Syllabus for
Bachelor of Science (Economics Honours)
Academic Year  (2022)

The Department of Economics, CHRIST (Deemed to be University) Delhi NCR Campus, formed in 2019 consists of a faculty pool with rich experience in teaching, research and consultancy. The Department has five full-time faculty members with specialisation in Development Economics, Rural and Health Economics, Quantitative Economics, Agricultural Economics, Resource Economics, involving in advanced research.

Vision

Establish an identity as a department of high standard in teaching and research in Economics.

 Mission

Equip students with advanced knowledge and skill sets to address real world economic problems and undertake cutting edge research on contemporary economic issues.

The BSc Economics Honours Programme with non-core subjects Mathematics, Statistics and integrated courses in commerce and finance, is designed to produce graduates trained in the application of knowledge in economics to real-life economic, financial, ethical and analytical problems encountered in the economy. It is structured to provide the students with the skills and professional acumen to become key players in the economy irrespective of their future job places and task diversification they would take up specially in the field of quantitative analysis. The programme may enable the students to effectively apply their knowledge and skills to situations of economic, institutional and policy making both in governance, industry as well as research.

The programme has a rigorous focus on quantitative techniques and research methods which will orient the students in dealing with economic problems with a practical and analytical approach. The diversity and the spread of the programme ensure that the students receive sufficient experience of the current issues and crises of the world especially that of the emerging economies, developed & developing economies.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate necessary knowledge of interdisciplinary areas

PO3: Analyse and evaluate economic and financial policies

PO4: Exhibit critical thinking, interpretative and basic leadership abilities

PO5: Evaluate provincial, national and worldwide issues from the financial point of view

PO6: Demonstrate advanced knowledge of discipline-specific areas of Economics

The evaluation is divided in to two components: Continuous Internal Assessment (CIA) including Mid Semester Examination (MSE), and the End Semester Examination (ESE).

This course examines the relationship between language use, enormous variety of language experiences, belief systems, and behavioral patterns. On the other hand Etiquette helps smooth the path of our daily activities, whether it's meeting others in our daily interactions talking to someone on the phone, offering condolences properly or understanding how to talk to colleagues at a business conference. Being aware of the beliefs attitudes and etiquettes of individuals will help one to become more tolerant from one individual to the next and from one group to the next.

            Greeting a person, saying good bye to another person, thank you, excuse me. Introduction to oneself, yawning, coughing, interrupting, offering help, refusing help, requesting privacy, speaking in a low voice, waiting for help, accepting or declining an invitation, expressing admiration, The key principles of common courtesy, professional manners and the "Golden Rule" as they are practiced in the workplace environment, classroom etiquette and student behavior guidelines, The guidelines for maintaining a civil classroom environment.

Introduction to adjusting to a new culture. Theories on second language and culture acquisition, communication, national standards, culture acquisition through family and homestays. Distinguish among the three main forms of communication in the workplace: verbal, nonverbal, and virtual. Proper and improper uses of workplace communication, the potential repercussions of poor listening in the workplace, the proper and improper use of technology in the workplace.

Why etiquette matters, identify common cultural differences, taboos, and customs that may be practiced in the workplace, discuss ways to navigate and honor cultural differences in the workplace, describe how to express an appropriate awareness of international and other customs. The common courtesies of life, polite conversation, telephone etiquette, correspondence, basic table manners, overnight guests, wedding etiquette, moments of sorrow, appropriate behavior for children, gift giving guidelines.

Introduction to modern etiquette, the rules of the workplace, meetings and introductions, conversation and listening skills, telephone/cell phone, texting, emailing and internet etiquette, etiquette in public places, employment/volunteer etiquette, dining etiquette, social gathering etiquette (guest and host/hostess), school etiquette, confidence without arrogance

Restaurant etiquette, cellphone etiquette, voice mail etiquette, air travel etiquette, cocktail party etiquette, office gossip etiquette, business dress etiquette, email etiquette, social media etiquette, job interview etiquette, international etiquette

CIA 2-30 Marks

CIA 3-30 Marks

Attendance-5 Marks

Class Participation- 5 Marks

To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. The aim of this course is for students to gain greater insight into the multi-dimensional aspects of health and to develop a more holistic and humanistic appreciation of wellbeing in both a personal and societal context. The course focuses on the knowledge and skills students require to lead a healthy, productive and balanced life.

Health of individuals and communities – The significance of determinants of health and how these raise or lower the health of individuals and communities - Health promotion to improve health - Personal and popular attitudes and beliefs and their impact on decision making - self-management - interpersonal and key consumer health skills - Factors influencing health, and actions and strategies to protect and promote health, through investigation and inquiry processes.

Philosophy of food, Values – Three different types of values, Meat – Is it wrong to eat animals?Hunger – Do we have a duty to help starving people? - Drugs – Why is it wrong to take drugs? - GM food – How should food technology be regulated? - Capitalism – Food, globalization, and equality - Art – Can food be art? What is art? - Taste – Is taste entirely subjective? - Science – Can science explain conscious taste experiences? -Eating – Eat to live, or live to eat.

Balanced diet & Nutrition, Macro and micro nutrients – Nutritive and nonnutritive components of diet – Eating for weight control – healthy weight – The pitfalls of dieting – food intolerance and food myths – Food supplements for adolescents.

Concept of physical education – Meaning – definition – aims – objectives of physical education and fitness – Need & importance of fitness – Types of fitness – Health related physical fitness – performance related physical fitness – physical activities and health benefits - Activities for developing physical fitness

What is sleep? – The phylogeny of sleep – Developmental course of sleep – Dreams- Functions of sleep – Daytime sleepiness and alertness – Sleep disorders

Principles of accident prevention – health and safety in daily life – health and safety at work – first aid and emergency care – common injuries and their management

Meaning of life - Meaning of death- Indian Rituals, symbols, and myths - Spirituality, altruism and moral justice - Resources to deal with stress, temptations, disappointments and failures, social oppression, the loss of possessions and of loved ones, and with one’s own death.

CIA 2: 25 marks

CIA 3: Submissions 20 marks

CIA 4: Submission for 30 marks

Meaning of life - Meaning of death- Indian Rituals, symbols, and myths - Spirituality, altruism and moral justice - Resources to deal with stress, temptations, disappointments and failures, social oppression, the loss of possessions and of loved ones, and with one’s own death. 

The Mahabharata of the great Maharishi Veda Vyasa is a treasure trove of knowledge, principles and paradigms. It is written that what is not in the Mahabharata will not be found elsewhere. Written nearly thousands of years ago, the Mahabharata is as yet a source of knowledge, especially modern management principles.In essence it highlights the victory of Dharma in times of Adharma.This subject is a comprehensive learning on management lessons which can be inferred from the great epic. It gives a clear understanding and comparison of management Principles, practices and the various functions of management with the epic. The syllabus is structured to provide basic conceptual knowledge on the principles of management. It also deals with behavioral issues in the individual processes, group and interpersonal processes.

Course Objectives:

• ·         Discuss the epic by summarizing the various parvas/units in class in accordance with the management concepts
• ·         Review and make a critical estimate of the epic with a focus on morals, ethics, legal and management concepts 
•            To develop competencies and knowledge of students to become effective professionals

The older generations-The Pandava and Kaurava princes- Lakshagraha (the house of lac) Establishment of the kingdom-Administration and Management principles

Marriage to Draupadi- An event study approach.

Indraprastha-A new beginning- Pressure for change – Change process, Types of change, Factors influencing change, Resistance to change

The dice game- Cooperative strategies & Reasons for strategic alliances-

Exile and return- Risks and costs of strategic alliances

The battle at Kurukshetra - Strategic Planning and Management- levels at which strategy operates- Event approaches to strategic decision making,

The end of the Pandavas- Succession Planning,Authority and Responsibility

The reunion Organizing- Choosing the organizational structure 

Pratap Chandra Roy ,The complete Mahabharata translated into English prose directly from the original sanskrit text.(1^st Edition) oriental publishing co.

ESE - 30

English Language and Composition course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, EPH, ECOH, JOUH, PSYH, MEP) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of a graduate level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts.

The purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilize advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers, and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesize information from a variety of sources, and document their knowledge in a cogent well written report. Also, as the course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how resource of language operates in any given text. While the first semester focusses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarizing students with texts from multiple disciplines, especially in the context of India.

As part of the course students are expected to maintain a writing journal to monitor their progress in writing.

Course Objectives

To enable students to:

·         Enable students to become Independent critical thinker, who are aware of the power of language.

·         Enable students to become excellent communicators of the language.

·         Equip students with necessary skills for graduate course and for career.

a.       Lou Gehrig’s Farewell Speech

https://www.lougehrig.com/farewell/

Through the analysis of the text the aim to look at the mode in which various factors like subject, occasion, audience and purpose impacts rhetoric.

a.       Letter to Einstein and Reply.

http://www.lettersofnote.com/2012/05/deareinstein-do-scientists-pray.html

b.      George W. Bush 9/11 speech 

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

c.       Tryst with Destiny by Jawaharlal Nehru

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

The unit will focus on understanding Rhetoric and Various Rhetoric situation. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context while analysing and composing a text.

Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding an effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

Ethos

a.       King George VI King’s Speech (Can play part of the movie) https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

b.      The Myth of Latin Women: I Just met a Girl Named Maria https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

c.       Quit India Speech by Gandhi

Logos

a.       Slow Food Nation by Alice Waters https://www.thenation.com/article/slowfood-nation/  

b.      My Vision for India by Abdul Kalam.

Pathos

a.       Richard Nixon, from The Checkers Speech

http://watergate.info/1952/09/23/nixon-checkers-speech.html

b.      Dwight D. Eisenhower, Order of the Day

https://www.whatsoproudlywehail.org/curriculum/the-americancalendar/order-of-the-day-6-june-1944

c.       Bal Gangadhar Tilak http://speakola.com/political/bal-gangadhar-tilakfreedom-is-my-birthright-1917

Combining Ethos, Logos, and Pathos

a.       Toni Morrison, Dear Senator Obama http://observer.com/2008/01/tonimorrisons-letter-to-barack-obama /

b.      Crisis of Civilization by Rabindranath Tagore

Focus of the unit would be to introduce multiple ways of analysis, close reading, and usage of argumentative statements and diction.

a.       Queen Elizabeth, Speech to the Troops at Tilbury http://www.luminarium.org/renlit/tilbury.htm  

b.      Winston Churchill, Blood, Toil, Tears, and Sweat. https://www.winstonchurchill.org/resources/speeches/1940-the-finesthour/blood-toil-tears-and-sweat-2/

c.       Ralph Ellison, from On Bird, Bird-Watching and Jazz

http://www.unz.org/Pub/SaturdayRev-1962jul28-00047

d.      Joan Didion, The Santa Ana Winds

https://tywls12ela.wikispaces.com/file/view/Didion+Los+Angeles+Notebook.pdf

e.       Virginia Woolf, The Death of the Moth

f.       Groucho Marx, Dear Warner Brother https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers  

g.      Christopher Morley, On Laziness

 http://essays.quotidiana.org/morley/laziness/

The unit will focus on how to read visual text and the impact it has on audience.

a.       ACLU, The Man on the Left (advertisement)

b.      Tom Toles, Rosa Parks (cartoon)

http://thenexthurrah.typepad.com/the_next_hurrah/2005/10/rosa_parks.html

c.       http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist  (Political Cartoons) India

d.      https://www.tatacliq.com/que/isro-launch-breaks-record-memes/  ISRO Launch (Times)

Analyzing Advertisements (Fair and Lovely), gender stereotypes in ads

The unit will engage with the questions on why few texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader.

a.       Jane Austen, from Pride and Prejudice

b.      PETA, Feeding Kids Meat Is Child Abuse (advertisement) 25

c.       Anne Applebaum, If the Japanese Can’t Build a Safe Reactor, Who Can?

https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safereactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

d.      Stop for Pedestrians (advertisement)

e.       The Times, The Man Takes First Steps on the Moon

f.       William Safire, In Event of Moon Disaster

http://mentalfloss.com/article/57908/event-moon-disaster-white-house-speechworst-case-scenario

g.      Herblock, Transported (cartoon)

h.      Ted Talk: Speak Like a Leader https://www.youtube.com/watch?v=bGBamfWasNQ

By carefully reading the viewpoints of others and considering a range of ideas on an issue, one develops a clearer understanding of our own beliefs — a necessary foundation to writing effective arguments. The unit will focus on analysing elements of argument as a means of critical thinking and an essential step toward crafting argumentative essays. The unit will focus on making an argument and supporting it by synthesising multiple sources.

a.       Understanding Argument

https://csalexander03.wordpress.com/2012/12/04/whyinvesting-in-fast-food-may-be-a-good-thing-by-amy-domini/

b.      http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

c.       Using Visual text for Argument

https://www.youtube.com/watch?v=mjjV_X5re4g

d.      Using sources to inform an Argument

e.       Using Sources to Appeal to Audience.

 Mid Semester Examination

End Semester Examination

This course heralds the emergence of a new field of science that endeavours to understand how individuals and societies thrive and flourish, and how this new knowledge can be applied to foster happiness, health and fulfillment. Taking a dynamic, cross-disciplinary approach, the course explores the most promising routes to well-being, derived from the latest research in psychology, neuroscience, economics, and the effects of our natural environment. The course provides an overview of the latest insights and strategies for enhancing our individual well-being, or the well-being of the communities in which we live and work,

1. Understand the evolution and development of health and well-being

2.  Develop a holistic approach to living life well.

3.  Create optimal programs for individuals and populations.

Well being as a concept, happiness, and subjective well-being, Expanding the repertoire of positive emotions: The broaden-and-build theory of positive emotions; Relationship with reality and its role in the well-being of young adults; Increasing happiness in life.

Living well at every stage of life: Resilience in childhood, positive youth development, life tasks of adulthood and successful aging; Role of meaningful relationships: infant attachment, adult attachment, love and flourishing relationships.

The relevance of subjective well-being to social policies: optimal experience and tailored intervention; The social context of well-being; Does money buy happiness?; A well-being manifesto for a flourishing society.  

Synder,C.R., & Lopez, S.J. (2007). Positive Psychology. New Delhi: Sage Publishing House.

Boniwell, I. (2012). Positive Psychology In a Nutshell: The Science of Happiness (3rdedition). London: Mc Graw Hill.

Bradburn, N. M. (1969). The structure of psychological well-being. Chicago, IL:Aldine.

CIA Evaluation pattern

Course Outcomes

At the end of the course, students should be able to:

1. Apply the psychological perspectives of advertisements in the real life setting.

2. Integrate different domains such as cognitive, affective and behavioral responses in the field of advertisement.

3. Develop the ability to make applications based on understanding of marketing strategies. 

Unit-1                                                                                                    Teaching Hours:10

Unit I: Introduction to advertisement psychology

Introduction to advertisements;

its objectives and importance;

Types and forms of advertising;

Effects of advertisements - a psychological perspective;

Unit-2                                                                                                              Teaching Hours:10

Unit II: Cognitive processing of advertisements

Influence of advertisements on buying behaviors;

Dynamics of Attention, Comprehension,

Reasoning for advertisements; 

Principles of persuasion and attitude change;  

Unit-3                                                                                                                Teaching Hours:10

Unit III: International Advertising and Creating Brand

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix. 

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

Andrew,A. Mitchell. (1993). Advertising Exposure, Memory and Choice. Lawrence Erlbaum Associates. Hillsdale, NJ.

Rolloph, M.E. & Miller, G.R. (Eds) (1980). Persuasion: New Directions in Theory and Research.Sage. N.Y.

Eddie. M. Clark, Timothy.C. Brock ,& David W. Stewart. (1994). Attention, Attitude and Affect in Response to Advertising. Lawrence Erlbaum Associates. Hillsdale, NJ.

Course Description

This course is designed to expose the students to the basic principles of microeconomic theory. The emphasis will be on thinking like an economist and the course will illustrate how microeconomic concepts can be applied to analyze real-life situations.

Course Objectives

·       Understand that economics is about the allocation of scarce resources and how that results in trade-offs.

·       Understand the role of prices in allocating scarce resources in market economies and explain the consequences of government policies in the form of price controls.

·       Appreciate positive as well as normative view points on concepts of market failure and the need for government intervention.

Why study economics? Scope and method of economics; the economic problem: scarcity and choice; the question of what to produce, how to produce and how to distribute output; science of economics; the basic competitive model; prices, property rights and profits; incentives and information; rationing; opportunity sets; economic systems; reading and working with graphs.

Markets and competition; determinants of individual demand/supply; demand/supply schedule and demand/supply curve; market versus individual demand/supply; shifts in the demand/supply curve, demand and supply together; how prices allocate resources; elasticity and its application; controls on prices; taxes and the costs of taxation; consumer surplus; producer surplus and the efficiency of the markets.

The consumption decision - budget constraint, consumption and income/price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer‘s optimum choice; income and substitution effects; labour supply and savings decision - choice between leisure and consumption.

Behaviour of profit maximizing firms and the production process; short run costs and output decisions; costs and output in the long run.

Monopoly and anti-trust policy; government policies towards competition; imperfect competition.

Labour and land markets - basic concepts (derived demand, productivity of an input, marginal productivity of labour, marginal revenue product); demand for labour; input demand curves; shifts in input demand curves; competitive labour markets; and labour markets and public policy; New Frontiers in Microeconomics.

Mankiw, N. G.  (2017). Principles of Microeconomics (8^th ed.). MA: Cengage Learning.

Stiglitz, J. E., & Walsh, C. E. (2006). Principles of Microeconomics (4^th ed.). New York: W.W. Norton & Company Inc., International Student Edition.

Mankiw, N. G. (2011). Economics: Principles and Applications (10^th ed.). MA: Cengage Learning.

