#management program

[pandu100]

Management Program

A graduate-level program called the Master of Business Administration (MBA) equips students with enhanced knowledge and abilities in business and management. For people hoping to hold administrative and leadership positions across a range of sectors, this is one of the most sought-after degrees. A typical MBA program offers possibilities for specialization in several business disciplines in addition to covering a wide variety of topics.

Essential Elements of an MBA Curriculum:

 Fundamental Curriculum:

Finance: Gaining knowledge about corporate finance, investment techniques, and financial management.

Marketing: Acquiring knowledge about market research, branding, and customer behavior.

Supply chains, logistics, and production processes are all managed by operations managers.

Accounting includes cost control, financial reporting, and auditing.

Economics: The study of macro- and microeconomics in relation to business choices.

Strategy: Creating long-term plans and competing strategies.

Organizational behavior is the study of how people act both individually and in groups inside an organization.

Leadership and Ethics: emphasizing corporate social responsibility, moral decision-making, and leadership philosophies.

    Elective Courses and Specializations: Students can select electives to focus on a variety of topics, including technology management, international business, finance, marketing, entrepreneurship, and human resources.

    Capstone Projects and Internships: A capstone project or internship is a requirement of many MBA programs. It allows students to apply their academic knowledge to real-world business problems, frequently working in collaboration with businesses.

    Opportunities for Networking: MBA schools offer a wealth of opportunities for networking with instructors, alumni, peers, and business professionals. These connections can be helpful for advancing one's career.

    Case studies are a popular teaching technique in MBA programs where students examine actual business situations and brainstorm possible fixes.

Development of Soft Skills: Communication, negotiation, leadership, and teamwork are prioritized.

MBA Program Types:

    Full-Time MBA: Usually a one to two-year program intended for individuals able to devote themselves to studying full-time. People who are just starting out in their jobs or who want to make a big professional move frequently pursue it.

    Part-Time MBA: Designed for professionals in the workforce who wish to continue their education while they work. Weekends and nights are common times for classes to be offered.

    The Executive MBA program is designed for seasoned professionals (often with over a decade of experience) who aspire to progress into higher-level leadership positions. High-level strategic management is the main emphasis of the usually part-time programs.

 Online MBA: Provides students with the option to finish their degree at their own pace. For people who need to balance, it is perfect.

The Global MBA program focuses on worldwide business and may provide study abroad options or collaborations with multinational organizations.

PROGRAMS

Master of Business Administration (MBA)

Marketing 

Human Resources 

Finance 

Entrepreneurship 

Logistics 

Executive Master of Business Administration (Executive MBA)

Marketing 

Human Resources 

Finance 

Entrepreneurship, 

Logistics 

BBA (Bachelor of Business Administration)

BBA - Bachelor of Business Administration 

BBA - Logistics In collaboration with Skill Sector Council Of India 

BBA - Retail Operations In collaboration with Skill Sector Council Of India 

BBA - Tourism & Hospitality In collaboration with Skill Sector Council Of India 

BBA - Digital Marketing In collaboration with Upgrad 

BBA - Business Analytics In collaboration with Upgrad 

BBA - FinTech In collaboration with Datagami 

BBA - International Business Accelerated Program (Finance/Business Analytics) @Umass Lowell,USA 

Doctoral

Ph.D. - Management

[ismtbusinessschool]

The Transformative Power of MBA Programs: Navigating the Dynamics of Business Education

Introduction: In today's rapidly evolving business landscape, the pursuit of a Master of Business Administration (MBA) has become synonymous with career advancement and professional growth. MBA programs, offered by prestigious business schools around the world, have emerged as transformative platforms equipping individuals with the knowledge, skills, and networks essential for success in diverse industries. This article delves into the essence of MBA education, exploring its significance, dynamics, and impact on both individuals and the broader business community.

Understanding the MBA Experience: At its core, the MBA experience encompasses a multifaceted journey of academic rigor, experiential learning, and personal development. Embarking on an MBA program entails immersing oneself in a rich tapestry of courses spanning finance, marketing, operations, strategy, and leadership. These foundational pillars, tailored to meet the demands of modern business, provide students with a comprehensive understanding of organizational dynamics and strategic decision-making.

Moreover, MBA programs offer a unique blend of theoretical frameworks and real-world applications, fostering an environment conducive to innovative thinking and problem-solving. Through case studies, simulations, and hands-on projects, students are challenged to apply theoretical concepts to practical scenarios, honing their analytical acumen and decision-making prowess.

