In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team. A group of students discussing a lecture or working together over the Internet on a shared assignment are both examples of cooperative learning. Cooperative learning differs from traditional teaching approaches because students work together rather than compete with each other individually. This brings positive results such as deeper understanding of content, increased overall achievement in grades, improved self-esteem, and higher motivation to remain on task. Cooperative learning helps students become actively and constructively involved in content, to take ownership of their own learning, and to resolve group conflicts and improve teamwork skills. The common tools used by the faculty members under this model are Field Study/Project Work, Assignment (Internet based/Library Resource-based), Situation Analysis, Simulations, Role Play, Business Games, Class Room Presentations, etc.

"I hear and I forget, I see and I remember, but I do understand when I’m involved." The last part of this statement is the essence of inquiry-based learning. Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.

The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are in a subject or project, the easier it is for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals. The common tools used by the faculty members under this model are Case Discussion, Problem Solving, Brainstorming, Idea Generation, Small-group Exercises, etc.

In management education the learning remains incomplete if proper and adequate emphasis is not given on practice. The class room lectures and discussions supplemented by practical exposure helps the students in building value-based knowledge by assimilating theory with practice. To support this precept, IMIS has been consistently working in creating series of provisions to ensure practical orientation in the learning process and to augment the interaction with the industry. Few of the examples are Summer Training, Research-based Dissertation, Short-term Projects assigned by corporate, Industry Visit, Panel Discussion, Corporate Talks, Guest Talk by Practitioners, Seminar, Workshop, Capsule Programme, etc.

On the development front, the institute gives much stress on blossoming of a Complete Manager by adopting a pragmatic approach in the learning method. The institute has made an exclusive arrangement to facilitate such development orientation. All Saturdays in the academic calendar are reserved to conduct special sessions for students’ development, viz. Communication Development, Personality Development, Business Etiquette, Mock Interview, Business Quiz, Panel Discussion by Students, Presentation on Contemporary Topics, Assessment Techniques, Students’ Knowledge Improvement Programmes (SKIP), Yoga & Meditation, Foreign Language Training, Students’ Activities, etc. The mentor-mentee arrangement at the institute is a unique composition which helps in upholding a compassionate and sensitive relationship required for fostering self-confidence amongst the students while coping with the increased stress.