Admission for the Batch 2024-26 Started.

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Faculty Initiatives on Teaching & Learning

Prof. (Dr.) Surya Dev (Dean, CaD)

a) IMIS Stock Exchange

Course: Financial Markets
Term: I
Team Size: 3 to 4 members
Number of Rounds: 4

Objective: The game's objective is to train the students to make informed decisions linked to investments in the stock market using the information available in the public domain.

Game Overview: We all want to maximize our wealth. Here is an opportunity to learn investment decision-making under given constraints. In the real world, investors are worried about investing in a particular company or industry shares and what is the ideal time to buy or sell shares. Moreover, financial markets are assumed to be efficient, and there is much information about the companies, industries, stock markets, and economies. Therefore, the investor must decide to buy or sell shares by considering the available data to maximize wealth. There are many instances where a prudent investor has made huge bucks in highly volatile capital markets and when the capital markets are going towards the South. This Game enables a participant to take a prudent decision, i.e., to maximize their wealth considering their risk-return preferences with the available information. The Game allows one to maximize one's wealth in the classroom and learn the skills to invest in Real-time Capital Markets.

Process: The students must decide to purchase or sell the shares of a given set of companies from the notional capital provided to them. Brokerages are charged for each transaction. No Short selling is allowed. The person with the maximum value of the portfolio after the fourth round is the winner.

b) A Game on Option Strategies

Course: Financial Derivatives and Risk Management
Term: V
Program: PGDM


  • To give exposure to the students about the various option strategies and their applications
  • To help them calculate the payoffs of each strategy at a randomly generated share price.
  • To help them calculate each strategy's maximum profit, loss and breakeven.
  • To teach them to draw the payoff diagrams of each strategy.
  • Overview: In this game, each one has to play this individually. The game begins with a discussion on revisiting the basic concepts of options, types and some ideas on the factors governing the option premium. It starts with simple option strategies, followed by combinations of options with other options or covered positions.

    Process: In this game, the instructor generates the prices randomly, the participants have to calculate the payoff in a fixed time, and the record keeper keeps track of the difference of amounts from the correct payoff of the participants. The student at the end who has the minimum amount recorded against his name is declared as the winner.

    c) Newspaper based activities

    Activity 1: Reading the Stock Prices Page in a Financial Daily
    Course: Financial Markets (Term I), Financial Derivatives and Risk Management (Term V)

    Objective: To make students understand the stock prices tables published in Financial Dailies

    Overview: The financial dailies publish information on stock market movements and the prices of the stocks of different companies. The students need to learn how to read and use these tables. Through this activity, the students can appreciate and understand the market intelligence published, apply it to their projects, and take real-life buying or selling decisions.


  • The student gets a financial daily like Business Standard, Economic Times etc., to the class.
  • Then Each item on that page is explained, like advances and declines, Index values, Charts, various prices published in the paper for the stock, PE multiples and others.
  • These concepts are revisited in future classes to check the clarity of the concepts among the students.
  • Activity 2: Newspaper Articles Discussion
    Course: Financial markets (Term I), Security Analysis and Portfolio Management (Term IV) and Financial Derivatives and Risk Management (Term V)

    Objective: To encourage a student to read the newspaper and understand the implications of different events on the financial markets.

    Overview: Newspaper articles based on the topic are circulated and then discussed in class to clarify the topics in the course and understand the implications of the events. This activity also encourages the students to read the newspaper daily

    Activity 3: Initial Public Offer: From Opening of the issue till listing
    Course: Financial markets

    Objective: To understand the various aspects of an IPO, from the book-building process to listing.

    Process: The students

  • Collect advertisements of IPO during the period of study.
  • Check the prices of the IPO, the players in the IPO, risk factors etc.
  • Monitor the demand for the shares from the exchange website in the book-building period.
  • Download the prospectus from the website of SEBI and understand the important aspects covered in it.
  • Understand the basis of IPO allotment among various categories of investors published by the registrar in the newspaper.
  • Calculate overpricing or underpricing of the shares.
  • ---------------------------------

    Prof. Supratim Pratihar (Prof. of Marketing)

    1. MARKPLAN -A Field Based Interactive Learning Exercise

    Course: Sales and Distribution Management

    Batch: PGDM 1st year - 2nd Trimester

    Group Activity:Each group consists of 4 - 6 students. All must participate.

