21-23 Course Syllabus

XAVIER INSTITUE OF SOCIAL SERVICE RANCHI
Post Graduate Diploma in Management – Rural Management

(PGDM-RM)
COURSES OF STUDY
47TH EDITION
2021 – 2023
Approved by Board of Studies of PGDRM-RM at its meeting held on
17th July 2021
DR. CAMIL BULCKE PATH (PURULIA ROAD)

RANCHI - 834 001 (INDIA)
Tel. 0651-2200873; Fax: 0651-2315381/2351482
E-mail - xiss@xiss.ac.in
Website - www.xiss.ac.in
© Copyright 2020
No portion of this booklet can be copied/re-produced anywhere without authorization of Xavier
Institute of Social Service, Ranchi.
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Post Graduate Diploma in Management – Rural Management
(PGDM-RM)
TABLE OF CONTENTS
Section Contents Page No.
I Preamble and Purpose of Rural Management 6
II PGDM-RM Programme 8
III Detailed List of Compulsory and Elective Courses of PGDM-RM 14
IV Practical Exposure: Soft Skill & Personality Development Lab 17
V Practical Exposure: Urban Field Exposure 19
VI Practical Exposure: Institutional Visit 22
VII Practical Exposure: Rural Camp & Block Placement (BLP) 23
VIII Practical Exposure: Term Paper 26
IX Practical Exposure: Agricultural Field Practical 27
X Practical Exposure: Study/ Industrial Tour 28
XI Performance Evaluation & Grand Viva Voce 29
XII Evaluation System 30
XIII Trimester Wise Detailed Course Curriculum of PGDM-RM 34
Trimester I 38
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CC 101 Society, Cultural Change and Structural Analysis 39
CC102 Theories of Development 42
CC 103 Rural Economy, Entitlement and Development 46
CC 104 Child Rights, Gender and Development 49
CC 105 Development Administration, Programmes and PRIs 54
CC 106 Principles of Management & Organisational Ethics 58
CC 107 Communication for Development 65
CC108 Quantitative Methods -I 69
Practical Exposures 73
Audit Courses 73
Trimester II 74
CC 201 Micro Economics for Rural Development 75
CC 202 Agrarian Relations, Reforms and Contemporary Crisis 77
CC 203 Behavioural Science 80
CC 204 Human Resource Management for Rural Managers 83
CC 205 Financial Accounting 85
CC 206 Quantitative Methods – II 88
CC 207 Social Research Methodology and PRA 91
CC 208 Research & Writing Skills 94
Trimester III 98
CC 301 Macro-Economic Principles & Policies for Rural Development 99
CC 302 Organisational Behaviour 102
CC 303 Public Health and Sanitation 105
CC 304 Displacement, Resettlement & Rehabilitation 110
CC 305 Corporate Social Responsibilities 113
CC 306 Operations Research 116
CC 307 Computer Application & MIS & Computer Lab 120
CC 308 Climate Change and Sustainable Development 122
CC 309 Sustainable Management of Land and Water 126
CC 310 Project Management – I 130
1
CC = Core Courses
3
Section Contents Page No.
Trimester IV 135
CC 401 Project Management –II 136
2
EL 402 GIS & Remote Sensing 138
EL 403 Livestock Production Management 142
EL 404 Natural Resource Management & Commons 146
EL 405 Entrepreneurship Development 150
EL 406 Rurban Management 153
EL 407 Disaster Management 157
EL 408 Sustainable Business and Green CSR 161
EL 409 Data Analytics for Rural Development 164
EL 410 Financial Management 166
EL 411 Rural Marketing 170
Trimester V 174
CC 501 Crop Production, Organic Farming & Biodiversity Management 175
EL 502 Agri-Business Management 178
EL 503 Training for Development 181
EL 504 Management of Institutions 185
EL 505 Social Entrepreneurship 190
EL 506 Women Development 192
EL 507 Disaster Risk Reduction 197
EL 508 Management of Cooperatives, Producer Groups & SHGs 200
EL 509 Data Management 203
EL 510 Social Marketing 205
EL 511 Rural Financial Services & MFI 210
Trimester VI 215
EL 601 Livelihood Promotion & Skill Development 216
EL 602 Social Justice & Social Action 220
EL 603 Public Policy Analysis 221
EL 604 Supply Chain Management 223
EL 605 Micro Insurance & Risk Management 231
XIV Annexures 236
Annexure-I: Guidelines for Writing Term Paper 237
Annexure-II: Guidelines for Writing Research Proposal for Dissertation 239
Annexure-III: Guidelines for Dissertation Paper 240
Annexure-IV: Sample Cover Page for Dissertation 243
Annexure-V: Sample Cover Approval Sheet for Dissertation 244
Annexure-VI: Sample for Student’s Performance Evaluation Proforma 245
Annexure-VII: List of Medals and Awards for PGDM-RM 249
Annexure-VIII: List of Mentors for PGDM-RM 250
Annexure IX: List of Members of Board of Studies of PGDM-RM 251
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EL - Elective
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SECTION I: PREAMBLE AND PURPOSE OF RURAL
MANAGEMENT
1A. PREAMBLE
Xavier Institute of Social Service (XISS) has a dream of creating a development model for giving
dignity to the deprived sections of the society with the objective of “Putting the last First”. To
articulate this dream in reality, the institute has been pursuing a post graduate course in Rural
Development since1975 which has been given a new nomenclature as “Rural Management” in the
recent past to meet the AICTE requirements and Ministry of HRD, Govt. of India, New Delhi
guidelines. The Department of Rural Management has kept on restructuring the course curriculum
and regularly updating the syllabus in order to respond to the growing and diverse needs of the rural
areas and the disadvantaged sections of the society in India as well as in the world with global
issues of development. Although, much impetus has been given on urbanization and providing
urban facilities in rural areas, majority of rural population still do not have adequate access to such
facilities.
We must give a hope of a better future to the deprived section of the society in our country. Keeping
this into focus, development of rural India has been given the paramount importance in the mission
statement of XISS and rural management programme objectives. Our learning experiences have
taught us that mere thrusting of tangible resources to the villages will not suffice unless the focus is
towards associating individuals and communities in the developmental efforts. XISS has given due
attention to its course curriculum for the empowerment of the people of the society so that they are
able to carve out their own future. While grooming the students during the course, attention is given
to develop them as committed, down to earth and sensitive professional to work for and with the
poor and the marginalized. Even in the present global priorities of development, the focal point of
the programme is to nurture professionals with a difference and to create leaders with research and
analytical ability along with positive attitude for a better future is possible.
1B. VISION & MISSION OF XISS

Vision
We envision to promote a centre of academic excellence towards creating a sustainable society with
peace, justice and reconciliation.
Mission
 To become a leading management school in India by offering a portfolio of academic, research,
social involvement and outreach programmes.
 To create leaders with conscience, compassion, competence, and commitment for sustainable
development and empowerment of the marginalised.
1C. PROFESSIONALISM IN RURAL MANAGEMENT
Rural Management has emerged as a distinct profession. Like other disciplines, Rural Management
has a special character of its own. It is no more an isolated philanthropic activity carried on by
charismatic individuals. It is a scientific and integrated knowledge needed for understanding and
changing rural situations. As a separate discipline it encompasses all the knowledge of human
activity related to both social sciences and natural sciences.
A rural management professional is basically a person with the ability to apply this knowledge and skills
in a concrete rural situation as well as other similar situations. His or her basic concern and task now-a-
days is to empower people, to find solutions of the problems of rural poverty. Viewed from this
perspective, a rural management professional is not an agronomist, not a forester, not an irrigation
engineer, not a doctor, not a banker, nor a rural administrator though he works in cooperation with
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these professionals. On the contrary, he or she is a person with basic knowledge of all these
disciplines, who can coordinate all of them judiciously to achieve the objective of social change.
The rural management professional's primary task is working in the field with the rural people and
the poor and oppressed as an executive in the delivery mechanism within the governmental or non-
governmental set-up, or as a rural activist working on the side of the people themselves or even as a
self-employed person. Finally he can play the role of a facilitator or a motivator of the people, at the
critical interface where they interact with the Government, the delivery system and the wider world.
Whatever be the side on which he or she is working, the rural professional is at home in the skill of
motivating, educating, empowering and organizing the rural poor and the oppressed, assisting them
in generating power, obtaining their rightful claims from the Government, or the courts and
managing their own resources, organizations and projects. An increasingly important task is to help
the local communities to revert the process of environmental degradation into one of regeneration of
community forestry, control of erosion, small community irrigation schemes, use of appropriate
technology, etc.
Other professionals enter into rural sector as agronomists, veterinarians, engineers, bankers, and
foresters. They deal with the hardware of rural development. The rural professional deals with its
software without which the hardware fails to trigger off development.
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SECTION II: PGDM-RM PROGRAMME
POST GRADUATE DIPLOMA IN MANAGEMENT IN RURAL MANAGEMENT

PROGRAMME (PGDM-RM)
The flagship Post-Graduate Diploma in Management (PGDM) Programme at Xavier Institute of
Social Service, Ranchi (XISS) is a two-year, full-time Rural Management Programme.
The PGDM-RM Programme has been divided into three segments- most of the compulsory courses
in the First Year; Summer Internship for a period of 8 weeks during the months of April, May and
June; and few compulsory courses and all elective courses in the Second Year. The academic year
begins in June and ends in March/April of the following year. An academic year consists of three
trimesters, each trimester spanning across 11 to 13 weeks. The Annual Convocation for the
graduating batch normally takes place in the month of March/April.
2A. Programme Objectives
The PGDM-RM Programme of XISS is rated as one of the best in the rural management field in the
country. Student entering the Programme are selected through a rigorous process, comprising of the
Common Admission Test (CAT), or Xavier Aptitude Test (XAT) or CMAT which are among the
most competitive entrance examinations in the country, past academic credentials, Group
Discussion and Personal Interview (GDPI). XISS admits 75 students in this Programme.
The Programme facilitates learning in theory and practice of different functional areas of
management, and development is carefully designed based on inputs by key stakeholders including
faculty, alumni, students, and industry experts. Apart from the academic rigour which ensures that
students learn and apply key concepts and analytical tools, the Programme also provides
opportunities for students to develop their communication, leadership, interpersonal and networking
skills, attributes that are critical in today's increasingly competitive world and fast-changing
business environment. The Programme equips a student with requisite knowledge and skills,
required for playing leadership roles in the manufacturing and services sectors in India and abroad.
The PGDM-RM Programme of XISS is designed to achieve the following objectives:
Programme Education Objectives for Rural Management
1. Attain global level academic excellence by fostering sustainable development
2. To imbibe social concern among students and faculty members
3. To facilitate rural empowerment and affirmative actions through leadership development with
humane face
Programme Outcome (PO) for PGDM-RM
With the above mentioned PEOs a structured course has been designed. The PGDM-RM
programme is expected to enable the graduates to:
1. Apply the knowledge of management/ development theories and practices to solve the
problems related to rural development/ business.
2. Foster analytical and critical thinking for evidence/data based decision making.
3. Develop value based leadership ability.
4. Understand, analyse and communicate economic, legal, global, and ethical aspects of business
and development.
5. Lead themselves and others in achieving organizational goals and contributing effectively to a
team environment.
b. Programme Specific Outcome (PSO) for PGDM-RM
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1. Act as agent for rural empowerment and affirmative actions by inculcating social concern.
2. Understand and pursue sustainable development both at local and global level.
2B. Course Structure
The first year in the PGDM-RM Programme comprises of Compulsory Courses of 61.5 credits
(Compulsory Courses - 50 credits, Term Paper 1 credits, Practical Exposures – 10 credits and
Comprehensive Viva Voce 0.5 Credit), spread across three trimester (I, II & III), covering all
functional domains of rural management. The core courses are aimed at providing contextual
understanding, conceptual knowledge, analytical skills, tools and techniques, social, cultural and
environmental sensitivity to form the base of the Programme. The courses are drawn from basic and
functional disciplines and delivered with a managerial focus with human face that forms the driving
force of rural management.
The second year comprises of 55.5 credits (Compulsory Specialization 4 credits, Elective courses of
42 credits, SIP 6 credits, Practical exposures 3 credits and Comprehensive Viva Voce 0.5 Credit )
spread across three trimester (IV, V & VI). The elective courses help the participants to develop
deeper understanding of functional areas of rural management. Students are allowed to choose the
courses of interest in the second year. Students who want to acquire deeper understanding of a topic
or explore deeply a narrow topic can also pursue a Course of Independent Study (CIS) under the
guidance of a faculty member.
In between the first year and the second year, the students are required to compulsorily do a
Summer Internship Project (SIP), equivalent to 6 credits. During SIP, students are required to work
for assignment given by SIP organizations for 20-25 days and for remaining 30-35 days students
have to carry out a field survey for the dissertation topic assigned by the Dissertation
Supervisor/Guide.
The total credit requirement across two years of the PGDM-RM Programme is 117 credits including
the Summer Internship Project.
2C. The Credit System
The curriculum requirements and the workload of a course are assessed in terms of course credit
points. For theory courses, one credit is equivalent to 10 contact hours with addition of about 30
hours of preparation and post class work by the students.
All the courses are offered either as a 1credit or 2 credits or 3 credits for compulsory and elective
courses. Each 1-credit course has a minimum of 10 class contact hours [or 2 credits course with 20
hours and 3-credits with minimum 30] spread over a term. The student workload for a 1 or 2 or 1 -
credit course is equivalent to 30 or 60 or 90 hours respectively, and 10 or 20 or 30 hours classroom
contact respectively.
For practical exposures, one credit is equivalent to minimum 20 contact hours with addition of
about 20 hours of report preparation and post class work by the students.
Summer Internship Project (SIP) is considered equivalent to a 6 credit course.
A Course of Independent Study (CIS) is considered equivalent to a 3 credit course, although it is not
a regular in-class course. Each student is expected to spend 90 hours in completing a CIS.
Students should complete 61.5 credits in the first year and all courses are compulsory and pass the
Grand Viva Voce in order to be promoted to second year. Similarly, Students must complete 55.5
credits in the second year (including the summer internship project of 6 credits). Out of these 42
credits must be Electives.
2D. First Year Courses/ Compulsory Courses
All first-year courses are compulsory. For details of the courses offered in AY 20-22 refer to
Section III of this booklet. Total credits for First Year are 61.5. Out of which, 50 credits for
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compulsory courses, 1 credit for term paper, 10 credits for practical exposures and 0.5 credit for
comprehensive viva voce. A compulsory non-credit or audit course (as applicable) cannot under any
circumstances be converted to a credit course later on. For details of the audit courses offered in AY
2020-22 refer to Section III of this booklet.
Each student shall undertake her/his summer internship project, as a compulsory pass/fail course,
equivalent to 6 credits, during the summer vacation at the end of Trimester III. Trimester wise
distribution courses and credit and marks distribution for each course are given in table below. To
pass in a course/subject, student has to obtain minimum 40% marks or Grade C irrespective of types
of course/subject.
FIRST YEAR COURSES
Trimester Compulsory Term Practical Comprehensive Performance Audit

