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

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PLO 1.1: Demonstrate awareness of social issues (RBTL2)

PLO 1.2: Identify ethical issues in business (RBTL3)

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

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

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

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

PLG 2: Functional Knowledge and Application

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

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

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

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

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

PLG 3: ? Communication

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

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

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

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

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

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

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

PLO 4.2: Identify causes of the problem (RBTL3)

PLO 4.3: List relevant assumptions (RBTL4)

PLO 4.4: Choose appropriate framework for analysis (RBTL5)

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

PLG5: Managerial Acumen(PSO)

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

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

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

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

  Classroom instruction through audio visual aids.

Case studies.

Role-play.

Industry visits.

Industry placements.

Projects.

Field visits.

Seminar presentations.

Course Description: This subject is a comprehensive learning on what management is all about and different schools of thoughts on management. It gives a clear understanding of management practices and the various functions of management and also gives away the principles of management developed by eminent management thinkers. The syllabus is structured to provide basic conceptual knowledge on the principles of planning, organizing, staffing, motivation, leadership, controlling and to offer orientation to the recent dynamics of managerial practice.

Course Objectives: This course attempts to introduce the basic concepts, functions and processes of management and it enables students to develop competencies and knowledge to become an effective manager.

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

Any organisation which deals with money or money’s worth needs to record every transaction that it enters into. This course is essential for all individuals exposed to financial information in the workplace and involved in the preparation or use of company financial statements.It 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 Description: Business environment is an integral part of the economic system. This course helps in the economic way of thinking which aids in establishing a connection between unlimited wants and limited resources available to an individual, firm and the society.This course 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 and theories of production. 

Course Objectives

• To describe how economic trade-offs and social values impact business decisions
• To understand the causes and consequences of different market conditions
• To explain the theory of consumer choice using the utility concepts
• To apply the concept of equilibrium to firms
• To apply the theory of production and cost while making business decisions
• To evaluate the efficiency and inefficiency of the markets from the point of view of consumers and the producers

• Illustrate society's trade-offs by using Production Possibility Frontier 
• Explain how consumers maximise total utility within a given income using the utility concepts
• Explain the effect of shifts in market supply and demand curves on price and quantity produced by firms
• Demonstrate the relationship between cost and production functions
• Examine the effects of negative and positive externalities and examine the real-world externality situations
• Compare and contrast the pricing mechanism and output determination under different market conditions

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

CLO2 Develop empathy, objective analysis, and self-reflection

UNIT–I                                                                                                                       10 Hrs

Level of Knowledge: Basic

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

EVALUATION–I                                                                                                       3 Hrs

Individual Activity

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

Level of Knowledge: Conceptual

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

EVALUATION–II                                                                                                         3 Hrs

Group Activity (2 member team)

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

Individual Activity

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

EVALUATION–II                                                                                                         3 Hrs

Group Activity (2 member team)

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

Course Description

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

Course Objectives

1. The basic objective of teaching Business Mathematics is for students to appreciate and apply mathematical concepts in decision making.
2. To understand difference between mathematical equations and inequalities and their solutions
3. To be able to appreciate uses of Mathematical models in real life situations
4. To understand commercial arithmetic and calculus and its applications 

CLO1   Students will be able to understand and apply Mathematical concepts relating to equations and inequalities in decision making

CLO2   The students will also be able to interpret Mathematical analysis of Linear programming

CLO3   Interpret The students will also be able to interpret Mathematical analysis of calculus

CLO4 Understanding of usage of mathematical tool and techniques in our day to day life. 

Linear Equations and Straight Lines- Coordinate systems and Graphs

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

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

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

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

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

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

Revenue Function – Cost function –      Profit function – Elasticity of demand – Breakeven point.

·       Singh, J.K (2015). Business Mathematics (5^th Edition). Mumbai, Himalaya Publishing House.

