Pedagogy – DCSMAT Institutions


Pedagogy in School of Management and School of Finance


“Endeavour persistently to Develop Leaders and thinkers for industry and society through innovative academic practices.”


1) We work on imparting Knowledge for stake holders to create and develop professionalism.
2) We focus on innovation and dynamism in academic process.
3) We facilitate personal growth and transformation of students and staff.
4) We are in the process of creating orientation to society and sustainability.

Programme Educational Objectives

The MBA program of DCSMAT aims at establishing process to:-
PEO1) Deliver through effective academic systems for the higher level of subject knowledge, Industry awareness, communication expertise and interpersonal abilities.
PEO2) Developing competency and skills required for corporate world.
PEO3) Fostering creative and critical thinking among the aspirants in order to make them corporate leaders.
PEO4) Inculcate ethical and social orientation among aspiring students.

To this theDCSMAT Institutions focus on student cantered approach where the faculty use case studies, role plays, group assignments, computer-based activities, simulations etc. to facilitate learning. Apart from university curriculum, interactions with eminent personalities from the industry, workshops, project work etc. provide rich practical experience.

Our faculty use the best medium to convey complex cutting-edge information and insights, including case studies, case writing, lectures, role plays or simulations and have created many curricular innovations, some emulated even by other top B - Schools in India. Within DCSMAT Institutions, new initiatives, knowledge and ideas constantly evolve. Areas of focus include entrepreneurship, social impact management, business ethics, health care economics real estate, retailing, sports business and leadership and change management.

DCSMAT Institutions attempt to achieve the following through their innovative pedagogy and teaching practices:

Continuous industry interaction A high level of corporate input will be the aim for Business as well as Architecture Schools . We invite business leaders, cream of academia and entrepreneurs throughout the academic year, for guest lectures, seminars and workshops , so that students get exposure to current trends.

Experiential Learning Students are given the opportunity for internships in companies, participation in International Book Fairs, organizing and hosting events such as HR Conclaves, Latitude, Kerala Architecture Festival, and Kerala Literary Festival, which help to provide l ‘Experiential Learning’, to the students.

Student Centred approach to Teaching Our pedagogy focuses on student-cantered teaching methodology, which encourages intense participation, which enable students to present their perspectives,

Pedagogy in School of Architecture and School of Interior Design

The School of Architecture to promotes experiential learning rather than studying formulas for designing. The academic programme is designed to create core architecture professionals to address the challenges of the emerging world. Development of the art professional skills, awareness in allied creative fields, social and environmental responsibility are the focuses of the program. A tailor-made academic program exclusively developed and used by the institution makes sure that these goals are achieved.

A student centred approach facilitates learning and imbibing by students. Innovative approaches for effective teaching are the hallmarks of the teaching learning process in the School of Architecture and the School of Interior Design. Education is not just confined to classrooms but consists of varied interrelated parts- theory, design studio work, case studies, field visit, workshops, architecture tours, talks and interactions with authors, designers, architects, artists etc.

Some of the essential aspects of the pedagogy in School of Architecture and the School of Interior Design include the following:

Fostering creativity – through specific programmes and activities conducted as part of the curriculum and beyond.

Academic collaboration with the University of Valladolid, UVa, Spain, the historic, leading Spanish university through academic interaction, exchange programs, opportunity for higher studies, residency programmes and visits.

Extensive use of case studies as a pedagogy for quality architectural education.

24 x 7 studios – an advantageous fall out of a fully residential campus

Architectural visits and tours leading to documentation and subsequently being developed into architectural books. The Schools have already published a book “ Synagogues of Kerala” and co-published “Wooden Architecture of Kerala” written by the famous architect Miki Desai.

