.

Evaluation Pattern

CIA 1 - Group Activity and Written Submission on “Culture and Cultural Resources in Tourism – From an Inter-Disciplinary Perspective” (20 Marks)

CIA 2 - Mid Semester Examination (25 Marks)

CIA 3 - Group Activity and Written Submission on “Integrated Tourism by Mobilizing Natural Resources” (20 Marks)

Final Submission - An Individual Activity supported by Written Submission on “Designing a Structured Plan to Develop and Manage Sustainability through Tourism and Culture; An Inter-Disciplinary Perspective” (30 Marks)

BECO191A - INSTITUTIONS AND INFORMAL ECONOMY (2019 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 will:

 

  • introduce students to the institutions and institutional change through major concepts in institutional economics;

  • discuss the informal economy through concepts, theory and measurement;

  • examine the linkages of formal and informal economy;

  • train students to hone their writing and presentation skills to effectively discuss these complex ideas.

Learning Outcome

By the end of the course, students will be able to:

  • understand the concepts and some of the theoretical discourses in the study of institutional change and informal economy;

  • examine how the formal and informal economies are no longer separate watertight compartments but function together as an interactive system;

  • effectively communicate these complex ideas through written and oral presentation.

 

Unit-1
Teaching Hours:10
Institutions and Institutional Change
 

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

Unit-2
Teaching Hours:12
Elements of Institutional Economics
 

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

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

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

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

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

Text Books And Reference Books:

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

 

BECO191B - ECONOMICS OF CORRUPTION (2019 Batch)

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

Course Objectives/Course Description

 

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

This course will:

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

Learning Outcome

By the end of the course, students will be able to:

  • appreciate that nuances in the way corruption is defined and understood in different economies
  • analyse the cause and  consequences of corruption
  • examine some of the policies reforms aimed at tackling corruption
  • investigate some impacts of corruption on emerging economies
  • effectively communicate complex ideas through written and oral presentation.

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

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

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

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

Unit-3
Teaching Hours:15
Tackling Corruption
 

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

Text Books And Reference Books:

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

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

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

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

The readings mentioned as essential are to be followed.

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

 

BENG111 - ACADEMIC SKILLS AND LITERARY PRACTICES (2019 Batch)

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

Course Objectives/Course Description

 

Academic Skills and Literacy Practices are a blend of theoretical ability to recognize the nuances of linguistic aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. he course deals with receptive skills (reading) and productive skills (writing). The course prompts enable the participants to take their learning-receptive skills and productive skills in a purposedriven and practice oriented mode on a contextual basis. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis.

● Principles of Writing,  ● Features of Writing,  ● Essay Organization, ● Academic Presentation, and ● Research Aptitude  

Learning Objectives: On completion of the course, students will be able:   

● To acquire critical and creative thinking  ● To develop the taste for theory of knowledge ● To be aware of professional and research driven presentation skills  ● To apply the mechanics in academic writing skills ● To use research skills to take a position in writing (writing a paper or presentation) 

Learning Outcome

At the completion of this course, the students would be able to:

  • Identify the various forms of Academic Writing.
  • Display a comprehensive understanding of Academic Skills and Ethics.
  • Critically read and write Academic English.
  • Produce non-plagiarized academic content in form of presentations and papers.
  • Apply the learnings from this course in the creation and production various assignments across courses.

 

Unit-1
Teaching Hours:5
Principles and features of Academic writing
 

Cohesion, Clarity, Logical Order, Consistency, Unity, Conciseness, Completeness ● Anchoring the context  ● Building Thesis  ● Taking a position  ● Organizing ideas  ● Developing Paragraphs   

Unit-2
Teaching Hours:10
Essay Organisation
 

The Basics: What does a good essay need?  ● Basic steps in writing an essay: Characteristics/ Features, Types, Research, Formal and Informal Essays, Focus on the writing stages 

Unit-3
Teaching Hours:10
Critical Reading
 

Pre-reading, Annotating, Outlining, Summarizing,  Finding oppositions, Inventoring,   Identifying thesis and related arguments, Three Pass Approach 

Unit-4
Teaching Hours:10
Research Skills Research Writing
 

What is research?,  Importance of Research, Type: Primary and Secondary Research; Research Methodology; Referencing: Introduction to MLA, Introduction to APA  Abstract •  Literature Review •  Annotated Bibliography • Writing Introductions, chapters and conclusions Academic Integrity and Research Ethics: Plagiarism  

Unit-5
Teaching Hours:10
Academic Presentation
 

Starting a Presentation; Stating your purpose; Presentations – signposting;            Presentations – Survival Language; A Friendly Face; Microphones; Nerves; Stand Up;    ●  Describing change – verbs; •  Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals; • Dealing with questions; • Rhetorical questions; Focusing attention; Cause and effect   

Text Books And Reference Books:

Bailey. S. 2015. Academic Writing : A Handbook for International Students. London and New York: Routledge.

Murray, N. 2012. Writing Essays in English Language and Linguistics, Cambridge University Press.

 

Essential Reading / Recommended Reading

Swales, J.and C. Feak. 2012. Academic Writing for Graduate Students: Essential Skills and Tasks. Michigan University Press 

Evaluation Pattern

CIA 1 Writing bases assessment on critical reading exercise.

CIA 2 Seminar/Oral Presentations 

MSE Submission: An extended abstract should be written on the area of interest. 

ESE Submission: A full paper should be developed on the extended abstract. 

BENG121 - ENGLISH LANGUAGE AND COMPOSITION I (2019 Batch)

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

Course Objectives/Course Description