IMRT is devoted to excellence in teaching, research and innovation, and to develop leaders who'll make a difference to the world. An Institute, which is based in Gomti Nagar Heart Of the city Lucknow, has an enrollment of over 1000 plus students in Undergraduate and Post Graduate programs.
The 'students-first' philosophy is a big reason why IMRT is consistently ranked among India's top Management Institute. The focus of IMRT is on low student-to-faculty ratio that promotes plenty of personal attention and mentoring opportunities.
The record breaking placement at IMRT this year is an apt testimony to its focus on upholding the highest academic standards right from selecting top faculty, introducing world-class pedagogical practices to personality development of the students.
The industries require the best talent and the university should provide it. In the present, curriculum of Management Education there is a gap existing between the universities and the industries. And industrial visits are minimising this gap by acting as a bridge between them. Industrial visits are very important for every management student as it provides as clear picture to the managers in the making who have the zeal for a bright future.
Industrial visits provide vital information about the organization, its performances and various functioning process of the organization. It also enables to understand the internal working environment. As organizational behaviour is a part of the management, it is necessary for a manager to understand and get accustomed to the atmosphere of the organization.
The Industrial Visit for students normally takes half a day and will be suitable for groups of up to 30 students. The visits aim to be interesting and suitable for year 7,8,9,10 and/or 11. By showing what actually goes on at a place of work, students will get a much better view of a particular business environment and will achieve a greater awareness of careers and opportunities in a particular subject area.
Every activity the students engage in should be broken down into distinct phases:
The faculty's role is as supporter and facilitator of the students' new learning experiences. The teacher must provide activities such as stimulating students with ideas, commenting on and praising the work being done, suggesting alternatives or better methods of handling details are common to all creative learning.
This paradigm, which shifts from the teacher centred approach to the learner centred approach supports the constructivist educational theory. The student is seen as a self-governed creator of knowledge. Constructivists believe that people in general are active seekers and constructors of knowledge and enter the classrooms with innate goals and curiosities. They believe learning is the discovery and the transformation of complex information and that traditional teacher centred instruction of predetermined plans, skills and content is inappropriate. The teacher's role is to challenge the learners thinking and not to dictate or attempt to proceduralise that thinking.
Constructivists suggest that situations and social activities shape understanding. The constructivist approach to learning is distinguished by the emphasis on cooperation, open class discussion, and different forms of questioning in an attempt to create new perspectives for the students. The idea that students have a major role in guiding and taking control of their own learning -self-directed learning - is central to this theory as well as supporting the whole idea of collaboration. Learning is seen as a social activity, which encourages communication, interaction and cooperation with other students and between teacher and student.
Typical activities undertaken by teacher and students to maximise the learning opportunities achieved from an industrial visit might include the following planning and assignment of responsibilities to students or student groups:
Involving the class at all stages of the industrial visit motivates the students and helps them take full advantage of all learning opportunities presented. . It also brings a dimension to students' education, which they cannot gain in the classroom as well as helping to make connections between the different aspects of their educational experience.
The Placement Process at IMRT aims to match the requirements of the Corporate World with the aspirations of the students thereby facilitating the achievement of synergy between the two. The various Placements Activities undertaken at IMRT are described below.
Summer Internship Programmers As a compulsory part of curriculum, PGDM and MBA students are required to undergo Summer Internship with an organization for a period of 6-8 weeks. The selection process for Summer Placements starts after the first term for the first year students. The period of Summer Internship is normally from the beginning of April to the mid of June.
Final Placements
This process is usually conducted in the month of February, although recruitment through Pre-Placements Offers (PPO) and lateral process for students with prior work experience can happen till at least a fortnight before the Final Placements.
For each of these processes, the following procedure is adopted:
