ABOUT CHIMC

CHIMC is a leading business school in Indore offering industry-

oriented Management Programmes. Promoted by the leading
education group Cerebral Heights and run by renowned
educationists, CHIMC has been able to earn a name in students'
community as well as management circles in a very short span of
time. Its unique focus on Practical education, Skills enhancement
and Personality grooming makes students of CHIMC perform
everywhere.

CHIMC is Affiliated to Devi Ahilya University and approved by

AICTE and DTE.
 Where colleges come from
CHIMC is promoted by the leading education group of central India - Cerebral
Heights. Cerebral Heights or CH has been offering quality education to students of
central India for the last 10 years. It has become a name to reckon with in the field
of MBA entrance, Campus recruitment, Personality grooming and Corporate training
- training more than 3000 candidates from Indore alone. Cerebral Heights is also
the first and the only institute to partner Institute of Chartered Accountants of
India for developing the curriculum of General Management & Communication
Skills programme and has trained more than 600 CAs on the same programme in
the last 3 years. Cerebral Heights also has a major presence in corporate training
with year long contracts with many corporates in central India - L&T, Avtech Ltd.,
Bridgestone Ltd., Kirloskars, Flexituff International and others..

With presence in 7 other cities of India - Hyderabad, Jaipur, Udaipur, Pune,

Bhopal, Jabalpur & Ujjain, Cerebral Heights is now on the national map for quality
education.
 Vision
To harness the talents of young students and trigger them off to
become excellent leaders of action and achievement by enlightening
and supporting them with clear vision and right perspectives while also
grooming them with knowledge, Skills, Habits and Attitudes.

“Success” Defined
“Successful Occidental students are self-motivated, independent-
minded and intellectually talented people. They base their
judgments upon respect for evidence, ideas, and a deep concern for
values, both private and public. They are alert to the possibilities of
betterment in themselves, their college, and their society. Above all,
they realize that no education is finished, that they are in college to
learn how to learn, so that they may carry on their own education for
the rest of their lives.”
 What is Learning?

There are profound

cultural differences as
to what “learning”
means to all college
stakeholders
 Programs Offered
 MBA Level Programs
 PGPSM
 PGPRM
 PGDM
 MBA (Core)

• UNDERGRADUATE
 BBA
 BBA( Foreign Trade)
 B.Com Plain
 B.Com (Hons.)
 Student Selection Process
 Academic Requirements
 Bachelor's degree in any academic field (3 year or 4
year)
 Work experience generally not required

 Admission Tests (written)

 For core MBA – MP MET

 For PGPSM ,PGPRM & PGDM

required MAT CAT & ATMA

 For UnderGraduate (Mini.55% in 12th )

 Group discussions and personal interviews

 Purpose of CHIMC
 Increase collaboration across the College
 Improve the quality and intentionality of student learning by
promoting a “culture of evidence”
 Build the leadership capacity of faculty, staff, and students to focus
on student learning
 Use limited resources wisely and attract new resources to enhance
the student experience
 Introduce new ideas from respected colleagues from other
institutions
 Respond to external mandates to continuously improve our
assessment processes
 Moving Toward a Shared Path
 How well does our institution promote student success?
 How many students do our services reach and is this outreach
meaningful?
 To what extent are our programs and practices complementary?
 To what extent are our initiatives sustainable?
 What are we not doing that we should?

Achieving Educational Objectives Through Core

Functions
 The institution achieves its institutional purposes and attains its
educational objectives through the core functions of teaching and
learning, scholarship and creative activity, and support for student
learning. It demonstrates that these core functions are performed
effectively and that they support one another in the institution’s
efforts to attain educational effectiveness.
 CHIMC Mission and Goals
To strengthen student engagement and learning by
aligning the goals and outcomes of academic support
services with the academic program

 Define and promote learning outcomes across academic services and the
curriculum
 Create a culture of assessment in which investigation and data collection
become an integral function
 Develop institutional goals from the “bottom up” rather “top down”
 Facilitate the use of evidence in decision-making and allocation of resources
 Contribute to the national conversation on the value added by liberal arts
education
 Educate
 Awareness
 Guidance
 No sustainability Coordinator
 How the Class is Structured
 Structured as a “mock” college class
 Congruent with the academic semester
 Class is free, and students are not required to purchase their textbook
and other materials needed for the class
 Students receive a syllabus on the first day of class.
 Students earn grades for their attendance, participation, and the
quality of their work in the class.
Mental Maps Across the College
Faculty Mental Student Affairs Mental
Model Model
 Competing Student Needs
Residential Student Commuter Student
18-24 18-24
 Applicable Criteria for Review
 Expectations for learning and student attainment are developed and
widely shared among faculty, students, and staff
 Co-curricular programs are integrated with academic goals and
programs, and support student professional and personal
development
 Student support services, e.g., financial aid, registration, advising,
career counseling, computer labs, etc. meet the needs of students
and curricula
 Institutional Learning
Outcomes
Skills and Capabilities
 Expository writing and/or public speaking
 Critical/analytical thinking

Content
 Multicultural competence
 Appreciation of diversity

Intellectual and Personal Development

 Understanding of self and others
 Moral and ethical sensitivity
 Capacity for life-long learning

Occidental-specific
 Engagement with place: Occidental College as a multicultural urban liberal
arts institution in Los Angeles
 External Consultants
 Program leader nominates 1-2 external consultants who visits
campus to review the support service’s self-study
 Prior to the visit, consultants receive (a) the Self-Study, (b) the
Program Assessment Guide, (c) College and Division mission
statements, (d) Program staff vitae, and (e) relevant information and
websites
 During the visit, consultants meet with students, staff, faculty, and
leadership
 Consultants provide a report of their findings shortly after their visit
 Program leader responds to Consultant Report and includes it with
the original report in a final action plan submitted to the appropriate
Dean
 Focus the Self Study
 Who or what is the focus?
 What or who is needed to support you?
 What is the potential impact on practice?
 What are the outcomes of engaging in the study, both positive and
negative?
 How will you know it is successful?
 Can you commit to implementing the results?
 BASIC STEPS TAKEN FOR THE
STUDENT
1. Identification of problem area(s)
2. Collection and organization of data
3. Interpretation of data
4. Action based on data
5. Reflection
Action Research Cycle
 Characteristics of CHIMC
Prep System
 Dependent on access to
 designated courses (college prep curriculum)

 privileged knowledge (how the system actually works)

 specialized supports (help with application and financial aid

process)
 Also dependent on
 significant student self-reliance, motivation, perseverance

 family and community support

 ability to make a successful transition to a new “culture”: the

environment of postsecondary education with new roles, rules,
and expectations
 In short, we do not make it easy for students to get ready for college
 Four Key Dimensions of
CHIMC

 Key Cognitive Strategies

 Analytic reasoning, problem solving, inquisitiveness,
precision, interpretation, evaluating claims
 Key Content Knowledge
 Writing skills, algebraic concepts, key foundational content
and “big ideas” from core subjects
 Academic Behaviors (self-management)
 Persistence, time management, study group use, awareness
of performance
 Contextual Skills and Awareness (“college knowledge”)
 Admissions requirements, cost of college, purpose of
college, types of colleges, college culture, relations with
professors
Four Key Dimensions of
CHIMC
 Principles of CHIMC
 Teach key self-management skills, require students to use them, and provide
students with feedback on how well they are developing these skills
 Make college real by preparing students for the complexity of applying to college
and enrolling in an entry-level course
 Create assignments and grading policies in high school that more closely
approximate college expectations as students progress
 Make the senior year meaningful and challenging
 Build partnerships with and connections to postsecondary programs and institutions
 Educate students and their families about the social and financial benefits of a
college education, and provide information about financial aid
 Expose students to college students, faculty, and campus life
 Create instructional strategies that are hands-on and interactive, with the content
and skills aligned with national standards and curriculum
 Use the materials in a variety of settings (classroom, after-school, Saturday
programs, informal educational settings, or include short segments of the lessons in
advisories or homeroom settings).
 Setting Criteria for
Program
 Academic focus
 Individualized placements
 Effective supervision
 Trimester And semester calendar
 Growth in future
 Locating culture
Dress-: Dress of CHIMC IS Very unique in which student seems as a good
master in business and looking smart in this white shirt with gray line and
steel gray paint and trouser and tie with black shoe
Material-: CHIMC Provides Study material To each Student Which contains all
syllabus and case study and sample papers.
Groups-: CHIMC has divided their whole student in some specify group Like
(GREEN HOUSE ,RED HOUSE AND etc.) which plays a very Imp role at the
time of college activities