The Role of Business Schools: Central to the MBA experience are the esteemed business schools that serve as incubators of talent and hubs of intellectual exchange. These institutions, renowned for their faculty expertise and industry connections, play a pivotal role in shaping the trajectory of aspiring business leaders. By curating cutting-edge curricula, fostering a culture of collaboration, and providing access to global networks, business schools empower students to navigate the complexities of the modern business landscape with confidence and acumen.

Furthermore, business schools serve as catalysts for innovation and thought leadership, driving research initiatives and fostering interdisciplinary collaborations. Through partnerships with industry leaders and engagement with alumni networks, these institutions bridge the gap between academia and practice, ensuring the relevance and applicability of MBA education in a rapidly changing world.

Unlocking Career Opportunities: One of the most compelling aspects of pursuing an MBA is its potential to unlock a myriad of career opportunities and accelerate professional growth. Whether aspiring to climb the corporate ladder, launch a startup, or transition into a new industry, an MBA credential serves as a powerful catalyst for career advancement.

The diverse array of career services offered by business schools further enhances the value proposition of an MBA, providing students with access to recruitment events, networking opportunities, and personalized career coaching. From resume workshops to mock interviews, these resources equip students with the tools and strategies necessary to navigate the competitive job market with confidence and poise.

Embracing Diversity and Inclusion: In recent years, there has been a growing emphasis on fostering diversity and inclusion within MBA programs, reflecting a broader societal shift towards equity and representation. Business schools are increasingly prioritizing initiatives aimed at recruiting and retaining students from diverse backgrounds, including women, minorities, and individuals from underrepresented communities.

By embracing diversity and inclusion, MBA programs enrich the learning experience, bringing together a spectrum of perspectives and experiences that fuel creativity, innovation, and cross-cultural understanding. Moreover, cultivating a diverse student body not only enhances the educational experience but also prepares future business leaders to navigate the complexities of a globalized world with empathy, cultural fluency, and inclusivity

[vykerr]

I was watching a video on youtube from an Australian current affairs documentary type program, when I was suddenly blindsided by this screen.

[indianschool-blog1]

Realising India | Professional Learning Community- 4| ISDM | PGP- DM | Batch of 2022-23

‘Realising India’ Field Immersion | PLC (Professional Learning Community)-4 The fourth group of the #youngchangemakers  headed to Banswara, Rajasthan on a 14-day journey of understanding people’s lived experiences, developmental challenges, and their underlying causes, opportunities, and good practices that make a difference to people’s lives in the district, supported by Vaagdhara. At ISDM, we place an equal focus not only on the theory and insights from industry experts but also on hands-on learning experiences. In the most exciting phase of the program ‘Realising India’ Field Immersion, students get a first-hand experience of the on-ground realities of rural India. This helps them develop a better understanding of the social, cultural, and political ecosystem in which they will work and eventually create and lead

[gibs-bangalore]

Benefits of Enrolling in Management Courses During the Digital Age | GIBS Bangalore - Top PGDM/BBA College in Bangalore

In today's digital era, enrolling in management courses can be highly beneficial. These courses offer a range of advantages, including the ability to stay up-to-date with the latest management practices, acquire new skills, and build a strong professional network. Additionally, top management courses in the digital era often incorporate technology and digital tools into the curriculum, providing students with valuable experience in these areas.

Management courses can also help students develop critical thinking, problem-solving, and leadership skills, which are highly valued by employers. They also offer opportunities for hands-on learning through case studies, internships, and other practical experiences.

Moreover, management courses can be pursued through various modes such as full-time, part-time, online, and executive programs. This provides flexibility and convenience for individuals who may be working or have other commitments.

Read More : https://www.gibs.edu.in/blog/the-advantages-of-pursuing-management-courses-in-the-digital-era/

[realpokemon]

!!COMMISSIONS OPEN!!

payable through paypal, cashapp, venmo, or ko-fi <3

dm me for any questions, i don't bite :)

[yekokataa]

rip walt disney, i know you would have loved using ai to eliminate jobs

[fatehbaz]

patience being tested. being forced by a bizarre unfortunate situation to adhere to university requirement technicality by taking this simple basic elementary "introduction to environmental history" class.

