I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY A CASE STUDY OF LEVERAGING MOOCs with MAIN STREAM MBA PROGRAM COURSES AT BNM INSTITUTE OF TECHNOLOGY

NOMINATION FOR

IMC AWARDS 2015 AT INDIAN SCHOOL OF BUSINESS, HYDERABAD

THEME 3 INNOVATIONS IN TEACHING METHODLOGY

30TH JULY, 2015Presented by:

DR. SK PRASAD

PROFESSOR AND DIRECTOR, BNMIT, DEPT OF MBA

Dr. SK Prasad- Professor and Director, Department of Management Studies- A Profile

Dr. SK Prasad is a Post Graduate in Business Administration (MBA) and holds a Doctorate in Management discipline. Dr. Prasad has over 29 years of teaching, research and administrative experience .

He had published over 30 articles, four books- Management of Small Scale Industries, Strategic HRM, Talent Management and Contemporary HRM. He has guided over 350 MBA Project Reports, 12 M.Phil theses and guided 08 doctoral scholars in the areas of Marketing, HR and Entrepreneurship in reputed universities in India.

Dr. Prasad served as Academic Council Member of Bangalore University, Board of Studies Member- Management, Andhra University and   Board of Studies member of  MBA Visvesvaraya Technological University. 

. He is also life member of Indian Society for Training and Development and Indian Society for Technical Education.

Indian Institution of Production Engineers has conferred Fellowship to Dr. Prasad in recognition of his contribution to Technical Education and Management Education in particular. He is a member of CII Skill Committee South India and has a vast professional network in industry and academic circles.

Dr. Prasad has been nominated to the Board of Governors, Board of Apprenticeship Training Southern Region- An Autonomous Body of Ministry of HRD, Govt. of India.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Massive Open Online Courses are a

culmination / meeting point of Knowledge and networking technology.

MOOCs have created the buzz in academics; from Harvard to Hong Kong Science and Technology University to IITs and IIMs, most of the premier B-Schools across the globe are offering open courses online to the massive number of aspiring enrollers.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY There about 4400 courses been offered

in the area of business and management.

Management education being interdisciplinary courses from Social Psychology, Economics and other fields add to the list an it adds up to over 6000 courses.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY According to a survey conducted, in the

year 2014, there were around 18 million students enrolled in courses offered by over 400+ universities on 2400+ MOOCs offered by over 3000 instructors in 13 different languages (80% courses taught in English).

Around 14% of these courses are offered in the Business and Management Discipline alone (Shah, 2014).

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY MOOCs are highly popular in India and

China and as Brazil, Canada, UK and Russia are catching up (Durofy, 2014).

With the increasing computer literacy, smart phone usage and availability of internet, this trend will only grow.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Advantages of MOOCs Anytime, anywhere learning Highly Interactive Connected and collective knowledge sharing Mostly free. In some cases, for a nominal fee,

which is very much affordable compared to the fee charged in traditional distance education formats

Opportunity to learn for non-traditional students (esp. adult learners)

Facilitates lifelong learning Highly suitable for self-directed learners

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Areas of concern in MOOCs Lack of seriousness to complete the course

(especially among student community who do not realize the impact of the certifications in their career / future)

Very few completing the course (6-10% of enrollments end up in certifications)

Passive role of instructor Relying on multimedia content Awareness and access (internet and

infrastructure - broadband speed)

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY

At BNMIT we are reasonably successful in overcoming these general concerns by:Ensuring hand held support by faculty membersMapping courses with main stream MBA ProgramBringing in seriousness into learning by linking courses with internal assessment procedures like presentations, assignments and projects with the online coursesWe have also mandated that each student shall complete a minimum of two courses to be eligible for taking up desired specialization in MBA programProviding slots in time tables and the computer lab support to ensure that students spend quality time in learning online and also meet all compliance requirements like submission of assignments, taking online tests etc.

BNMIT EXPERIENCE

The Rationale and Background: There has always been a gap between what is

being taught in B Schools and what is needed in industry. In India, majority of MBA Programs are offered by Universities through their affiliated colleges. Curriculum design and syllabus updating is one of the biggest challenges in this system.

Due to dynamics in business environment there is always a need for changing and upgrading contents in MBA Programs.

The only way for B-Schools is to keep pace with the changes is to augment value added programs.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Keeping this in mind, we have taken initiatives

to Introduce I3: Innovative- Integrated- Inclusive Management Pedagogy.

What is I3

Innovative: This pedagogical initiative is innovative as we have created a hybrid learning system wherein courses designed and offered by globally reputed universities through MOOCs platform are brought into to the learning ambit of conventional MBA Program which is more or less in a chalk and talk mode.

In this new initiative we have successfully merged an online medium of learning with on ground training method.