Paper Exposures Viva Voce Evaluation Courses
Credits Marks Credits Marks Credits Marks Credits Marks Credits Marks
I 16 800 0 0 2.25 225 0 -0 0 50 100
II 16 800 0 0 3.75 375 0 0 0 50 0
III 18 900 1 100 4 400 0.5 50 0 50 0
Total 50 2500 1 100 10 1000 0.5 50 0 150 100
2E. Summer Internship
Each student who is promoted to the second year is required to undertake a Summer Internship
Project (SIP) with an organisation/company during the summers. The SIP has two components –
Organisational Training and Survey for Dissertation. The SIP is a compulsory, 'Pass'/'Fail' course,
and is equivalent to 6 credits. Being a Pass/Fail course, the grades obtained are not considered in
computing Cumulative Grade Point Average (CGPA). However, successful completion of SIP is
necessary for award of Diploma.
During SIP, during first 20-25 days students will be working for the assignment given by the SIP
organisation. This part of SIP is Organisational Training and it will have 1 credit (100 marks). For
remaining 30-35 days students will conduct a survey for the dissertation topic assigned by the
dissertation Supervisors/guide in the same organisation/company. This part of SIP will have 5
credits (500 marks) and is called Dissertation survey.
Term papers under the guidance of faculty cannot be undertaken in lieu of a summer project.
Evaluation of first part of SIP by internal faculty guide generally takes into account evaluation
received from the Organizational Guide (OG) on the basis of report submitted to the organisation/
company). For the second part of SIP or dissertation, final report (for students not covered under
non-disclosure agreement)/weekly learning diary and presentation and the viva voce conducted by
External Examiner are taken into account. Students need to ensure submission of the final report
and weekly learning dairy to the assigned Supervisor as per the deadline communicated by the SIP
in-charge. While report of the first part of SIP cannot be published without the permission of
organisation/company, the dissertation report can be published with the approval of supervisor/
guide.
Submission of Final Dissertation Report after the due date for submission can be done only with a
prior approval and authorization from the Head of the concerned programme. Suitable penalty will
be imposed by the Programme Head in case of delayed submission.
The SIP in-charge will not accept submission of Organizational Guide’s (OG) Report by the student
in hard-copy. The SIP in-charge will directly mail the soft copy of the Feedback proforma to the
respective OG for sending their report about the students. It will be the student's responsibility to
ensure before she/he finishes her/his SIPS to check with respective Organizational Guide if she/he
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has sent the OG Report to the SIP in-charge via their official e-mail. E-mail sent from personal
email account by the OG will not be accepted.
Students are advised to update progress in SIP to their respective internal guide during the
internship period on a regular basis.
Students may receive a stipend from the host organisation/company. This is not mandatory.
If a student fails to complete her/his summer project for valid medical reasons, she/he will have to
complete the Summer Project along with the next batch. In such a case she/he may not be able to
complete the programme in the normal two years period. On successful completion of Summer
Internship along with the next batch, she/he may be a given only a provisional diploma certificate
after due ratification in the Academic Council and by the Board of Governors. The Student in such
a case will be given the Diploma in the next convocation.
Assessment for SIP
Assessment Parameters Person Credit Marks
Organisational Regularity, Punctuality, Organization 1 100
Training Professional competency & supervisors
Creativity
1st Progress on Research proposal, Dissertation 1 100
Dissertation (4th Preparation of research tools, Guide
Trimester) completion of data collection
2nd Progress on Filled in survey materials, Dissertation 1 100
Dissertation (4th Data sheet and Data Guide
Trimester) Tabulations
3rd Progress on Submission of First draft of Dissertation 1 100
Dissertation (5th Dissertations containing all Guide
Trimester) chapters
Final Submission & Submission of Final Report Dissertation 1 100
Viva Voce by Guide completed in all respect Guide
(6th Trimester)
Dissertation Viva Dissertation Report & Viva External 1 100
Voce Voce Examiners
2F. Second Year Courses, Credit Structure and Elective Courses
In the second year of the Programme, a student shall choose elective courses as per he/his choice
across functional domain. While choosing courses in each term, the student should keep in mind the
minimum and maximum credit limit that is permitted in a term. Please refer to Section III of this
booklet for a summary of term-wise credit load in the second year of the Programme. The details
are as follows:
Total No. of Course Credits: A student shall take 55.5 credits in the second year. Out of these, 42 credits
must be Electives, 4 credits for compulsory courses, 6 credits for SIP, 3 credits for practical exposures
and 0.5 credit for comprehensive viva voce. . The second year spread over three trimesters (IV, V and
VI). Credit and marks relationship are given in table below. To pass in a course/subject, student has to
obtain minimum 40% or Grade C marks irrespective of types of course/subject and also pass the
Comprehensive Viva Voce. The credit and marks distributions are given below:
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SECOND YEAR COURSES
Trimester Compulsory Elective SIP SIP Practical Comprehensive Performanc Audit

(Organisational (Dissertations) Exposures Viva Voce e Cours
Training) Evaluation e
Credits Marks Credits Marks Credits Marks Credits Marks Credits Marks Credits Marks Marks
IV 2 100 42 1400 1 100 2 200 0 0 0 0 50 50
V 2 100 0 0 1 100 2 200 0 0 50 0
VI 0 0 0 0 2 200 1 100 0.5 50 50 0
Total 4 200 42 1400 1 100 5 500 3 300 0.5 50 150 50
Total No. of Credit points in the first year and in the second year: For successful completion of the
programme, a student must earn a minimum of 117 (including Summer Project) credits during the
course of the programme considering all Compulsory courses, Summer Project (as a compulsory
Pass/Fail Credit course), Elective Courses and Practical Exposures and CIS.
The above restrictions for electives shall apply concurrently, given the number/list of courses
offered by the programmes in Trimester IV, V and VI. In deciding the number of courses that a
student takes in the second year, the student must ensure that none of the above clauses/conditions
are violated. For Area-wise details of elective courses that are offered in AY 2020-22,please refer to
Section III of this booklet.
Minimum of fifteen students is required to run an elective course. In the case of any tie, merit list
upto previous trimester will be considered for allocating any electives.
2G. Course of Independent Study (CIs)

In the second year of the programme, in addition to the announced elective courses and in lieu of that,
any student, who feels that he/she would benefit by going deep into any subject that is not included in
the elective course list, may take up a three-credit CIS with the approval of the PGDM Committee.
The maximum number of credits permissible under the option of CIS is 6 (equivalent to two full
courses) which must be distributed over the terms of the second year. A student shall not take more
than one CIS in a single trimester.
Students opting for a CIS must have a minimum 60% marks at the end of the last term for which
results have been released.
XISS suggests SWAYAM courses for CIS. Departmental coordinator for CIS/SWAYAM will guide the
students how to select SWAYAM courses during each trimester. A student desiring to opt for a CIS
should identify the theme of interest and preferred faculty-guide. The student should submit her/ his
application in the prescribed format as given in Annexure 1, duly countersigned by the proposed CIS
Supervisor, to the Programme Head. The faculty guide should be an internal faculty member in an
Academic area. The application should be supported by a detailed proposal. The proposal should
indicate the objective of the CIS, the scope of study, the methodology and work plan. The application
should be submitted as per the due date mentioned in the Academic Diary.
The Programme Head shall consider only those proposals, which are completed in all respects, and
shall forward those to the PGDM-RM Committee for approval.
Each student should report to the faculty guide mandatorily once every week, or as desired by the
CIS Supervisor.
The student must submit a copy of the completed CIS Dissertation/Paper/Certificate to the PGP
Office on the first day of the final examination of the relevant term. Otherwise, an 'F' grade would
be given automatically.
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A faculty member shall guide not more than 2 CIS in a term in which she/he has any other
commitment for PGP courses. However, a faculty member may guide up to 4 CIS in a term, if
she/he has no other commitment for PGP courses in that term.
2H. Non-credit or Audit Courses
A student can take maximum two non-credit or audit courses in the first year.
An auditor (Instructor or Trainer of the course) has to fulfill all the academic requirements of the
course she/he is auditing. Failure to do so could result in the award of an Incomplete (“I”) grade. In
such an eventuality, a student has to repeat the course next time, if it is offered. Failure to do so
disqualifies her/him for the award of diploma, notwithstanding the fact that she/he may have
otherwise qualified herself/himself.
Whatever grade is awarded to the auditor by the faculty, (i.e. from A' to 'F grade) will be shown on
the final transcript. The grade will not, however, be included in the computation of the student's
credit points.
A student cannot drop an Audit course or a Credit course after the term registration of the particular
term is over.
2I. Student Exchange Programme
XISS, Ranchi has set up an Faculty In-charge for international student exchange programme
(FISEP) under PGDM-RM since 2017. The FSEP has initiated the Student Exchange Programme
(SEP) with Belgium Universities and trying initiate some more foreign business schools/universities
in Asia, Europe, America, Japan and Australia. The objective of the exchange programmes is to
build global relationship with various international institutes/universities of repute through
collaborations and bilateral exchanges for students and faculty. The bilateral exchange will help in
building strong international collaborative relationships that extend the Institute's mission and
complement its internationalization strategy with which we can explore for mutually beneficial
opportunities. The exchange will enhance a vibrant international community and foster cross-
cultural experience. It will increase opportunities of teaching, joint educational and research
initiatives, work with partner institutions on topics of mutual interest and facilitate good practice of
sharing between institute faculty members of partner institutions. FISEP will notify the SEP
opportunities in PGDM-RM notice board time to time along with details modalities.
The Student Exchange Programme is currently open for students of second-year PGDM-RM only.
The exchange programme may vary from one fortnight to three months.
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SECTION III: DETAILED LIST OF COMPULSORY AND ELECTIVE
COURSES OF PGDM-RM
A. COMPULSORY & AUDIT COURSES, PRACTICAL, FIELD EXPOSURES FOR PGDM-RM
Group Course Courses Credits

Code
I Rural Society and Rural Poverty in Indian Context 16
CC 101 Society, Cultural Change and Structural Analysis 2
CC 102 Theories of Development 2
CC 103 Rural Economy, Entitlement and Development 2
CC 104 Child Rights, Gender and Development 2
CC 105 Development Administration, Programmes and PRIs 2
CC 202 Agrarian Relations, Reforms and Contemporary Crisis 2
CC 303 Public Health and Sanitation 2
CC 304 Displacement, Resettlement & Rehabilitation 1
CC 305 Corporate Social Responsibility 1
II Managerial Principles and Practices (6x2) 12
1 Economic Theories & Financial Practices 6
CC 201 Micro-Economics for Rural Development 2
CC 205 Financial Accounting 2
CC 301 Macro-Economic Principles & Policies 2
2 General Management 6
CC 106 Principles of Management & Organisational Ethics 2
CC 107 Communication for Development 2
CC 204 Human Resource Management for Rural Managers 2
III Research & Analytical Skills and Computer Applications (5x2) 10
1 Quantitative Analysis 4
CC 108 Quantitative Methods – I 2
CC 206 Quantitative Methods – II 2
CC 306 Operations Research 2
2 Research Skills 4
CC 207 Social Research Methodology & PRA 2
CC 208 Research & Writing Skills 2
3 Computer Applications
CC 307 Computer Applications & MIS 2
IV Organisational Development (2x2) 4
CC 203 Behavioural Science 2
CC 302 Organisational Behaviour 2
V Strategic Interventions (3x2) 6
CC 310 Project Management – I 2
CC 401 Project Management – II 2
VI Natural Resource Management (NRM) (3x2) 6
CC 308 Climate Change and Sustainable Development 2
CC 309 Sustainable Management of Land and Water 2
CC 501 Crop Production, Organic Farming & Biodiversity Management 2
VII Practical & Field Exposures 14
1 Practical 4.5
CC 109 Soft Skills & Personality Development Lab I 1.0
CC 209 Soft Skills & Personality Development Lab II 0.5
CC 311 Computer Lab 2
13
CC 312 Term Paper 1
2 Field Exposures 9.5
3
CP 110 Urban Field Exposures-I (Rapport Building & Community Organization) 1
CP 210 Urban Field Exposures-II (Development Project Intervention-1) 1
CP 313 Urban Field Exposures-I (Development Project Intervention-2) 1
CP 211 Rural Field Exposures I (Rapport Building & Socio-Economic Survey) 1
CP 213 Block Placement 1
CP 314 Rural Field Exposures II (Learning PRA) 1
CP 513 Rural Field Exposures III (PRA based Case Studies) 1
CP 111 & Institutional Visits (Two Visits) 0.5
CP 212
CP 512 Agriculture Field Exposures 1
CP 606 Study Tour 1
VIII Summer Internship Programme (SIP) 6
CP 412 SIP - Organisational Training 1
CP 413 SIP - Dissertation Survey Progress 2
CP 514 SIP - Dissertation Survey Progress 1
CP 607 SIP - Dissertation Report (Guide) 1
CP 608 SIP - External Viva Voce 1
IX CP 316 Comprehensive Viva Voce - I 0.5
CP 610 Comprehensive Viva Voce - II 0.5
X Audit Courses Marks
4
A 113 Indian Constitution 50
A 114 Yoga for Health 50
A 414 Professional Evaluation of GD & PI Skills 50
5
PE 112 Performance Evaluation (1st Trimester) 50
PE 213 Performance Evaluation (2nd Trimester) 50
PE 315 Performance Evaluation (3rd Trimester) 50
PE 415 Performance Evaluation (4th Trimester) 50
Note: Compulsory Courses (28x2)=56 credits; Practical= 4.5 credits; Field Exposures= 9.5 credits; SIP= 6 Credits; Comprehensive
Viva Voce = 1 credit
B. ELECTIVE COURSES FOR PGDM-RM

