Course Structure

& Conduct

Atal Bihari Vajpayee-

Indian Institute of Information Technology &

Management Gwalior
 Academic
Programmes

Integrated Post Graduate Leading to B Tech + M Tech/MBA

Programme (IPG) ( 5 years)
(Admissions through Total Credits: 229
AIEEE)
M.Tech Computer Sc & Engg. (Adv Networks,
(Admission through GATE) Infor. Security, VLSI, Digital Comm,
Visual Info. Processing)
(2 years)
Total Credits: 58-63
MBA Focus on integration of IT and
(Admission Through CAT) Management
(2 years)
Total Credits: 72
PhD With focus areas in IT and Management

Semester-I
Mathematics I
Physics I
Basic Electronics
Information Technology Environment
Computer Programming
Communicative English
Environment Science
IPG Course
Curriculum
Semester-IV
Fundamentals of Economics
Professional Communication Skill
Microprocessor and Interface
Data Base Management Systems
Computer Networks
Probability and Statistics
Elements of Management

Semester-II Semester-V
Engineering Processes and Technology Computer Graphics
Digital Logic and Design Operating System
Data Structures Software Engineering
Mathematics II Design and Analysis of Computer
Physics II Algorithms
Fundamentals of Visual Communication Internet Technologies
Quantitative Methods
Semester-III Semester-VI
Object Oriented Programming Programming Languages
Systems and Control Artificial Intelligence
Data Communication Network Management and Security
Computer Organization and Architecture Computer Peripheral and Interface
Discrete Mathematics and Mathematical Human Resources Management System
Logic Modeling and Simulation
Psychological Basis of Organizational Self Study
Behavior
IPG Course
Curriculum
M.Tech.
IPG Course
Curriculum
MBA.
 IPG Course
Curriculum
MTech.
Electives

RT Embedded Systems
Advanced Topics in SE
Grid Computing
Microelectronics
Advanced VLSI Architecture
Advanced topics in VLSI Design
Distributed OS
Advanced Network Technologies
Software Quality Management
 IPG Course
Curriculum
MBA.
Electives

Risk Management
Supply Chain Management
Internet Business Models & Strategies
IT Enabled Services Management
Public Private Partnership
 Blending IT and
Management in
Courses
Blending IT and Management in Courses
Semester I-VI contain courses from Technical and Management
Core
Semesters VI-VIII (Both MBA and Mtech) contain subjects of
broader interests to both groups
Common classes enhance sharing of ideas and issues
Encouragement to projects with technical and management
components in diverse groups
Every student has hands-on projects in technical domain and
case studies from management domain
Encouragement and conduct of courses like Technology and
Project Management in an inter-disciplinary manner for thought
provocation
Peer-networking further promotes idea fusion
Simultaneous existence of fraternity members at various fronts
with discussions and deliberations results in knowledge
development and sharing
Methodology

Methodology
Lecture Sessions
Tutorials
Lab Sessions
Assignments
Case Studies
Quizzes
Projects
 Evaluation

Evaluation
Minors – I & II
Majors
Projects, Quizzes
and Assignments
 Salient Features

Salient Features
Flexible curriculum
Peer-to-peer learning
Emphasis on open ended curriculum
Blend of IT and Management
Strong focus on research
Participation by outside faculty allows interaction with
outside world
Summer internship promotes interaction with industry
Opportunities for extra curricular activities
Comparative Analysis with
Stanford University
 Comparative Analysis with
Harvard University

Course Offerings
•The Required Curriculum (RC)
•Establishes a common foundation
•All students participate in the same set of classes
•In addition to acquiring specific analytical and quantitative skills,
students become acclimated to MBA Program standards of
communication and collaboration, and develop strong, lasting
relationships among themselves.
•The Elective Curriculum (EC)
•follows the RC's breadth of experience with an opportunity for
depth, breadth, or both
•students choose from among 96 courses in ten subject areas as
well as field-based learning opportunities to gain a more
concentrated expertise in the industries, functions, and ideas that
interest them most.
•Cross registration enables students to take classes at other select
graduate programs during their EC year.
 Comparative Analysis with
Harvard University

