Contact Us : +91-9823630024



About MBA Course

The name of the course shall be
Master of Business Administration (M.B.A.)


Click here more details


Revision of the Curriculum:

The MBA programme curriculum of the University of Pune was last revised in the AY 2008 and there was a need for revision of the curriculum in view of the global aspects of businesses and economies, dynamismin the industry practices, evolution of technology, emergence of new business and organizational forms and the evolving expectations of key stakeholders viz. students, the industry and faculty members at large.

Specifically, the triggers for the comprehensive revamp of the curriculum are -
a) New Skills & Competencies desired due to dynamic business environment:
Jobs of today were perhaps not created about 5 years ago. This aspect has a direct linkage with contents and structure of syllabus across the Knowledge, Skills and Attitude (KSA) dimensions, which calls for frequent and meaningful updating of the curriculum.
b) Concerns expressed by the Industry:
The industry has expressed concerns about the need for improvement in the communication skills, inter-personal skills, basic domain knowledge, awareness of business environment, technology proficiency, and attitude of the MBA graduates. Newer and innovative evaluation methods are necessary to address these concerns of the industry.
c) Application Orientation:
There is a pressing need to imbibe application oriented thinking, based on sound knowledge of management theories, principles and concepts. Management education needs to move out of the classrooms and instead focus on group activity, field work, experiential learning, etc. This can be achieved only through a radical change in the evaluation pattern and course delivery methodology.
d) Changing mindset of the Learner:
The profile of the students for the management programme, their learning styles and the outlook towards higher education has undergone a gradual transformation. The expectations of the students from the MBA programme have changed over the last decade.
e) Integrate a basket of skill sets:
B-Schools are expected to imbibe varied aspects of ‘learning beyond the syllabus’ through innovative curriculum design, contemporary syllabus, effective delivery and comprehensive evaluation.

Specifically the following skill sets are in focus:

  • Reading & Listening Skills
  • Problem Definition& Problem Solving Skills
  • Application of Technology Tools
  • Mastery of Analytics - Quantitative Aspects
  • Cross-Functional perspectives
  • Sensitization to Cross-Cultural skills
  • Orientation to Global perspectives
  • Peer-based Learning –Ability to Work in groups
  • Learning by application and doing – Experiential learning

MBA Programme Objectives:

The MBA programme prepares a student for a domestics and global careers in diverse sectors of the industry. The MBA programme facilitates learning in theory and practice of different functional areas of management and equips the students with an integrated approach to various functions of management. However, the demand for managerial skills is not limited to the industry. Managerial talent is much sought by the Government Sector, NGOs, non-corporate sector as well. Institutes, Faculty and Students need to move away from the excessive focus on industry and look at needs and demands of broader sections of the society. Likewise entrepreneurial perspective of job and wealth creation with a social context also needs to be integrated into various aspects of the programme.

Specifically the objectives of the MBA Programme are:

  • To equip the students with requisite knowledge, skills &right attitude necessary to provide effective leadership in a global environment.
  • To develop competent management professionals with strong ethical values, capable of assuming a pivotal role in various sectors of the Indian Economy &Society, aligned with the national priorities
  • To develop proactive thinking so as to perform effectively in the dynamic socio-economic and business ecosystem.

Highlights of the New Curriculum:

The New Curriculum intends to add immense value to all stakeholders by effectively addressing their requirements in more than one way by:

  • Adoption of Choice Based Credit System (CBCS) and Grading System in line with National policies and International practices.
  • Enhancing the brand value of the MBA programme of the University of Pune.
  • Providing the much needed flexibility to individual Institutes to carve a niche for themselves.
  • Emphasizing the centrality of the student and teacher-student relationship in the learning process.
  • Focusing on ‘Concurrent Evaluation’ i.e. continuous evaluation throughout the programme.
  • Empowering the Institutes through cafeteria approach – by providing Generic Core, Subject Core, Generic Elective, and Subject Elective Courses. This shall provide in-built flexibility in the curriculum to help the institutes to offer tailor made courses preferred by students, from a wider basket of courses.
  • Evaluating all Half Credit Courses completely on Concurrent Evaluation pattern.
  • Emphasizing Experiential Learning aspect through Half Credit Courses.
  • Supplementing traditional classroom teaching/learning with focus on group activity, field work, experiential learning, self-study, projects, etc.
  • Incorporating new specializations viz. Supply Chain Management (SCM), Rural & Agribusiness Management (RABM), Family Business Management (FBM), Technology Management (TM) – thereby providing wider choice to the students.
  • A thorough revamp of Systems&Operations Specializations to make them more meaningful and attractive to BCA, BCS, BE students.
  • Providing opportunity to students to choose courses from other electives to explore cross-functional issues.
  • Emphasizing on Research, Inter-personal, Analytical, Cross-Cultural, Global aspects of managerial careers throughout the curriculum.