Elective Group Course Code Subjects Credits
I Natural Resource Management (NRM) (3x3) – Any 9
Three
6
EL 402 GIS and Remote Sensing 3
EL 403 Livestock Production Management 3
EL 404 Natural Resource Management & Commons 3
EL 502 Agri Business Management 3
EL 601 Livelihood Promotion & Skill Development 3
II Skill and Capacity Buildings (2x3) – Any Two 6
EL 405 Entrepreneurship Development 3
EL 503 Training For Development 3
EL 504 Management of Institutions 3
EL 505 Social Entrepreneurship 3
3
CP- Core Practical
4
A – Audit Course
5
PE- Performance Evaluation
6
EL- Elective
14
III Global Issues & Local Initiatives (3X3) – Any three 9
EL 406 Rurban Management 3
EL 407 Disaster Management 3
EL 506 Women Development 3
EL 507 Disaster Risk Reduction 3
EL 602 Social Justice and Social Action 3
EL 603 Public Policy Analysis 3
IV Business Development & Data Management (2x3) - 6
Any Two
EL 408 Sustainable Business and Green CSR 3
EL 409 Data Analytics for Rural Development 3
EL 508 Management of Cooperatives, Producer Groups & SHGs 3
EL 509 Data Management 3
V Marketing and Finance Management (4x3) – Any 12
Four
EL 410 Financial Management 3
EL 411 Rural Marketing 3
EL 510 Social Marketing 3
EL 511 Rural Financial Services & MFI 3
EL 604 Supply Chain Management 3
EL 605 Micro Insurance & Risk Management 3
Note: Total Credits for Electives Courses needed by a Student= 42; Number Options for Elective Courses – 25; Number Elective
Courses needed by a Student = 14
15
SECTION IV: PRACTICAL EXPOSURE: SOFT SKILL &
PERSONALITY DEVELOPMENT LAB I & II
Number of SSPD: 2 (Trimester)
Marks/Trimester: 100 & 50
Credits/Trimester: 1 + 0.5 = 1.5
Course Objectives
The importance of soft skills in professional and inter-personal communications to facilitate all-
round development of personality has grown over the years in management institutions. Subject
knowledge or technical skills help securing a basic position in one's life and career. But soft skills
can ensure a person retain him, go up further, reach a height, achieve excellence, and derive
fulfillment and ultimate happiness. However, soft skills comprise pleasant and appealing personality
traits as self-confidence, positive attitude, emotional intelligence, social elegance, flexibility,
friendliness and effective communication skills. This skills aim to serve as guide to equip the
budding professional to be an effective communicator in increasingly competitive professional
world. With the help of classroom-based exercises and self-assessment tests, this subject provides
critical insights and applied learning on all the areas associated to soft skill enhancement and
personality grooming.
Nurturing professionals with a difference is the tagline of XISS. In this respect along with several
course papers, soft skill is identified to be the most essential skill required in the current global job
market especially in a fast moving age of technology. In any professional job, besides technical
skills, the management / corporate keenly looks forward to a distinct kind of skills in its potential
employees. Whatsoever can be the role of an employee in the organization or the society,
possessing strong soft skills can put a person a step ahead in the competition and make a true
professional in the society / world. In development sector globally or locally strong leadership is
another soft skill which a rural development professional needs to possess in his career. However, to
create a sensitive and committed development leader soft skill gets identified in the natural course
of his managerial and social action.
This paper will provide the students practical orientation on soft skills enabling them to develop
professionally and personally. It will acquaint them with dressing up sense, social refinement,
grooming, speech and interpersonal skills. It will also enhance general as well as unique traits /
personality features like gain confidence, positive thought pattern, presentation skills,
communication skills etc., thereby significantly improving the chances of their employability.
Course Outcomes
By end of the course the students will be able to:
1. Keep in mind basic soft skills in personal and professional sphere.
2. Understand the key prerequisites and overall personality development.
3. Apply the soft skills in different stages of communication and development action
4. Analyse in self and others the growing personality features for effective managerial and social
action.
Mode of Delivery
16
Pedagogy and mode of delivery will be primarily individual activity / exercises, dyad / triad
interactions, group discussions, team activity / exercises and case analysis in small groups followed
by individual counselling, individual and group feedback. Most of the exercises on the contents will
be covered by exercises / activities after giving initial inputs on the modalities.
Course Syllabus
Trimester Units No. of Content
Classes
1st Unit 1 1 Introducing skills
a. Practicing and giving self-introduction confidently in small groups
and before audience.
b. Practicing and introducing a guest speaker formally and
confidently before the audience.
Unit 2 1 Proposing vote of thanks
a. Practicing and proposing vote of thanks formally and confidently
before the audience.
Unit 3 1 Extempore
Unit 4 2 Group discussion and Case analysis skills
a. Practicing and participating in group discussions and learning to
promote facilitation skills
b. Participating in case study in groups and learning to promote
analytical skills.
c. Participating in case analysis on social issues in groups and practicing
how to arrive at shared / collective opinion building.
Unit 5 1 Theme based talks-Panel Discussion
a. Practice and learn giving theme based talks on select topic before
public.
b. Practice and learn the skills of answering audience questions at
the end of talks.
Unit 6 1 Listening and applying non-verbal ability
a. Participate in differentiating poor and good listening habits.
b. Participating on assessing self-listening behaviour and practice
active listening habits.
c. Practicing the ability to use non-oral skills / body language with
verbal expressions such as facial expressions, gesture posture, eye
contact, pitch of voice etc.
Unit 7 1 Group activity and street plays
a. Practice and participate in group activity for non-projected audio-
visual aids such poster making, social slogan writings etc.
b. Preparing and participating in street / skit play on social themes
Total 8
2nd Unit 8 2 Writing skills:
a. Writing Cover letter
b. Preparing CV
Unit 9 2 Presentation skills
a. Conducting Group Discussion/Debate on topic specific to
development sector
b. Practice preparing presentations of select topics through
PowerPoint .
Total 4
Note: Duration of each class is of 1.15 hrs
17
Assignment
Students' assignment will be based on class attendance and various exercises conducted as per the
above given Course Content.
Assessment
Students’ assessment will be done based on class attendance, class tests, assignments and end
trimester final examination. The distribution of marks will be as follows:
Attendance 10%
Class Exercise 90%
Mandatory Readings
Text Books
Gopalaswamy, Ramesh. (2013). The Ace of Soft Skills: Attitude, Communication and Etiquette for Success. UBS
publisher
Butterfield, Jeff. (2017). Soft Skills for Everyone, Atlantic Publishers and Distributors.
Sharma, Prasant. (2018). Soft Skills: Personality Development for Life Success. Atlantic Publishers and Distributors.
Reference Books
Mitra, Barun, K.( 2016). Personality Development and Soft Skills, UBS Publisher.
Vivekananda, Swami. (2009). Personality Development
18
SECTION V: PRACTICAL EXPOSURE: URBAN FIELD
EXPOSURE
Number of UFEs: 3 (Trimester)
Marks/Trimester: 100
Credits/Trimester: 1+1+1
Course Objectives
The Urban Field Work is an essential component of the course curriculum of Rural Management
Programme. The concurrent fieldwork gives the chance of learning by doing in the community setting
during Trimester I, II & III. The students should have put a minimum of 6 hours in a week (2 hours in a
day and 3 days in a week) for fieldwork practice in slums of Ranchi town. Every student is required to
make a minimum of 20 fieldwork visits. The objectives of this practical exposure are to understand the
community situations using skills of observation, interaction and situation analysis, develop an
attitudinal and behavioral change, develop professional skills through practical learning, values, and
commitments such as respect for human dignity and worth, etc. during Trimester I. And during
Trimester II & III, students are facilitating local community towards health and sanitation, child rights
and teaching hygienic practices with the help of an external agency. Practical action (in the form of
project) is helping to improve the standard of living in slums. ,The students will engage children by
looking out for their well-being, ensuring that communities are actively working to identify and support
children in need, advocating for children’s rights and providing for immediate needs, such as emergency
shelter and essential care, etc.
Course Outcomes
1. Understand the dynamics of slum communities and the environment.

2. Develop a professional’s skill, competence, and performance
3. Implementing project for enhancing access, utilization for sustainable WASH practices.
4. Implementing project for creating a protective environment for children through community
and families actions
Trimester Task/Activities Assessment

I 1. Rapport building & Pre-school 1. Rapport building, Pre-school 15% Marks
education for slum children education for slum children
& regularity
2. Develop a community profile with 2. Develop a community profile 10% Marks
specific details with specific details
3. Identify community problem/ 3. Identify community 5% Marks
problems. problems
4. Identifying resources and methods 4. Identifying resources and 10% Marks
to solve the problems. Methods to solve the
problems.
5. Professional approaches and skills 5. Professional approaches and 15% Marks
in community problem-solving. skills in community problem-
solving.
6. Innovative & creativity 6. Innovative & 15% Marks
creativity
19
7. Assignment & presentation 7. Assignment & 10% Marks
presentation
8. Maintaining a record 8. Maintaining a record 10% Marks
9. Evaluation by community 9. Evaluation by 10% Marks
community
II Task Assessment
1. Implement any one project:
a. Create habit of consuming Safe 1. Quality of project 60% Marks
drinking water among Households implementation
b. Facilitate rainwater harvesting 2. Regularity 20% Marks
c. Hygiene practices in the 3. Report 20% Marks
community ex hand washing etc
d. Promotion of solid and liquid
waste management
e. End project community appraisal &
presentation
2. Maintaining a record
III Task Assessment
1. Implement any one project: 1. Quality of project 60% Marks

a. Create habit of consuming Safe implementation
drinking water among Households 2. Regularity 20% Marks
b. Facilitate rainwater harvesting 3. Report 20% Marks
c. Promote hand washing And hygiene
practices in The community
d. Promotion of solid and liquid waste
management
e. End project community appraisal &
presentation
2. Maintaining a record
3. Training on Community
Mobilisation
Objectives of Class room Teaching
As a part of UFE, a theoretical discourse cum training is given on community mobilisation. This
explains the basic skill set requires for community organisation and slum development. This helps
students to understand urban communities that are the centres for economic growth and commercial
activities. This also helps in developing their insight on major issues that have emerged due to
overcrowding, migration, large volumes of waste and crime.
Mode of Delivery
The exposure would be delivered through lecture, discussions interactive sessions, individual and
group assignments.
Course Syllabus
Units No. of Content

Classes
20
Unit 1 2 Understanding community and community organization
Concept of community, sociological and geographical.
Functions of community, various approaches to understand community i.e.,
Ecological, Structural and Normative approaches.
Definitions of community organization, Community Mobilization,
Community
Participation, Community Development, Community Centres and Services;
Principles of Community Organization, Processes in Community
Organization, and Rothman’s Models of Community Organization.
Unit 2 2 Slums & related laws
Definition of a slum, Characteristics of a slum, Issues of Slum Dwellers,
Effect of Industrialization and Globalization on Slum.
Origin and development of slum clearance board: Functions & Administration
structure, Policy, Programme & Laws Relating to Slum,
74th Constitutional Amendment Act, 1992
CBO- Its classification and role in sustainable development.
Unit 3 2 Skills required in community organization practice
Interaction skills, Information gathering and assimilation skills, Observation
skills, Analytical skills, Skills in listening and responding skills, Organizing
skills,
Resource mobilization (external and internal) skills, Conflict resolution skills.
Unit 4 2 Recording
Community profiling, recording and documentation of the community
organization processes (documentation of the best practices, case studies),
Casework, Recording and record keeping, Case presentation as tool of
professional development.
Mandatory Readings
Text Books
Adinarayanappa, N.A. (2008). Urbanisation, slum and environmental health. New Delhi: Anmol
Publication Pvt. Ltd.
Bhasin, R. (2012). Urban poverty & urbanization. New Delhi: Deep & Deep Publication Pvt. Ltd.
Rothman, Jack. (2008). Strategies of community intervention. Eddie Bowers Publishing Co.
Siddiqui, H.Y. (1997). Working with communities.Hira Publications, New Delhi.
Spence, M., Annez, P.C., & Buckley (2010).Urbanization and growth. New Delhi: Rawat
Publication.
Journals
Community Development Journal, Oxford University Press

Indian Journal Social Work, Tata Institute of Social Sciences, Deonar Mumbai.
Journal of Community Practice, Taylor & Francis (Online)
Social Welfare, Central Social Welfare Board, New Delhi
21
SECTION VI: PRACTICAL EXPOSURE: INSTITUTIONAL VISIT
(IV)
Number of IV: 2
Marks/ IV: 25
Credit/ IV: 0.25+0.25
Course Objectives
Students are coming from diverse background of academics. So to mould them for development
sector it is important to give them class room teaching of development programme, policies, status
and prospective. But it has to be backed with practical exposure. It is also important to take them
beyond those four walls of class to our practical laboratory which is field exposure. Institutional
Visit has been constituted as a field exposure for the students of Rural Management first year. The
purpose is to acquaint students with a live witness of Development interventions. This helps them to
understand the challenges faced in planning, implementation and monitoring and evaluation of the
project.
Course Outcomes
This exposure will bring an attitudinal change in the student’s approach besides instilling
confidence in them. It will open their eyes and will make them understand both side of the coin.
One the hardship of development sector and another love and affection which we receive for
people.
Mode of Delivery
The exposure has been designed in two trimester viz 1st and 2nd. It will be a field exposure which will
start with a brief presentation about the organisation and its various interventions followed by a field
visit to some nearby area. This visit will show students the work done by the organisation. This one day
visit will end with an interactive session among organisation representative and students for their doubt
clearance
Assessment
Students will be assessed on different criteria. The distribution of marks will be as follows:
Academic Input 20%

Leadership and Responsibility taken 20%
Discipline 20%
Report writing 40%
22
SECTION VII: RURAL EXPOSURES – Rural Camps & Block Placement
(BLP)
Number of Camps: 3
Block Placement (BLP): 1
Marks/Camp or BLP: 100
Credit/Camp &BLP: 1+1+1+1
Rural Exposure is the unique feature of the PGDM-RM programme. Under this exposure programme
students have to spend 30 days in a group in any remote village and 10-15 days in a rural Block Office.
The 30 days period is divided into three rural camps of 10 days each. These camps are held during
Trimester II, III, & V. During these camp periods, students are introduced with dynamics of rural lives.
Block Placement is held immediately after 2nd Trimester during 20th December to 5th January. The
Objective of the camps and block placement are as follows:
Camp/ Block Objective & Task Assessment

Placement
I 1st Rural Camp 1 Community 25% marks
 In the first Rural Camps which are held service/works
during Trimester II, students of first &Camp duties
year are divided in three groups and are 2 Rapport building 10% marks
placed in three remote villages. & Discipline in
 The students participate in community the camp
service of different nature during 3 Socio-economic 15% marks
morning hours. The community works survey
are identified the faculty supervisors
4 Data entry 15% marks
accompanying the students in
consultation with village elders/leaders. in SPSS and
During this time students also build Tabulation
rapport with the villagers. 5 SES Report 20% marks
 During the afternoon hours, students
Writing
conduct a socio-economic base line
study with the help of structured 6 Presentation of 15% marks
interview schedule through census report
method (preferably if the no. of 7 Individual report 5% marks
household are upto 150. If the number
of households is more than 150, then
sample study can be employed.)
 Students are required to do the
tabulation of surveyed data by using
SPSS and to produce final report for the
village.
Tasks
1. Community service/works
2. Rapport building
3. Socio-economic survey
4.Data entry in SPSS and Tabulation
5.SES Report Writing
6. Presentation of the Report
7. Individual Report
II Block Placement 1. Participation 20% marks
BLP is held after the completion of
23
2nd Trimester during 20th December 2. Working attitude 15% marks
to 5th January. Students are placed in during BLP
any Rural Blocks under the
supervision of BDO or any her/his
representative. During this time 3 Learning attitude 15% marks
students will work under the schemes during BLP
of MoRD, Agricultural etc. 4 Report 50% marks
Tasks
Students will submit a report to BDO
as well her/his Camp supervisors at
XISS
III 2nd Rural camp 1. Participation 20% marks
Inthe second camp, which are held in camp
during TrimesterIII, students of first management and
year are placed in the same villagefor camp duties &
another 10 days. During this camp responsibilities
students learn thevarious method of 2. Learning of 30% marks
participatory appraisal to PAmethods
understandthe dynamics village andapplying
situation in a participatory manner. themethods for
Participatory Appraisal approaches rural
and methods are usedfor such appraisal
learning. Students are evaluated in 3. Compilation of 30% marks
the followingmanner: PA findings and
Tasks reporting
1. Participation in camp management
and camp duties & responsibilities, 4 Presentation 10% marks
2.Learning of PA methods and applying 5 Individual report 10% marks
the methods forrural appraisal,
3. Compilation of PA findings and
reporting,
4.Presentation
5.Individual Report
IV 3rd Rural camp 1 Participation 10% marks
In the third camp, which are held . in camp
during Trimester V, students of management and
second year are placed in the same camp duties &
village where went earlier for another responsibilities
10 days. During this camp students
try to develop at least two issue based 2 Case study 20% marks
cases with the help of PA approaches . method and
and methods and to prepare a project findings
plan on the basis of the findings of 3 3 Compilation of 25% marks
camps. Students are expected write PA findings and
the report in a manner which can be Case writings
published in good journals .Students 4 Project Plan 30% marks
are evaluated in the following Presentation
manner:
Tasks
1. Participation in camp management
24
and camp duties & responsibilities, 5 Individual Report 5% marks
2. Case study method and findings,
3. Compilation of PA findings and Case
writings,
4. Project Plan Presentation,
5. Individual Report
Note: There is no substitute for Rural Camps and BLP. Students who miss rural camp/BLP has to
carry out similar works in the same village/block individually spending stipulated time/days.
25
SECTION VIII: PRACTICAL EXPOSURE: TERM PAPER
Term Paper: 1
Marks: 100
Credit: 1
Course Objectives
Objectives of this course are to provide an opportunity to develop and frame a research question and
to provide an opportunity to do a literature review. This course will help students develop an
appropriate methodology for primary/secondary research and practice writing and research skills in
writing an academic paper.
Course Outcomes
1. By the end of the course, the students will be able to:

2. Write an academic paper
3. Learn to identify issues, frame research question, do a literature review, develop a
methodology, write a paper and do referencing
Mode of Delivery
A student will be assigned a faculty/supervisor in the third trimester to work on his/her term paper.
During the trimester, a student is required to meet the supervisor regularly to get his
feedback/guidance to complete his term paper. The student will submit the term paper at the end of
the third trimester. The term paper will be based on available literature and other primary and
secondary sources and in-depth literature review on the topic of student’s research. The term paper
should be an original work discussing a topic in details, usually in 5000-6000 words.
Course Syllabus
You can choose your topic from any of these themes, or any other with the consent of a Faculty:
Watershed Management Community Development IT & Development

Land & Wasteland Rural Financial Inclusion International and
Development Regional Issues
Climate and Public Health Smart City and
Environmental Issues Economic Development
Natural Hazards and Women Development CSR
Disasters
Rural Drinking Water Community and Mass Education R&R
Natural Resources Livestock Management NGOs & Development
Management At Community Level
Agricultural Business Rural Livelihoods Urban & Rural Poverty
Assignments
The student has to submit a minimum three drafts and a final term paper.
Assessment
The assessment and evaluation of a student will be based on Term paper progress.
Total: 100 %
26
SECTION IX: PRACTICAL EXPOSURES: AGRICULTURAL
FIELD PRACTICAL
Contact Hours: 30
Credit 1
Marks 100
Course Objectives
Agricultural Field Practical is held during Trimester V for 30 contact hours. The purpose is to
introduce with field realities as well as practice of agriculture for the promotion of sustainable
farming in India. Some of the practical may be held during previous trimester but marks are added
under this exposure in Trimester V. Following activities are taken up under this exposure. However,
alternative activities can be done which are of similar nature.
Course Outcome
1. Understanding field realities of crop production
2. Getting acquainted with soil fertility, irrigation management
3. Analyzing the farming system and low cost production system for field crops, horticulture
crops and lac
4. Assessing the value addition opportunities for various crops and fodder
Contents and Assessment

Practical Contents Hours Assessment*
(% marks)
I Visit of watershed area 4 10
II Testing of Soil PH, NPK, etc 2 10
III Climate change adaptation of Cereal cultivation 2 10
IV Climate change adaptation of Millet 2 10
V Climate change adaptation of Oilseeds 2 10
VI Climate change adaptation of Horticultural crops & 2 10
Multilayer cultivation techniques
VII Climate change adaptation of summer & winter vegetables 2 10
cultivation techniques
VIII Climate change adaptation of fodder cultivation techniques 2 10
IX Lac as alternative source of livelihood 2 10
X Overall Test 2 10
Total 22 100
* Students are assessed by their participation during practical exposures and the report for each
practical.
27
SECTION X: PRACTICAL EXPOSURES: STUDY/INDUSTRIAL
TOUR
Duration 10 days
Credit 1
Marks 100
Course Objectives
Study/Industrial tour is held at the end of Trimester V for 10 days. The credit of the same is added
with Trimester VI. The purpose of the exposure is to provide the students first-hand experience of
Organisation/Companies engaged in rural/semi urban/urban development works through awareness
generation, capacity building or working with rights based approach. During the visit students learn
about organisational vision, mission and objectives on one hand and the operation of their projects
on the other.
Course Outcome
1. Understanding the modus operandi various organisations/companies engaged in rural
management
2. Getting acquainted organizational functioning
3. Analyzing the organizational interventions vis a vis field situations and societal issues
4. Assessing the overall effect of organizational interventions on local people
Methods
The class of PGDM-RM is divided into three groups under three Faculty Supervisors. The three
groups visit organisations/industries in three different routes and zones of India. Each group are
expected to visit 10-15 organisations during the study tour.
Assessments
Students are assessed by the supervisors in the following manner:
a. Participation in organisation and management of tour 20% marks

b. Discipline 10% marks
c. Active Participation during visit (question, discussion) 30% marks
d. Report: 40% marks
Note: The tour cannot be altered for absentee students; Absentee students may not be awarded the
PGDM-RM diploma.
28
SECTION XI: PERFORMANCE EVALUATION
&COMPREHENSIVE VIVA VOCE
A. Performance Evaluation
Marks 50 x 6 = 300
Frequency 6
Performance Evaluation (PE): PE is conducted by all Faculty Members who are associated with
PGDM-RM course teaching and training through a joint seating at the end of each trimester. The
students are evaluated on the basis of ASK – Aptitude, Skill and Knowledge using RUBRICS
considering both academic performance, performance in practical exposures and extra and co-
curricular activities. Students are briefed about their progress after the conduct of each PE.
B Comprehensive Viva Voce (CVV)
No. of CVV: 2
Marks/CVV: 100
Credit: 0.5 + 0.5 = 1
An overall Viva Voce will be conducted at the end of First and Second Year. CVV for first year is
held during Trimester III and CVV for second year is held during Trimester VI. For CVV a board is
constituted comprising all teaching faculties to conduct the CVV for each student. Student is
required to obtain at least 40% marks in both the CVV separately for the award of PGDM-RM.
Course Outcome
1. Assessing the knowledge and understanding level of the students w.r.t subjects taught during
first and second year
2. Assessing the analyzing ability of the w.r.t subjects taught during first and second year
3. Assessing the application ability of students w.r.t subjects taught during first and second year
4. Assessing the decision making ability of students w.r.t subjects taught during first and
second year
29
SECTION XII: EVALUATION SYSTEM
The Evaluation system in the Post Graduate Programmes has been designed to achieve the following:
a. Facilitate teaching faculty to evaluate the progress of learning, comprehension and application
of concepts by each student.
b. Encourage healthy and constructive competition among the students.
c. Enhance learning by continuously raising the bar for learning & application.
XISS follows four component system of evaluation comprising of Mid-term evaluation, end- term
evaluation, assignments and attendance for assessment of learning and application amongst the
students.
1. Marking System
Each course carries full marks, may be 100 or 50, depending on the weightage allotted to the course.
Distribution of Marks: 50% for concurrent evaluation and 50% for end term examination. The
marking system is as follows:
The marking system is as follows: Concurrent Evaluation (Class 40%
Test, Assignments, Quiz Presentation, Case Preparation,
Seminars etc.)
Attendance 10%
End trimester exams 50%
Total 100
The following is the basis on which marks will be awarded for attendance:
Attendance (In Percentage) Marks
95 and above 10
90 but less than 95 8
2. Credit System
a. Marks obtained in each course are first converted in grade points and then each point is linked
with grade as per the table given below:
b. Marks obtained in each course are first converted in grade points and then each point is linked
with grade as per the table given below:
Marks (%age) Corresponding Numeric Grade Point
90 to 100 10
Less than 40 0
i. Students who scores below 40% marks in any subject, get Letter Grade = ‘F’ and hence fail in
the particular course.
ii. To qualify for promotion to next trimester, a student must obtain a Grade Point of at least 5 in
every course and the Term Grade Point Average (TGPA) of a minimum of 5 in each.
30
iii. Term Grade Point Average (TGPA) will be computed for each trimester.
Method for Computation of Term Grade Point Average:
i = Course i
Ci = Credit of the Course i
Pi = Grade Point obtained in Course i
An Example TGPA Calculation

Course Code Credit of Grade
the Course Points
Obtaine
d
001 3 8
002 2 9
003 1 7
004 0.5 9
Total 6.5 53.5
TGPA
c. The Cumulative Grade Point Average (CGPA) after 2 nd Term onwards will also be
calculated as follows:
i = Course i
j = Term 2 to 6
Cij = Credit of Course i in Term j
Pij = Grade Point obtained in Course i in Term j
d. Method of Conversion of CGPA to Percentage Obtained by a Student: Percentage Obtained

= (CGPA – 0.5)*10 percent
31
4. Classification on the Basis of CGPA
a. First class with distinction if the student secures Cumulative Grade Point Average (CGPA)
of 8 or more.
b. First class if the student secures CGPA of 7ormorebutlessthan CGPA of 8.
5. Qualifying Standards
a. The qualifying marks for each course are 40. A student who fails to obtain the minimum
pass marks in any particular course or in practical during the trimester will be required to
sit for a supplementary examination, in which he/she has to pass before he/she can be
promoted to the next trimester.
b. A student will be eligible to supplementary examination in a trimester only and only if the
total number of courses in which he/she has failed does not exceed three. If a student fails
in more than three courses in a trimester, s/he will have to discontinue the studies. For
Business Communications the internal evaluation will consist of the exercises conducted
in the class.
6. Rules for Internal Evaluation

a. Two concurrent evaluations are conducted in each trimester and for each course to cover
40% of marks. The mode of assessment can be class test, seminar, group/individual
assignments, case presentation, practical work etc.
b. Course domain professors will decide the time and the mode of internal tests. Information
about the tests is given in advance to the students.
c. If student remains absent from these tests, there is no provision of are test. Hence, s/he will
not get the marks allotted for it. However, in extraordinary circumstances the controller
of exam may allow conditional appearance on written request (for which a maximum of
40% marks only of that test will be allotted) within 15 days in the same trimester. But the
practical will not be repeated in the same trimester for the absentees.
d. Students must clear all tests in the concurrent evaluation within the same trimester.
7. Rules for End-Term Evaluation

a. In case the student fails in more than three courses, then s/he will have to withdraw from the
Programme. However, failure in viva will not be considered for this purpose.
b. If any student fails in three or less courses or is absent in any course for valid reasons, then the
student will be allowed to give the supplementary examination. However, student will have
to pay Rs.1000/- (Rupees One Thousand only) per course for the supplementary exam.
c. In case of supplementary examination, the student will be awarded marks accordingly:
Reasons for the Supplementary Exams Outcome of the Supplementary Exams
In case the student fails The student will be awarded only pass marks in
the supplementary exams
In case student is absent in exam for 10% of marks will be deducted in the
medical reason or for any family event supplementary examination
In case student is absent in exam for Student will receive the actual
official reasons Marks obtained in supplementary examination
In case student fails in supplementary The student will have to discontinue the
exam Programme
32
8. Procedure for Review of Answer
a. If any student feels that review is necessary either for re-evaluation or for re-totalling of marks,
a request should be made on hard copy in the prescribed form to the controller of examination.
Once this process is over, final marks and grades submitted by the faculty member will be
considered as irrevocable and sacrosanct.
b. Student will be charged Rs.500/- (Rupees Five Hundred only) per course for this process.
However, students can apply for re-evaluation process or re-totalling process or both for not
more than three courses.
33
SECTION XIII: TRIMESTER WISE DETAILED COURSE
CURRICULUM (2020-22)
SEGMENT I – TRIMESTER I, II & III
TRIMESTER I
Sl. No. Name of the paper Marks Credit
s
CC 101 Society, Cultural Change and Structural Analysis 100 2
CC 102 Theories of Development 100 2
CC 103 Rural Economy, Entitlement and Development 100 2
CC 104 Child Rights, Gender and Development 100 2
CC 105 Development Administration, Programmes and PRIs 100 2
CC 106 Principles of Management & Organisational Ethics 100 2
CC 107 Communication for Development 100 2
CC 108 Quantitative Methods –I 100 2
Practical Exposures
CP 109 Soft Skills & Personality Development Lab – I 100 1
CP 110 Urban Field Exposure (CO & SD) 100 1
CP 111 Institutional Visit (One) 50 0.25
PE 112 Performance Evaluation 50 Nil
Total 1100 18.25
Non Credit/ Audit Courses
A 113 The Indian Constitution 50 Nil
A 114 Yoga for Health 50 Nil
TRIMESTER II
Sl. No. Name of the paper Marks Credits