Components of CIA-I       20 marks

CIA I Linear equations – Real life data analysis –(GROUP ACTIVITY – 2 in a group)

 Need to plot 10 to 20 stock prices of two allotted companies from one sector Two hours duration

Assignment Description: 

Objective:

To understand the applications of linear equations

 Linear equations – Real life data analysis –(GROUP ACTIVITY – 2 in a group)

 Need to plot 10 to 20 stock prices of two allotted companies from one sector

Parameters :

Introduction to the company 5 Marks

Screen shot of Data and Graph (drawn manually) : 5 Marks

Trend line and interpretation:10 Marks

Assessment Policy: Late submissions will be subject to loss of 1 mark per day

Evaluation Rubric/s:

Introduction to the company

Screen shot of Data and Graph (drawn manually)

Trend line and interpretation

Components of CIA-II                                                                                        50 Marks (TO BE CONVERTED TO 25 MARKS)

Mid Term Exam Syllabus: Unit I, II, III

      Pattern (Example)

• Section A – Answer any four out of six (4X10=40 marks)
• Section B- Case Study Compulsory Question (Embedded Question) (1X10= 10 marks)

Components of CIA-III                                                                                        20 Marks

CIA III To understand the applications of linear equations

Least square method: (Individual)

Journal based data analysis:

Minimum of 5 values to be obtained and predictions to be done

 Two hours duration

Assignment Description: To understand the applications of linear equations

 Least square method: (Individual)

Live data analysis:

Minimum of 5 values to be obtained and predictions to be done

Parameters :

Introduction - 5 marks

Screen shot of Data  5 marks

Trend equation  and interpretation : 10 marks

Learning outcomes:

·         The student will also will be able to apply and  interpret Mathematical equations and inequalities and their solutions in real life situations

·         The student will also will be able to apply and  interpret mathematical analysis

Evaluation Rubric/s:

Parameters :

Introduction

Screen shot of Data 

Trend equation  and interpretation

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

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

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

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

Ability to create sustainable organizations

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

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

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

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

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

2.      Concepts of Environmental Management for Sustainable Development

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

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

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

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

7.      Keshoo Prasad, Corporate Governance -, PHI.

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

CIA 2 - Mid sem Class exam (25 marks)

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

End sem - Class exam (30 marks)

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

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

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

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

Course Description:

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

Course Objectives:

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

• 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

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

Establishment of the kingdom-Administration and Management principles

Marriage to Draupadi- An event study approach.

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

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

Exile and return- Risks and costs of strategic alliances

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

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

The reunion Organizing- Choosing the organizational structure

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

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

Source: Jaya - An Illustrated Retelling of the Mahabharata

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

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

Course Objectives:

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

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

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

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

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

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

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

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

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

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

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.

• 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

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

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

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

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

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

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

Case Studies on Sao Paulo’s Green Belt Biosphere Reserve

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.

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.

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)

This course deals with interaction between technology, its transformation and the impact it has in today's society. an interdisciplinary course giving overview about the various business models, platforms companies use for creating values among the people and initiatives taken by government related to technology for nation building. This course engage the students to confront the realities brought by disruptive technologies and the change in lifestyle of society.

COURSE OBJECTIVE

 This course attempts to be more effective in dealing with digital transformation and its impact on society.

Digital Transformation in the global enterprise, Digital business ecosystem, Multi-sided platform Business- Two sided platform Mediated Networks, Management challenges for Networked Business, Difference between platform and merchant models-Digital Business Models, Value co-creation, Data Business, Data Security.

Disruptive innovation-Transformation enabled by business analytics, Machine learning management, Internet of Things-AI& Human Intelligence, Cloud computing, Social media and social content strategies, Digital transformation in selected industry sectors.

Enterprise system-business achieving operational excellence, business achieving customer intimacy, challenges faced by enterprise application, next generation enterprise applications.

Indian government DST Agenda, Major development programs in technology in India, Contribution of technology in leveraging nation development.

Information technology and society- an introduction, Social shaping of Technology, Globalization and domestication, Social implications of online data, IT intervention and changes in lifestyle-Baby boomers, GenX, GenY, GenZ.