Frequent and varied workshops - paint workshop, bamboo workshop, clay workshop, etc

In addition continuous exposure to our in-house design and innovation labs – carpentry, painting, lithography, weaving, pottery, photography, ceramic and terracotta etc

Interaction with leading artists, architects and authors

Incorporation of reading of architecture related fiction and architectural movies in the syllabus

City Campus camps – in our city campus at Trivandrum for exposure to leading architects and architecture sites in around the erstwhile Travancore State § Development of thinking and making skills in the would-be architects

Promoting the concepts highly efficient and environmentally sustainable building designs

Case Studies

DCSMAT Institutions, ever since their inceptions have been pioneering the ‘case method of instruction’ in Kerala. Dr Sreekumar Ancheri, the founding Director of DCSMAT was an ardent practitioner and a ‘teacher of teachers’ (ustadon ka ustad) of this method of teaching, and it is under his leadership that this gained traction in DCSMAT and thereafter elsewhere in Kerala. The tradition continues to this day. Needless to say, that this is a widely accepted form of teaching in world class institutions like the Harvard Business School, Yale University, Cornell University, Stanford Graduate School of Business, Indian School of Business, Indian Institute of Management, Ahmedabad etc.

Case studies are actually powerful tools that enable studentcantered teaching- learning processes that can instil in the students critical thinking, communication, and interpersonal skills.

In this method, students are encouraged to work through complex, ambiguous, real world problems and analyse them closely by putting themselves in those life-like situations. Case studies thus can help to bridge the gap between theory and practice. Working on cases requires students to search and evaluate multiple sources of data, encouraging them to research. Case method helps to develop real world, professional skills - organizational, time management, written and oral communication, presentation, collaboration, team management and decision-making skills. In other words, case studies force students into real-life situations and help to develop real-life skills.

Teaching with case studies is more than anything, an art, requiring the highest skills of a teacher – he or she has to take on and keep switching between many roles during the course of the session; a facilitator, a guide, a defender, a devil’s advocate, a moderator, a judge amongst others. In the case method, the teacher does not force, rather does not even offer his or her own opinions, but encourages the students to devise, describe, and defend solutions to the problems presented by each case. Teachers of DCSMAT have been trained in this art within the Institution and in outside institutions such as IIM, Ahmedabad.

In the words of Charles I Gragg of the Harvard Business School, “the case system, properly used, initiates students into the ways of independent thought and responsible judgement."

Harvard Business School Case Studies

With a view to further accelerate and cement our focus on case studies, DCSMAT Institutions have subscribed to Harvard Business School Case Studies for access to their cases. These top- of-the-line cases, considered by far to be the best available in the world, will now be accessible to our students. It will also include access to their much sought after business simulation packages. Every course will now have the added advantage of using Harvard cases whereby the quality of the academic delivery is expected to be enhanced substantially. Similarly, simulations will be used extensively in the teaching-learning process, thereby bringing real life experiences into the classroom, thus ultimately paving the way to make our students fully industry ready.

Student Ownership Programme (SOP)

Student Ownership Programme (SOP) is a mentoring programme unique to DCSMAT which helps students to develop the additional skills required for a manager. It is a team based approach for personal and professional development A member of the faculty is assigned a small group of students with the task of development student’s soft skills, like reading, writing, vocabulary building and listening. The faculty has one to one interaction with each of the SOP group, which helps them to know the exact problem that the student faces academically and personally, and they help them to find a solution. The faculty members also monitor the holistic progress of their assigned students. In other words, it is taking the ownership of all academic and non –academic activities of DCSMAT by all the faculty equally.

(a) A faculty is assigned with a group of 6 - 8 students
(b) The team under the guidance of the faculty strives continuously for the attainment of the individual and collective goals.
(c) The faculty act as the mentor of the students
(d) The faculty is the owner of the group for two years.
Responsibility of the SOP Owner:
(a) Goal setting-individual and collective
(b) Continuous training
(c) Discipline
(d) Motivation and counselling
(e) Career guidance
(f) Guides - Organization study, final dissertation project and placements

Evening Presentations
The Evening Presentation (commonly referred to as EP) is another highlight of DCSMAT, devised to methodically train and hone the presentation skills, audience facing ability and improving the knowledge quotient of all students.

Every group of five to six students (SOP) is mentored by a faculty and over a period of a year when they are required to give a minimum three presentations. The students are free to select a topic from any of the following fields:
(a) Economic
(b) Political
(c) Social
(d) Cultural
(e) Science and Technology
The student group needs to select a topic and discuss with the faculty mentor, collect information on the topic, research and prepare a presentation. The topic selected will have to be approved by the faulty in charge. The group will also be prepared to give a mock presentation to the faculty before the final presentation in front of the entire batch.

