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Globalization has redefined the configuration of management education across the globe. The conventional teaching is a hardback text book, a part of chalk, a blackboard as the shape of boring, unproductive, prone to drained students, foreseeable have a modest dawdling pitiable results. Gone are the years when management education was constrained to classrooms and research labs. It has taken a multi-dimensional twist where the classrooms are ceaseless and practices limitless. These practices have resulted in increased students’ mobility and globalized decision making skills. In this rocket speed era an attempt has been made to share innovative practices observed in international business schools sprouting as trends in management education.

From the conventional textbook oriented approach, it has come elongated way to innovative practices and broadens the horizons. The management faculty has adopted quite a lot of methods to construct it throbbing in all facets. The varied practices to broaden the scope of management education across the world have unbolted an altogether broader scope for managers and educationalists similar. ‘Innovation’ has led management education to a new track.

The role of the Management teacher has been altered since the development of learner centered approach, modern teaching involves more than classroom management, upfront explanations and testing.

Teacher’s job is to create to condition in which learning takes place. The following are the some of the innovative teaching methods to educate the student.
Keller Plan: The fundamental viewpoint is that it is always healthier to completely comprehend part of the course than to moderately understand the jam-packed course that each individual should make progress at his own rate of knots and that one ought to fully understand the earlier modules before proceeding to the later modules. Some teachers make use of the Keller plan in their pedagogy. This semester is divided into about sixteen modules. The teacher delivers in the beginning one or two lecturers and gives particulars of syllabi in each module and references to books ,magazines and journal articles in each, a student studies these modules in sequence and when he has completed a module, he approaches the teacher for test. If the students clear the test, he proceeds to the next module; otherwise he again studies the same module and come again for a test. Every student makes improvement at his own rate of knots. Some students might complete sixteen modules in ten to twelve weeks; others complete twelve modules in sixteen weeks. The grade depends on the number of modules completed. The Keller plan makes a great demand on the time of teacher and students. The teacher however does not teach but advises and examines. The student does not listen to lectures, he reads and is examined. Z to A Approach: This way of communicating attempts to explain the application part of particular notion first. This teacher should explain the application of a particular concept first and explain the consequences of such applications. For example, in management subject the concept Performance Management is explained in a mode that the organization get extensive benefits out of using some techniques like pay, promotions, recognitions and awards. So here the use of promotion is narrated first and later students would find interest in knowing what are promotions and awards. The teacher starts explaining what promotion is and explains what the concerned theory in management. Here the students can be motivated to learn positively. Role –Play Simulation: It is defined as a method of human interaction that involves realistic behavior in imaginary situation. This method of teaching involves action, performance and practice. The Students are advised to play the role of characters, such as, the production manager, mechanical engineer, superintendents, maintenance engineers, quality control inspectors, foreman, and the workers alike. This method is mostly used for developing interpersonal interactions and relations. The Case Method Approach: The case study method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing variety of challenges. The case method overlies with the case study method, but the two are not identical. Case studies recount real life business or management situations that present business executives with a dilemma or uncertain outcome. The case describes the scenario in the context of events, people and factors that influence it and enables students to identify closely with those involved. Some of the renewed case study providing institutes are Stanford Graduate School of Business, The Case Centre – UK, Harvard Business Publishing – USA, Columbia Case Works, Kellogg School of Management - USA, Ivey Publishing - Canada, IBS Hyderabad - India etc.The case method is a teaching method that is largely used in business schools to mastery over the conceptual as well as application knowledge. E-Learning/Blended Learning: A virtual class room for management students employs special collaboration software to enable multiple remote learners, using their PCs, laptops, to participate live audio and video and visual discussions; communicate via written text and learn via content such as power point presentations. The E-Learning methods include MOOC (Massive Open Online Course) courses such as Edx, Coursera etc.hosts online university-level courses in a wide range of disciplines to a worldwide student body, including some courses at no charge. These MOOCs also conducts research into learning based on how people use its platform. Each learning sequence is composed of short videos interspersed with interactive learning exercises, where students can immediately practice the concepts from the videos. The courses often include tutorial videos that are similar to small on-campus discussion groups, an online textbook, and an online discussion forum where students can post and review questions and comments to each other and can avail teaching assistants. Where applicable, online laboratories are incorporated into the course. Management students should enroll for MOOC sessions to have extra edge over the subject expertise Virtual Economics: (“virtual economics”) is a browser multiplayer economics game. Virtonoimics is a business simulation, simulating economics. It allows users to study the basics of management. Virtonomics is a multiplayer game, and players mainly interact with other players as well as with a computer-controlled opponent. It is turn-based game, and each turn lasts a fixed length of time. Generally, turns are a day long, and for a regular player, the game required 15 to 60 minutes a day. Business games: it also called as business simulation game refers to simulation playoffs that are used at an educational tool for teaching business. Business games may be carried out for various businesses training such as: general management, finance management, organizational behavior, Human Resource Management, operations Management etc. here often the term Business simulation is used with the same meaning. Business games are used as a teaching method in universities and more particularly in business schools but also for executive education. Simulations are considered to be an innovative learning method and are often computer based. Project management: simulation for training is an interactive learning activity frequently practiced as a group exercise. The objective of the simulation is to teach to students the competencies (Knowledge, skills and attitudes) that will ultimately improve their performance. It confronts trainees with the situations and problems that arise in real world projects. Trainees see the consequences of the decisions they make. Often the simulation is conducted by using softwares.
Authors: *Gireesh Yaralakattimath is Research Scholar at Jain University Bengaluru and Assistant Professor, Department of MBA, Siddaganga Institute of Technology, Tumakuru.). * Chetan G.K is Research Scholar at Jain University Bengaluru, and Assistant Professor, Kirloskar Institute of Advanced Management Institute, Harihar.

Note:
https://www.google.com/amp/s/www.deccanherald.com/amp%3fparams=LzIwMTYvMDkvMjgvNTUxMTg ( It was published on The Deccan Herald Newspaper)
Gireesh Yaralakattimath
Assistant Professor, Department of MBA,
Siddaganga Institute of Technology, and Tumakuru,
Karnataka, India.)
Mobile: 9663081501
Email: gireesh.y.m@gmail.com