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Top MBA College In Hyderabad | Nalsar University - Centre For Management Studies

Program Overview

 

 

The MBA program at NALSAR is founded on the following principles:

  • That in today’s complex world, a business cannot function without a proper understanding of the legal framework under which it has to operate;
  • That knowledge of the law, in isolation, is of less importance and effectiveness than when this knowledge is harnessed in tandem with a thorough understanding of business functions;
  • That the best judges of a happy and harmonious combination of these two must be peers, and managers with whom students, trained in this system, would work in future;
  • That the best architects and pedagogues of such programs are experienced teachers of management subjects, whose knowledge of the current theoretical developments in various fields is illuminated in the light of the knowledge of operating conditions of practicing managers.

Our administration of the MBA program is founded on these principles.

We work with our students to instill in them a thorough understanding of basic concepts and theoretical frameworks. We teach them, at this stage, economics, mathematics and statistics, and business communications. We introduce ground-level concepts from the functional areas: Principles of Management; Fundamental Accounting and Finance; Business Environment; Microeconomics; Statistics and Mathematics relating to the modeling of business decisions, and about the interplay of law, business, and society. In addition, we teach them the ubiquitous Contract Law and a set of other, supporting law courses. The teaching curriculum is adapted frequently to reflect the individual expertise of the instructors, the feedback received from relevant industry partners, and capabilities of the students concerned.

From the induction program itself, the emphasis is on self-learning and self-administration. Students learn how to listen and to read and extract information from large and complex sources. They learn to articulate their inner thoughts in a clear and expressive manner, they learn how to accommodate the different capacities to absorb knowledge of a varied group of their fellow-students, and they learn contemporary methods of communicating to peers, supervisors and those whom they will in turn supervise. For each course, the administration works with the faculty to lay out the course outline, to detail individual session-wise interactions, which include but are not confined to lectures, presentations, and opportunities for exposure to simulated workplace conditions. The session-wise interactions are interspersed by continuous evaluation practices, including both scheduled and unannounced examinations, presentations and, at times, viva voce sessions to check communication and recall skills.

A lot of effort at CMS goes into exposing our students to the best available professional talent from management circles in the country. We invite practitioners to conduct interactive sessions for our students with the intention of familiarizing them with current practices in business and industry. Our “I- Talk” and “Just Business: sessions have been invaluable in offering a flavor of contemporary work to students.

In another, very similar format, we invite practitioners with an inclination to academic work, and desirous of taking opportunities to order their practices into a systematic structure, the opportunity to conduct shorter-duration courses of 1 or 2 credits. These Industry Relevant Credit Courses (IRCC) have had a three-fold effect on our courses:

  • We have had the benefit of students finding what practitioners think about a business area, and how they structure its information and analyze content to yield useful results;
  • As faculty, we have had the advantage of sitting in on these sessions, thus moderating the theoretical contents of research, conducted in an area, with live conceptualization, and practical application building;
  • Our guests get to combine their thoughts about the way they do business with the theoretical inputs of faculty members and the keen and relentless questioning of students.