The NYSS Institute of Management & Research believes that MBA students need not be 'taught' in the traditional sense, but rather guided to learn for themselves. That is not to discount the importance of classroom instruction, but to recognise the shift in focus from text book-mugging to research-based learning. 
The teaching-learning process is basically divided into four components: 

¨ Conventional classroom teaching, with students participation;

¨ Assignments, which require students to prepare their own study material with
    faculty guidance; 

¨ Exploratory exercises, where faculty assists students in taking up live cases and
    studies; and

 ¨ Research, where groups of students and faculty work together on projects. 
 

Besides, there is also an informal student feedback mechanism to improve the teaching learning process.
Students also periodically assess the faculty.

Transaction of Syllabus

The institute is affiliated to Rashtrasant Tukadoji Maharaj Nagpur University which has prescribed a syllabus to be followed by all such institutions offering the MBA degree. The syllabus has been designed by a committee working under the Board of Studies in Management of the Commerce Faculty in Rashtrasant Tukadoji Maharaj Nagpur University. 
Faculty address certain portions of the syllabus through the classroom instruction method, with the remaining divided into classroom/ home assignments, presentation, group discussion and other methods. 

Teaching Methodology

1. Orientation Sessions
At the beginning of each session, the guest, visiting and full time faculty use various formal and informal platforms to orient students towards the 'MBA lifestyle.' 

2. Modern Aids in Lecturing
Nearly all classroom teaching is supplemented with PowerPoint presentations. The faculty generously makes use of the LCD and Overhead projectors to augment their teaching. 

3. Case Studies
At least two to three sessions each week are devoted to case studies in all subjects that lend themselves to this modern and practical method of learning.

4. Group Discussion
Faculty in different subjects have been regularly throwing open sessions for discussion of syllabus topics as well as current events. 

Innovations/ Best Practices

One-way instruction has been curtailed to an extent possible, and a strong element of soft skills development has been slipped into the delivery of the syllabus itself.

1. Classroom presentations:
Students of both semesters work in groups of twos and threes on presentations on chosen topics from the university syllabus. The projects are put before the class and evaluated by the faculty by way of PowerPoint presentations.

2. Model Answers:
To complement the PowerPoint presentation, the student groups also create model answers on the topics allotted to them. This is a research-based exercise in which each groups is required to collect as many details as they can from multiple sources and construct the best possible answer on the allotted topic.

3. Quote, Example, Anecdote, Reference, Case Banks
A third component of this approach is the building of separate 'banks' of quotes, live examples, references and cases and anecdotes to be used in their projects and answers. It also enhance their knowledge for job interviews.The 'banks' in hard and soft copy, are available in the library. 

4. Collage-making, classroom quiz, games
With varying frequency, some faculty members have been making use of techniques such as collage-making, classroom quiz and games to cover topics related to the syllabus.

5. Tutorials
The concept of special 'Tutorials' was introduced this year with the specific purpose of preparing them to write their examination papers. One hour each day was set aside for the exercise.

Value addition

At NYSS-IMR, we recognize that simply equipping MBA graduates with a degree earned at a university examination is not adequate.  

1. The Institute follows a term-wise calendar of activities, which lists out the activities for each day of the term. Mainly, it reflects the co-curricular and extra-curricular activities planned for the term.

2. In the daily time-table, three hours each week have been set aside especially for value addition activities. Also, the whole of each Saturday has been left free of regular classes to enable the institute and the students to organise day-long activities like training sessions or competitions. Sessions on communication and presentation skills and other personality development subjects are held during these time slots.

3. Besides, the in-house faculty, the institute has a standing panel of experts from the industry and the academia to conduct sessions on course-related subjects.