Current requirements in the areas professional qualifications and skills development call for the implementation of new analytic and responsible learning teaching techniques focused on specific objectives. It is therefore necessary to design learning situations in which trainees/students are permitted and encouraged to:

  • Draw up their own objectives
  • Develop diverse learning strategies
  • Establish complex inter-group relationships
  • Operate with increasing autonomy

Our teaching methodology aims to equip students on the following aspects that are essential to their future role

Timely Assessment provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content.

Campus-Based Learning uses the campus environment itself as a teaching tool

Coached Problem Solving is a class format in which professors provide a structured, guided context for students working collaboratively to solve problems.

Concept Tests are conceptual multiple-choice questions that focus on one key concept of an instructor’s learning goals for a lesson. When coupled with student interaction through peer instruction, Concept Tests represent a rapid method of formative assessment of student understanding.

Interactive Lectures provide short activities that can break up a lecture engage students in activities that confront their prior understanding of a core concept. The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data.

Interdisciplinary Approaches to Teaching entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question or topic.

Investigative Case-Based Learning involves students in addressing real world problems

Quantitative Writing engages students with numbers by asking them to analyze and use quantitative data in written reports and arguments

Role Playing immerses students in debate around Earth science issues.

Strong Writing Assignments are a flexible means of demonstrating learning as well as a method of exploring one’s thinking to stimulate learning, which is why the literature on writing instruction emphasizes both learning to write and writing to learn.

Teaching with Data Simulations allows students to visualize probability distributions, which in turn can make the processes associated with probability more concrete.

Teaching with Spreadsheets allows students to “get their hands dirty” by working with real-world data. Spreadsheets make abstract or complex models accessible by providing concrete examples and allowing “what if” analyses.

Teaching with the Case Method combines two elements: the case itself and the discussion of that case. Teaching cases provide information, but neither analysis nor conclusions. The analytical work of explaining the relationships among events in the case, identifying options, evaluating choices and predicting the effects of actions is the work done by students during the classroom discussion.


A unique feature of Jaipuria School of Business is its Practice Laboratory which consists of five Centres namely Centre for Leadership Excellence, Centre for Creativity and Innovation, Centre for Change and Development, Centre for Diversity and Inclusiveness and Centre for Advanced Data Analytics. This practice laboratory is a shared facility that provides leadership, best practices, research, support and experimental learning for a focused area. Each of the five CoEs is laboratories of experimental and experiential learning. Each Centre is mandated to organize thematic conferences, student seminars and outdoor practice activities led by the students themselves under the watchful guidance of the Faculty Chair of the Centre.


The different value added courses are taught in all domains of PGDM which gives overall exposure to the personality of students.