The Programme comprises of 4 Semesters and adopts the Choice Based Credit System (CBCS) and Grading System.

Choice Based Credit System:

Choice Based Credit System (CBCS) offers wide ranging choice for students to opt for courses based on their aptitude and their career goals. CBCS works on the fundamental premise that students are mature individuals, capable of making their own decisions. CBCS enables a student to obtain a degree by accumulating required number of credits prescribed for that degree. The number of credits earned by the student reflects the knowledge or skills acquired him / her. Each course is assigned a fixed number of credits based on the contents to be learned& the expected effort of the student. The grade points earned for each course reflects the student’s proficiency in that course.CBCS is a process of evolution of educational reforms that would yield the result in subsequent years and after a few cycles of its implementation.

Key features of CBCS:

  • Enriching Learning Environment: A student is provided with an academically rich, highly flexible learning system blended with abundant provision for skill development and a practical orientation that he/she could imbibe without sacrificing his/her creativity. There is a definite movement away from the traditional lectures and written examination.
  • Learn at your own pace: A student can exercise the option to decide his/her own pace of learning- slow, normal or accelerated plan. Students can select courses according to their aptitude, tastes and preferences.
  • Continuous Learning & Student Centric Concurrent Evaluation: CBCSmakes the learning process continuous. Likewise the evaluation process is not only made continuous but also made learner-centric. The evaluation is designed to recognize the capability and talent of a student.
  • Active Student-Teacher Participation: CBCS leads to quality education with active teacher-student participation. This provides avenues to meet student’s scholastic needs and aspirations.
  • Industry Institute Collaboration: CBCS provides opportunities for meaningful collaboration with industry and foreign partners to foster innovation, by introduction of electives and half credit courses through the cafeteria approach. This will go a long way in capacity building of students and faculty.
  • Interdisciplinary Curriculum: Cutting edge developments generally occur at the interface of two or more disciplines. The interdisciplinary approach enables integration of concepts, theories, techniques, and perspectives from two or more disciplines to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline.
  • Employability Enhancement: CBCS shall ensure that students enhance their skill/employability by taking up project work, entrepreneurship and vocational training.
  • Faculty Expertise: CBCS shall give the Institutes the much needed flexibility to make best use of the available faculty expertise.

Time Schedule:

An academic year is divided into two terms – I and II. Term I shall have Semester I and III, whereas Term II shall have Sem II and IV. In each semester, courses are offered in 15 teaching weeks and the remaining 5 weeks are to be utilized for conduct of examinations and evaluation purposes.

For the students, each week has 40 working hours spread over 5/6 days a week, consisting of lectures, tutorials, assignments, class participation, library work, special counseling, Sports, project work, field visit, youth welfare and social activities.


A “Course” is a component of programme, i.e. in the new system; papers will be referred to as courses. Each course is identified by a unique course code. While designing curriculum, courses have defined weightages, called credits.

Each course, in addition to having a syllabus, has learning objectives and learning outcomes. A course may be designed to comprise lectures/ tutorials/ laboratory work/ field work/ project work/vocational training /viva voce etc. or a combination of some of these.

Core Courses: The Curriculum comprises of Core Courses and Elective Courses. Core courses are the foundation courses of management education. They are compulsory for all the students. Core courses are of two types: Generic Core & Subject Core.