    Objective: To understand the Strategic Marketing Activities of an organization.

    Overview: This is a field-based activity as a part of the course Marketing Management - II which helps in learning the Marketing Plan Structure of different organizations. This is a group activity that involves visiting the office of any organization, interacting with the marketing (strategy) manager (or any other appropriate person) and discuss the marketing approach of the organization.The students record the interaction with the corporate representatives and submit an integrated video presentation of the project elaborating on major components like Situational analysis, SWOT analysis, Marketing goals, objective, strategy, implementation, evaluation and control.

    2. CHAP - A Channel Partner Analysis Project

    Course: Sales and Distribution Management

    Batch: PGDM 1st year - 3rd Trimester

    Group Activity:Each group consists of 4 - 6 students. All must participate.

    Objective: To analyze the activities of the channel partners of an organization.

    Overview: Students visit the channel partners (distributors / dealers / wholesalers / retailers etc.) for a particular industry to understand how the distribution channels operate and map the different flows that take place among the channel partners in the industry.Students address the following issues:

    • The major players in the distribution channel
    • The flows that exists between the intermediaries (Ownership flow, Promotion flow, Payment flow etc.) and represent it in a pictorial form
    • The relationship that exists between the channel members
    • The margins (in terms of %) that each channel member gets on the goods sold
    • Credit policy issued / availed by each channel member
    • Promotional support provided by the channel members
    • Targets and incentives for each channel member and how they are set
    • Inventory policy for each channel members
    • Selection policy for new channel members
    • Evaluation of the channel members
    • Methods used for motivating the channel members
    • Conflict among channel members and strategies to solve them
    • The channel for returned, defective or expired products and policies for the same
    • Any other relevant information related to sales and distribution management for the organization

    3. MOOCs-A self-learning approach

    Course: Sales and Distribution Management

    Batch: PGDM 1st year - 3rd Trimester

    Individual Activity: All must participate individually.

    Objective: To inculcate the habit of self-learning while undergoing knowledge enrichment.

    Overview: The students undertake and complete the following online courses offered by Coursera (under financial aid option):

    • Course Name: Developing a Marketing Mix for Growth
      Created by: University of Illinois at Urbana-Champaign, USA
      Taught by: Hayden Noel, Assistant Clinical Professor, Department of Business Administration, College of Business
    • Course Name: Developing a Winning Marketing Strategy
      Created by: University of Illinois at Urbana-Champaign, USA
      Taught by: Hayden Noel, Assistant Clinical Professor, Department of Business Administration, College of Business

    4) RISE - Rural Immersive and Strategic Experience event

    Course: Rural Marketing

    Batch: PGDM 2nd year - 4th & 5th Trimester

    Individual Activity: All must participate collectively

    Objective: To expose students to rural realities with an emphasis on development, sales and negotiation strategy and event management

    Overview: IMIS has introduced Rural Immersive and Strategic Experience as an integral part of the course on rural marketing, to provide its students with the unique opportunity to immerse oneself into understanding the rural environment over a period of more than twelve weeks. It has a unique pedagogic approach that blends strategy, leadership and marketing, so students gain first-hand experience of rural life and its implications for strategic leadership, rural marketing and social change catalyst.

    • Activity- I: Field Immersion (Market Study)

      As, a part of the activity, the students identify and visit a rural area in the vicinity of the institute (within 25 kilometres). Theyenquire about the buying and consumption behavior of the rural masses. The studentsdesign a questionnaire and conduct a survey to find out the requirements of the villagers and the scope for conducting UMANG in the village. Finally, the students finalize the venue and date for conducting the Annual Grameen mela after taking all the stakeholders into consideration.