Address-:
CH Institute of Management & Commerce,
12, Press Complex,
Behind Dainik Bhaskar Press, Indore.
 The different parts of
CHIMC culture
 There are four parts of culture you can look at,Each part
defines a piece of the college culture:
 Characteristics – what makes your campus unique and
special? Any special stories? Academic demands on campus.
 Actors – Who make up the faculty and administration?
 Subcultures – Are there any distinct groups on campus?
 External Forces – Is there anything surrounding the campus
that affects or shapes it? For example, relationship between
campus and town location? State political influences? Etc.
 Curriculum
 Typical structure
 Foundation course in basics (such as statistics, accounts, and
economics) in the first year
 Core subjects also in the first year

 8-10 week summer training in companies

 Electives in the second year (taught courses or projects of

varying lengths)
 Trimester or semester system
 Curriculum
 CHIMC has a well-defined curriculum based on IIMS and a well-
established teaching pedagogy

Lectures Role Plays

Case Discussions Simulations

Projects Group Discussions

Guest Lectures Summer Internship

 Student Exchange
Programs
 Provides an opportunity to observe, interact and learn across the
globe

 Gives an experience that cannot be rivaled by any amount of class

room learning.

 Understand cultural implications of management problems in the

globalised economy

 An opportunity to meet young intellectuals from around the world

 This networking will enable schools to be globally oriented, enhance

the curriculum and the education delivery system.

 Opportunity for students to understand soft skills which helps develop

higher emotional maturity
 Student Selection Process
 Academic Requirements
 Bachelor's degree in any academic field (3 year or 4
year)
 Work experience generally not required

 Admission Tests (written)

 For core MBA – MP MET

 For PGPSM ,PGPRM & PGDM

required MAT CAT & ATMA

 For UnderGraduate (Mini.55% in 12th )

 Group discussions and personal interviews

 Making the Grade & Rewards

 Students who earn an A (93% or higher) in the class receive a

scholarship
 Students can apply for their scholarship
 Students are eligible to receive the scholarship only once, but may
repeat the class once more if they choose.
 A student whoes attendance shall be 100% in all the subjects in a
semester shall be given a CERTIFICATE OF APPRECIATION AND
CASH REWARDS of Rs 1000/- His/Her name shall be displayed on
the notice board.
 A student whoes attendance shall be mini 85% in all the subjects in
a semester shall be given a CERTIFICATE OF APPRECIATION
AND CASH REWARDS of Rs 500/- His/Her name shall be
displayed on the notice board.
 Culture/Environment
 Fun  Environmental
 Safe Sciences
 Communicates well
 Art Department
 Natural Resources
 Believes in Crew
Sustainability  Business Office
 Excellence  Farm
 Pro-Active  Organic Garden
 Learning Institution  Admissions
 We are all partners!  College Relations
 Students!
S.M.A.R.T. Goals
Specific
Measurable
Action Oriented
Realistic
Time Constrained
 CHIMC Outcomes
 Develop core learning outcomes applicable across academic
support services
 Educate administrators about the importance and practice of
ongoing assessment of student and organizational learning
outcomes
 Complete an assessment of each service, with specific outcomes
and action plans
 Develop a model which will continue to be used at Occidental and
can be replicated at other liberal arts colleges nationally
 Student Council
 PREAMBLE: The student’s council (SC) is constituted with aview to give
autonomy to the student in managing the affairs of the Institute. The student
shall be partners in the decision making process of the Institute.
FUNCTION:- The student council (SC) will manage the extra curricular
activities of the Institute at the campus for a period of one acadmic year. The
activities will consist of the following areas
a. Academics
b.Finance Affairs
c.Publication
d.Placement Activity
e.Social and Cultural Activities
f.Sports activities , The SC can delete any or add more activities and
Positions
 The Proposed SC will consist of the following members
a. The chairman
b. All of the student ‘committee members , numbering in the ratio for
part there of one for 15 student each
c.Two nominated members by dirextor
d.The Financial Advisor