this class is from facilitators/program which do, like, "history of the American frontier" or "history of fishing and hunting" and still basically subscribe to that old-school twentieth-century idealization and celebration of characters like Teddy Roosevelt and reverence for a mythical arc-of-history-bent-towards-justice narrative of the often-clumsy but ultimately-benevolent US federal government and its mission to "save nature" through the miracle of "sustained yield," while heroic federal land management agencies and "heritage" institutions lead to way, staffed by exceptional individuals (appeals to nostalgia for the frontier and an imagined landscape of the American West; ego-stroking appeals to flattering self-image that center the environmentalist or academic). where they invoke, y'know, ideas like "ecology is important because don't you enjoy cross-country skiing in The Woods with your niece and nephew? don't you like hunting and fishing?" which makes it feel like a time capsule of appeals and discourses from the 1970s. and it invokes concept of "untouched wilderness" (while eliding scale of historical Indigenous environmental relationships and current ongoing colonial violence/extractivism). but just ever-so-slightly updated with a little bit of chic twenty-first-century flair like a superficial land acknowledgement or a reference to "labor histories" or "history from below," which is extra aggravating when the old ideologies/institutions are still in power but they're muddying the water and diluting the language/frameworks (it's been strange, watching words like "multispecies" and "Anthropocene" over the years slowly but surely show-up on the posters, fliers, course descriptions, by now even appearing adjacent to the agri-business and resource extraction feeder programs, like a recuperation or appropriation.) even from a humanities angle, it's still, they're talking at me like "You probably didn't know this, but environmental history is actually pretty entangled with political and social events. In fact, we can synthesize sources and glean environmental info from wacky places like workers' rolls in factories, ship's logs, and poetry from the era." and i'm nodding like YEP.

the first homework assignment is respond to this: "Define and describe 'the Anthropocene'. Do you think 'the Anthropocene' is a useful concept? Why or why not?" Respond in 300 words.

so for fun, right now in class, going to see how fast i can pull up discussion of Anthropocene-as-concept solely from my old posts on this microblogging site.

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ok, found some

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I think that the danger in any universal narrative or epoch or principle is exactly that it can itself become a colonizing force. [...] I’m suspicious of the Anthropocene as concept for the very reason that it subsumes so many peoples, nations, histories, geographies, political orders. For that reason, I think ideas like the Anthropocene can be a useful short-hand for a cluster of tangible things going on with the Earth at the moment, but we have to be very careful about how fluid and dynamic ideas become concretized into hegemonic principles in the hands of researchers, policymakers, and politicians. There’s so much diversity in histories and experiences and environmental realities even between relatively linked geographies here in Canada [...]. Imagine what happens when we try to do that on a global scale - and a lot of euro-western Anthropocene, climate change and resilience research risks doing that - eliding local specificities and appropriating knowledge to serve a broader euro-western narrative without attending to the inherent colonial and imperial realities of science and policy processes, or even attending to the ways that colonial capitalist expansion has created these environmental crises to begin with. While we, as a collective humanity, are struggling with the realities of the Anthropocene, it is dangerous to erase the specific histories, power-relations, political orders that created the crisis to begin with. So, I’m glad that a robust critique of the Anthropocene as a concept is emerging.

Text by: Words of Zoe Todd, as interviewed and transcribed by Caroline Picard. “The Future is Elastic (But it Depends): An Interview with Zoe Todd.” 23 August 2016.

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The Great Acceleration is the latest in a series of human-driven planetary changes that constitute what a rising chorus of scientists, social scientists, and humanists have labeled the Anthropocene - a new Age of Humans. [...] But what the Anthropocene label masks, and what the litany of graphs documenting the Great Acceleration hide, is a history of racial oppression and violence, along with wealth inequality, that has built and sustained engines of economic growth and consumption over the last four centuries. [...] The plantation, Sidney Mintz long ago observed, was a “synthesis of field and factory,” an agro-industrial system of enterprise [...]. Plantation legacies, along with accompanying strategies of survival and resistance, dwell in the racialized geographies of the United States’ and Brazil’s prison systems. They surface in the inequitable toxic burdens experienced by impoverished communities of color in places like Cancer Alley, an industrial corridor of petrochemical plants running along the Mississippi River from New Orleans to Baton Rouge, where cotton was once king. And they appear in patterns of foreign direct investment and debt servitude that structure many land deals in the Caribbean, Brazil, and sub-Saharan Africa [...]. [C]limatologists and global change scientists from the University of London, propose instead 1610 as a date for the golden spike of the Anthropocene. The date marked a detectable global dip in carbon dioxide concentrations, precipitated, they argue, by the death of nearly 50 million indigenous human inhabitants [...]. The degradation of soils in the tobacco and cotton-growing regions in the American South, or in the sugarcane growing fields of many Caribbean islands, for example, was a consequence of an economic and social system that inflicted violence upon the land and the people enslaved to work it. Such violent histories are not so readily evident in genealogies that date the Anthropocene’s emergence to the Neolithic Revolution 12,000 years ago, the onset of Europe’s industrial revolution circa 1800, or the Trinity nuclear test of 1945. Sugarcane plantations were already prevalent throughout the Mediterranean basin during the late middle ages. But it was during the early modern era, and specifically in the Caribbean, where the intersection of emerging proto-capitalist economic models based on migratory forced labor (first indentured servitude, and later slavery), intensive land usage, globalized commerce, and colonial regimes sustained on the basis of relentless racialized violence, gave rise to the transformative models of plantations that reshaped the lives and livelihoods of human and non-human beings on a planetary scale. [...] We might, following the lead of science studies scholar Donna Haraway and anthropologist Anna Tsing, more aptly designate this era the Plantationocene. [...] It is also an invitation to see, in the words of geographer Laura Pulido, “the Anthropocene as a racial process,” one that has and will continue to produce “racially uneven vulnerability and death." [...] And how have such material transformations sustained global flows of knowledge and capital that continue to reproduce the plantation in enduring ways?