CC 201 Micro Economics for Rural Development 100 2
CC 202 Agrarian Relations, Reforms and Contemporary Crisis 100 2
CC 203 Behavioural Science 100 2
CC 204 Human Resource Management for Rural Managers 100 2
CC 205 Financial Accounting 100 2
CC 206 Quantitative Methods – II 100 2
CC 207 Social Research Methodology and PRA 100 2
CC 208 Research & Writing Skills 100 2
Practical Exposures
CP 209 Soft Skills and Personality Development Lab-II 50 0.5
CP 210 Urban Field Exposure (Implementation of CD Project I) 100 1
CP 211 Rural Field Exposure (Rapport Building & S. E. Study) 100 1
CP 212 Institutional Visit (one) 25 0.25
CP 213 Block Placement 100 1
Total 1250 19.75
34
TRIMESTER III
CC 301 Macro Economic Principles & Policies for Rural Development 100 2
CC 302 Organisational Behaviour 100 2
CC 303 Public Health and Sanitation 100 2
CC 304 Displacement, Resettlement & Rehabilitation 50 1
CC 305 Corporate Social Responsibilities 50 1
CC 306 Operations Research 100 2
CC 307 Computer Application & MIS 100 2
CC 308 Climate Change and Sustainable Development 100 2
CC 309 Sustainable Management of Land and Water 100 2
CC 310 Project Management – I 100 2
Practical Exposures
CP 311 Computer Lab 100 2
CP 312 Urban Field Exposure (Implementation of CD Project II) 100 1
CP 313 Rural Field Exposure (Learning & Practices of PRA & FGD) 100 1
CP 314 Term Paper 100 1
CP 316 Comprehensive Viva Voce (First Year) 50 0.5
Total 1450 23.5
SEGMENT II – SUMMER INTERNSHIP – [60 days Summer Internship during April 21 to June
19]
SEGMENT III – Trimester IV, V & VI
TRIMESTER IV
CC 401 Project Management –II 100 2
Elective I
EL 402 GIS & Remote Sensing 100 3
EL 403 Livestock Production Management 100 3
EL 404 Natural Resource Management & Commons 100 3
Elective II
EL 405 Entrepreneurship Development 100 3
Elective III
EL 406 Rurban Management 100 3
EL 407 Disaster Management 100 3
Elective IV
EL 408 Sustainable Business and Green CSR 100 3
EL 409 Data Analytics for Rural Development 100 3
35
Elective V
EL 410 Financial Management 100 3
EL 411 Rural Marketing 100 3
Practical Exposure
SIP 200 2
CP 412 Summer Internship Report & OT 100 1
CP 413 Dissertation Work Progress 200 2
A 414 Audit Course: Evaluation of GD & PI Skills by External Agency 50 Nil
TRIMESTER V
CC 501 Crop Production, Organic Farming & Biodiversity Management 100 2
Elective I
EL 502 Agri -business Management 100 3
Elective II
EL 503 Training For Development 100 3
EL 504 Management of Institutions 100 3
EL 505 Social Entrepreneurship 100 3
Elective III
EL 506 Women Development 100 3
EL 507 Disaster Risk Reduction 100 3
Elective IV
EL 508 Management of Cooperatives, Producer Groups & SHGs 100 3
EL 509 Data Management 100 3
Elective V
EL 510 Social Marketing 100 3
EL 511 Rural Financial Services & MFI 100 3
Practical Exposures
CP 512 Agricultural Field Practical 100 1
CP 513 Rural Field Exposure (PRA based case studies) 100 1
SIP
Trimester VI
Elective I
EL 601 Livelihood Promotion & Skill Development 100 3
Elective III
EL 602 Social Justice and Social Action 100 3
EL 603 Public Policy Analysis 100 3
Elective V
EL 604 Supply Chain Management 100 3
36
EL 605 Micro Insurance & Risk Management 100 3
Practical Exposures
CP 606 Study Tour 100 1
SIP
CP 607 Dissertation Work including Viva Voce (Guide) 100 1
CP 608 Dissertation Viva- Voce (by External) 100 1
CP 609 Performance Evaluation 50 Nil
CP 610 Comprehensive Viva Voce ( Second Year) 50 0.5
Trimester Courses
Compulsory Elective
Marks Credits Marks Credits
Theory Practical+ SIP Audit
I 800 225 150 18.25 0 0
II 900 375 50 21.75 0 0
III 900 450 50 22.5 0 0
IV 100 300 100 5 1400 42
V 100 300 50 5
VI 0 350 50 2.5
Sub Total 2800 2000 450 75 1400 42
Total 5250 75 1400 42
Total Marks = 5250 +1400 = 5650 Total Credits = 75+42 = 117
37
TRIMESTER I
38
Course Title Society, Cultural Change and Structural Analysis
Course Code CC 101
Contact Hours 20
Self-study & Assignment(hours) 60
Marks 100
Credit 2
1. 1. Course Description:
The purpose of this paper is to get into a good understanding of human society. Its evolution and
understand of the level of cultural change taking the Indian context in particular and worldwide
changes. It will allow us understand the different prospective particularly belonging to Functionalist
and Marxist views to learn about Karl Marx, Emile Durkheim and Max Webber. Along with that the
paper gives deeper understanding of social stratification, mobility and change. It looks into various
social and economic institution namely caste and patron client relationship. The purpose is to
understand the role of gender and patriarchy, its general issue and state response. The discourse is
related with subaltern or history from below perspective. This paper aims at making the students
understand the basic concepts of the society in general and India in particular and its various
undercurrents along with the changes taking place at the cultural level. It will help the students to find
out the apparent facts underlying within the society while implementing rural development
programmes at the grassroots level and simultaneously looking at the facts with an analytical
understanding.
2. 2. Learning Objectives:
a. It will provide the students with basic understanding of village societies and farm distress and
look into the changing nature of the villages.
b. Make the students get a clear picture of changing scenario of the Indian villages.
c. Course acquaints the students with philosophical views of Karl Marx, Max Webber and
Durkhiem which makes the students grapple with realities as of now to have better insights of
economic political social and cultural institutions.
3. 3. Pedagogy:
The course will be delivered through lectures, interactive sessions, individual and group assignments,
case studies, class room participation and term papers.
4. Course Requirements:

Classes
Unit 1 2 Human Society

Meaning, Characteristics and Types. Meaning, Characteristics,
Mechanisms and Threatening Conditions for the Existence of a
Society, Types of Societies in India: Tribal, Rural and Urban, Rurban
Studies
Unit 2 2 Evolution of Society

Karl Marx, Emile Durkheim and Max Weber. Functionalist and
39
Marxist Perspectives. Evolution of Society, Basic Postulates of
Functionalism and Marxism, August Comte’s Law of Three Stages
and Karl Marx’s Historical Materialism
Unit 3 2 Social Stratification and Mobility

Meaning, Types, Characteristics and Responsible Factors. Meaning,
Types and Characteristics of Social Stratification, Meaning, Types
and Factors Responsible for Social Mobility, Social change
Unit 4 2 Caste System in India

Transformation of Varna into Jati. Understanding Varna System,
Origin of Varnas, Occupation of Varnas, Transformation of Varna
into Caste, Characteristics of Caste System, Functions of Caste
System
Unit 5 2 Dominant Caste in Rural India

M. N. Srinivas. Understanding Dominance, Emergence of the
Concept of Dominant Caste, Attributes of Dominance, Dominance
and Decisiveness, Dominance at Different Levels, Dominant Caste
and Exercise of Power in Village Community, Effectiveness of
Dominant Caste
Jajmani System and Patron-Client Relationship
Caste Identity and Caste Systems. Understanding Jajmani System,
Characteristics, Advantages and Disadvantages of Jajmani System,
Factors Affecting Jajmani System
Unit 6 2 Social Class in India
Caste and Class or Caste in Class. Understanding Social Class,
Comparison of Class with Caste, British Rule and Class Formation in
India, Social Classes in Rural and Urban India, Caste and Class or
Caste in Class, Karl Marx’s and Max Weber’s Views on Social Class
Unit 7 3 Socialization
Meaning, Stages and Types. Understanding Socialization, Process,
Agencies, Stages and Types of Socialization. Cultural Change in
India: Sanskritization, Westernization and Secularization – M. N.
Srinivas. Understanding Cultural Change, Sanskritization: Origin,
Meaning, Characteristics and Criticisms, Westernization: Meaning,
Characteristics and Impacts in Indian Society, Secularization:
Meaning, Characteristics and Impacts in Indian Society. Gender
Inequality, Gender and Patriarchy: Conceptual Issues and State
Response. Understanding Gender, Patriarchy and the Uneasy
Relationship Between them, Gender Discrimination, Gender,
Constitutional Provisions and Development Planning
Unit 8 2 Tribal and Dalit studies (Ambedkar in focus)
Total 16
40
5. Group Project : Nil
6. Case Study/Assignments:
There will be two assignments
a. Term paper
b. Class test(Written)
7. Basic Text Book:
1. Beteille, A. (1965). Caste, class and power: Changing patterns of stratification in a Tanjore
village. Berkley: University of California Press.
2. Bhopal, K. (1997). Gender, race and patriarchy: A study of south Asian women. London:
Ashgate Publishing Ltd.
3. Cladwell, B. J. (1991). The jajmani system: An investigation. New Delhi: Hindustan Publishing
Corporation.
4. Srinivas, M. N. (1966). Social change in modern India. Berkley: University of California Press.
8. Basic Reference Material:
1. Das, V. (2006). Handbook on Indian sociology. New Delhi: Oxford University Press.
2. Desai, A. R. (1969). Rural sociology in India. Mumbai: Popular Prakashan.
3. Haralombos, M. & Herald, R. (1981). Sociology: Themes and perspectives. New Delhi: Oxford
University Press.
4. Johnson, H. M. (1966). Sociology: A systematic introduction. New Delhi: Allied Publishers
Private Ltd.
9. Reference Books : Nil
10. Class Rules / Expectations from students:
Please Refer Students Manual 2021
11. Punctuality & Class Behaviour:
12. Participation in Class Discussions:
Class participation in the form constructive questions, discussions will be encouraged,
appreciated and rewarded.
13. E-Resource/Databases(If Any) : Nil
14. Additional Reference Resources:
Journals
1. Contributions to Indian Sociology, Sage Publications, New Delhi
2. Gender Technology and Development, Sage Publications, New Delhi
3. International Journal of Rural Management, Sage Publications, New Delhi
4. Journal of Land and Rural Studies, Sage Publications, New Delhi
5. Economic and Political Weekly, Modern Art and Industries, Mumbai
6. Social Change, Sage Publications, New Delhi
15. Videos (If Any): Nil
16. Any other Remarks:
Assessment
Students will be assessed by Class Assignments, Class Tests, Attendance and End Trimester Final
written examination. The distribution of marks will be as follows:
41
a. Class Assignments 20%
b. Class Test (Written) 20%
c. Attendance 10%
d. Final Examination (Written) 50%
17. Learning (Course) Outcome : Nil

a. It will provide the students with basic understanding of village societies and farm distress and
look into the changing nature of the villages.
b. Make the students get a clear picture of changing scenario of the Indian villages.
c. Course acquaints the students with philosophical views of Karl Marx, Max Webber and
Durkhiem which makes the students grapple with realities as of now to have better insights of
economic political social and cultural institutions.
Course Title Theories of Development

Course Code CC 102
Contact Hours 20 hours

Self-study & Assignment 60 hours
Marks 100
Credit 2
1. Course Description
Development as a theory, an ideology and a discourse developed around the themes of decolonization
and underdevelopment. Originally evolved as a branch of economics it has come a long way to
emerge as a separate discipline. Today it is a collective vision of many disciplines that has
transformed itself from a mono-disciplinary compartmentalization to a multi-disciplinary integration.
This paper on Theories of Development mostly deals with the discussions and critiques on the
dominant theories of development. It ranges from classical old theories on development to modern
day new theories on development and from evolutionary development theories to post development
theories. This apart it provides an understanding on the concepts, characteristics, perspectives and
dimensions of development and also deals with the Indian thinkers’ ideas on development. The
purpose of offering this course is to enable the Rural Management students developing a holistic
understanding of development by critically examining the contradictions, paradoxes and nuances of
development which are reflected in the different established theories. Simultaneously, it also intends
to make them able to reflect their macro level theoretical understanding of development at micro level
developmental praxis particularly in rural areas.
2. Learning Objectives
Since the students of Rural Management come from diverse backgrounds with an aim of becoming
development professionals working for people living in rural areas, a thorough understanding on
development and its implications in the society especially the rural society is very necessary. The
objectives of the course are therefore to:
a. Equip the students with the basic concepts, theories, perspectives and critiques of development
across the world among the academicians and practitioners.
b. Orient them in applying their learnings on development in the context of rural society while
42
examining the implications of various developmental programmes and policies and implementing
them.
3. Pedagogy
Pedagogy of teaching and mode of delivery in the classroom will be primarily in the form of lecture
and presentation with the help of MS Power Point. It will be also be supplemented by videos, cases
and interactive discussion by the students.
4. Course Requirements
Unit No. of Classes Content
Unit 1 2 Introduction to the Concept of Development

Meaning of Development, Characteristics of Underdevelopment, Growth
vs. Development, Dimensions (Economic, Social, Political, Cultural and
Ethical) of Development, Emergence of Development Theory, Trends of
Development Discourse
Unit 2 2 Evolutionary Theory of Development

Basic Propositions of Evolutionary Theory, Functionalist Perspective,
August Comte (Law of Three Stages), Herbert Spencer (Social
Evolution), Emile Durkheim (Division of Labour), Dialectical
Perspective, Karl Marx (Historical Materialism)
Unit 3 2 Modernization Theory of Development

Meaning and Origin of Modernization Concept, Characteristics of
Modernity, Basic Propositions of Modernization Theory, Social-
Psychological Perspective, Max Weber (Religion and Capitalism),
Talcott Parsons (Pattern Variables), Daniel Lerner (Empathy and
Modernity), Techno-Economic Perspective, Arthur Lewis (Two Sector
Model), Paul Rosenstein-Rodan (Big Push Theory), Walt Whitman
Rostow (Five Stages of Growth)
Unit 4 2 Dependency Theory of Development

Origin of Dependency Theory, Basic Propositions of Dependency
Theory, Structuralist Approach to Dependency Theory, Raul Prebish
(Centre and Periphery), Theotonio Dos Santos (Dominant and
Dependent), Neo-Marxist Approach to Dependency Theory, Andre
Gunder Frank (Metropolis and Satellite), Paul Baran (Political Economy
of Growth)
Unit 5 2 World System Theory of Development

Origin of World System Theory, Basic Propositions of World System
Theory, Immanuel Wallerstein (Core-Periphery-Semi-Periphery),
Giovanni Arrighi (Accumulation and Transition in World System)
Unit 6 2 Alternative Development

Origin of Alternative Development Thinking, Basic Propositions of
Alternative Development, Ernst Friedrich Schumacher (Small is
Beautiful), Ignacy Sachs (Inclusive Development)
43
Unit 7 2 Post Development
Origin of Post Development Thinking, Basic Propositions of Post
Development, Wolfgang Sachs (The End of Development Era), Majid
Rahnema (Towards Post Development: Searching for New Paradigm),
Arturo Escobar (Post Development as Concept and Social Practice)
Unit 8 2 Development Thinking in India

Development Thinking in India, Dada Bhai Naoroji (Drain Theory),
Mohandas Karamchand Gandhi (Village Swaraj), Joseph Chelladurai
Kumarappa (Economy of Performance), Vinoba Bhave (Bhoodan and
Rural Development)
Total 16