We aim to get the best of both face-to-face and Online education medium of teaching and learning.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Integrated: Our method of teaching

and learning system is integrated in the sense that we have very carefully chosen courses available on MOOCs platforms to match main stream MBA Program.

These courses are supposed to reinforce main stream MBA courses while providing global management perspectives.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Inclusive: This initiative is inclusive as it is

bringing a learning opportunity to every aspirant irrespective of caste, creed, religion or income in MBA class.

The beauty of this initiative all courses are made available to students at free of cost.

The management has provided necessary class room infrastructure computer labs, internet facilities and above all faculty support without any additional charges to the students. That is why, I3 is considered as an iconic academic innovation

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY I3 leverages with MOOCs by

providing students with an opportunity to enroll into various certification programs offered by universities of global repute to enhance their knowledge and competitiveness. These MOOCs are carefully mapped with the courses being offered in our MBA Program.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY This initiative was introduced in BNMIT during

September, 2014 and it has successfully penetrated into student community since then.

Our first experience with MOOCs gave us tremendous confidence and we strongly feel that this innovative initiative will help in enhancing quality of management education with global relevance.

We are convinced that MOOCs enable to reach high quality education and a globally collaborative learning experience to management students.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY MOOCs enable to combine technology and

digital content to serve massive groups of students across diverse educational, economic, social and ethnic backgrounds.

Our initiative has matched with the aspirations of the tech-savvy Gen Y and Gen Z students.

This advantage is coupled with the availability of adequate internet bandwidth with wi-fi at the institute has enabled us to drive this initiative successfully. The new generation mobile phones are also facilitating seamless learning opportunities anytime and anywhere.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY How it was this initiated? We have identified and made an

inventory of MOOCs alongside the university MBA program. In Phase I during September, 2014- March, 2015 about 10 courses were identified and students of MBA I and II Years have been informed that they enroll into the courses of their choice.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Faculty members in the department

were advised to help students in choosing right courses .

In addition, the faculty mentors were also requested to closely monitor each student’s progress to ensure that they complete the certifications successfully.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Additional hours are assigned for MOOCs in

the regular class time tables so that students can take benefit of shared learning.

Students’ performance in MOOCs is one of the eligibility criteria for choosing / allotting specializations in the second year.

Successful students are appreciated and recognized for their additional efforts in open forums on campus and issued certificates of appreciation.

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY The number of students registered into

various MOOCs has increased from a mere 30 certifications in the first month to over 322 by March, 2015.

As many as 117 certifications are completed and 96 are in the process.

In other words, a total of 213 student certifications representing 66 percent of the students enrolled are successfully completing the certifications.

User Perceptions on MOOCs’ We have conducted an In-house survey, ‘User

Perceptions on MOOCs’ in the midway to understand the status of MOOCs initiative at BNMIT.

A reliable and validated questionnaire was designed and after a pilot study the questionnaire was mailed to all 143 students who have enrolled in MOOCs offered from different universities through different platforms.

Out of the 143 students, 132 students submitted their responses out of which only 118 responses were complete and considered for analysis.

User Perceptions on MOOCs’ The major findings : Usage of Social Network: The survey shows that all the respondents use

social networks to a great extent. Face book leads the usage with 3.81 on a 5

point scale, followed by Google plus with 3.53; Linkedin, 3.05; Twitter, 2.45; Stumble upon, 2.03; other networks score

2.66. This indicates the accessibility of internet and

their familiarity with internet usage.

User Perceptions on MOOCs’ Reasons for enrolling into MOOCs Opportunity to earn certificates from reputed institutions 4.59 Access to high quality courses 4.54 Independent learning 4.49 Learn from best instructors 4.46 Experiment with different courses of interest 4.30 Interact with students and professionals across globe 4.25 Unlimited learning opportunities 4.25 Easy access 4.24 Free to try 4.12 Flexible schedule 4.02 Control over study time 3.86

Note: Responses recorded on Five-point Scale

User Perceptions on MOOCs Among the respondents, 96% have enrolled

into MOOCs in the year 2014. Only 2% each of them had enrolled in the

year 2012 and 2013 respectively For 93% of respondents, the first source of

information on MOOCs was their professors / mentors.

Only 6% of respondents were informed about MOOCs by internet and 1% from friends.

The results testify the active role played by the faculty members of MBA-BNMIT and the extent to which they have driven this initiative.

User Perceptions on MOOCs The surveyed respondents have taken up MOOCs on

edX, Coursera and Open2Study extensively. Out of the total respondents 72% have completed two

certifications and 28% have completed one course. When we see the course platform choice we found

that - All the 28% who have completed one certification

have taken up MOOCs on only edX Courses; Among those who have completed two certifications- 26% who have completed two courses on Coursera

and Open2study; 24% who have completed two courses on Coursera

and edX Courses; 22% who have completed two courses on Coursera,

Open2Study and edX Courses.