Text by: Sophie Sapp Moore, Monique Allewaert, Pablo F. Gomez, and Gregg Mitman. "Plantation Legacies." Edge Effects. 22 January 2019. Updated 15 May 2021. [Bold emphasis added by me.]

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Geologists and other scientists will fight over [the definition of the beginning start-date of the Anthropocene] in scientific language, seeking traces of carbon dioxide that index the worst offenses of European empire which rent and violated the flesh, bodies, and governance structures of Indigenous and other sovereign peoples in the name of gold, lumber, trade, land, and power. [...] The stories we tell about the origins of the Anthropocene implicate how we understand the relations we have with our surrounds. In other words, the naming of the Anthropocene epoch and its start date have implications not just for how we understand the world, but this understanding will have material consequences, consequences that affect body and land.

Text by: Heather Davis and Zoe Todd. On the Importance of a Date, or Decolonizing the Anthropocene. ACME An International Journal for Critical Geographies. December 2017. [Bold emphasis added by me.]

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From Aime and Suzanne Cesaire, C. L. R. James, Claudia Jones, Eduoard Glissant, through Sylvia Wynter, Christina Sharpe, and so many others, critical anticolonial and race theory has been written from the specific histories that marked the Black Atlantic. [...] Glissant also reminds us, secondly, of how cunning the absorptive powers of [...] liberal capitalism are - how quickly specific relations are remade as relations-erasing universal abstractions. [...] This absorptive, relations-erasing universalism is especially apparent in some contemporary discourses of […] liberalism and climate collapse - what some call the Anthropocene - especially those that anchor the crisis in a general Human calamity which, as Sylvia Wynter has noted, is merely the name of an overdetermined and specific [White] European man. […] [T]he condition of creating this new common European world was the destruction of a multitude of existing black and brown worlds. The tsunami of colonialism was not seen as affecting humanity, but [...] these specific people. They were specific - what happened to them may have been necessary, regrettable, intentional, accidental - but it is always them. It is only when these ancestral histories became present for some, for those who had long benefitted from the dispossession [...], that suddenly the problem is all of us, as human catastrophe.

Text by: Elizabeth Povinelli. “The Ancestral Present of Oceanic Illusions: Connected and Differentiated in Late Toxic Liberalism.” e-flux Journal Issue #112. October 2020.

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The narrative arc [of White "liberal humanism"] [...] is often told as a kind of European coming-of-age story. […] The Anthropocene discourse follows the same coming-of-age [...] script, searching for a material origin story that would explain the newly identified trajectory of the Anthropos […]. Sylvia Wynter, W.E.B. DuBois, and Achille Mbembe all showed how that genealogy of [White subjecthood] was [...] articulated through sixteenth- through nineteenth-century [historiographies and discourses] in the context of colonialism, [...] as well as forming the material praxis of their rearrangement (through mining, ecological rearrangements and extractions, and forms of geologic displacements such as plantations, dams, fertilizers, crops, and introduction of “alien” animals). […] As Wynter (2000) commented, “The degradation of concrete humans, that was/is the price of empire, of the kind of [Eurocentric epistemology] that underlies it” (154).

Text by: Kathryn Yusoff. “The Inhumanities.” Annals of the American Association of Geographers, Volume 11, Issue 3. November 2020.

