Offline Course

The Integrated Program in Management (IPM) at IIM Shillong is designed as a progressive and philosophically grounded approach to management education. In a time marked by rapid technological disruption, deepening inequalities, and the increasing call for ethical and sustainable leadership, this curriculum stands out for its synthesis of Indian intellectual traditions, contemporary management thought, and a learner-centered pedagogical model aligned with the National Education Policy (NEP) 2020, and its implications for faculty development and student learning.

At the heart of this curriculum is the belief that Management Education is not simply the transmission of knowledge, but the cultivation of minds capable of reflection, discernment, and action. Drawing from J. Krishnamurti’s view of education as freedom, the program emphasizes learning as an awakening of intelligence, rather than accumulation of information. This stance is particularly pertinent in an era where mechanistic approaches to business education have proven inadequate in addressing the moral and ecological crises of our time. By anchoring the program in Indian philosophical ideals such as ‘Vasudhaiva Kutumbakam’ and ‘Dharma‘, the IPM moves toward a decolonized, contextually grounded form of management education.

Pedagogically, the tripartite structure of Core (80% theory:20% Practicums), Cognate (50% theory:50% Practicums), and Modular (20% theory: 80% practicums) courses reflects a thoughtful application of constructivist and experiential learning theories. It builds on the critique of the traditional MBA education by embedding real-world complexity and reflexivity into the learning process. This architecture offers students the opportunity to build foundational knowledge, apply it in interdisciplinary contexts, and integrate learning through lived experiences. The inclusion of courses on Indigenous Knowledge Systems, Aesthetics, and Social Science further expands the curriculum’s relevance and richness.

The program’s emphasis on holistic, multidisciplinary, competency-based, and value-oriented education addresses several of NEP’s pillars. By integrating ethics and reflective practices into the very fabric of the curriculum, IPM positions itself as a frontrunner in implementing NEP’s vision of nurturing ideal learners who are intellectually, ethically, and socially prepared to contribute to a just and inclusive society.

Another noteworthy feature is the explicit call for faculty to move beyond traditional roles as content experts to become facilitators, co-learners, and designers of transformative experiences. This necessitates a shift in teaching competence, requiring pedagogical agility, narrative skills, and the ability to create safe learning spaces. The IPM Architecture rightly outlines the need for faculty engagement through peer review, co-teaching, reflective practice, and familiarity with embodied, immersive, and blended learning techniques.

In addition, the program governance structure suggested through the dynamic role of a Board of Studies to ensure that the curriculum remains responsive to student feedback, industry input, and evolving academic discourse. Such a structure provides both accountability and innovation, facilitating continuous curricular renewal.

The IPM Program at IIM Shillong is an initiative which will not only prepare students to be effective managers but also reflective, ethical, and culturally rooted leaders. The fusion of Indian philosophical thought, global management practices, and advanced pedagogical methods sets a benchmark for integrated management education. Its successful implementation rests on the faculty’s continued commitment to learning as a moral and transformative endeavor.