Objectives of Evening Presentation
(a) To develop competence in analysing contemporary developments, rends and happening sin the business world. Students should be able to analyze implication for managers and arrive at suitable recommendations or conclusions.
(b) In the long run, this should then become part and parcel of the mental framework of the young executive.

Advantages of Evening Presentation
(a) Elimination of Stage Fright
(b) Developing presentation and communication skills
(c) Developing a presentation style
(d) Enhancing research skills
(e) Enhancement of confidence to face audience
(f) Learn to work in a team
(g) Improving listening capacity


Gallop is an in-house training programme designed primarily to hone the leadership and communication skills of the DCians. The programme intends to prepare the students to face the placement process with confidence and reveal their full potential to future employers. The students would also imbibe social graces and soft skills essential for a successful corporate life. The programme will be scheduled by AIMC in the central schedule. Attendance and active participation are mandatory. Fines as applicable to regular academic sessions will be levied from the absentees. The objective of the programme is to nurture personality development, improve communication skills, interpersonal skills, leadership skills, social etiquettes and performance in group discussions and personal interviews so as to enhance the employability of the new batch of MBA students. The learning methodology comprises of a varied mix of methods, incorporating mock interviews, group discussions, management games, role play and debate.

Aspire My Dream Career

Aspire My Dream Career DCSMAT is the forerunner as far as value additions to MBA Programme is concerned. In order to ensure the full transformation from studentship to management professional DCSMAT has envisaged a course titled “Aspiring Your Dream Career” with effect from the Academic Year 2019-20. The course is scheduled through semesters one to three with specific outcome based modules. A judicious blend of academicians and managers from the industry will facilitate the course for MBA students. The course consists of the following: -

  • Goal Setting
  • Developing Right Attitude
  • Personality Mapping
  • Industry Analysis
  • Identify Your Dream Companies
  • Soft Skills Training
  • Aptitude Test
  • Group Discussion & Resume Writing
  • Interview Skills

Breakfast with CEO

Breakfast with CEO is a program introduced by DCSMAT Institutions to facilitate interactive learning from interactions with leaders in business and industry. Through this programme, DCSMAT invites CEOs and other top executives to our campuses to interact with them informally. The sessions are conducted informally over breakfast. The attendance in each such event is restricted to about 20 students so that maximum interaction can take place. All students get a chance by turn to participate in this unique event.

Meet the CEO

For management training to be complete, the students should have exposure to and interaction with the industry and a thorough knowledge of what is happening in the business world. For this purpose, the College has designed a new programme “Meet the CEO” for the junior batches. In this programme students are divided into groups of 4 members each. Each group has to identify a CEO of their choice and schedule a meeting with him/her.

Students need to interview the CEO with a well thought out and prepared questionnaire and interview him. A video recording of the interview also has to be made. Thereafter, a presentation by each of the group is scheduled in the auditorium on different days which is attended by the faculty and the entire batch. During the presentation, the students show the video recording and they share their experiences and analyse their findings vis a vis the conceptual knowledge obtained in classrooms. This programme was initiated in 2016 with MBA 2016-18 Batch and has been an outstanding success.

Applied Business Studies (ABS)

ABS is a programme designed to help the students to be familiar with the real world of business. ABS includes activities to improve the general awareness and knowledge of students. ABS will be conducted weekly once. All activities of ABS will be done in SOP groups. Students are supposed to make Power point Presentations with only bullet points and upload it in Moodle before the end of the session The programme will be scheduled by AIMC in the regular session schedule. Attendance and active participation is mandatory. Fines as applicable to regular academic sessions will be levied from the absentees.

Following are some of the topics that will be covered in ABS: -
(a) Food for Thought
(b) Biography of Brand
(c) Biography of a Person
(d) Sector Analysis
(e) Newspaper Mapping
(f) TED Talk based discussion
(g) Articles based discussion
(h) Role plays and Management Games
(i) Mock press

Second Year - Soft Skills and Placement training in the second year will be through external trainers and will be coordinated by the Placement Officer aided by the Core Committee for placements. Before finalizing the external placement cum soft skill training, a need analysis will be done by the students. Where possible, demonstration classes will be organized from different short-listed trainers and the trainers will be selected based on the feedback from students. The second-year training will also include fine dining training.