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As Yarimar Bonilla suggests in regard to post-Irma-and-Maria Puerto Rico, “vulnerability is not simply a product of natural conditions; it is a political state and a colonial condition.” Many in the Caribbean therefore speak about the coloniality of disaster, and the unnaturalness of these “natural” disasters [...]. Others describe this temporality by shifting [...] toward an idea of the Plantationocene [...]. As Moore and her colleagues write, “Plantation worlds, both past and present, offer a powerful reminder that environmental problems cannot be decoupled from histories of colonialism, capitalism, and racism that have made some human beings more vulnerable [...].” [W]e see that contemporary uneven socioecologies associated with the rise of the industrial world ["the Anthropocene"] are based [...] also on the racialized denial and foreshortening of life for the sacrificial majority of black, brown, and Indigenous people and their relegation to the “sacrifice zones” of extractive industry. [...] [A]ny appropriate response to the contemporary climate emergency must first appreciate its foundations in the past history of the violent, coercive, transatlantic system of plantation slavery; in the present global uneven development, antiblackness, and border regimes that shape human vulnerability [...] that continues to influence who has access to resources, safety, and preferable ecologies [...] and who will be relegated to the “plantation archipelagoes” (as Sylvia Wynter called them) [...].

Text by: Mimi Sheller. “Thinking Beyond Coloniality: Toward Radical Caribbean Futures.” Small Axe (2021), 25 (2 (65)), pages 169-170. Published 1 July 2021. [Bold emphasis added by me.]

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Indigenous genocide and removal from land and enslavement are prerequisites for power becoming operationalized in premodernity [...]; it was/is a means to operationalize extraction (therefore race should be considered as foundational rather than as periphery to the production of those structures and of global space). [...] Wynter suggests that we […] consider 1452 as the beginning of the New World, as African slaves are put to work on the first plantations on the Portuguese island of Madeira, initiating the “sugar-slave” complex - a massive replantation of ecologies and forced relocation of people […]. Wynter argues that the invention of the figure of Man in 1492 as the Portuguese [and Spanish] travel to the Americas instigates at the same time “a refiguring of humanness” in the idea of race. [...] The natal moment of the 1800 Industrial Revolution, […] [apparently] locates Anthropocene origination in […] the "new" metabolisms of technology and matter enabled by the combination of fossil fuels, new engines, and the world as market. […] The racialization of epistemologies of life and nonlife is important to note here […]. While [this industrialization in the nineteenth century] […] undoubtedly transformed the atmosphere with […] coal, the creation of another kind of weather had already established its salient forms in the mine and on the plantation. Paying attention to the prehistory of capital and its bodily labor, both within coal cultures and on plantations that literally put “sugar in the bowl” (as Nina Simone sings) […]. The new modes of material accumulation and production in the Industrial Revolution are relational to and dependent on their preproductive forms in slavery […]. In 1833, Parliament finally abolished slavery in the British Caribbean, and the taxpayer payout of £20 million in “compensation” [paid by the government to slave owners for their lost "property"] built the material, geophysical (railways, mines, factories), and imperial infrastructures of Britain and its colonial enterprises and empire. [...] A significant proportion of funds were invested in the railway system connecting London and Birmingham (home of cotton production and […] manufacturing for plantations), Cambridge and Oxford, and Wales and the Midlands (for coal). Insurance companies flourished [...]. The slave-sugar-coal nexus both substantially enriched Britain and made it possible for it to transition into a colonial industrialized power […]. The slave trade […] fashioned the economic conditions (and institutions, such as the insurance and finance industries) for industrialization.

Text by: Kathryn Yusoff. "White Utopia/Black Inferno: Life on a Geologic Spike". e-flux Journal Issue #97. February 2019. [Bold emphasis added by me.]

[eggplantgifs]

Marjorie Lajoie & Zachary Lagha: The Sound of Silence » 2024 Cup of China

[universalcas]

🌈 Destiel Pride: Day 7. Queer joy

[ri-afan]

Anyone got a story where Amity Park becomes independent without the rest of the USA noticing until some hero stumbles upon (or crash lands in) it?

[alexo-lotl]

doing some research on parapsychology as a field. in short, it's the study of how the supernatural relates to psychology, and is largely regarded as pseudoscience with only a handful of people studying it, and very very few universities will even offer a parapsych program.

so… martin, buddy, did you just google 'what degrees do people get for paranormal research' and go with the first one that popped up? you did didn't you. idiot.

[stealingyourbones]

Gonna start making another DPXDC writing challenge where I’ll make a bingo card generation that contains super popular tropes in the fandom.

The goal is to not write said tropes. Bingo of tropes to avoid and even more of a bonus if you do a blackout board on the tropes you didn’t do.

Reply with the most common DPxDC tropes ya can think of so I can add them to the Blackout Bingo List :)