    • Activity- II: REX (RISE Expert Lecture Series)

      Once, the date and venue for UMANG is finalized, the second activity gets triggered. This is a group activity and groups of four to five students visit various organizations and arrange forguest lectures (from corporate leaders), where those officials from organizations will come and address the students of rural marketing and share their experience of how the company promotes marketing in the rural areas of the country.

    • Activity- III: Conducting UMANG (Strategic leadership for sponsor visits)

      Further, all the students visit several organizations, the village (venue), government officials and contribute towards all other allied activities to make UMANG a successful rural marketing fair.


    Prof. (Dr.) Prakash Chandra Dash (Prof. of Marketing)


    The fact that role play simulates a real-life environment for the students which they are able to associate with, shows that it is a powerful methodology. It allows the students to play the roles of certain characters in these situations so they are able to see things from a different perspective. Through role-play, they have a better understanding of how and why things are done in a particular way and they are able to associate what all factors are considered in a particular scenario. Hence it is a methodology which should be used often in classrooms.


    AD MAD is an 'Advertising Campaign Competition' for Business students to showcase their creative business skills in marketing products and services. Markus, the marketing club of IMIS organizes ADMAD show for marketing students to inculcate the creative and latent thinking among them.


    The Marketing students of IMIS are encouraged to go for field project in the TERM-III for the subject Services Marketing to get the corporate exposure and to assess the service quality parameter. A field project allows the student to investigate an educational issue or implement a strategy that has meaning within the student's educational context.


    In order to develop critical thinking skills, understand group dynamics and, various concepts related to Individual and Group behaviour, the comprehensive course design is shared with students. For each topic, a relevant case/ exercise are conducted. Each activity is followed up by debriefing and discussion sessions on the application of learning to real-life situations.Case analysis are an integral part of marketing subject. Here at IMIS, case study is a part of evaluation process. It is assigned to students at the beginning of the course and they are encouraged to analysis the case and present in the class.


    Students were engaged in use of Poster making contests to explain marketing concepts in class group-wise and conducted assessments. Teams were judged on the basis of the appropriateness of the solution to the given unsolved Case. Teams were having around a maximum of five members and no less than four members. Teams were judged on the basis of the appropriateness of the poster to the given theme.


    Prof. (Dr.) Divya Gupta (Prof. of Finance)

    1. Analysis of news articles from journals and business newspapers:

    Course Linked to: Retail Banking and Mutual Funds

    Objective: Continuous changes in the mutual funds and banking guidelines and acts are announced by the RBI, AMFI and SEBI. While reading these papers students get updated with the new policies and guidelines thorough news articles.

    2. Live Case Studies:

    Course Linked to: Risk Management in Banks

    Objective: Live cases on working capital and term-loans are discussed and credit risk is analyzed as per the banking norms to accept or reject the loan proposals. This activity also includes calculating credit score and credit rating of the borrower.

    3. Digital Banking Skills:

    Course Linked to: Retail Banking

    Objective: This activity is conducted in Computer lab. Students are exposed to digital banking apps and products of NPCI through various videos, followed by the practical application of the few services through mobile apps and Internet banking platform.


    Prof. (Dr.) Anupama Jena (Prof. of BC & SSD)

    1. 'Pitch Me'-An Activity on Selling Skill

    Course: Special Development Skill

    Batch: PGDM 1st Year

    Activity:Based on product knowledge, marketing strategies, product promotion skill

    Activity:Based on product knowledge, marketing strategies, product promotion skill

    Teams: Each team consists of 3 students. All must participate.

    Overview: Students perform in a group in which they have to sell a product of a brand which is actually not available in the market.

    Activity: In this engaging exercise, students are organized into groups of three and tasked with the exciting challenge of marketing an imaginative brand's product. Their mission is to craft a captivating punchline that embodies the essence of the product, present it with finesse, and promote its merits before a captivated audience, all within a limited timeframe of two minutes. The ultimate measure of success lies in the votes cast by the audience, with the team that garners the most support for their persuasive presentation emerging as the victorious contender. This dynamic competition sparks creativity, public speaking prowess, and the art of captivating an audience's attention, making it a truly exhilarating experience for all involved.