Students’ MOOC experience (1/2)

The courses I completed online helped me boost my domain knowledge, crack course exams and

understand the current trends. Advertising is my field of interest and MOOC has given me a small platform

to take giant strides in the advertising field .Chirag Parvartikar

The three MOOCs I took up helped me in improving my communication skills and presentation skills and

help me in my internship / project and career

Pradeep M.

MOOCs provide us an online platform to learn, explore and indulge ourselves in new ways of learning and creativity by various tasks and tests. They are easy to access, learn and

are not bound by classroom timings. We even get to interact with fellow peers on discussion forums, which help

us in sharing views of students from all over the world. Raveena R.

Students’ MOOC experience (2/2)MOOCs have helped me to understand the concepts

in a way which I have not experienced earlier in the traditional class room learning. It was a wonderful learning experience that gave me global exposure and new kinds of assessments and assignments

Sneha Singh

Thippesha

After completing courses on HR and Advertising, I could identify my potential and could get clarity on prospective careers for me. The courses also gave me an opportunity

to understand the working of these functional areas.

Subiya Khan

These courses gave me better knowledge and help for developing required skills. These courses helped me understand my strengths and choose my specialisation. MOOCs offer courses to enhance our knowledge in different area. It is the best platform to learn.

I had taken up couple of courses online offered by Stanford University. The major take away from these courses for me was interaction with all the people from various countries across the globe. Another important learning for me was time management, balancing the regular college requirements and MOOC assignments and exams in the given time. My efforts fetched me appreciation and internship in Brigade group.

Shruthi Ramesh

IT Recruiter at Accenture

(BNMIT Alumni)

PHASE II OF THE PROJECT MAPPING MOOCS WITH MBA COURSES

PHASE II STUDY STARTED IN : JUNE/JULY- 2015

IMPLEMENTATION: SEPTEMBER, 2015 STUDIED 12 Most popular MOOCs

PLATFORMS IDENTIFIED AND MAPPED 171 COURSES

These courses have been segmented into four different levels:

PHASE II OF THE PROJECT MAPPING MOOCS WITH MBA COURSES LIST OF MOST POPULAR MOOCS PLATFORMS:

Sl. NO MOOCs PLATFORM WEB ID

1 COURSERA www.coursera.org

2 EDX www.edx.org

3 UDEMY www.udemy.com

4 I TUNES U www.itunes.apple.com

5 STANFORD www.online.standford.edu

PHASE II OF THE PROJECT MAPPING MOOCS WITH MBA COURSES

LIST OF MOST POPULAR MOOCS PLATFORMS Contd…

Sl. NO MOOCs PLATFORM WEB ID

6. MIT www.ocw.mit.edu

7 DUKE www.online.duke.edu

8 YALE www.online.yale.edu

9 OPEN TO STUDY www.open.edu.au

10 OPEN CULTURE www.openculture.com

11 CARNEGIE MELLON www.cmu.com

12 CANVAS.NET www.canvas.net

PHASE II OF THE PROJECT MAPPING MOOCS WITH MBA COURSES

Level I Foundation Courses: MBA I SEMESTER These courses are fundamental in nature like economics, accounting etc.;

52 Courses

Level II Reinforcement courses: MBA II SEMESTER These courses focus on

Organizational Behavior, Principles of Marketing, Finance, HR etc.; 49 Courses

Level III Proficiency Development Courses : MBA III SEMESTER These courses are

offered during MBA III Semester and aim at sharpening the proficiency; 14 Courses

Level IV Specialization Courses: MBA IV SEMESTER: In this segment we have listed

advanced courses in various specializations that students have opted 16 Courses

Total 131 Courses

COURSES BEYOND MBA : 40 Courses

GRAND TOTAL 171 Courses

COURSEWISE MAPPING OF MOOCs – SEMESTER 1

COURSEWISE MAPPING OF MOOCs - SEMESTER 2

COURSE WISE MAPPING OF MOOCs - SEMESTER 3

COURSE WISE MAPPING OF MOOCs - SEMESTER 4

COURSE WISE MAPPING OF MOOCs – COURSES BEYOND MBA CURRICULUM

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY Conclusion: At BNMIT, Department of Management

Studies, our micro level experimentation of leveraging MOOCs with main stream MBA program has demonstrated that we can use MOOCs as a powerful developmental intervention in enriching MBA programs

I CUBE- INNOVATIVE-INTEGRATED-INCLUSIVE MANAGEMENT PEDAGODY We have also experienced that the engagement

levels of students are increased through this intervention, because students are spending more time in studying beyond class room while meeting the assessment requirements of online courses.

As MOOCs are systematically mapped with main stream MBA program and integrated into internal assessment processes, students performance in main stream programs is being consistently increased.

This has enabled us to unleash the potential of students beyond class and sustain the rigors of online learning from globally reputed universities and institutes.