Pindyck, R. S., &Rubinfeld, D. L. (2013). Microeconomics (8^th ed.). New York: Pearson Education.

Ray, N.C. (1975). An Introduction to Microeconomics. New Delhi: Macmillan Company of India Ltd.

Salvatore, D. (2011). Managerial Economics in a Global Economy (7^th ed.). Oxford: Oxford University Press.

Samuelson, P. A., & Nordhaus, W.D. (2010). Economics (19^th ed.). New Delhi:  McGraw-Hill Companies.

This is the first of a compulsory two-course sequence. The objective of this sequence is to transmit the body of basic mathematics that enables the study of economic theory at the undergraduate level, specifically the courses on microeconomic theory, macroeconomic theory, statistics and econometrics set out in this syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescribed textbook.

 Elements of logic and proof; Sets and Set operations; Relations; Equations: Linear and Quadratic; Simultaneous Equations; Functions: quadratic, polynomial, exponential, logarithmic; Graphs, Slopes and Intercept; Economic Application of Graphs and Equations: Iso-cost Lines, Supply and Demand Analysis, Income determination models.

Limits; Continuity; Curvilinear Functions; the Derivative; Rules of Differentiation; Higher-order Derivatives; Optimisation; Uses of the Derivatives in Economics: Increasing and Decreasing Functions, Concavity and Convexity, Inflection points, Optimisation of Economic Functions, Relationship among Total, Marginal and Average Concepts.

Multivariable Functions and Partial Derivatives; Rules of Partial Differentiation; Second and Higher-order differentials; Optimisation; Constrained optimisation with Lagrange Multipliers; Implicit functions; Application of Partial Derivatives in Economics: Utility Maximisation, Marginal Productivity, Elasticity, Producers Equilibrium, Optimisation of Cobb Douglas and CES Production Function.

Exponential and Logarithmic Functions; Solving Natural Exponential and Logarithmic Functions; Logarithmic transformation of Nonlinear Functions; Rules of Differentiation; Higher-order Derivatives, Partial Derivatives; Optimisation of Exponential and Logarithmic Functions; Logarithmic differentiation; Application in Economics: Elasticity, Alternative measures of growth, Optimal Timing, Derivation of Cobb Douglas Production Function.

Sydsaeter, K. &   Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Renshaw, G. (2011). Maths for Economics. (4th ed.).  Oxford: Oxford University Press.

Roser, M. (2003). Basic Mathematics for Economists. (2nd ed.). New York: Routledge.

The course is designed to be intellectually stimulating and charts out the economic thought from mercantilism to the contemporary period. This course is meant to create an understanding of the economic theory, ideas, doctrines and postulates of the various schools of thought proposed and developed by various economists. Economic thought forms the basis of the ideology and policies adopted in different countries.

• To trace the historical beginnings of economic theories, doctrines and postulates of the different schools of thought and chart out the developments over time.
• To correlate and associate the different economists with the various schools of thought.
• To understand the relationship between economic thought and other social science disciplines.

Mercantilism; Laissez Faire: Quesnay and the Physiocrats; Adam Smith: invisible hand, accumulation and income distribution, value, market and competition, institutions; Ricardo–Corn Laws and Theory of Rent; J S Mill: Synthesis of classical economics

Exploitation and value; wages, trade cycle and laws of movement of the capitalist economy; monetary aspects of the cycle and the crisis.

Neoclassical theoretical system; Neo classical orthodoxy- Belle époque; Alfred Marshal

John Maynard Keynes: the general theory; J A Schumpeter: equilibrium and development, trade cycle and money; Market forms: Sraffa–Chamberlin–Joan Robinson: contribution to the study of market forms.

Golden age to stagflation; Neo-classical Synthesis-Correction: money and inflation; Monetarist Counter Revolution: Milton Friedman; Post Keynesian Approach: Anti-Neoclassical reinterpretation of Keynes; New Keynesian Macroeconomics.

The debate about market failures and Coase’s theorem; The theory of social choice: Arrow’s Impossibility Theorem; Asymmetric information: Akerlof; Economic Theories of Justice.

Unconventional economists: Nicholas Georgescu Roegen and Albert Hirschman; Approaches to institutional analysis: Contractarian, Utilitarian and Evolutionary neo–institutionalism; Von Hayek and the neo-Austrian School. Feminist Economics and economists: Bina Agarwal Randy Albelda andDiane Elson

Gandhian Economic Thought, P.R. Brahamananda, A.K. Sen (1998), Robert A. Mundell (1999), Joseph Stiglitz (2001), Paul Krugman (2008), Richard Thaler (2017)

Gide, C and Rist, C. (2007). A History of Economic Doctrines. New Delhi: Surjeet Publications.

Greenwald, B. C., & Stiglitz, J. E. (1990). Asymmetric Information and the New Theory of the Firm: Financial Constraints and Risk Behavior (No. w3359). National Bureau of Economic Research.

Kapp, W and Kapp, L., (1960). History of Economic Thought–A Book of Readings (6^th ed.). New York: Barnes Noble Inc.

Keynes, J.M. (1939). The General Theory of Employment, Interest, and Money. The University of Adelaide Library Electronic Texts Collection.

Krugman, P. (2009). The increasing returns revolution in trade and geography. The American Economic Review, 99(3), 561-571.

Mill, J.S. and Bentham, J. (2004) Utilitarianism and other Essays. London: Penguin Classics.

Mundell, R. A. (1961). A theory of optimum currency areas. The American economic review, 51(4), 657-665.

Robbins, L. (2000). A History of Economic Thought: The LSE Lectures” (Eds.) by Steven G. Medema and Warren J. Samuels, Princeton: Princeton University Press

Sen, A. K. (2017). Collective choice and social welfare, Expanded edition, London: Penguin.

Smith, A. (2003). The Wealth of Nations. New York: Bantam Classic Edition.

Thaler, R. (1985). Mental Accounting and Consumer Choice. Marketing science, 4(3), 199-214.

This course introduces students to the conceptual and practical operations of the financial markets, institutions and instruments network in Indian context.  The course touches up on the topics of financial regulations, equity market, stock evaluation, stock returns and derivative market.

Course Objectives

· To provide students with in-depth understanding of the operational issues of capital market and money market with its regulatory framework.

Role of financial intermediation - Financial markets - Money vs. capital markets - Primary vs. secondary markets - Instruments in the money market - Instruments in the capital markets -  Financial institutions; Banking and credit.

Money Market regulations – Banking sector reforms – quarterly credit policy of RBI - Capital market regulations of SEBI- Legal issues in security trading - FERA & FEMA - Capital account convertibility; International regulatory framework.

IPO and Book building process - Private vs. Public placement – Stock market indexes - Stock quotations – understanding secondary market operations.

Stock evaluation methods -    Fundamental vs. Technical analysis - Factors affecting stock prices - Economic factors - Market related factors - Firm specific factors - Indicators of future stock prices - Efficient Market Hypothesis -    Capital Asset Pricing Model (CAPM).

Measures of risk - Risk and return framework and investment decisions - Methods of determining maximum expected loss – Estimating beta of the stock.

Financial future market: Markowitz model - Valuation of financial futures - Option market - Speculation with option market – Hedging - Arbitrage and foreign exchange futures market.

Copeland, T. E., Weston, J. F., & Shastri, K. (2005). Financial theory and corporate policy. (4^th ed.), Pearson.

Farrell, J. L., & Reinhart, W. J. (1997). Portfolio management: theory and application. McGraw-Hill.

Fisher, E. Donald., &Jordan, J. Roland. (1995). Security Analysis and Portfolio management (6^th ed.), Pearson India.

Hearth, D., &Zaima, J. K. (2001). Contemporary investments: security and portfolio analysis. Harcourt College Publ.

Hull, J. C., (2016). Futures, Options and other Derivatives (9^thed.), Pearson.

L. M. Bhole., &J. Mahakud. (2009). Financial Institutions and Markets (5^th ed.), McGraw-Hill.

Machiraju, H. R. (2010). Indian financial system. Vikas Publishing House.

Palat, R. (2010). Fundamental Analysis (4^th ed.), Vision Books Pvt. Ltd.

Radcliffe, R. C. (1997). Investment Concepts, Analysis and Strategies (5^th ed.), Addison Wesley.

Ross, S. A., Westerfield, R., & Jordan, B. D. (2017). Fundamentals of Corporate Finance (11^thed.), McGraw-Hill.

Shanken, J. (1982). The arbitrage pricing theory: is it testable?.The Journal of Finance, 37(5), 1129-1140.

W. Sharpe., & G. J. Alexander. (1998). Investments (6^th ed.), Prentice Hall.

Zvi, Bodie, Alex, Kane., Alan, J. Marcus., Stylianos, Perrakis., & Peter, J. Ryan. (2015). Investments, (8^th ed.), McGraw-Hill.