    2. Caterpillar Race

    Course: Soft Skill Development

    Batch: PGDM 1st Year

    Game:Based on problem solving skills

    Teams:Each team consists of 6 students. All must participate.

    Overview: Students perform in a group in which they have to learn the art of maintaining balance and learn coordination.

    Activity: In this intriguing game, a team comprised of no less than four individuals forms a steadfast line. Curiously, they choose to interpose circular objects such as balloons or balls between each adjacent pair of team members. The true essence of this captivating activity lies in their collective endeavor to advance harmoniously without resorting to the conventional employment of hands to maintain the balloons in position. As they embark on this peculiar journey, the true allure of the game begins to unfold, captivating both participants and spectators alike.

    3. Role Play

    Course: Soft Skill Development

    Batch: PGDM 1st Year

    Role Play:Manager & Customer Relationship

    Teams:Each team consists of 6 students. All must participate.

    Overview: The objective of this role play is to provide PGDM students with an opportunity to practice their managerial and customer relationship skills, including effective communication, problem-solving, conflict resolution, and customer service.

    Activity: During the role play, the PGDM student acting as the manager begins by warmly welcoming the customer and setting a friendly and professional tone for the interaction. The manager creates an environment that encourages effective communication and establishes a sense of comfort and openness.
    The manager demonstrates active listening skills, attentively hearing out the customer's complaint without interrupting. They show empathy and genuine concern for the customer's thoughts and feelings, aiming to understand the issue from their perspective.
    To ensure clarity and a comprehensive understanding, the manager asks relevant questions to delve deeper into the customer's concerns. This helps identify the root cause of the problem and any specific expectations the customer may have regarding a resolution.
    Recognizing the impact of the issue on the customer, the manager offers a sincere apology for any inconvenience caused and expresses empathy for their frustration or dissatisfaction. This empathetic response helps build rapport and trust, reassuring the customer that their concerns are valued.
    Engaging in a collaborative problem-solving process, the manager and the customer work together to find a suitable solution. They explore potential options, considering any constraints or limitations that may exist. The manager presents viable solutions and actively seeks the customer's input and agreement on the proposed resolution.
    Once an agreement is reached, the manager ensures that the customer is satisfied with the proposed solution. They provide any necessary assistance or information to facilitate the resolution, going the extra mile to address the customer's needs. Additionally, the manager communicates any follow-up actions or timelines, setting clear expectations for the next steps.
    In concluding the role play, the manager expresses gratitude to the customer for bringing the issue to their attention. They emphasize the organization's commitment to customer satisfaction and delivering excellent service. The manager invites the customer to provide feedback or reach out for further assistance, demonstrating a proactive approach to maintaining a positive customer relationship.


    Prof. (Dr.) Lopamudra Mishra (Prof. of HRM & OB)

    Several initiatives are taken to improve teaching and learning processes for students' enhanced learning. Some of the key initiatives taken are:

    1. Project Exercises:

    Summer Internship (SIP) and field project exercises are introduced.


    • To expose the students to the real-world scenario so that they can understand the practical application of the various Human Resource functions.
    • Enhance the employability of the students
    • Enhance the professionalism within them
    • Understand the practical challenges in executing the functions.

    2. Group Exercise:

    HR simulation tasks like Job analysis, CV shortlisting, preparing appraisal format etc. are conducted as group exercise in the class. Moreover, groups are formed and the recent HR issues like moonlighting, quite quitting etc. are discussed as a topic for brain storming.


    • To enhance the active learning.
    • To provide the basic know how of some HR functions.
    • To enhance the employability of the students.
    • To provide a platform to the students for exercising practical aspects of human resource concepts and foster human resource management competencies.

    3. Gamification:

    Various games to enhance team building, creativity etc. are conducted for the students as the HR Club activities.

