|
|
|
 |
|
|
|
|
|
|
|
 |
Learning Methodology |
|
|
| Teaching Ethos |
The approach to teaching is simple but effective. Our aim is to help students maximise their potential by ensuring that they are taught clearly and effectively so as to facilitate success in the course assessments and examinations -which lead to success in their careers. |
| |
| Modes of Delivery |
A variety of modes of delivery are adopted by the lecturers at TASMAC, and include seminars, workshops and case studies. |
| |
Lectures |
| |
Lectures are used primarily to identify and explain key aspects of the subject so that students can utilize their private study time more effectively. They are the student's guide and focused route through the syllabi. Our lecture ethos is to guide, explain and teach rather than to transmit factual material which can be readily obtained from the recommended texts through private study |
| |
|
| |
Seminars |
| |
Seminars complement the lectures very well. They are designed to give students an opportunity to test their understanding of the material covered in lectures and private study by reference usually to a set of questions identified in advance. Seminars are interactive sessions conducted by students. They give students an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills. |
| |
|
| |
Workshops |
| |
Workshops are an innovative form of student-centered learning. They involve students working in small groups but with a difference, the students lead and the tutor acts as a facilitator. The sessions consider problems and essay questions, case studies and tackle the conceptually challenging aspects of the subject. |
| |
|
| |
Case Studies |
| |
An important learning methodology at TASMAC is the extensive use of case studies. Case studies enable the students to apply the concepts that they learn in their subjects. The students have to study the case, analyse the facts presented, and arrive at conclusions and recommendations. The case study tests the student's ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work. |
| |
|
|
|
Ongoing Practice and Assessment of Communication Skills |
|
Communication skills evolve through repeated practice. Each module that a student takes has been evaluated for the transferable skills that a student will gain in that particular module. These general/transferable skills are: * Report Writing, * Verbal Communication, * Written Communication, * Presentation, * Information Gathering, *Group Work, * Self Management, * Time Management, * Numeracy, * IT Skills, * Business Situational Analysis, * Creativity, * Leadership, * Entrepreneurship. |
|
|
|
Assessments |
|
Since the programmes at TASMAC have been validated. They conform to the high academic and evaluation standards expected out of British Degrees. Varied methods of assessments depending upon the demands of each module are employed. Modules can be assessed with the help of closed book examinations, open book examinations, assignments, course work, management development portfolios, case studies, group activities and dissertation.
Each piece of assessment is marked twice, once by the tutor of the module and then by an external examiner to ensure that marking has been done keeping in view the high demands on quality. The programmes are challenging and students tend to enjoy the high pressures of these programmes.
|
|
|
|
Dissertation |
|
Every Masters student has to write an original dissertation. This gives the student an opportunity to display research and analytical skills to apply theories, models and concepts developed and taught during the programme. Many students write dissertations of value to current or future employers or on subjects related to their own businesses. |
|
|
|
Personal Development and Effective Leadership (PDEL) Module - The Managerial Skills Development Module |
|
The PDEL module, spread over three semesters, aims at helping students develop a wider range of abilities, including increased self-confidence, adaptability, leadership skills, communication and teamwork. Group work forms the basis of many activities and involves mixing students to form groups for experiential exercises. Implicit in the module content is a provision for personal development planning through multiple assessment instruments, with a focused feedback. This module addresses the concern of recruiters across the globe who have identified communication and interpersonal skills, ability to work well within a team, analytical and problem solving skills and leadership potential as the most important skills for a manager.
The three tiered structure of the programme starts with developing competencies for operating successfully in the immediate environment of higher learning. Called "Building Blocks for Success", this tier addresses self awareness, learning skills, emotional maturity and time management.
The second tier is called "Skills for Successful Performance and Transitions" and aims at developing skills that enhance academic performance and are also transferable across contexts.
The third tier synthesizes all previous learning into preparing the student to take on the business world. We call this tier "Employability Skills". Focus is on developing skills in Business Communication, Negotiations, Conflict Management, Team Work and Leadership Skills for managers |
|
|
|
CEO of the Month |
|
In this era of enormous challenges and radical possibilities, we are guided by a firm commitment that ensures our graduates will be thinkers with a broad perspective as well as proficient in the skills necessary for professional excellence and success. To achieve our objective, we have a series known as the 'CEO of the Month' where we invite Chief Executive Officers of organisations to come and speak to our students and share their knowledge. |
|
|
|
|
|
|
|
|
|
|
|