This course is designed to address the changing ideas of the conceptualisation of youth in contemporary times in relation to popular culture. It explores the question of the formation of youth identity in popular culture and the debates challenging the dominant idea of youth identity in popular culture through the lens of gender, caste, class and minorities. The course takes up the case study of social media as the particular site mediating popular culture to explore these questions of youth identity formation as usage of social media by young people is increasing especially in countries like India which has one of the highest populations of youth in the world. Popular culture and media are intertwined and social media has emerged as a phenomenon of popular culture which shapes youth identity either by mobilising youth in a powerful way in favour of dominant socio-political norms or social movements which challenge the dominant socio-political trends. In recent times, the participation of youth in electoral politics through social media has multiplied phenomenally in India shaping the nature of engagement of youth with popular culture. The conceptualisation of youth as a democratic dividend has implications for defining the relationship between youth and social media in relation to popular culture. Similarly, conceptualisation of youth as a subculture is constitutive of the relationship between youth and media. Thus, the case study of social media will be linking the theoretical conceptualisations with the empirical phenomena.

Youth as a Cultural Category

1.2 Youth as Demographic Dividend

1.3 Youth as Democratic Dividend

1.4 Youth as Subculture

2.1 Caste

2.2 Class

2.3 Gender

3.1 Social Media, Youth and and Dominant Socio-Political Norms

3.2 Social Media, Youth and Social Movements

Chandrasekhar, C. P., J. Ghosh, & A. Roychowdhury. (2006). The 'Demographic Dividend' and Young India's Economic Future’, Economic and Political Weekly, 41 (49), 5055-5064.

James, K. S. (2008). Glorifying Malthus: Current Debate on 'Demographic Dividend' in India.Economic and Political Weekly, 43(25). 63-69.

National Population Policy of India 2000.

Hall, Stuart and Tony Jefferson (1976), (Ed.), Resistance through Rituals: Youth Subcultures in Post-War Britain. Routledge: London & New York. pp. 9-79.

Hebdige D. (1979). Subculture: the Meaning of Style. London: Methuen. pp.1-22.

McRobbie, Angela (1991). Settling Accounts with Subculture: A Feminist Critique. Feminism and Youth Culture, 16-34

Kumar, Vijay. (2020). ‘5 Dalit Artists Challenging Casteism Through Music, Films and Literature’, Feminism in India.com( https://feminisminindia.com/2020/04/15/dalit-artists-challenging-casteism-music-films-literature/ )

Kumar, Nitish. (2021). Social Media, Dalits and Politics of Presence: An Anlalysis of thePresence of Dalit Voices in the Indian Media. Social and Political Research Foundation.( https://sprf.in/wp-content/uploads/2021/12/SPRF-2021_Dalit-Media_Final.pdf )

Mukhopadhyay, S and Mazumdar , S. (2020). ‘Echoing Global Marginalised Voices: A Study of Rap Music in India’, Heritage Times.( https://www.heritagetimes.in/echoing-global-marginalised-voices-a-study-of-rap-music-in-india)

Lukose, Ritty (2005). Consuming Globalization: Youth and Gender in Kerala, India. Journal of Social History. 38 (4), 915-935.

O’Connor, Laura. (2020). ‘Digital Activism and The Increased Role of Dalit Activism inIntersectional Feminism in India’, The Undergraduate Journal of Politics, Policy and Society (UJPPS), Vol. 3, No.1. ( https://www.ujpps.com/index.php/ujpps/article/view/99 )

Kujat, Christopher Norman. (2016). ‘Can the Subaltern Tweet?: A Netnography of India’sSubaltern Voices Entering the Public via Social Media’,http://www.diva-portal.org/smash/get/diva2:1483945/FULLTEXT01.pdf

Lukose, Ritty (2005). Consuming Globalization: Youth and Gender in Kerala, India. Journal of Social History. 38 (4), 915-935.

O’Connor, Laura. (2020). ‘Digital Activism and The Increased Role of Dalit Activism in Intersectional Feminism in India’, The Undergraduate Journal of Politics, Policy and Society (UJPPS), Vol. 3, No.1. ( https://www.ujpps.com/index.php/ujpps/article/view/99 )

Udupa, Sahana. (2017). ‘Gaali Cultures: The politics of abusive exchange on social media’,New Media & Society 20(4): 1506-1522.

Jamil, Ghazala. (2022). ‘Tech-mediated Misogyny and Communal Vitriol’, Economic andPolitical Weekly, Volume 57, Issue 3.

 Sonkar, Madhulika; Soorma, Ishita and Akanksha, Sreshtha. (2020). ‘Social Media and the Mobilization of Collective Action on Sexual Violence against Women: A Case Study of the ‘#MeToo’ Movement in India’, Vantage: Journal of Thematic Analysis, Volume 1, Issue1.(http://maitreyi.ac.in/Datafiles/cms/2021/vantage%202021%20new/7.%20MeToo%20paper.pdf )

Stephen, Cynthia . (2022). ‘Popular Culture and Caste: The Three Indias’, Economic and PoliticalWeekly. Volume 57, Issue 9.

Kumar, Vijay. (2020). ‘5 Dalit Artists Challenging Casteism Through Music, Films and Literature’, Feminism in India.com ( https://feminisminindia.com/2020/04/15/dalit-artists-challenging-casteism-music-films-literatur

e/ )

Samos, Sumeet. (2021). ‘Dalit Rap is India’s New Musical Vanguard’, Music Opinion.( https://www.frieze.com/article/dalit-rap-indias-new-musical-vanguard ) 

Ingole, Prashant. (2019). ‘Ambedkarite Protest Music and the Making of a “Counter Public”: An Overview’, Indian Cultural Forum.

( https://indianculturalforum.in/2019/10/11/ambedkarite-protest-music-and-the-making-of-a-counter-public/ )

Banaji, Shakuntala. (2014). ‘A Tale of Three Worlds: Young People, Media and Class in India’, LSE Research Online, http://eprints.lse.ac.uk/57563/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_shared_repos

itory_Content_Banaji%2C%20S_Tale%20of%20three%20worlds_Banaji%20_Tale%20of%203

%20worlds_2014.pdf

Cohen, P. (1972). Rethinking the Youth Question: Education, Labour and Cultural Studies. Capital & Class, 23(3), 171-173.

Gooptu, Nandini (ed.). 2013. Enterprise Culture in Neoliberal India: Studies in Youth, Class,Work and Media. Routledge

Mead, Margaret. (1928). Coming of Age in Samoa: A Psychological Study of Primitive Youth for West.

Wyn, Johanna and White, Rob. (1997). Rethinking Youth, Allen & Unwin Pty Ltd

Kujat, Christopher Norman. (2016). ‘Can the Subaltern Tweet?: A Netnography of India’sSubaltern Voices Entering the Public via Social Media’,http://www.diva-portal.org/smash/get/diva2:1483945/FULLTEXT01.pdf

Kumar, Rajesh and Thapa Devam. (2014). ‘Social media as a catalyst for civil societymovements in India: A study in Dehradun city’, New Media & Society. Volume: 17 issue: 8,page(s): 1299-1316.

1. Analytical skills and critical thinking: 15

2. Academic Presentation Skills including writing: 15

3. Class Participation 5

4. Attendance 5

Total 50

Course Description:

The course ‘Introduction to Film Studies’ aims at introducing students to the cinema, important trends and genres in world cinema, along with key concepts in film studies. It aims to make participants familiar with some major international cinematic figures and films. It aids in the basic understanding of the field, its vast history, and its role in society. Students receive the chance to enhance the skills required to study Films with reference to art and society. It develops the students’ critical thinking ability that is required for analyzing, criticizing,  and creating quality films.

 Course Objectives:

• Introduces to the theories, methods, and concerns of film and media studies as a discipline, preparing the students for further work in the field. 
• Teaches the specific aspects of film style and narrative form through analysis of scenes from the films screened each week and from a range of outside examples. 
• Equips the students with historical, cultural, and theoretical topics relevant to the films. 
• Teaches the language of cinema.
• Trains the students to critically analyze the content.
• Learns to communicate effectively. 

● Art as an Entertainment 

● Evolution of cinema 

● Impact of theatre and Folk arts 

      ● Industrial, technological, aesthetic, and cultural development in cinema ● Establishment of the Film industry and audience 

● What is cinema? Why do we watch films? 

● Language of Film- cut, focus, frame, fade, close-up 

● Genres 

● Images, symbols, colors, narration, gestures, and expression 

● Role of individuals in shaping a cinema 

● Film Production 

● From play to picture- a transformation of expressions into motions 

● Good cinema and bad cinema-criteria of assessment 

● Believe the unbelievable- cinemas that brought the audience to believe nonexistent elements 

● Books, stories, and the songs-the backbone of a successful screenplay ● Content-the hero of a movie 

● Innovation in cinematography 

● Sound and Lights- the lifeline of a movie 

● Cinematic techniques 

3. Susan Hayward: Cinema Studies: The Key Concepts 

4. Ronald Abramson “ Structure and Meaning in Cinema in Movies and Methods Ed. Bill Nichols

2. How to Read a Film by James Monaco 

3. Understanding Movies by Louis Giannetti 

4. Filmmaker’s Handbook by Steven Ascher & Edward Pincus 

5. Grammar of the Shot by Roy Thompson & Christopher J. Bowen 

6. Grammar of the Editing by Roy Thompson & Christopher J. Bowen 

7. History of Narrative Film by David A. Cook 

Course Description:

This course is designed to introduce the young students to the emerging field of Digital Humanities and its wide array of scope, research and academic engagements in the field of Arts and Humanities through incorporation of examples and case studies. Digitalisation is a product of the modern mechanised society; it has come to be accepted as an indispensable part of our lives today. Its use in the field of Humanities is a very recent development, with major contributions to documentation, preservation and ushering in a multidimensional interdisciplinary approach to our study, for sources ranging from audio-visual nature to textual work. 