5. Group Project
Students are required to prepare group projects in the form of power point presentations. There will be 8
group assignments for 8 groups each group comprising of 9 to 10 students. It may be either of the
followings:
a. A power point presentation on any development theory
b. A power point presentation on the contribution of any development theorist
c. A power point presentation on any dimension of development particularly in the context of rural
India
6. Case Study / Assignments
There will be one individual assignment for each student that may be either of the followings:
a. Writing an essay by reviewing the given literatures on any development issue
b. Writing an essay by watching the given video clips on any development issue
c. Writing an essay by using a theoretical framework on development in Indian context
7. Basic Text Books
1. Pattanaik, B. K. (2016). Introduction to development studies. New Delhi: Sage publications.
(Chapters 1, 4 and 5)
2. Peet, R. & Hartwick, E. (2015). Theories of development: Contentions, arguments, alternatives.
London: The Guilford Press. (Chapter 4)
3. Pieterse, J. N. (2010). Development theory. New Delhi: Sage Publications. (Chapter 1 and 6)
4. So, A. Y. (1990). Social change and development: Modernization, dependency and world system
theories. New Delhi: Sage Publications. (Chapter 5)
8. Basic Reference Materials
1. Gabriel, T. (2015). Immanuel Wallerstein’s world-systems theory. Retrieved from
https://www.academia.edu/29282044/IMMANUEL_WALLERSTEINS_WORLD_SYSTEMS_TH
EORY_BY_THAR%C4%80_GABRIEL
2. Govindu, V. M., & Malghan, D. (2005). Building a creative freedom: J. C. Kumarappa and his
economic philosophy. Economic and Political Weekly, 40(52), 5477-5485.
3. Islahi, A. A. (1995). Dadabhai Noroji: From economic nationalism to political nationalism.
Retrieved from https://mpra.ub.uni-muenchen.de/23392/1/MPRA_paper_23392.pdf
4. Robinson, W. I. (2011) Giovanni Arrighi: Systemic cycles of accumulation, hegemonic transitions,
and the rise of China. New Political Economy, 16(2), 267-280.
5. Varma, R. (2003). E. F. Schumacher: Changing the paradigm of bigger is better. Bulletin of
Science, Technology and Society, 23(10), 1-11.
44
6. Varma, S. P. (1983). Gandhi and contemporary thinking on development. IFDA Dossier, 37, 27-35.
7. Wallerstein, I. (2013). World-systems analysis. Retrieved from https://sociopedia.isaportal.org
/resources/resource/world-systems-analysis/
9. Reference Books
1. Escobar, A. (2007). Post development as concept and social practice. In A. Ziai (Ed.), Exploring
post-development: Theory and practice, problems and perspectives (pp. 18-31). New York:
Routledge Publications.
2. Lerner, D. (2006). Modernization: Social aspects. In D. L. Sills (Ed.), International encyclopaedia
of social sciences (Vol-9) (pp. 386-395), New York: The Macmillan Company and the Free Press.
3. Omkarnath, G. (2016). Indian development thinking. In E. S. Reinert, J. Ghosh, & R. Kattel (Eds.),
Handbook of alternative theories of economic development (pp. 212-227). Cheltenham: Edward
Elgar Publishing.
4. Rahnema, M. (1997). Towards post-development: Serching for signposts, a new language and a
new paradigm. In M. Rahnema, & V. Bawtree (Eds.), The post development reader (pp. 377-403).
Dhaka: The University Press Ltd.
5. Sachs, I. (2004). Inclusive development strategy in an era of globalization (Working Paper No. 35).
Geneva: International Labour Organization.
6. Sachs, W. (1992). Introduction. In W. Sachs (Ed.), The development dictionary: A guide to
knowledge of power (pp. xv-xx). London: Zed Books.
10. Class Rules / Expectations from Students
11. Punctuality and Class Behaviour
12. Participation in Class Discussions
Class participation in the form constructive questions and discussions will be encouraged,
13. E-Resources / Databases (If Any)
1. Block-3: Developmentalist theories. Retrieved from
http://egyankosh.ac.in/handle/123456789/48843
2. Unit-13: Founding Fathers - I. Retrieved from
http://egyankosh.ac.in/bitstream/123456789/18942/1/Unit%20-13.pdf
3. Unit-2: Founding fathers - I. Retrieved from
http://egyankosh.ac.in/bitstream/123456789/18919/1/Unit-2.pdf
4. Unit-21: Capitalism – Weber and Marx. Retrieved from
5. Unit-27: The concept of social system - Parsons. Retrieved from
6. Unit-5: Bhoodan Movement. Retrieved from
7. Unit-6: Historical materialism. Retrieved from
14. Additional Reference Resources
Students are advised to consult various journals publishing articles on the development issues and are
subscribed by the library of XISS.
15. Videos (If Any)
Video clips related to the subject matter will be provided by the course teacher to the students on the
following issues:
45
1. Vietnam War
2. Watergate Crisis
3. Oil Embargo of 1973
4. Sino-Soviet Split
5. Failure of Chinese Cultural Revolution
6. Economic Miracle of Singapore, South Korea, Taiwan and Hongkong
16. Any Other Remarks: Assessment
e. Class Assignments 20%
f. Class Test (Written) 20%
g. Attendance 10%
h. Final Examination (Written) 50%
17. Learning Outcome
By the end of the course the students will be able to
a. Get familiarized with various concepts, theories, perspectives and critiques of development.
b. Comprehend the various aspects of social development at the global level.
c. Understand the factors facilitating and hindering social development in India.
d. Relate macro level developmental perspectives in examining micro level programmes and
policies.
Course Title Rural Economy, Entitlement and Development
Course Code CC 103
Contact Hours 20
Self-study & Assignment (hours) 60
Marks 100
Credit 2
1. Course Description:
Rural Economy, Entitlement and Development paper will develop understanding about the rural set up
of India. What are the different dimension of rural economy and how entitlement plays an important
role in it? This paper helps students to understand and learn the basic characteristic of Rural India
through which they will develop an insight into the socio-economic conditions of the rural poor. XISS
aims at making students of Rural Management aware ofthe Economy of India in a rural context. As
budding Rural Managers, they are required to be conscious about the economy and its entitlements. It
will make them cognizant about development in the rural framework. This paper is a foundation paper
to show them the frame of their work. The students of Rural Management come from diverse
backgrounds. The objectives of the course are therefore to develop an understanding ofthe rural
economy, not only in factual data but to develop the analytical concept in them.
46
Students should
 have a deep understanding of Rural Economy as well as Society
 have an understanding of intervention of Government of India
 contribute in shaping their mind towards analytical thinking
3. Pedagogy
The course will be delivered through interactive sessions through the case and examples from the
economy. It will include data analysis to have a clear picture of the economy. The students will be
given individual as well and group assignments.
Units No. of Classes Content
Unit 1 1 Rural Development
Concept ( Rural vs Urban), Nature Determinants and Scope; Approach of
Rural Development- Gandhian, Gram SwarajAbhiyan of GoI
Unit 2 1 Nature and features of Rural Economy of India& Demographic
features of Rural Population
Theories of Population; HeadCount, Sex Ratio, Literacy Status, Age
Composition and more
Unit 3 2 Poverty and HDI
Meaning; causes; absolute and relative nature of poverty; measurement;
Rural Poverty and Trickle-down; Multi-dimensional poverty (Health and
Education), Poverty alleviation program of GoI; AmartyaSen, Jean
Dreze, and others understanding of poor; Human Development and HDI
Unit 4 2 Migration and Rural Unemployment
Migration:Meaning; causes; types; status in India
Rural Unemployment:Types; causes and remedy; GoI Employment
generation Prog – history and current initiative like MGNREGA,
DDUGKY,etc
Unit 5 4 Indian Agriculture
Role/features of agriculture in Indian Economy; Land Reforms in India;
Inputs of Agriculture and technological change in it; Irrigation; Green
Revolution; Agriculture Subsidy and Minimum support price, PDS,
TPDS and Food security; Agricultural and Landless Labour and
Landholding among farmer; National Agriculture Policy.Role of
Agriculture in Foreign Trade, WTO & India
Unit 6 3 Rural Industrialisation, Indebtedness and Rural Credit
Industrialisation:SSI/ MSME and Cottage Industry; Khadi and Village
industries, Handicraft Industries
Indebtedness and Rural Credit:Status; Institutional and Non-
institutional sources
Unit 7 1 Economic Planning in India
Plans in India & NITI Aayog
Unit 8 2 Entitlement and Rural Economy
Economic Right based approach; Right to Food ( Annapurna, Antodaya,
Mid-Day Meal), Right to work, Right to equal remuneration( Minimum
wage Act), Right to Information, Aadhar
Total 16
47
5. Assignments
There will be two internal modes of assessment
a) One written test on some explorative topic.
b) One assignment on a topic will allow them to analyse and produce an understanding of their own.
6. Case Study:
Various case studies from the development field will be shared in the class for a better understanding
of the concept/theory for the learner.
7. Basic Text Books
1. Dutt G &Mahajan A. (2011). Indian economy,New Delhi: S. Chand & Company Ltd
2. Dhingra I.C. (2011). Indian economy, New Delhi: Sultan Chand & Sons
3. Prakash A.B. (2012). The Indian economy since 1919, New Delhi: Pearson
4. Puri V.K. & Mishra S.K. (2010). Indian economy, Delhi: Himalaya Publishing House
5. Puri V.K. & Mishra S.K. (2017). Economics of development and planning (Theory and Practice),
Delhi: Himalaya Publishing House
8.Basic Reference Material Nill
9. Reference Books
1. Banerjee, A. V., &Duflo, E. (2011). Poor economics: A radical rethinking of the way to fight
global poverty. Public Affairs, New York,
2. Desai, V. (1990). A study on rural economics: a systems approach, Bombay: Himalaya
publishing house.
3. Drèze, J., &Sen, A. (2013). An uncertain glory: India and its contradictions. Princeton:Princeton
University Press
4. GOI. Census of India 2011: Provisional population totals. Office of Registrar General and
Census Commissioner, India, Ministry of Home Affairs, New Delhi, India.
5. Sabanna T. (2005). WTO and the agriculture, Delhi: Serial Publication
6. Sury M.M. &Mathur V. (2013) Five years plans of India, New Delhi: New Century Publication
10. Class rules / Expectations from students

Please Refer to Students Manual 2021
11. Punctuality & Class Behavior
Class participation in the form of constructive questions, discussions will be encouraged,
appreciated and rewarded
13. E-Resources:
https://rural.nic.in/
48
14. Additional Reference Resource
1. HashiyekiAwaz
2. Journal of Rural Development, NIRD
3. Kurukshetra
4. Social Welfare
5. Yojana
15.Videos: (If Any) Nil
16. Any other remark:
Assessment
c. Attendance 10%
17. Learning (Course) Outcome:
Students will
a) have a deep understanding of Rural Economy as well as Society
b) have an understanding of intervention of Government of India
c) have developed analytical thinking.
Course Title Child Rights, Gender and Development
Course Code CC 104
Contact Hours 20
Marks 100
Credit 2
A child is the present as well as the future of society. So they are the most essential element to be
taken care of. Similarly, Gender is a complex variable and is part of social, cultural, economic and
political contexts. If such considerations are not addressed thoughtfully and adequately, any
interventions in such areas can lead not only to inefficient and unsustainable results but may also
aggravate the existing inequities. The objectives are to develop a basic understanding of child rights
and other dimensions of childhood. Also to acquire knowledge of the UN Convention on the Rights of
the Child and the ways this treaty influences children’s lives. It will help in developing an
understanding of gender and feminism and how discrimination and violence among children and
gender exists. It will make students aware of legal support provided to a child and different gender for
their safeguard in society and also about multiple govt programs and policies for their development.
49
Through the understanding of child and gender, the students will
 understand meaning and issues of child and gender
 be able to recall facts based on data to see their actual condition.
 understand that child and gender as an integral part of the development and are integral in govt
program and legal intervention
 understand the gap between planning and implementation of multiple plans and programmes
 also to know about the international approach towards these deprived sections of society
3. Pedagogy
Pedagogy and Pedagogy would be primarily lecturing, discussions, videos, and case presentation. The
main themes and topics will be introduced by lectures interactively. Besides, the students will be given
group exercises, followed by presentations and discussions. Students will be given exposure to various
case studies.
Classes
Unit 1 1
Child and Childhood
 Legal age-based definitions of the child,
 Status of Children in India, Child Poverty, Child Rights
 Constitutional Provisions and the Context of United Nations
Convention on the Rights of the Child (UNCRC)
Unit 2 1
Children’s Vulnerability
 Definition of Vulnerability and Vulnerable Children, Magnitude of
Abuse, Neglect, Violence and Exploitation cases, Factors that lead to
vulnerability for different Groups of Vulnerable Children: (Child
Labour, Street Children, Physically / Emotionally / Sexually Abused
Children, Children with Disability, Children of Families at Risk,
Trafficked Children, Children in Institutions, Children in Conflict
with Law, Substance Abuse, Child Addicts
Unit 3 1
Institutional Intervention:
ChildLine, ICDS, ICPS, Child Welfare Committee, Juvenile Justice
Board, Special Juvenile Police Units, State Commissions on the
Protection of Child Rights, UNICEF, UNDP
Unit 4 1
Children and Law
 The Juvenile Justice (Care and Protection of Children) Act, 2015
 The Commissions for Protection of Child Rights Act, 2005
 The Right of Children to Free and Compulsory Education Act, 2009
 Child Labour (Prohibition and Regulation) Act, 1986
 The Prohibition of Child Marriage Act, 2006
 Pre-natal Diagnostic Techniques Act, 1994
(PCPNDT Act, 1994 )
 Immoral Traffic Prevention Act, 1986 (ITPA)
 The Protection of Children from Sexual Offences (POCSO) Act, 2012
and The Protection of Children from Sexual offenses (Amendment)
50
Bill, 2019 (in LokSabha)
Unit 5 1 Understanding of Sex and Gender:
Men, Women and LGBTQ2+; Patriarchy and Gender bias; Gender
Equality & Equity with special focus on SDG5
Unit 6 2 Approaches to the Study of Gender and Development (WID,
WAD, GAD)
Unit 7 2
Gender analysis and mainstreaming and Gender Budgeting
Unit 8 2 Feminist Epistemology:
Feminism meaning and types; Pseudo-feminism Ecofeminism,
Black Feminism and other dimensions of Feminism
Unit 9 2
Understanding of Discrimination and Gender-based violence
 Women (dowry, domestic violence, trafficking, rape and sexual
harassment, sexual work, honour killing, workplace harassment,
widowhood and remarriage, dating violence, marital rape, acid attack,
witchcraft, cyber-crime, online trolling, glass ceiling, refugee crisis,
war and disaster victim, problems of tribal and Dalit women,
disability, elderly women and other forms of violence)
 Men (domestic violence, false rape case, false dowry case, forced
marriage, forced circumcision, sexual violence and other forms of
violence)
 LGBTQ2+(socio-economic discrimination, sexual abuse and other
forms of violence)
Unit 10 2
Empowerment initiatives for gender:
Women-
 International: CEDAW, UN declaration on the Elimination of all
forms of violence against women, UN Women, International
Women’s Day (8 March)
 National:
o Constitutional Provisions in India
o Ministry of WCD and its 6 autonomous organisations
o National Policy for Women Empowerment 2001 & Draft National
Policy for Women 2016
o Legal interventions - PCPNDT Act 1994, MTP Act 1971, The sexual
harassment of women at workplace (Prevention, Prohibition, and
Redressal) Act 2013, National Commission for Women Act 1990,
The Commission of Sati (Prevention) Act 1987, Indecent
Representation of Women (Prohibition) Act 1986, Dowry Prohibition
Act, 1961, Protection of Women from Domestic Violence Act, 2005,
Persons with Disabilities Act 2016, Maternity benefit Act1961, and
others laws supporting women. Also the concept of Meeradidi se
poocho
o Government Programmes- One Stop Centre Scheme, Ujjawala,
Mahila E-Haat, and more
Men-
51
 The demand of National commission for men
 International Men’s Day (19 Nov)
Third Gender-
 Section 377 of IPC, Steps to mainstream third gender.