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

Technological development has contributed many innovations and ease of life for the human beings. However it has also generated problems .This course is offered to provide the basic knowledge of technology and the uses of technology in different areas of life basically hospitals and banks. The course focuses on identifying the technological benefits and finding solutions to the challenges generated by the technology in daily life. The course will be offered with an intention of enabling the students to visit the different institutions and to identify the technological needs and develops .Finally the course creates awareness about the dangerous of continuous usage of technology.

Course Objectives:

·         To know the history of technological developments in the daily life.

·         To Understand the impact of technology in different areas  of society

·         To identify the technological progress in the health care centre of Bangalore City.

·         To identify the technological progress in the Financial Institutions functioning in   Bangalore.

·         To find the solutions to the tech based problems of day to day life.

·         Practical knowledge of technological developments in the health and banking sector

·         Solution to the problems originated by the tech addiction.

Meaning- Definitions- evolution of technology-growth in the use of technology in daily life. Disruptive technologies transforming life, business and global economy- Disruptive technology trends in recent years. live reports and cases

Overview of Impact of technology on- Business-Society-Education-Agriculture-Banking-Health Care –Positive and negative impacts

Instruments requited in the field of Hospitals-Identify the different technologies used in the different hospitals –Need for new technology and the Plans of the Institutions to acquire-Identifying the affordable health services from the perspective of individuals.

Introduction to the different digital services offered by the banks and financial institution- Identify the different technologies used in the city- most demanded services-scope for introduction of new technical support by the banks and financial institutions

Themes about the future of well-being and digital life-The benefits of digital life

Concerns over harms-Effects on technology on the youths of today-Tech Experts big predications-Solutions to the technology driven daily life problems

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.

• 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.

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

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

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

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

Alston, L. J., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge: Cambridge University Press.

Guha-Khasnobis, B., Kanbur, R., & Ostrom, E. (Eds.). (2006). Linking the Formal and Informal Economy: Concepts and Policies. Oxford: Oxford University Press.

Misztal, B. (2002). Informality: Social theory and Contemporary Practice. Routledge.

North, D. (1990). Institutions, Economic Theory and Economic Performance. Institutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

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).

Mid Semester Examination

End Semester Examination

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

This course will:

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

Mid Semester Examination

End Semester Examination

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

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

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

•                         Read and appreciate simple as well as complex essays or poems in English.

•                         Creatively write about the concerns and care they have for society and self.

•                         Speak on the topics that address the common people’s concerns.

•                         Apply reading and critical thinking skills in contextual meaning comprehension

•                         Apply reading, writing, listening and speaking skills within the context of the topics studied


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

•       Linda Pastan: Girl Leaving Home (Cycle: Slam poetry at UnErase Poetry)

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

•       Amartya Sen: Democracy as Public Reason (Essay)

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

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

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

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

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

•       Manjushree Thapa: Women Have No Nationality (Essay)

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

https://chomsky.info/20150406/

Or

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

https://chomsky.info/20150110/

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

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

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

•       In Harmony with mother Nature: Narendra Modi

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

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

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

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

CIA - Evaluation Pattern

Mid Semester Examination

End Semester Examination

Course Description:  

This course will introduce students to the major theoretical and applied debates as well as major moral puzzles and challenges in the field of global ethics. Ethics is gaining ground as an important humanities intervention in a fast-changing world. A course one thics is often an added advantage for students as it helps them shape a socially awre perspective of the social reality. Drawing on interdisciplinary perspectives and thematic issues in the fields of international politics, business, communications and law, the course will challenge students to reflect on major ethical theories and traditions as well as core problems such as corporate governance, global distributive justice, the ethics of making and sustaining peace, media ethics and legal dimensions of ethics. By combining the works of both classic and contemporary philosophers with contemporary applied global issues, students will be able to critically reflect on fundamental normative questions from an interdisciplinary perspective and reflect on the rights, responsibilities and challenges of ‘good global citizenship’.  