Course Objectives:

The students will be acquainted to many existing arguments in the area of Digital Humanities in the last few decades while examining the aid of digital tools in literary and cultural studies. The students will learn to create a sample of their own by replicating any existing digital artifact. The students will be able to identify Digital Humanities as an interdisciplinary field of study through case studies and comparative analysis.

1.1 Digital Humanities: From Inception to the Present

1.2 Theorists and Major Thinkers

1.3 Digital Tools: Documentation as Knowledge Production

2.1 Archiving Art and Culture: Preservation through Audio-Visual Medium

2.2 Archiving Literature: Digital Repository, Transcreation and Adaptation

2.3 Archiving Language: Machine Translation, Text-o-Speech and Subtitling 

Gleick, James. The Information: A History, A Theory, A Flood. Pantheon. 2011.

Gold, Matthew. Debates in the Digital Humanities. University of Minnesota Press. 2013.

Ramsay, Stephen. Reading Machines: Toward an Algorithmic Criticism. University of Illinois Press. 2011.

Schreibman, Susan, Ray Siemens, and John Unsworth (eds.). A Companion to Digital Humanities. Oxford. 2004.

EARHART, AMY E. “Can We Trust the University?: Digital Humanities Collaborations with Historically Exploited Cultural Communities.” Bodies of Information: Intersectional Feminism and the Digital Humanities, edited by Elizabeth Losh and Jacqueline Wernimont, University of Minnesota Press, Minneapolis; London, 2018, pp. 369–390. JSTOR, www.jstor.org/stable/10.5749/j.ctv9hj9r9.23. Accessed 8 Aug. 2021. 

Huggett, Jeremy. “Core or Periphery? Digital Humanities from an Archaeological Perspective.” Historical Social Research / Historische Sozialforschung, vol. 37, no. 3 (141), 2012, pp. 86–105. JSTOR, www.jstor.org/stable/41636599. Accessed 9 Aug. 2021.

KIRSCHENBAUM, MATTHEW. “What Is Digital Humanities and What’s It Doing in English Departments?” Debates in the Digital Humanities, edited by Matthew K. Gold, NED - New edition ed., University of Minnesota Press, Minneapolis; London, 2012, pp. 3–11. JSTOR, www.jstor.org/stable/10.5749/j.ctttv8hq.4. Accessed 11 Aug. 2021.

Lindquist, Thea, et al. “Advancing Digital Humanities at CU-Boulder through Evidence-Based Service Design.” Laying the Foundation: Digital Humanities in Academic Libraries, edited by John W. White and Heather Gilbert, vol. 7, Purdue University Press, West Lafayette, Indiana, 2016, pp. 127–148. JSTOR, www.jstor.org/stable/j.ctt163t7kq.11. Accessed 9 Aug. 2021. 

LOSH, ELIZABETH, et al. “Putting the Human Back into the Digital Humanities: Feminism, Generosity, and Mess.” Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, University of Minnesota Press, Minneapolis; London, 2016, pp. 92–103. JSTOR, www.jstor.org/stable/10.5749/j.ctt1cn6thb.13. Accessed 10 Aug. 2021. 

McPherson, Tara. “Introduction: Media Studies and the Digital Humanities.” Cinema Journal, vol. 48, no. 2, 2009, pp. 119–123. JSTOR, www.jstor.org/stable/20484452. Accessed 10 Aug. 2021. 

ROBERTSON, STEPHEN. “The Differences between Digital Humanities and Digital History.” Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, University of Minnesota Press, Minneapolis; London, 2016, pp. 289–307. JSTOR, www.jstor.org/stable/10.5749/j.ctt1cn6thb.28. Accessed 10 Aug. 2021. 

RUBERG, BONNIE, et al. “Toward a Queer Digital Humanities.” Bodies of Information: Intersectional Feminism and the Digital Humanities, edited by Elizabeth Losh and Jacqueline Wernimont, University of Minnesota Press, Minneapolis; London, 2018 , pp. 108128. JSTOR, www.jstor.org/stable/10.5749/j.ctv9hj9r9.11. Accessed 10 Aug. 2021.

Sharpe, Celeste Tu´ò´ng Vy, and Timothy B. Powell. “Making Digital Humanities Tools More Culturally Specific and More Culturally Sensitive.” Teaching with Digital Hum anities: Tools and Methods for NineteenthCentury American Literature, edited by Jennifer Travis and Jessica DeSpain, University of Illinois Press, Urbana, Chicago; Springfield, 2018, pp. 167184. JSTOR, www.jstor.org/stable/10.5406/j.ctv8bt13m.16. Accesse d 10 Aug. 2021.

Tolbert, Jeffrey A., and Eric D. M. Johnson. “Digital Folkloristics: Text, Ethnography, and Interdisciplinarity.” Western Folklore, vol. 78, no. 4, 2019, pp. 327356. JSTOR, www.jstor.org/stable/26864167. Accessed 8 Aug. 2021.

Viscomi, Jose ph. “Digital Facsimiles: Reading the William Blake Archive.” Computers and the Humanities, vol. 36, no. 1, 2002, pp. 2748. JSTOR, www.jstor.org/stable/30204695. Accessed 8 Aug. 2021.

WARD, MEGAN, and ADRIAN S. WISNICKI. “The Archive after Theory.” Debates in the Digital Humanities 2019, edited by Matthew K. Gold and Lauren F. Klein, University of Minnesota Press, Minneapolis; London, 2019, pp. 20010 Aug. 2021. Evaluation Pattern CIA ICIA II Blog Writing Project (15 Marks) : Archival Report 206. JSTOR, www.jstor.org/stable/10.5749/j.ctvg251hk.21. AccesseD 10 Aug. 2021

CIA II- Project: Archival Report 

This course intends to facilitate coexistence in a rapidly changing world characterised by diversity and exponential new development in social structure. The course aims creates ability to practice harmonious living and develop necessary skills to enrich each other in society. The skills covered will be: Social adaptability, Environmental adaptability, Legal adaptability.

Reduction in the use of plastics; reduction in urban air and noise pollution; Cleaning water bodies.

English Language and Composition is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, EPH, ECOH, JOUH, PSYH, MEP) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of a graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts.

The purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilise advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesise information from a variety of sources, and document their knowledge in a cogent well-written report. Also, as the course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how the resource of language operates in any given text.

While the first semester focuses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India. The skills acquired in the first semester would help students to critically engage with rhetoric within the context of contemporary India and critically respond to the same.

As part of the course, students are expected to maintain a writing journal to monitor their progress in writing.

Course Objectives

•       To critically engage with a variety of texts on multiple themes from different disciplines.

•       Familiarise students with different kinds of rhetoric produced in the Indian context.

•       Apply the Rhetoric techniques learned in the first semester while engaging with thematic texts.

•       Demonstrate understanding and mastery of the English Language as well as stylistic maturity in their own writings

•       Engage in critical writing on a variety of socio-political issues.

•       To enable students to be aware of the politics behind knowledge production.

•       Write on multiple themes for various purposes.

1.     Rethinking Education: Why Education System is Ripe for Disruption by Naveen Jain. https://www.forbes.com/sites/naveenjain/2013/03/24/disrupting-education/#3721fe4523ef

2.     Sherman Alexe’s Superman and Me http://www.umsl.edu/~alexanderjm/SupermanandMebyAlexie.pdf

3.     For the Record: Dear Minister.

http://indianexpress.com/article/opinion/columns/satyapal-singh-darwin-evolution-theory-scientists-pm-modi-dear-minister-5035204/

1.     “Go Kiss the World” by Subrotobagchihttp://subrotobagchi.mindtree.com/iim-bangalore-speech/

2.      Sky Baba Vegetarians Only. http://www.anveshi.org.in/vegetarians-only-a-short-story-by-sky-baba/

1.     Shashi Tharoor’s speech in Oxford. http://www.ibtimes.co.in/shashi-tharoor-garners-appreciation-his-spirited-argument-oxford-union-debate-full-text-640299

2.     On Anti- National Economics by Jayanthi Gosh.

http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

1.     Gandhian In Gerwhal

2.     Ramachandra Guha. When eleven women of Bengal Took on Gaandhihttp://ramachandraguha.in/archives/when-eleven-women-of-bengal-took-on-gandhi-the-telegraph.html

3.     Caste Culture at IIT Madras by Anjatha Subrmaninan. http://www.openthemagazine.com/article/open-essay/an-anatomy-of-the-caste-culture-at-iit-madras.

