At BMU, the academic structure, curriculum and pedagogy have been designed to break boundaries between different disciplines, bridge the gap between theory and practice, integrate learning and living and synchronize the classroom with the workplace.
Most significantly, the education system has been crafted to promote the spirit of discovery, creativity, problem solving and innovation among students; and make learning an engaging and enjoyable experience. The overarching objective is to develop knowledgeable, skilled, ethical and well-rounded individuals, who are job ready from day one of passing out from the university, and have the potential to lead their organizations to success in the future.
BMU wants its students to imbibe three key values: the intellectual curiosity to INQUIRE, the personal capability to INSPIRE, and show the commitment to deliver positive social IMPACT.
These values have been integrated into the curricula by working with leading “thinkers” and “practitioners” in India and around the world. These values have been made practical by involving industry in curriculum design, internships, projects and placements, and by engaging student minds with social purpose through research and hands-on projects.
BMU students spend 45% of their total contact hours in hands-on learning, including internships, work in laboratories & workshops.
The structure of each programme encompasses a rich mix of foundation courses, core courses, elective courses, perspective courses, and skill courses.
The idea is to expose students to a broad-based and integrated education, and help them acquire a multitude of skills necessary to be successful in their careers and lives.
BML Munjal University has a common academic structure for all its undergraduate and postgraduate courses.
The defining features of BMU’s academic structure are:
45% time spent on Hands-on Learning
Mandatory Industry Interface
Continuous Internal Evaluation
75% Minimum Mandatory Attendance
BMU provides opportunities to its students to learn at their own pace, expand their knowledge horizons, add to their skills and even pick up a dual degree.
Range of Elective
& Core Subjects
Subject to sound academic performance, a student could register for more courses than the prescribed number during a semester. They could also take courses during the summer term. Students will also have the choice to select from a range of electives in different subject categories to complement their core subjects.
Since students may wish to strengthen their understanding of a core subject or extend their learning horizons to a different subject, the curriculum offers them a wide range of ‘electives’ to choose from. For example, a computer science & engineering student could take artificial intelligence; a BBA student, capital markets; an MBA student, merger & acquisitions; and a B.Com. (Hons) student, e-commerce as an elective course.
B.Tech. students can opt for a dual-degree in the engineering domain by spending one extra year at the university. For example, they could pursue mechanical engineering (4 years) plus say, computer science (1 year).
Hands-on learning by doing is an integral component of BMU’s teaching-learning environment. Studies have shown that students learn best and remember the learning when they are encouraged to actively explore, experiment and work out demonstrable solutions to problems. Hands-on education challenges bright students to achieve more and helps struggling learners to find new ways to master and apply complex concepts in life. It also sparks the love of learning, develops skills and the confidence to tackle the unknown, which is what the real world is mostly about.
All B.Tech. BBA and MBA students will spend between 20 to 45% of their total contact hours in laboratory exercises, experiments, project work, structured industry visits and internships.
To give you an idea how we have integrated the concept of hands-on or experiential learning into our programme, here are some examples:
Engineering students could work on a project that involves the design and assembly of robots, for example. This project would involve learning among other things, hands-on skills such as milling, wood work and lathe work in the workshop.
The communication skills course, on the other hand, will involve a mandatory practice in the Language Lab, where students will be assessed based on their skills. They would, for example, work on improving their communication and body language skills by audiotaping and videotaping themselves.
Workshop of the Future
The ‘Workshop of the Future’ – a virtual-cum-physical lab – will be a great opportunity to learn by doing. It will help students to bridge the gap between theory and practice and take a leap from the classroom to the workplace. In the virtual lab, engineering students pursuing B.Tech. will use advanced 3D software to conceive, design, produce and test real-life products, for example, a motor part.
In the physical facility, students will produce and test the object conceived in the virtual lab. This could entail the use of different tools such as mills, drills, saws, lathes, and CNC systems, where end-to-end component design is highly automated using CAD and CAM programmes.
Institute of Inclusive Innovation (I3)
Management (BBA and MBA) and engineering (B.Tech) students will get a chance to work at the Institute of Inclusive Innovation (co-founded by BMU and Imperial College London) on research-led and social initiatives at the grassroots level.
These initiatives could encompass activities ranging from education, healthcare, edible water, and sanitation to employment generation, skill development and women’s rights.
Centres of Excellence
Students will also have the opportunity to work at industry-promoted Centres of Excellence, which will be located on the campus. Here they will be exposed to the latest industry technologies and work processes; and get an opportunity to interact with industry practitioners at close quarters.
At BMU, students will be encouraged to operate in small teams so that they develop collaborative skills required of future leaders for working with and learning from people of diverse backgrounds and temperaments.
Innovative Instructional Design
This is a vital component of each programme offered at the university, making learning both engaging and interactive. Using innovative instructional design, professors would explain difficult and dense academic concepts by demonstrating its application in real life.
For example, the calculus course, an integral part of the B.Tech. programme, would be taught in such a way that students understand the interplay between mathematical abstraction and practical use.
Each programme offered by the School of Commerce, the School of Engineering & Technology and the School of Management, will have clearly documented and tracked learning outcomes, which will encourage different professors to stick to one teaching plan for the semester and deliver a high standard of performance.
The course handout will be shared with students at the beginning of the programme, so that they know what to expect, and can plan and pace their learning, and take advantage of the flexibilities built into the academic structure.