    Team Building games:

    • Students are divided into few groups of 2-3 members in each group. They are asked to arrange the playing cards in a given sequence. The performance of the groups are judges based on their coordination, time taken and perfection.
    • Management Kabaddi: Students are asked to form groups of 2 members in each group. Both members of the group are sked to run across a previously drawn track. In the same time members of other groups who are present inside the track will block them from moving. How successfully the members cross the track within less time determine the winners.

    Creativity Games:

    • Master Mind:The students are asked to form groups of 2-3 members in each group. They are provided with papers, scissors, glues, crayons etc. They are asked to prepare a list of paper crafts can be prepared with these resources. But they will be asked to prepare something other than the crafts mentioned in the list. This is how they can show their creativity.


    • To add fun in learning.
    • To inculcate the essential HR competencies like team building, time management, creativity etc. within the students.
    • To make them learn optimum utilisation of available resources.

    4. Analysis of articles from journals and business newspapers:

    Relevant articles from the journals and the latest HR related news from the newspaper are discussed in class.


    • To make students aware of the latest developments in the subject area.
    • To enhance the analysing skill of the students.

    5. Role Play:

    The topic of role plays in HR like job interview, appraisal interview, employee counselling etc. are given to the students 2-3 days before. Students are asked to form a group of 2-3 students based on the topic. The students play the role of certain characters in the class.


    • To simulates a real-life environment.
    • To help the student to understand the concepts in a simulated environment.
    • To help the students to understand the concepts from different perspectives.


    Prof. (Dr.) Sahadev Swain (Prof. of Finance)

    The following initiatives may be taken to make teaching industry oriented, corporate ready and students' friendly.

    • Students need to be encouraged to develop critical thinking skills through the case studies. Here at IMIS, case study is a part of evaluation process. Those should be assigned to students at the beginning of the class and which they are supposed present the case in the class.
    • In Financial Statements Analysis, Students need to be assigned to analyze the actual financial statements of the companies through different techniques and reveal the strength and weakness of the companies.
    • In Insurance and Risk management, Students need to do projects on different insurances to gain the practical knowledge on insurance claim settlement.
    • Students' presentation in the class need to be more rigorous to make the students more active.
    • Summer Internship is the gateway of final placement of the students and which ultimately bring glory to the institute. So internship and final placement need more attention with utmost care.


    Prof. (Dr.) Ananya Pratihar (Prof. of HRM & BC)

    1.Group Exercise

    Icebreaker: Non-Verbal Charades

    Course: Business Communication

    Batch:PGDM 1st Year

    Objective: The objective of this activity is to enhance participants' understanding of non-verbal communication and its impact in a corporate setting.

    Team: Pair of two

    Overview: Students are divided into pairs of two. Each participant takes turns acting out a specific emotion or message using only non-verbal cues (facial expressions, gestures, body language). The other participants must guess the intended message. This activity promotes observation skills and the ability to interpret non-verbal signals accurately. Further, by engaging in various exercises and discussions, participants will develop their awareness of non-verbal cues, interpret non-verbal signals accurately, and effectively utilize non-verbal communication to convey messages and build professional relationships.

    2.Persuasive Skill

    Think and Speak: Impromptu Speeches

    Course: Business Communication

    Batch:PGDM 1st Year

    Objective: The objective of this activity is to develop participants' ability to deliver impromptu speeches effectively. By providing participants with a short preparation time, they practice thinking on their feet, organizing their thoughts quickly, and delivering coherent and persuasive speeches in a professional setting.

    Team: In pair

    Overview: Divide participants into pair.Each group is assigned a topic relevant to the business or industry, such as "The Future of E-commerce" or "The Importance of Ethical Leadership." Participants are given a few minutes to prepare a short impromptu speech on the given topic. Each participant delivers their speech, followed by feedback and constructive suggestions from their group members.

    3.Role play and Simulation

    Activity: Crisis Communication

    Course: Business Communication

    Batch:PGDM 1st Year

    Objective: This simulation aims to improve students' ability to handle high-pressure situations, make quick decisions, and communicate effectively in times of crisis.