Generic Core: This is the course which should compulsorily be studied by a candidate as a core requirement to complete the requirement of a degree in a said discipline of study. Therefore, Generic Core courses are mandatory and fundamental in nature. These courses cannot be substituted by any other courses. Such courses are also known as Hard Core Courses.

A Hard core course may be a Theory, Practical, Field based or Project Work based subject which is a compulsory component in the Programme Structure.

Subject Core: A Core course may be a Subject Core if there is a choice or an option for the candidate to choose from a broad category (grouping) of subjects (specializations / electives). These are also known as Soft Core Courses.

Following Specializations shall be offered:

1) Marketing Management (MKT)
2) Financial Management (FIN)
3) Information Technology Management (IT)
4) Operations Management (OPE)
5) Human Resources Management (HR)
6) International Business Management (IB)
7) Supply Chain Management (SCM)
8) Rural &Agribusiness Management (RABM)
9) Family Business Management (FBM)
10) Technology Management (TM)

Students shall study 2 Full Credit Courses & 4 Half Credit Courses in Semester III and IV each for specialization courses i.e. a total of 12 specialization courses.

  • Generic Core courses in Semester I provide foundations of management.
  • Generic Core courses in Semester II focus on functional areas.
  • Generic Core courses in the Semester III and IV are integrative in nature along with the Subject Core subjects.

Elective Course: Elective course is a course which can be chosen from a pool of courses. It may be:

a) Very Specialized or advanced course focusing on a specific aspect
b) Supportive to the discipline of study
c) Providing an extended scope
d) Enabling an exposure to some other discipline/domain
e) Nurturing candidate’s proficiency/skills.

Subject Elective: A ‘Discipline centric’ elective is called ‘Subject Elective.’

  • Generic Elective courses, in Semester I and II facilitate self-development and skill building.
  • Subject Elective courses, in the Semester III and IV are focused on a specialization.

Open Elective: A subject elective course chosen generally from an unrelated discipline/ subject, with an intention to seek cross-functional exposure is called an Open Elective. A Subject Elective offered in a specialization/elective may be treated as an Open Elective by other specialization/ elective and vice-a-versa.

Choice of Cross Functional Half Credit Courses (Subject Elective chosen as Open Elective): Out of the 8 half credit subject elective courses (to be taken collectively in Semester III and IV); a student may choose 2 half credit subject courses from another elective (i.e. other than his chosen elective). The student may exercise this choice either in SemesterIII and/or in SemesterIV. The final say in this matter shall rest with the Director of the Institute.

Generic and Subject Electives will provide flexibility to each Institute to offer courses based on: -

a) Intended positioning of the Institute
b) Targeted Industry Linkages – sectoral requirements and networking at the Institute Level
c) Student Composition – rural/urban, commerce/engineering/others, freshers/experienced, etc.
d) Present & Future Faculty Competencies – generic and specialization areas
e) Locational Aspects - rural/urban/ semi-urban.

An Institute may offer varied combinations of Half Credit courses to various groups of students enrolled in a particular academic year / enrolled for a particular specialization based on student interests and competencies, faculty availability.

Pre-requisites for successful implementation of CBCS:

The success of the CBCS also requires certain commitments from both the students and the teachers.

  • The student should be regular and punctual to his classes, studious in carrying out the assignments and should maintain consistency in his tempo of learning. He should make maximum use of the available library, internet and other facilities.
  • The teachers are expected to be alert and punctual and strictly adhere to the schedules of teaching, tests, seminars, evaluation and notification of results.
  • All teachers should notify the tentative schedule of teaching and tests of the entire semester, including the dates of tests, dates of score notification and all other schedules, which can be planned in advance.
  • The teachers are expected to adhere to unbiased and objective evaluation and marking of concurrent evaluation scores (internal examinations) which will not only maintain the confidence of the students, but, at the same time, ensure that merit is given due credit.
  • Transparency, objectivity and quality are the key factors that will sustain a good CBCS system.
  • At the post-graduate level, and in a professional programme, the syllabus is to be looked upon as the bare minimum requirement to be fulfilled and sufficient emphasis shall be laid on contemporary aspects, going beyond the syllabus.

Click here more details



© Aditya Institute of Management. Best viewed in 1024 X 768.