Course Offerings
•Doing Business in China in the 21st Century
•Global Capital and National Institutions-- Crisis and Choice in the
International Financial Architecture
•Entrepreneurial Leadership in Turbulent Times
•Law and the Life Cycle of a Business-Operating as a Public Company
•Power and Influence

Methodology
•Leadership at any level
•Leadership in practice
•case-based learning
•beyond the classroom
 Comparative Analysis with
National University Singapore

Methodology
•Industry oriented curricula
•Close interaction with the industries
•Using Alumni as pathways to industries
•Research focus
•Breadth and depth coverage

•Rigorous, relevant and rewarding

Key Aspects
•International Faculty from top
schools
•Student Exchange Programs
•Joint Academic Programs
•Learning beyond the classroom
 Comparative Analysis with
Carnegie Mellon

Methodology
•Flexible Curriculum
•Interdisciplinary Innovation
•Global Education
•International Programs
•Research focus
•Fellowships and Funding
•Industry Collaborations

Key Services
•Student Support Services
•Academic Advising
 Comparative Analysis with
Singapore Management University

Methodology
•Specialized Centres of Knowledge
•Innovation in learning
•Focus on Knowledge exploration and sharing
•Office of Student Life
•Career Counseling
•Family-like student community

Key Centres
•Centre for Dispute Resolution
•Centre for English
Communication
•Centre for Teaching Excellence
 Summary of
Comparative Analysis

University Learning
Stanford •Focus on every student
•Teaching with a Global Outlook
Harvard •Focus on Practical Aspects of
Courses
•Specialized Programs
National University •Industry Oriented Approach
Singapore •Using the Alumnus to reach
industry
Carnegie Mellon •Interdisciplinary Aspects of
Education
•Academic Flexibility
Singapore •Specialized Centres of Learning
Management •Knowledge Sharing and
University Development by Student
Community
 Key Learning:
Expectations from
Student Perspective
Flexible curriculum as per specific student demands
Multi-Modal Content Delivery
Strong Peer Networking and Knowledge Sharing Practices
Global Perspective
Continuous and Individual Student Mentoring
Strong Foundation Courses
Variety of Electives
Continuous change in curricula
Doing and learning approach
Industrial Networking and Industry oriented curricula
Motivation for learning beyond curricula
Motivation for continuous learning (“MBA starts after completion of
degree”)
Presence of diverse student community
Strong Research Focus
Continuous Evaluation
Guidance by the Alumnus
 Key Learning:
Expectations from
Faculty Perspective

Learning beyond the curriculum

Academic Flexibility
Flexibility in evaluation and content delivery
Industry and academic collaborations

Strong peer networking

Strong student exposure at national and international fronts
Well established infrastructure

Strong research focus

Limited classroom size for individual focus
Scope for a lot of student-teacher interaction
Alumni Inputs as industrial feedback
High intellectual environment
Diverse student community
 ABV-IIITM
USPs

USPs
Competitive Students: Admissions through rigorous All
India Examinations
Competitive Faculty: Every faculty is PhD with job
experience
Research focus as part of curriculum in end product
Flexible Curriculum open to new things during pedagogy
and not adhering to some external agency
Enabling Infrastructure
 The Bigger
Picture: NOW
The Challenge
Ahead
 Open
Questions
Open Questions
How to get participation from industry and in what form?
How to exploit Global Networking?
How to change the mode of content delivery in classes?
How to recognize and evaluate talent?
How to motivate the spirit of continuous learning
How to enhance Entrepreneurial attitude?
How to tradeoff between depth and breadth?
How to develop strong peer networking with knowledge sharing
practices?
How to forecast the futuristic requirements?
How to overcome hindrances in multi-disciplinary research?
How to shape the curricula to cater to every student’s
demands?
How to make optimal use of Alumni as a multi-facet resource?
Is the Industry prepared to accept the changing mode of
Educational sector?