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

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

• Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.
• Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments.
• Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

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

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

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

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

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

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

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

Mid Semester Examination

End Semester Examination

This common core course aims to provide a basic introduction to understanding the 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 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
• To 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.

• Read and appreciate the literary aspects of science fiction.
• Reflect on the implication of science fiction in contemporary times and show in in their writings.
• Debate about various issues related to the portrayal of humanity in science fictions.
• Provide an inter-disciplinary perspective towards analysing science fiction.

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

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

·         Isaac Asimov short story “Reason”

·         Select Episodes of the series Stranger Things

·         The Matrix

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

·         Aldous Huxley Brave New World

·         William Gibson, Neuromancer

·         Margaret Atwood, Oryx and Crake

·         “Hated in the Nation” from Black Mirror Season 3

This unit will engage with the science fiction in the Indian context. One of the main points of discussion would be to understand how Indian SF writers have engaged with tropes of SF that we are familiar with and what kind of an ‘India’ is imagined thereof which has implications socially, politically and culturally.

·         Vandana Singh “Delhi”

Sumit Basu Turbulence

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.

Mid Semester Examination

End Semester Examination

Course Description:

The influence and presence of the past is felt everywhere and every day in our lives. Movies, newspapers or the internet bombard us and expose us to the past – both familiar and unfamiliar. However, the barrage of information and the forces of globalisation have led to increasing questions on the relevance and the value of the past – indeed a denial even. This course will engage the students with the myriad ways in which the past, though no longer present – is a presence in our lives today. It will introduce the students to think historically, relate to their memories of their own past and make them aware of the multiple perspectives which will enable them to read, write and reflect on the past; or in other words, make history. 

This course will introduce students to the methodological and theoretical questions that animate and inform the practice of history. How do professional historians work? What is their goal? How do they locate and analyze source materials? What kinds of arguments do historians try to make? How, ultimately, is history produced? This course will ask how (or whether) historians’ particular sources – and their location in the archives – can give voice to the ordinary and of things ‘past’. Moreover, the course will address how the advent of the information age impact upon the historians’ profession by exploring how modern technology – whether film, photography, or the internet – changed the way historians work and address their audience.

Course Objectives:

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

• Students will discover how and why historians debate issues of evidence and interpretation and learn to distinguish between various schools or styles of academic history.
• Students will learn to critically engage with representations of the past in the present to enable them to analyze and use evidence in interrogating historical accounts.
• Students will be able to 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.
• Students will understand how historical narratives are shaped by states, organizations, and individuals. 
• Students will better analyze the interaction between history and politics when following the news and in examining historical cases.
• Students will appreciate how issues of identity and memory factor into our historical understandings and how this can condition present day policies and decision-making.

a)     Doing History - The Place of the Past.

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

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

b) Locating the Popular: Historical Fiction or Fictionalised History– Exploring the Fantasy Worlds of Ice Age, Hogwarts, Narnia, Westeros and Middle-earth.

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

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

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

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

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

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

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

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

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

Mid Semester Examination

End Semester Examination

Course Description:

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

Course Objectives:

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

• To lay the foundation of Public Relations practice
• To train the students in media relations
• To introduce the concept of Corporate Communication
• To familiarize the students with concepts like propaganda, public opinion, advertising, and public relations.

• Understanding what is media literacy?

• The Power of Media Literacy 

• Conditions for Media Learning

• Media Literacy Skills

• Key Concepts of Media Literacy

• The Media Triangle

• Surveys, Media logs and historical perspectives

• Understand, analyze and evaluate- finding hidden messages

• Digital Citizenship

• Deconstructing Ads

• Detecting Bias in News

• Critical Reading of Websites

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

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

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

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

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

• Appreciate cinematography as a combination of artistic and technological endeavours

• Understand the basics concepts of cinematography and shot design

• Harness the power of natural and artificial lighting  to compose powerful shots

• Explore the creative possibilities of cinematography and understand its importance in effective storytelling.

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

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

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

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

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks