Student-managed investment course: A learner-centric approach to investment management

Subramania Raju Rajasulochana,Aditya Mohan Jadhav,Savitha Heggede,Yogesh P Pai

doi:10.1080/23322039.2019.1699390

Subramania Raju Rajasulochana, Aditya Mohan Jadhav + Show 2 more

Open Access

https://doi.org/10.1080/23322039.2019.1699390

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Abstract

While there has been a rapid growth of business and management schools in India since 1990, the curricula, teaching methods and the mode of delivery largely remain an instructor-led approach overlooking the needs of learners and potential employers. This paper presents a learner-centric investment management course known as Student-Managed Investment Course (hereafter, SMIC). It elucidates the structure, design and implementation of SMIC based on the principles of experiential learning. SMIC has been organised to create a conducive environment for the emergence of varied experiences and encourage reflections among students on the theory and practice of investment finance. The unique feature of the course is real-time exposure to investment activity in the Bombay Stock exchange/National Stock exchange, which helps students observe and grasp the nuances of capital market functioning and to acquire requisite skills for financial decision-making. This document on SMIC has a value in being a useful guide for other business schools in India for adopting a learner-centric approach to investment management.

Highlights

Rapid trend of globalisation through trade and investment, alongside advancement in communication and information technology since the 1990s, has led to sprawling business and management schools in India
This paper aims to document an academic innovation related to the finance curriculum—a learner-centric approach to investment management, as an organisational initiative in a reputed business school from South India
The scope and range of planned activities over 9 months of Student-Managed Investment Course (SMIC) along with several outside classroom informal forums and events enable the proliferation of multiple experiences related to the theory and practice of investment finance

Summary

Introduction

Rapid trend of globalisation through trade and investment, alongside advancement in communication and information technology since the 1990s, has led to sprawling business and management schools in India. There are around 2,380 unrecognised business schools and management institutes in India. The proliferation of institutes in the country, has evoked a serious debate on the quality of business and management education (Jha & Kumar, 2012; Kumar & Dash, 2011; Mahajan et al, 2014; Menon, 2014; Ojha, 2005; Saha Gautam, 2011-2012). A study conducted by ASSOCHAM1 Education Committee (AEC) in 2016 noted that only 7% of the management graduates from India are employable (Business Line, April 2016)

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