Unit 11 1 Gender Transformation Tool
Total 16
5. Assignments
T, There will be two internal modes of assessment
b) One assignment on a topic will allow them to analyse and produce an understanding of their
own.
6. Case Study:
A various case study from the development field will be shared in the class for a better understanding of
the concept/theory for the learner.
7. Basic Text Books
1. Saul J.M.(2003) Feminism, New York: Oxford
2. Vashistha S. (2012) Crime against women, New Delhi: K.K.Publication
8. Basic Reference Material Nil
9. Reference Books
1. Beckett, C. (2010). Child protection: An introduction. New Delhi: SAGE Publication India Pvt Ltd.
2. Bhatt, ER, (2011), We are poor but so many, New Delhi: Oxford University Press.
3. Chawla, R. (2012). Reader on child trafficking. New Delhi: Life Span Publishers and Distributors.
4. Damayanthi, U.T. (1999), Development of Women and Children in Rural Areas – An Impact Study,
The Asian Economic Review, August, 41, 2:349-357
5. Ekka, A., Verma, S.K., Kumar, S., &Bhagat, K.K. (2017). Securing Childhood:Challenges,
Opportunities and Strategies. Ranchi: Xavier Institute of Social Service Publications.
6. Gupta, Suman, (1999) Women in modern India: problems & issues, National Pub. House
7. MedhaDubhashiVinze (1987) Women Entrepreneurs In India: A Socio-Economic Study of Delhi -
1975-76, New Delhi: Mittal Publications,
8. Munro, E. (2008). Child protection. New Delhi: SAGE Publication India Pvt Ltd.
9. RTE (2009). The Right of Children to Free and Compulsory Education Act, Government of India,
New Delhi. http://righttoeducation.in/
10. Shukla, P.C. (2005). Street children and the asphalt life. Vol. I, II & III. Delhi: Isha Books.
11. Stanley, Selwyn, (2004) Social Problems in India,Allied Publisher Private Ltd
12. Tripathy, S.N, (1991) Exploitation of Child Labour in Tribal India, Daya Publishing House, New
Delhi
52
13. E-Resources:
1. http://www.wcd.nic.in/
2. https://rural.nic.in/
3. https://www.unicef.org/
4. http://www.unwomen.org/en
5. https://www.cry.org/child-rights
6. http://vikaspedia.in/education/child-rights/child-rights-and-protection

1. Child Abuse & Neglect, The International Journal, Elsevier
2. Hum sabla
3. Indian Journal of gender studies
4. International Journal of Child Care and Education Policy, Springer
5. Journal of Child and Family Studies
6. Journal of Early Childhood Research, Sage Journal
7. The International Journal of Children’s Rights
8. Women’s Link
9. Vikasini
10. Social Welfare
15. Videos: (If Any) Nil

Assessment
c. Attendance 10%
Students will
 have understood meaning and issues of child and gender
 have recalled facts based on data to see the actual condition them.
 have understood that child and gender as an integral part of the development and are integral
in govt program and legal intervention
 have understood the gap between planning and implementation of multiple plans and
programmes
 have known about the international approach towards these deprived sections of society
53
Course Title Development Administration, Programmes and Panchayati
Raj Institutions
Course Code CC 105
Contact Hrs 20
Marks 100
Credits 2
This paper gives an account of development administration, the concept and meaning. Its different
components and importance for development. How projects and programmes are undertaken for the
accomplishment of national goal. It also highlights different features of development governance,
development planning and management. It also highlights the structure related to development
administration of the federal polity including the centre, state legislature and executive. It covers the
mandatory provisions of the constitution and the state laws related to the establishment of local
institutions of decentralized self-government system in rural and urban areas, their integrated structures
with functions and coordinated planning and implementation of various programmes/ schemes specially
focused on the vulnerable and the deprived sections of the population.
By the end of the course students will be able to:
a. Understand the basic concepts and different components of development administration,
development governance, development planning and management.
b. Understand the establishment of local institutions of decentralized self-government system in
rural and urban areas.
c. Understand coordinated planning and implementation mechanism of various programmes/
schemes at different level of PRIs.
3. Pedagogy
Pedagogy and mode of delivery would be primarily lecture, discussions, Case presentation and videos.
Students will be given individual and group assignments
Units No. of Classes

Contents
1 Development Administration
Unit 1
a. Concept and Meaning
b. Public Administration vs Development Administration
c. Role and Function of Development Administration
54
Challenges of Development Administration
2 Development Governance
Unit 2
a. Various dimensions of Development Governance
b. Decentralized Governance
c. Participatory governance
d. E- Governance
Attributes of Good Development Governance
i. Democratizing the development process
Issues of Development Governance
2 Development Planning & Management
Unit 3
a. Functions of Development Management
b. Different dimensions of development planning
c. Development plan formulation
Issues in Development Project Management
2 Development Management in Indian Context
Unit 4
a. NITI AAYOG
b. MoRD&MoPRIs
c. State department for Rural Development
PRIs
Unit 5 2 Panchayati Raj Institutions and Municipalities
a. Salient features of 73rd Constitutional Amendment Act 1992
i. Gram Sabha
ii. Three tier Model- Panchayat, Panchayat Samiti and Zila Parishad
iii. Reservation of Seats
iv. Composition and duration of Panchayats
v. Finance Commission
vi. State Election Commission
vii. Development Activities
viii. Panchayat Budget
ix. Power of Panchayats
b. 14th &15thFinance Commission Fund
c. Salient features of PESA Act 1996
d. Salient features of the 74th Constitutional Amendment Act 1992
i. Composition of Wards and Municipalities
Functions and power of Ward Representatives and Chairman
Unit 6 2 District Development Administration
a. Composition, structure and function of Zila Parishad and DRDA
b. Role of Deputy Development Commissioner and other
Development Officers at District level
Different Types of arrangement between PRI & DRDA
Unit 7 2 Block Development Administration

a. Composition & Structure of Panchayat Samiti
b. Functions and power of Panchayat Samiti
c. Function and power of Pramukh
Role of BDO and other officers at Block level
Unit 8 2 National Development Programmes – Economic Sector - Poverty
55
Alleviation and strategies and Employment Generation.
Unit 9 1 Special Development Programmes-Disadvantaged Sections,

Empowerment
Total 16
5. Assignments
Two assignments of 20 marks each will be given on selected topics. The assignment would focus on
assessing the skill of using the knowledge and understanding of various topics included in this course.
6. Case Study
7. Basic Text books
1.Bedi, K., Singh, P. J., & Srivastava, S. (2001). Government@net: New governance opportunities
for India: New Delhi: Sage Publications.
2.Narain, A., Mathew, G. (2015). Development decentralization and democracy (ed.). New Delhi:
Orient Black Swan Private Limited.
3.Raghunandan, T. R. (2012). Decentralisation and local governments: The Indian experience(ed.).
New Delhi: Orient Black Swan Private Limited.
4.Pattanaik, B.K. (2016). Introduction to development studies. New Delhi: Sage Texts
8. Basic Reference Materials : Nil
9. Reference Books
1. Chambers, R. (2004). Rural development: Putting the last first. New Delhi: Pearson Education
Limited, Indian Branch.
2. Chambers, R. (1993). Challenging the professionals: Frontiers for rural development: London
Intermediate Technology Publications.
3. Tondon R., &Kak, M. (2007). Citizen participation and democratic governance: In our hands
(ed). New Delhi: Concept Publishing Company
4. Singh, S., & Singh, M. (2006). Rural development administration in the 21st century, A multi-
dimensional study (ed). New Delhi: Deep & Deep Publications Pvt. Ltd.
5. Sinha, R. P. (2006). E-governance in India: Initiatives and issues: New Delhi
6. Sundram, S. I. (1997) Rural development. Mumbai: Himalaya Publishing House.
7. Martin J.Ossewaarde (2018)Introduction to sustainable development:New Delhi, SAGE TEXTS
Class participation in the form of constructive questions, discussions will be encouraged, appreciated
and rewarded
56
13. E-Resources
http://www.india.gov.in
http://www.dolr.gov.in
Twitter MoRD_GOI
https://nrega.nic.in
https://nrlm.gov.in
https://www.ssa.nic.in
https://skillindia.gov.in
http://nhm.gov.in
https://niti.gov.in
2. Kurukshetra
3. Social Welfare
4. Yojna
16. Assessment
Assessment
c. Attendance 10%
Students will be able to:
a. Apply the concept of components of development administration and development governance
which can foster socio- economic justice, liberty, equality and equity.
b. Be able to analyse critically development administration and management and will be able to
facilitate democratic process of development at PRIs level.
c. Apply the knowledge of various programmes/ schemes and operational strategies made for
poverty alleviation, developmental programmes and special programmes for disadvantaged
section of societies.
Course Title Principles of Management and Organizational Ethics
Course Code CC 106
Contact Hours 20
57
Self-Study & Assignments (hours) 30
Marks 100
Credit 2
Managers get indication through knowledge of principles on how to manage an organization.
The principles enable managers to decide what should be done to accomplish given tasks and to
handle situations which may arise in management. These principles make managers more efficient.
Therefore, this course is an attempt to orient the students with management principles and
techniques. This paper introduces the students to the field and disciplines of management and
business ethics; and providing fundamental knowledge in this subject. Orienting the students with the
principles of management of organizations offering the works for development is the major thrust of
this course including equipping the students with decision making skills. This course is an effort to
imbibing the values to the students (in terms of human value & ethics) with regards to management
practices.
The course would enable the graduates to
1. Understand the management functions of development organizations efficiently
2. Imbibe the ethical values and the methods of its practices among the leaners
3. Create management professionals who can bring about the transformation in the development
sector.
3. Pedagogy
The course is to be delivered through interactive lectures, Case Analysis & Discussions mock-up
sessions/simulation sessions, group exercises and individual assignments etc.
58
Unit-1 1 Concepts and Relevance

a. Concept and definition of Management
b. Relevance In Development Work & Organizations
Unit-2 2 History of Management thoughts
a. Classical Management Theories, Behavioural
Schools, Quantitative Schools
b. System Contingency & Dynamic Engagement
c. Approach to Management
Unit-3 2 Roles and Principles of Management
a. Key Roles of Management
b. Henri Fayol’s 14 principles of Management and
administration
Unit-4 4 Organizational Structuring
a. Planning
b. Its Relevance, Classifications, Types and Steps
c. Linking the Planning with Controlling
d. Characteristics of Effective Control Systems
Unit-5 1 Functions of Management
a. Organizing
b. Directing
c. Supervising
d. Controlling
Unit-6 1 Authority & Powers
a. Delegation & Devolution of Powers,
b. Guidelines and Advantages of Delegations
c. Barriers of Delegations
Unit-7 3 Organizational Ethics
a. Meaning, concept and significance of ethics,
b. Organizational imperatives
Total 16 All classes are of 1.15-hour duration
5. Group Project
Students will be taken to any one of displacement projects in Jharkhand in order to get them a wide
exposure to the respective issues. As an outcome of the exposure visit, a small group will be formed to
prepare the R & R proposals/projects
6. Case Study/ Assignments: *
Harvard Business School Cases and Sage Publication Cases will be used during the classes in order to
inculcate the management ideas in the minds of the students. Students will be given tasks to analyse
these cases to get variety of management perspectives.
7. Basic Text Book: *
1. Stoner, James A.F. (1995). Management. New Delhi. Pearson Education
2. Bhatia,K., Mittal,S.(2011). Management concept and practices. New Delhi: Variety Books
Publishers
3. Drucker,F.P.(1973). Management task responsibilities practices, New Delhi: Allied Publications
Pvt Limited
4. Gupta,R.N.(2005). Principles of management. New Delhi: S.Chand& Company Pvt Ltd
59
5. Robbins,S., Decenzo, D. (2001). Fundamentals of management. New Delhi: Pearson Education
6. Koontz,H., Weihrich, H. (2010). Essentials of management. New Delhi: Tata Mc Grow Hill
Education Private Limited
Chakraborty, S.K. (2016). Values & ethics for organization: theory and practices. New Delhi:
Oxford University Press
8. Basic Reference Material: *
1. Study material and notes presented during the class by teacher will be circulated as the basic
reference materials
2. Published Case reports will also be used as basic study materials
9. Reference Books: *
1. Shukla B., Prashar,S., Singh, H.(2007). Management case studies. New Delhi: Excel Books Pvt
Ltd
2. Shekhar,R.C. (2015). Ethical choices in business. New Delhi: Sage Publication
10. Class rules / Expectations from students: *
11. Punctuality & Class Behaviour: *
12. Participation in Class Discussions: *
Class participation in the form constructive questions, discussions will be encouraged, appreciated and
rewarded.
13. E-Resource / Databases: (If Any)
1. PwC. (2013a). Companies Act, 2013: Key highlights and analysis. Retrieved from
http://www.pwc.in/assets/pdfs/publications/2013/ companies-act-2013-key-highlights a nd-
analysis.pdf
2. Wikipedia
1. The Cool Side of a Business: The Journal of Corporate Business, Vol-4, Issue 19, Jan 1-15, 2019
2. NGO Special: Corporate Social Focus; Vol-5, Issue II Feb 2019
3. Indian Journal of Management; Vol-11, Issue-6, June 2018
15. Videos : (If Any)
Film clips will be used during the class to give an insights of management practices
Assessment
Students will be assessed by Class Assignments, Presentation, Class Tests, Attendance and End
Trimester Final written examination. The distribution of marks will be as follows:
60
5. Group Project
Students will be taken to any one of displacement projects in Jharkhand in order to get them a wide
exposure to the respective issues. As an outcome of the exposure visit, a small group will be formed to
prepare the R & R proposals/projects
Harvard Business School Cases and Sage Publication Cases will be used during the classes in order to
inculcate the management ideas in the minds of the students. Students will be given tasks to analyse
these cases to get variety of management perspectives.
7. Stoner, James A.F. (1995). Management. New Delhi. Pearson Education
8. Bhatia,K., Mittal,S.(2011). Management concept and practices. New Delhi: Variety Books
Publishers
9. Drucker,F.P.(1973). Management task responsibilities practices, New Delhi: Allied Publications
Pvt Limited
10. Gupta,R.N.(2005). Principles of management. New Delhi: S.Chand& Company Pvt Ltd
11. Robbins,S., Decenzo, D. (2001). Fundamentals of management. New Delhi: Pearson Education
12. Koontz,H., Weihrich, H. (2010). Essentials of management. New Delhi: Tata Mc Grow Hill
Education Private Limited
Chakraborty, S.K. (2016). Values & ethics for organization: theory and practices. New Delhi:
Oxford University Press
reference materials
4. Published Case reports will also be used as basic study materials
Shukla B., Prashar,S., Singh, H.(2007). Management case studies. New Delhi: Excel Books Pvt Ltd
Shekhar,R.C. (2015). Ethical choices in business. New Delhi: Sage Publication
PwC. (2013a). Companies Act, 2013: Key highlights and analysis. Retrieved from
http://www.pwc.in/assets/pdfs/publications/2013/ companies-act-2013-key-highlights a nd-
analysis.pdf
61
Wikipedia
The Cool Side of a Business: The Journal of Corporate Business, Vol-4, Issue 19, Jan 1-15, 2019
NGO Special: Corporate Social Focus; Vol-5, Issue II Feb 2019
Indian Journal of Management; Vol-11, Issue-6, June 2018
Film clips will be used during the class to give an insights of management practices
Assessment
c. Attendance 10%
By the end of the course, the graduates would be able to
1. Work efficiently in any organization without compromising the organizational principles
2. Provide consultancy and advocacy to various stakeholders in competent manners.
3. Add value to the organization and the society through practicing management principles and
ethics
4. Bring about behavioural change among the management practitioners and the people in the
society
5. Bring about the transformation in the development sector through management practices
c. Work as think-tank to the government organizations, non-government organizations and other stakeholders
d. Attendance 10%
e. Final Examination (Written) 50%
6. Work efficiently in any organization without compromising the organizational principles
7. Provide consultancy and advocacy to various stakeholders in competent manners.
8. Add value to the organization and the society through practicing management principles and
ethics
9. Bring about behavioural change among the management practitioners and the people in the
society
10. Bring about the transformation in the development sector through management practices
11. Work as think-tank to the government organizations, non-government organizations and other
stakeholders
62
Course Title: Communication for Development
Course Code: CC 107
Contact Hours: 20
Self-Study and Assignment (hours): 60
Marks: 100
Credit: 2
This paper will deal with the understanding of theory, principles, and dynamics of communication,
knowledge of conventional and modern communication media and analysing the functions of
communication tools with the significant role of communication in the development sector for
promoting and strengthening equitable society.
This course will help the students to understand theories and dynamics of communication, application
of principles, and use of communication media in addressing developmental issues. It will also
familiarise with conventional and modern communication channels and enhancing useful insights
about factors of effective communication to become proficient development leaders to work with and
for underprivileged sections to shape their own destiny and influencing the participatory development
process.
3. Pedagogy: (Mode of delivery)