Politics of Intimate

4.     https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb

5.     Hangwoman by K. R Meera.

6.     Swara Bhaskar’s letter.

https://thewire.in/218456/end-magnum-opus-i-felt-reduced-vagina/

7.     Is brown man a Racist by Chandra Bhan Prasad

http://www.india-seminar.com/2006/558/558%20chandra%20bhan%20prasad.html

1.     Vadivaasal Novella 

2.     Sports women or victim of sexual assault: Dreams Die fast in Haryana. http://indianexpress.com/article/opinion/haryana-rapes-sportswoman-police-ml-khattar-sexual-assault-5034854/

1.     Who is Afraid of Caricature by S. PrassannaRajanhttp://www.openthemagazine.com/article/locomotif/who-s-afraid-of-a-caricature

2.     Politics as Costume Drama by Sunanda K Datta Ray.

http://www.openthemagazine.com/article/open-essay/politics-as-costume-drama

3.     Net Neutrality and Freedom of expressions by Karan Lihari and Chtanyabalkrishnan

http://www.openthemagazine.com/article/open-essay/net-neutrality-the-net-worth-of-freedom

4.     The State and The Selfie. By Suchitra Vijayan http://www.suchitravijayan.com/archives/396

1.     How a Bihari Lost his mother Tongue to Hindi by Roshan Kishore http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html

2.  Hail English, The Dalit Goddess by Chandra Bhan Prasad

   http://www.anveshi.org.in/hail-english-the-dalit-goddess/

CIA 1: 20 marks

CIA 2: MSE Submission 50 Marks

CIA 3: 20 Marks

ESE: Submission 50 mark

Course Description

This course is designed to give a systematic school-wise introduction to mainstream approaches to the study of macroeconomics. The course begins by introducing students to the various important macroeconomic variables and its measurement technique. Then the course proceeds on a systematic introduction to the important macroeconomic theory adopting a chronological school- wise pattern; beginning from the Classicals to the Keynesians, Monetarists, New Classicals and New Keynesians. It has been designed in such a way that it stimulates awareness on the evolution; critiques and debates in the mainstream macroeconomic thought and provided insights into macroeconomic challenges and policy management in progressive nations. It is also intended that this course will develop the ability for objective reasoning about macroeconomic issues.

Course Objectives

• To introduce to the students the basic principles of macroeconomic theory.
• To enable the students to understand the characteristics of major macroeconomic variables.
• To provide a vivid understanding to students on the evolution of macroeconomic thought.
• To equip students to analyse the dynamic interactions between the major macroeconomic variables.

Nature and scope of macroeconomics; meaning and definition of key macroeconomic variables; Central questions in Macroeconomics; National Income Accounts: GDP – National Income – Personal and Disposable Personal Income; National Income Accounting Identities, Issues in National Income Accounting; Cost of Living Index: GDP deflator, WPI, CPI, Core Inflation; Measures of Cyclical Variation in Output.

The Classical Revolution; Wage, Employment and Production; Equilibrium Output and Employment; Quantity theory of Money; The Classical Theory of the Interest Rate; Policy Implications of Classical Equilibrium Model.

The Problem of Unemployment; the Simple Keynesian Model: Equilibrium Output, Components of Aggregate Demand, Equilibrium Income; the role of Fiscal Policy and Multiplier; Exports and Imports in the Simple Keynesian Model; Interest rates and Aggregate demand; Keynesian Theory of the Interest Rate; Money supply and Money demand in Keynesian framework.

The reformulation of the Quantity theory of Money; Fiscal and Monetary Policy: Monetarists versus Keynesians; Unstable velocity and declining policy influence of Monetarism.

The New Classical Position: Keynesian Counter-critique, Rational Expectations Hypothesis; Business Cycle Theories: Multiplier-Accelerator Interaction Model, Real Business Cycle Theory, Political Business Cycle Model; New Keynesian Economics: Menu Cost Theory, Efficient-Wage Theory, Insider-Outsider Model and Hysteresis.

Consumption: Keynesian Consumption Function, Kuznets‘s Consumption Puzzle, Fischer’s theory of Intertemporal Choice, Modigliani’s Life Cycle Hypothesis, Friedman’s Permanent Income Hypothesis, Random walk model of Consumption expenditure; Investment: The Neoclassical Theory of Investment; Residential Investment; The Accelerator Theory of Investment; The Stock Market and Tobin‘s Q Theory; Efficient Market Hypothesis; Policies affecting Investment.

* Mid Semester Exam ** End Semester Exam

This course is the second part of a compulsory two-course sequence. This part is to be taught in Semester II following the first part in Semester I. The course gives an introduction into differential equation, linear algebra, derivatives and application using calculus.

Vectors; Vector Spaces; Linear Dependency; A Matrix; Matrix Operations: Addition, Subtraction, Scalar Multiplication and Multiplication; Laws of Matrix Algebra: Commutative, Associative and Distributive; Matrix expression of a System of Linear Equations. 

Determinants; Rank of a Matrix; Minors, Cofactors, Adjoint and Inverse Matrices; Laplace Expansion; Solving Linear Equations with the Inverse; Cramer’s Rule for Matrix Solutions; Input-Output Analysis using Matrices. 

Integration; Indefinite and Definite Integral; Riemann integral; Numerical methods of evaluating the integral; Fundamental Theorem of the Calculus; Rules of Integration; Integration by substitution; Integration by Parts; Area between Curves; Improper Integrals; L’Hôpital’s Rule; Multiple Integrals; Application of Integral Calculus in Economics: Revenue and Cost Curves, Consumers’ and Producers’ Surplus, Market Equilibrium, Growth, Domar’s model of Public Debt. 

Introduction to Differential Equations: Definitions and Concepts; First-Order Differential Equations; Integrating factors and Rules; Variables separable case; Differential Equation with Homogenous Coefficients; Exact Differential Equations; Second-order Differential Equations; Application in Economics: Dynamic Stability in Microeconomic models, Growth path, Domar’s Capital expansion model.

Introduction to Difference Equations: Definitions and Concepts; Finite differences; Homogeneous linear difference equation with constant coefficients; Solutions for Non-homogeneous linear equations; Linear First-Order Difference Equations; Linear Second-Order Difference Equations with constant coefficients; Stability Conditions; Application in Economics: Interaction between Multiplier and Acceleration Principle, The Cobweb Model, Harrod-Domar Growth Model.

This is a course on statistical methods for economics I, begins with some basic concepts and terminology that are fundamental to statistical analysis and inference. Then a detailed description on descriptive statistics starting from measures of central tendency to skewness and kurtosis.  A separate module has been devoted to deal with identifying nature and extend of relationship between variables (correlation and regression analysis) followed by time series statistics.  Finally, this course ends with indices, as it is very essential for every economics student to understand the construction and problems involving in constructing macro level indices like CPI and WPI.

Meaning; Scope of statistics; Importance and limitation of statistics Collection of Data: Planning and organizing a statistical enquiry; Methods of collecting primary data; Sources of secondary data; Sampling: Census method vs. sample method; Classification of data: Meaning, methods of classification; Tabulation of data: meaning, role, parts of a table; General rules of tabulation; Presentation of data; Diagrams and graphs: General rules for construction a diagram; Types of diagrams; Types of graphs; Software Applications.

Measures of Central Tendency:Mean, median and mode; Geometric and Harmonic means; Measures of Dispersion: Range, inter-quartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis; Partition Values: Quartiles; deciles; percentiles; Software applications.

Correlation Analysis: Meaning, types of correlation; Methods of studying correlation: Scatter diagram method, Karl Pearson’s co-efficient of correlation, Spearman’s rank method, concurrent deviation method; Testing the significance of the correlation coefficient; Method of least squares: Introduction, estimation,  the standard error of estimate, the coefficient of determination, properties of an OLS estimator.

Measurement of Secular trend: Free hand curve method or eye inspection method - Semi average method; Method of moving average; Method of least squares.  Measurement of seasonal variations: Method of simple averages; Ratio to trend method; Ratio to moving average method; Link relative method.

Meaning and importance; problems in the construction of index numbers; Types of index numbers: price index; quantity index; value index; construction of price index numbers: unweighted and weighted indices (Lasperyre’s index, Paasche’s index, Fishers ideal index); construction of quantity and value indices; tests of index numbers: Time reversal test; Factor reversal test; Splicing: Deflating process; Consumer Price Index (CPI): meaning and uses; problems in the construction of cost of living index; Methods of constructing cost of living index: Aggregate expenditure and family budget methods; Limitations of index numbers; Software applications.

Lind, D. A., Waite, C. A., Marchal, W. G., &Wathen, S. A. (2005). Basic Statistics for Business & Economics. New York: McGraw-Hill.

