Classroom

GIBS Business School to evaluate students in all areas, not only through examination and classroom marks, but also through overall personality development, industry preparedness, and practical skills.

There are multiple ways to evaluate students outside of academics:

1. Continuous Internal Evaluation

• Case study evaluation
• Presentation/seminar evaluation
• Group discussion (GD) evaluation
• Role play/simulation evaluation
• Assignment/live project evaluation

This demonstrates communication, analytical thinking, and teamwork skills.

2. Live Projects & Internships

Evaluation includes:

• Real-time problem solving
• Project Report
• Industry Mentor feedback
• Practical implementation skills

This demonstrates the extent to which students can put theory into practice in a real-life business environment.

3. Participation in Events & Clubs

Evaluation of students includes participation in:

• Management Festival
• Business Plan Competition
• Entrepreneurship Related Activity
• Leadership roles in Student Committees

This demonstrates leadership, initiative, and confidence.

4. Industry Preparedness & Soft Skills

Two areas of focus for GIBS:

• Communication skills
• Presentation Ability
• Professional Image
• Attitude and Discipline

The focus of this evaluation is that student performance in exams does not necessarily relate to their level of industry preparedness.

5. 360 Degree Development Approach

Feedback from:

• Faculty Members
• Industry Mentors
• Trainers
• Sometimes Peer Evaluation

Comprehensive look at the overall development of students.

Academic faculty provide students with a solid foundation through core management principles, frameworks and academic research based on academic teachings. In contrast, industry practitioner and visiting faculty members provide students with useful, practical information relating to daily operations within their respective corporations, including current market conditions; case studies; and examples of how companies operate in relation to each other, etc.

This balance between both academic and industry faculty allows students to learn both the meaning of what type of action or behaviour is involved and how those actions and behaviours are used within the context of business. Industry faculty will typically share with students examples of the types of real problems they have faced and the types of decisions they have made, and what type of expectations they have for employees working at their companies. This will help create an engaging classroom environment through shared experiences; thus providing students with an integrated learning experience of theory through practice, and as a result, prepare them to perform with confidence in their new corporate careers.

The GIBS Faculty incorporates significant industry relevance in the classroom by utilizing real business experience with academic theory. Most faculty members have worked in corporate or consultancy roles prior to joining GIBS, allowing them to frequently use current business examples (both live and case studies), current business practices, and demonstrate industry trends in class. Classes typically have a combination of simulations, role play, live-case projects, and corporate assignments from real-world businesses. Additionally, the Faculty has a regular practice of hosting guest speakers from industry, alumni, and/or CXO's to provide students with an understanding of the practical challenges of working in a business environment beyond their textbook studies. Faculty also work closely with their students through mentoring, providing guidance for work experience, and providing project feedback to ensure all students are prepared for new jobs and can successfully apply their classroom knowledge to real-world business situations upon graduation.

Online Rehabilitation courses differ significantly from traditional classroom programs in terms of practical training and interaction. While online courses offer flexibility in terms of time and location, they typically lack the hands-on experience required for clinical practice. 

Traditional classroom Rehabilitation courses, on the other hand, provide students with direct access to faculty, practical labs, and clinical internships, which are essential for developing the necessary skills in patient care. 

Additionally, traditional programs are accredited and recognised by regulatory bodies like the Rehabilitation Council of India (RCI), while online courses may not meet the same standards for clinical practice or licensure. 

Thus, while online courses can provide theoretical knowledge, they fall short of providing the comprehensive, practical training needed for a career in Rehabilitation.