    Team: Four (each with four students)

    Student Co-ordinators: 3

    Overview: Students are placed in a simulated crisis situation where a company is facing a major public relations crisis. They are divided into teams and assigned roles such as the company spokesperson, PR manager, legal advisor, and senior executives. Each team must collaborate to develop a crisis communication plan, address media inquiries, manage social media backlash, and restore the company's reputation.


    Prof. (Dr.) Debasmita Panigrahi (Prof. of HRM & OB)

    To enhance the educational experience, promote student engagement and foster effective learning outcomes,innovations in teaching pedagogy is the need of the hour. The subjects where I incorporate these initiatives are:



    Courses : (OB, RS)

    Various psychometric tools like Johari window, Personality assessments like Big 5 factor model, MBTI, Cognitive ability test, Skills and aptitude, Situational assessments, EI assessment, etc are used in the courses covered above.


    • Measure Individual Differences: Psychometric assessments are designed to measure and quantify individual differences in various psychological traits, abilities, aptitudes, skills, or characteristics.
    • Predict Behavior or Performance: Assessments can predict student performance, academic success, leadership potential, or compatibility in a team or relationship.
    • Assess Suitability or Fit for Job: Psychometric assessments help assess the suitability or fit of students for specific roles, positions, or environments.
    • Enhance Self-Awareness and Personal Development:Contributes to individuals' self-awareness by providing insights into their strengths, weaknesses, preferences, and personality traits. Identify areas for improvement and make informed choices about their career, relationships, or personal growth.
    • Counselling and Therapy: Assess psychological well-being, identify mental health issues, or measure specific psychological constructs.


    Courses : All Courses

    Field project is given in every subject to make them aware of different theoretical chapters and its applications in practice in organisations. Various field projects in different subjects like motivational level of employees and job satisfaction in their companies, Worklife balance, Emotional quotient and layoffs etc are given.


    • To enhance knowledge from theory to practice.
    • To expose the students to the real-world scenario so that they can understand the practical application of the various Human Resource functions.
    • Enhance the employability of the students
    • Enhance the professionalism within them
    • Understand the practical challenges in executing the functions.


    Courses :(OB, RS, PCM)

    Use of videos extensively to illustrate common concepts in organisation Behaviour. For example, to explain cognitive dissonance, a video from Big Bang Theory is used (


    • Fun filled learning
    • Student engagement
    • Application oriented and practical skills
    • Real life values


    (a) Activity based learning:

    In activity based learning each group will select one organization and examine two HR functions in that specific organization. For this purpose, they will interview two current employees of the organization and submit the videotaped interview and one page suggestions/recommendations document based on their analysis of those functions. They are also remunerated (cash / kind) for their success in documentation or changes done.


    • Learn while you earn
    • Extended learning through interaction
    • Industry academia interface

    (b) Performance review meetings:

    How performance appraisals are done and skills required by a student to enhance his performance.


    • To understand how to and how not to handle a Performance review session both as a supervisor and subordinate using Performance review templates.
    • To learn the art of rapport-building and starting with the positives, without being critical in communicating the negatives as a manager
    • To not be overtly defensive in making their point of view as a subordinate
    • Immediate feedback by the observer as to how the review meeting was conducted


    Courses:(OB, RS, PCM)

    Students will be divided as groups. Each group will be given a topic for brainstorming. They will be given chart papers, sticky notes, sketches and asked to be as innovative as possible in their answers. The whole process will be moderated by student volunteers. After the activity, the moderators will brief the answers for each question.Role plays in different functional areas of HR are also done.


    • Understand the exact roles and responsibilities of a particular profile.
    • Simulation based learning
    • Experiential learning.


    Courses:All courses

    Inculcating the habit of newspaper reading and magazines to increase general awareness required for interviews and professional networking.


    • Students awareness regarding recent trends in their individual subjects.
    • Updated knowledge and proficiency in language
    • Analytical skills in market and industry requirement.