Sharma, J. K. (2010). Fundamentals of Business Statistics. (2nd ed.). New Delhi: Vikas Publishing House.

Freund, J. E., & Perles, B. M. (2007). Modern Elementary Statistics. (12th ed.). New Jersey: Prentice Hall.

Gupta, S. C., & Kapoor, V. K. (2007). Fundamentals of Applied Statistics. (4th ed.).  New Delhi: Sultan Chand & Sons.

Larsen, R. J., & Marx, M. L. (2012). An Introduction to Mathematical Statistics and its Applications. (5th ed.). New Jersey: Prentice Hall.

CIA-II(MSE)=25%

CIA-III=20%

ESE=30%

Attendance = 5%

Self study course, As per instructions given by exam office.

Self study course, As per instructions given by exam office.

The course aims to impart effective academic writing and communication skills. Under this training shall be provided on building personal brand, personal statement writing, public speaking skills, mind mapping, decision making skills and deductive reasoning, visual presentation skills, quality control, note taking skills, critical analysis writing, SOP, article analysis, writing argumentative essays, resume writing, cover letters, job finding through online portal, group discussion skills and panel discussion.

 Along with these, professional skills will also be imparted such as paper presentation for conferences, delivering formal presentation, professional communication, professional code of conduct, professional letter writing, profession email writing and appearing for job interviews.

All the courses are provided in collaboration with Centre for Academic and Professional Support, CHRIST (Deemed to be University).

Psychometric Assessment and Socio- Psychological Education for Students.

N/A

CIA II 30 %

CIA III 35 %

Attendance 05

 Total 100

Students will learn how accounting supports economic decision-making and provides value to entities and society. As a prerequisite, students should have basic knowledge of Accountancy.

Course Objectives:

• Prepare accounts for the businesses with different branches and different types of organisation and
• Create books as per double entry system, when information based on single entry system is provided

Nature and Purpose of Accounting; Financial Accounting Framework – Accounting as a language, Users of Accounting Information; Generally Accepted Accounting Principles; Basis of Accounting; Cash basis and Accrual basis. The nature of Financial Accounting Principles – Basic Concepts and Conventions: Entity, Money Measurement, Going Concern, Cost, Realization, Accruals, Periodicity, Consistency, Prudence (Conservatism), Materiality and Full Disclosures. Financial Accounting Standards: concept, benefits, procedure for issuing Accounting Standards in India. Salient features of Accounting Standard (AS): 1 (ICAI). Introduction to international financial reporting standards (IFRS).

Capital and Revenue

Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities.

Inventories

Basis of inventory valuation and record keeping. Depreciation accounting Methods, computation and accounting treatment of depreciation, Change in depreciation methods

Final Accounts of Sole Proprietor 

Data Entry in the primary and secondary books of accounts - Preparation of Trial Balance. Fundamental errors including rectifications thereof. Preparation of Final Accounts (Sole Trader); Trading and Profit and Loss account, Balance Sheet.

Issue of shares and debentures, forfeiture of shares, re-issue of forfeited shares(Simple problems) redemption of preference shares(Theory only)

Components of Shareholders’ Equity; Accounting for Share Capital; Reserves & Surplus; Bonus; Dividends; Statement of Changes in Equity; Earnings Per Share. Liabilities-meaning, Classification of Liabilities - Current, Long-Term Liabilities, Contingent Liabilities, Off balance sheet financing, Deferred taxes, Main provisions of relevant Indian Accounting Standard.

Legal position regarding final accounts of companies – Compliance with Accounting standards- Form and contents of Statement of Profit or Loss and Balance Sheet as per SCHEDULE III – General Instructions for preparation of Statement of Profit and Loss and Balance Sheet – Disposal of company profits –dividend tax deducted at Source-Declaration of dividends out of Reserves-Transfer to Reserves etc., excluding calculation of managerial remuneration.

Gupta, R.L., &Radhaswamy, M., (2016) Financial Accounting (18ed.). New Delhi: Sultan Chand & Sons.

Shukla M. C. & Grewall T. S. (2017). Advanced accountancy (15 Ed.). New Delhi: S. Chand

* Mid Semester Exam ** End Semester Exam

This course is an introduction to the various three important softwares highly used in economic analysis especially Quantitative/Qualitative data analysis. The course begins with an introduction to MS Excel, managing data in MS Excel and doing basic statistical analysis using MS Excel. Then the course will introduce students to more widely used statistical package for social sciences (SPSS) and provide hands on training on how to deal with cross sectional data base. A separate module has also been included for Qualitative data analysis using Nvivo data editor to make students get exposure to deal with qualitative data base.   

The major objectives of this course are

• To provide hands on training to students on basic quantitative/qualitative data analysis
• To enhance the technological skills of the students by introducing them to popular data analysis software such as SPSS and Nvivo.
• To ensure that students have sufficient skills to carry out independent data analysis

Introduction to MS Excel: Excel Worksheet, the Ribbon, Tool Bar, Creating file, Formatting Cells, Basic Maths; Introduction to formula: formula anatomy, Math functions, Basic Statistics, Logical functions; Data tabulation: sorting, filtering; Graphical representation of data: column, bar, pie, line, area charts.

Pivot tables; Descriptive Statistics; Histogram; Data Analysis: ANOVA; F-test; t-test; z-test; Correlation; Covariance and Regression.

Introduction to SPSS: Theoretical background of statistics; creating a new file; opening a file; data setup; reverse coding;  selecting cases; splitting a file; graphical representation of data: creating graphs and carts using chart builder.  Parametric tests: ‘t’ test: One sample t test;  independent t test; paired sample t test.  Analysis of variance (ANOVA).  Non-parametric tests: Introduction to non-parametric tests;  Chi-square test;  Mann-Whitney test;  Wilcoxon test;  Kruskal-Wallis test;  Friedman’s ANOVA.

Correlation: Simple correlation; Multiple correlation; Partial correlation. Regression: Simple linear and multiple linear regression model; Binary logistic model; Multinomial logistic model; Probit model.

NVivo and qualitative research; What methodologies does NVivo support? Create a new project; Open a project; Importing various types of data; Source classifications, Literature reviews in NVivo, Creating externals for the things you cannot import

Coding and making nodes; Memos, annotations and links; Summarize your data in framework matrices; Use queries for text analysis; Use queries to explore your coding; Visualize your project: Display your data in charts; Create models and graphs to visualize connections; Work with tree maps and cluster analysis diagrams

Field, A. (2009). Discovering Statistics using SPSS. London: Sage publications.

Gibbs, G. R. (2002). Qualitative Data Analysis: Explorations with NVivo. Buckingham: Open University Press.

Hall.

Levine, D. M. (2005). Statistics for Managers Using Microsoft Excel (5^th ed.). New York: Prentice

Di Gregorio, S. (2000, September). Using Nvivo for your literature review. In strategies in qualitative research: issues and results from analysis using QSR NVIVO and NUD* 1^st conference, Institute of Education, London.

Course Description 

The course is designed to provide a sound training in microeconomic theory to formally analyze the behaviour of individual agents. Since students are already familiar with the quantitative techniques in the previous semesters, mathematical tools are used to facilitate understanding of the basic concepts. This course looks at the behaviour of the consumer and the producer and covers the behaviour of a competitive firm, general equilibrium, imperfect markets and topics under information economics.

Course Objectives

·      To develop the ability to distinguish between the strengths and limitations of practical based study of measuring economic units.

·      To impart skills to work independently, to plan and carryout a small-scale research project.

·      It provides the student a strong foundation in applications macroeconomics and helps in understanding the policy implications in emerging economies.

·      It helps in understanding the contribution of various Micro-Economic concepts and in evaluating their policy prescriptions.

Preferences: Consumer Preferences, assumptions about preferences; Indifference Curves:  Well-behaved preferences; The Marginal Rate of Substitution, other interpretations of the MRS, behaviour of the MRS; Utility: Cardinal Utility, constructing an utility function, indifference curves from utility; Marginal utility (MU): Marginal utility and MRS, The n-good case;  Indirect utility function, expenditure minimization; Budget constraint: Properties of the budget set; Slutsky equation: Substitution effect, income Effect; Change in demand,  rates of change, law of demand; Compensated demand curves; Choice under risk: Contingent consumption, functions and probabilities, expected utility function; The Von Neumann-Morgenstern theorem, risk aversion, risk spreading.

Production Functions: Inputs and Outputs, Describing Technological Constraints, Properties of Technology, The Marginal Product, Variations in One Input, Isoquant Maps and the Rate of Technical Substitution, Returns to Scale, The Elasticity of Substitution, Some Common Production Functions, Technical Progress; Cost: Cost-Minimizing Input Choices, Cost Functions, Changes in Input Prices, Change in the Price of One Input, Short-Run, Long-Run Distinction;

Perfect competition: Profit Maximization, Marginal Revenue, Short-Run Supply by a Price-Taking Firm, Profit Maximization and Input Demand, Revenue Maximization, Managers and the Principal-Agent Problem.

