Creating a pool of managers for the new emerging India…
Alumni of IIM Ahmedabad has taken the initiative to set up FOSTIIMA Business School
FOSTIIMA Business School has been conceived, funded and managed by the alumni of IIM, Ahmedabad. Founded in 2007 by Friends Of the class of PGP Seventy Three of IIMA and hence the name FOSTIIMA Business School came about.
FOSTIIMA aims to identify talent and develop therein leadership skills to create a pool of managers for the new emerging India. FOSTIIMA has Postgraduate courses in Management with various specializations.
The school is located in a modern, spacious; purpose-built building in South Delhi. Apart from its own vigorous skill-intensive curriculum focused on the unique needs of specific industry segments, a PGDM shall be awarded to FOSTIIMA students on passing the examinations.
FOSTIIMA is a constituent unit of the Sri Balaji Human Resource Development Trust – promoted by alumni of the Indian Institute of Management at Ahmedabad of the PGP 71 – 73 class with JaithirthRao, Founder – Chairman of Mphasis BFL Ltd. and E & Y Entrepreneur of the year as Chairperson of the Trust.
Our Course Curriculum is benchmarked to the IIMs and our Faculty consists of IIM-IIT Alumni with Senior Management Experience. FOSTIIMA focuses on Experiential Learning and believes that its prime responsibility is to ensure that all its successful students find placement in well-known Corporates as per their area of specialization and ability. Assured Placement for our students through PAN IIT-IIM Network is one of our greatest strengths. To this end, we maintain excellent contacts with well-known Corporates in a wide spectrum of Industry as part of our wide network.
Our Objectives
Encourage contact between students and faculty:
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty must help students deal with high stress and keep on working to achieve results. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans and develop mutual trust. This is what mentoring is all about.
Develop reciprocity and co-operation among students:
Learning is enhanced when it becomes a team effort rather than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions sharpens thinking and deepens understanding.
Encourage active learning:
Learning is not a spectator sport. Students do not learn by sitting in classrooms listening to teachers, memorizing pre-packaged assignments, and regurgitating answers. They must cogitate over what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
Give prompt feedback:
Knowing what you know and realizing what you don’t know focuses the mind on learning. Students need appropriate feedback on performance to benefit from courses. At various points during the program and towards the end, students need chances to reflect upon what they have learned, what they still need to know, and how to assess themselves.
Emphasize time on task:
Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
Communicate high expectations:
Expect more and you will get more. High expectations are important for everyone – for the poorly prepared, for those unwilling to exert themselves, and for the bright and well-motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for them and make extra efforts.
Respect diverse talents and ways of learning:
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or in an art studio. Students rich in hands-on experience may not do so well with theory and exams. Students need the opportunity to display their talents and learn in ways that work for them.
No Compromises:
Students have to be prepared for very vigorous course work. Great managers are forged and at FOSTIIMA we don’t believe in any shortcuts. Smart work and hard study is the surest path to a rewarding career and enhancing self-worth.
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