Imperfect Competition: (a)Monopoly:Barriers to Entry, Profit Maximization and Output Choice, Monopoly and Resource Allocation, Monopoly and Product Quality, Peak-load pricing; Two-part tariff; Price Discrimination, Regulation of Monopolies; (b)Monopolistic Competition: Model of Product Differentiation; (c)Oligopoly:Pricing under Homogeneous Oligopoly.

General Equilibrium: General Equilibrium Models, Perfectly Competitive Price System, The Necessity of General Equilibrium; Efficiency: Pareto Efficiency, Efficiency in Production, Efficiency in Product Mix, Competitive Prices and Efficiency; Departures from the Competitive Assumptions, Market Adjustment and Information, Disequilibrium Pricing and Expectations. Externalities – Positive and Negative externalities, Externalities of imperfect competition.

Varian, H. R. (2014). Intermediate Microeconomics: a Modern Approach (9^th ed.). New Delhi:  W.W. Norton and Company/Affiliated East-West Press India.

Bernheim, D & B. Michael, W. D. (2009). Microeconomics.  New Delhi: Tata McGraw-Hill India.

Koutsoyiannis, A. (1979).  Modern Microeconomics. London:  Macmillan Press.

Kreps, David M., (1990). A Course in Microeconomic Theory. Princeton: Princeton University Press.

Lipsey, R.G. & K.A. Chrystal. (1999). Principles of Economics. (9^th ed.). Oxford. Oxford University Press.

Mas-Colell, A., Whinston, M. D., & Green, J. R. (1995). Microeconomic theory. (Vol. 1). New York: Oxford University Press.

Pindyck, R &Rubinfeld, D. (2013). Micro Economics. (8^th ed.). New York: Pearson Education.

Samuelson, P. A., & Nordhaus, W. D. (2010). Economics, (19^th ed.). New Delhi: McGraw-Hill

               Companies.

Sen, A. (2007). Microeconomics: Theory and Applications. New Delhi: Oxford University Press.

* Mid Semester Exam      ** End Semester Exam

This course aims at systematically introducing the students to formal modeling of a macroeconomy and thereby introduces them to the dynamics that exists in the relationships of various important macroeconomic variables. The course begins with an in depth discussion of the IS-Lm framework which forms the fountain of the Keynesian approach. Then it proceeds to the derivation of aggregate demand and supply, discussions on unemployment and Inflation, exchange rate determination in an open economy and major macroeconomic policies for economic stabilisation. The course has also included in its discussion recent debates in the field of macroeconomics such as the critiques of IS-LM framework, Backward bending Phillips curve, Discretion versus Policy debate etc. It also introduces students to the latest development in the field of macroeconomic policy such as inflation targeting approach. 

Course Objectives:

• To enhance the understanding of closed and open macro-economy modeling. 
• To critically reflect on the dynamics of macroeconomic policies in the present economic conditions. 
• To understand and critically evaluate the current developments in the field of macroeconomic policy.

The goods market and derivation of IS curve; real influences and Shift in IS schedule; the money market and derivation of LM curve; monetary influences and the shift in LM curve; determination of equilibrium income and interest rates;; the relative efficacy of fiscal and monetary policy under IS-LM framework; Critiques of IS-LM

The derivation of aggregate demand and supply curves; The Keynesian aggregate demand with vertical aggregate supply curve; sources of wage rigidity and unemployment; the flexible price with fixed money wage model; labour supply and money wage; the shift in aggregate supply; Keynes vs. Classics.

Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Natural rate of unemployment; Factors affecting natural rate of unemployment; Links between inflation and unemployment: Phillips curve; Friedman-Phelps expectations augmented Phillips curve; Output-inflation tradeoff: Keynesian vs. Monetarists view; Backward bending Phillips Curve and threshold inflation; Disinflation and sacrifice ratio.

The Mundell-Fleming model: Key Assumption; determining equilibrium output and exchange rate in a small open economy; the monetary and fiscal policy under floating and fixed exchange rates regimes; the Mundell-Fleming model with changing price level.

Active or Passive Policy Debate; Fiscal Policy: Public-Choice and Partisan Theories, Automatic Fiscal Stabilisers, Pros and Cons of Balanced Budget Rules, Traditional and Ricardian View of Public debt, crowding in and crowding out effect, Ricardian equivalence; Monetary Policy: Goals of Monetary Policy and Intermediate Targets, Choosing Intermediate Targets in the case of Supply and Demand Shocks, Targeting Monetary Aggregates and its Implications, Targeting Interest Rates and its Implications; Recent International Experience: Discretion versus Policy Rules Debate, Taylor’s Rule and Monetary Policy – Inflation Targeting – Issues Relating to Inflation Targeting – Country Experiences with Inflation Targeting.

Dornbusch, R., Fischer, S., &Startz, R. (2015). Macroeconomics (11th ed.). New Delhi: Tata McGraw.

Froyen, R. (2014). Macroeconomics: Theories and Policies (10th ed.). New Delhi: Pearson Education.

Mankiw, N. G. (2015). Macroeconomics (9th ed.). London: Worth Publishers.

Blanchard, O. (2009). Macroeconomics (5th ed.). New Delhi: Pearson Education.

Krugman, P. R., Obstfeld, M. & Melitz, M. (2012). International Economics (9th ed.). New Delhi: Pearson Education.

Mishkin, F. S. (2016). Macroeconomics: Policy & Practice (2nd ed.). New Delhi: Pearson Education.

Moorthy, V. (2017). Applied Macroeconomics. New Delhi: I. K. International Publishing House.

Sheffrin, S. M. (1996). Rational Expectations (2nd ed.). Cambridge: Cambridge University Press.

EvaluationPattern     CIA1        MSE* (CIA2)        CIA3         ESE**     Attendance

Weightage                  20             25                20                30               05

* Mid Semester Exam ** End Semester Exam

This is a course on Statistical Methods for Economics II. It begins with some basic concepts of probability, followed by probability distributions of discrete and continuous random variables and joint distributions. A detailed focus is given for inferential statistics (testing of hypothesis), and the course ends with parametric and non-parametric test for better statistical inference.

Course Objectives

This course has been designed to help students;

• To develop advance skills in applied statistics;
• To enhance the understanding in the field of economic analysis and reasoning;
• To develop skills in the presentation of data and to do empirical research in the field of interest.

Sample spaces and events; probability axioms and properties; counting techniques; conditional probability and Bayes’ rule; independence.

Defining random variables; Probability distributions; Expected values of random variables and functions of random variables; Properties of commonly used discrete and continuous distributions (Uniform, Binomial, Normal, Poisson and Exponential random variables).

Meaning of hypothesis; Types and steps in testing of hypothesis; Flow diagram for hypothesis testing; Type I and Type II error; Two-tailed and One-tailed tests (basics); Importance of parametric and non-parametric tools.

‘t’ Test: One sample ‘t’ test; Independent sample ‘t’ test; Paired sample ‘t’ test; Analysis of variance (ANOVA).

Chi-square test; Phi co-efficient; Mann-Whitney test; Wilcoxon signed rank test; Kruskal- Wallis test; Friedman’s ANOVA.

Douglas, A. L., Lind, W. G. M., & Samuel, A. W. (2006). Basic Statistics for Business and Economics. New York: McGraw-Hill Education

Kothari, C. R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International.

Sharma, J. K. (2010). Fundamentals of Business Statistics. New Delhi: Vikas Publishing House.

Freund, J. E., & Perles, B. M. (2007). Modern Elementary Statistics. New Jersey: Prentice Hall.

Gupta, S. C., & Kapoor, V. K. (2007). Fundamentals of Applied Statistics. New Delhi: Sultan Chand & Sons.

Larsen, R. J., & Marx, M. L. (2012). An Introduction to Mathematical Statistics and its Applications. (5 th ed.). New Jersey: Prentice Hall.

* Mid Semester Exam ** End Semester Exam

Course Description                          

A common believe for entrepreneurs is that “Entrepreneurs are born and not made”. The course is devised in a way to equip individuals in a formally to generate employment, working on innovations, and developing the underprivileged areas.

Course Objectives

To familiarize the students with entrepreneurship development, process of establishing and enterprise and the type of support available from various government and non-government institutions.

Concept and need of entrepreneurship, Characteristics and types of entrepreneurship, Charm of becoming an entrepreneur, Entrepreneurial decision process, Entrepreneurship as career, Entrepreneurship Vs management Vs intrapreneurship, Changing role of the entrepreneur, Entrepreneurship traits, Factors affecting entrepreneurship.

Influences on entrepreneurship development, External influences on entrepreneurship development: Socio cultural, Political and economical, Personal entrepreneurship success and failure, Reasons and remedies, Women entrepreneurs, Challenges and achievement of women entrepreneurs.

Meaning of entrepreneurial motivation, Motivation cycle or process, Theories of entrepreneurial motivation, Entrepreneurial motivating factors, Changes in entrepreneurial motivation, Entrepreneurial motivation behavior, Meaning of entrepreneurial competencies, Major entrepreneurial competencies, Developing entrepreneurial competencies.