Pedagogy and mode of delivery would be primarily lecture, discussions, videos, and case presentation.
The main themes and topics will be introduced by lectures in an interactive manner. Besides, the
students will be given group exercises, followed by presentations and discussions.
Units Classes Content

1 1 Basic Communication Theory
a. Concept and theory of communication
b. Fundamentals, nature, and scope of communication in development.
c. Elements and functions of communication
d. Principles, needs, and purpose of communication. Communication
process
2 1 Communication for Development
a. Meaning: What is Communication for Development
b. Concepts in Communication for Development
c. Models and approached in Communication for Development.
d. Steps in Development Communication Process
63
e. Strategy
f. Role of Communication for Development in Sustainable development
3 2 Communication and Social Change

a. Technology-based communication
b. Communication role in social change segments e.g., empowerment,
social justice, gender equity in development, etc.
4 2 Communication Types and Personal signals
a. Intrapersonal, interpersonal, group and mass communication,
b. Behavioural aspects of personal signals in communication.
5 2 Communication Methods
a. Objectives, and application of Individual, group, and mass methods
b. Features and limitations in rural development contexts.
6 2 Application of Verbal, Non-verbal, and Audio-visual Communication

a. Verbal and non-verbal communication, objectives, and features.
b. Effective use of non-verbal communication in development.
c. Audio visual aids, classifications, and its application in the social
development sector
7 2 Barriers and Factors of Effective Communication
a. Barriers to communication,
b. Factors of effectiveness of communication.
8 2 Listening and Presentation Skills

a. Listening and its significance,
b. Poor listening habits,
c. The skill of effective listening.
d. Significance of good presentation
e. Purpose, format, essential characteristics
f. Skills required in the presentation
9 2 Business Communication planning in Rural Development Context
a. Managerial analysis for communication planning
b. Data based communication plan
Total 16
5. Group Project Nil
6. Case Study/ Assignments

a. Two assignments will be given to each student.
Media and social development.
b. Case presentation on the effect of communication on empowerment of disadvantaged.
7. Basic Textbook:
1. Melkote, S.R. and Steeves, H.L. (2015). Communication for Development: Theory and Practice
for Empowerment and Social Justice (3rd Edition). New Delhi: Sage Publications India Pvt Ltd.
ISBN 13: 978-93-515-0257-9.
2. Meenakshi, R., and Sharma, S. (2011). Technical Communication: Principles and Practice.
Second Edition. New Delhi: Oxford University Press.
64
3. Servaes, J. (2008). Communication for Development and Social Change, Amherst USA: Sage
Publications Pvt. Ltd, University of Massachusetts.
4. Sinha, D. (2013). Development Communication: Contexts for the Twenty-first Century. New
Delhi: Orient Blackswan. ISBN 13: 978-81-250-5102-2.
65
8. Basic Reference Material: Nil
9. Reference Books:
1. Bonet, D. (2004).The Business of Listening: Third Edition. New Delhi: Viva Books.
2. Dhama, O.P. and Bhatnager, O.P., (2009). Education and Communication for Development.
New Delhi: Oxford and IBH Publishing Company Pvt. Ltd.
3. Pease, Allan. (1998). Body Language. Delhi: Sudha Publications.
4. Rutherford, Andrea J. (2007). Basic Communication Skills for Technology: Second Edition.
Delhi: Pearson Education.
10. Class rules / Expectations from students:
11. Punctuality & Class Behavior:
appreciated, and rewarded
1. http://networketiquette.net/
2. https://public.wsu.edu/~brians/errors/
3. http://users3.ev1.net/~pamthompson/body_language.htm
4. http://www.albion.com/netiquette/corerules.html
5. http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1535_questi
onanswer/page15.shtml
6. http://www.colostate.edu/Depts/Speech/rccs/theory44.html51
7. http://www.dailywritingtips.com/http://www.englishdaily626.com/c-errors.php
8. http://www.indiabix.com/group-discussion/topics-with-answers/
9. http://www.owlnet.rice.edu/~cainproj
10. http://www.thehumorsource.com
11. http://zzyx.ucsc.edu/~archer/intro.html
Journals
1. Atlantic Journal of Communication by Taylor and Francis Inc
2. International Journal of Communication by Usc Annenberg Press
3. The Southern Communication Journal by Taylor and Francis Inc
15. Videos: (If Any)
1. Understanding Development Communication
https://www.youtube.com/watch?v=PIkbT57vPTs&list=PL_a1TI5CC9RF8KbRc0gOVsIG4pvnz
XP1w
66
2. The Meaning of Development Communication
16.Any Other Remarks: Nil
a. Understanding theories and dynamics of communication, application of principles, and use of

communication media in addressing developmental issues.
b. Familiarizing with conventional and modern communication channels
c. Enhancing useful insights about factors of effective communication to become proficient
development leaders to work with and for underprivileged sections to shape their own destiny
and influencing the participatory development process.

development leaders to work with and for underprivileged sections to shape their own destiny and
influencing the participatory development process.

development leaders to work with and for underprivileged sections to shape their own destiny and
influencing the participatory development process.
Course Name Quantitative Methods – I
Course Code CC 108
Contact Hours 20
Marks 100
Credit 2
67
Statistical thinking enhances the understanding how life works, allows control over societal issues and
helps individuals and professionals to make informed decisions. This paper helps to understand and
learn the basic statistical tools and to analyse numerical data for getting insight into economic
conditions of the rural poor and framing development policy. The students of Rural Management
come from diverse background. Many students may not studied statics at the graduation level. The
objectives of the course are therefore to: publicise the students with basics statistical techniques like
arrangement of data, measures of central tendency, dispersions, correlation and regression and time
series analysis; training and acquainting the students as how to use computerised statistical packages
to solve statistical problems; and equip students with decision making skill using basics statistical
techniques.
a. To understand the basics statistical techniques like data classifications, measures of central
tendency and dispersions.
b. To understand correlation, regression and to solve the problem of real life cases.
c. To apply the knowledge of basics statistical techniques for solving societal and rural issues and to
present the findings in statistically sound and professionally competent manners.
d. To be efficient in using digitalised statistical packages.
3. Pedagogy
The course will be delivered through interactive sessions, individual and group assignments, using
computer based SPSS and assignments.
Unit 1 1 Introduction
Statistical Thinking and Analysis; Importance and Scope of Statistics;
Limitations
of Statistics
Unit 2 1 Data arrangement and presentation
Data Classifications; Tabulation and Graphical Presentation; SPSS
Demonstration
Unit 3 3 Measures of central tendency
Mean, Median, Mode – Concept, Relationship and Comparison ; SPSS
Demonstration
Unit 4 3 Measures of dispersion
Range, Interquartile Range or Deviation, Mean Deviation, Standard
Deviation,
Variance, Chebyshev Theorem, Coefficient of Variation; Outliers
&SPSS Demonstration
Unit5 2 Data quality
Skewness, Kurtosis, Standardization, Data transformation, SPSS
demonstration
Unit6 2 Correlation analysis
Significance, Types, Methods – Scatter Diagram, Karl Pearson’s Correlation
and
Spearman’s Rank Correlation, Least Squares Method; SPSS
Demonstration
Unit7 2 Regression analysis
Advantages of Regression Analysis; Types of Regression Models –
68
Simple Linear
Model; Regression Coefficient; SPSS Demonstration , How to treat
Outliers
Partial and Multiple Correlation and Regression Analysis; SPSS
Demonstration
Unit8 1 Forecasting and time series analysis
Types, Timing and Methods; Quantitative Forecasting Methods; Trend
Projection
Methods; Measurement of Seasonal Effects; SPSS Demonstration
Unit9 1 Designing tools for baseline studies and analyzing the same
through SPSS
Total 16
5. Group Project
Group Roll No Topic

1 1-10 Application of Measures of Central Tendency
2 11-20 Application of Measures of Dispersion
3 21-30 Application of Skewness & Kurtosis
4 31-40 Application of Chebyshev Theorem & Outliers
5 41-50 Application of Simple Linear Regression Analysis
6 51-60 Application of Multiple Regression
7 61-70 Application of Correlation & Multicollinearity
8 71-75 Application of Time Series and forecasting methods
6. Case Study/ Assignments : *

Assignments
There will be three assignments
a. Self-practice problems on data arrangements, graphical presentations of data
b. Self-practice problems on measures of central tendency and dispersions
c. Self-practice problems on correlation and regressions and time series and forecasting.
7. Basic Text Book : *
Bajpai, N. (2010). Business statistics. Delhi: Pearson.
Levin, R. I, Masood, S. H., Rubin David, S. and Rastogi, S. (2017). Statistics for management. LA:
Atlantic Publishers.
Sharma, J. K. (2014). Business statistics 4th Edition. Delhi: Dorling Kindersley Pvt. Ltd.
Zikmund, W. G. (1984). Business research methods. Florida: The Dryden Press.
8. Basic Reference Material : *
Class PPTs
9. Reference Books : *
Lewis-Beck, M. S. (1992). International handbooks of quantitative applications in the social
sciences, Vol I: Basic
statistics. London: Sage Publications Toppan Publishing
sciences, Vol II: Regression
69
analysis. London: Sage Publications Toppan Publishing
10. Class rules / Expectations from students : *

11. Punctuality & Class Behavior : *
12. Participation in Class Discussions : *
13. E-Resource / Databases : (If Any)
1. ProQuest Management Collection for e-journals” ABI GLOBAL” –
http://search.proquest.com/199271; User Guide: https://proquest.libguides.com/abiinformglobal
2.ProQuest E-Books Collection (COMPLEMENTARY) (Approx. 20,000 ebooks) ; Books -
https://ebookcentral.proquest.com/lib/xissin; User Guide: http://proquest.libguides.com/ebookcentral
14. Additional Reference Resources :
Journals
The journal of business and economic statistics. Quarterly peer-reviewed academic journal published
by the American Statistical Association.
1. Measures of Central Tendency: https://youtu.be/dLJp6DrPArk
2.Measures of Dispersion: https://youtu.be/SnBsw4Qgk_A
3. Skewness & Kurtosis: https://youtu.be/MghAx7UaoUQ
4. Regression: https://youtu.be/z7kMeJQWr4Y
5. Correlation: https://youtu.be/qitoat27PQI
16. Any other Remarks :
Assessment
f. Class Assignments 25%
g. Class Test (Written) 15%
h. Attendance 10%
i. Final Examination (Written) 50%
a. Understanding the basics statistical techniques like data classifications, measures of central
tendency and dispersions.
b. Understanding correlation, regression and to solve the problem of real life cases.
c. Applying the knowledge of basics statistical techniques for solving societal and rural issues and
70
to present the findings in statistically sound and professionally competent manners.
d. Efficiently using digitalised statistical packages.
PRACTICAL EXPOSURES
Course PRACTICAL EXPOSURES Marks Credit

Code
CP 109 Soft Skills & Personality Development Lab-I 100 1
CP 110 Urban Field Exposures (CO & SD) 100 1
Non Credit or Audit Course

Course Title The Indian Constitution
Course Code A 113 Non Credit or Audit Course
Marks 50
Contact Hours 10
1. Course Objectives
This course introduces students to the Constitution of India. It begins by providing an overview of the
history of the making of Indian Constitution. It then discusses the preamble and the basic structures of
the Constitution. The fundamental rights, duties and the directive principles of state policy will be
discussed thoroughly, followed by a discussion of the legislature, the executive and the judiciary. Some
of the important sections of the Constitution that have influenced the history of India since
independence will also be taken up for study. These include emergency powers and special provisions.
There will also be a study of the important amendments to the Constitution like the 42nd and 44th
amendments and other amendments like those related to the right to education, panchayati raj and so on.
2. Course Contents
Units No. of Classes Course Content
Unit 1 1 The History of the Making of Indian Constitution
Unit 2 2 Preamble and the Basic Structures
Unit 3 1 Fundamental Rights and Duties
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Unit 4 1 Directive Principles of State Policy
Unit 5 1 Legislature, Executive and Judiciary
Unit 6 2 Emergency Powers
Unit 7 2 Special Provisions for Jammu and Kashmir, Nagaland and Other Regions
Unit 8 2 Amendments
Total 12
3. Mandatory Readings
1. Rajeev Bhargava (ed), Ethics and Politics of the Indian Constitution, Oxford University Press,
New Delhi, 2008.
2. Granville Austin, The Indian Constitution: Cornerstone of a Nation, Oxford University Press,
Oxford, 1966.
3. Zoya Hassan, E. Sridharan and R. Sudarshan (eds), India’s Living Constitution: Ideas, Practices,
Controversies, Permanent Black, New Delhi, 2002.
4. Subhash C. Kashyap, Our Constitution, National Book Trust, New Delhi, 2011.
4. Reference Readings
1. D D Basu, Introduction to the Constitution of India, 20th Edn., Lexisnexis Butterworths, 2012
Course Title Yoga For Health

Course Code A 114 Non Credit or Audit Course
Marks 50
Contact hours 10
This class offers knowledge and skills to keep fit for life. It teaches safe performance of movement and
exercise in a progressive approach and offers an opportunity to improve and/or maintain a high level of
fitness through application of conditioning principles. This class is designed for all fitness levels.
Students are encouraged to understand their own limitations and work within their bounds.
In particular, this class introduces the values and skills of Hatha Yoga (Yoga of exercise) to the
beginning student and offers opportunities to expand knowledge, applications and skills in routines for
the experienced student. All students will be given the tools to reduce tension, increase energy levels,
move efficiently, reconnect to Self-awareness, learn about Your body and get fit! The poses and flows
are adaptable and can be personalized for any level of fitness. Students are encouraged to understand
their own limitations and work within their bounds. The class is designed to take you through a journey
of your own body, introducing you to a way of moving with your own inner rhythm. The course
includes teacher directed activity and opportunities for self-paced practice. You will physically,
mentally, spiritually and emotionally condition yourself and experience just how much depth there is in
each pose and flow when you change focus and intention.
The emphasis of the class will be on asanas (poses) and vinyasa (flow) for increased flexibility,
improved health, relaxation, and reduced stress in daily living. Class participants will also be exposed
72
to the language, philosophy, history, and concepts of Yoga. A typical class will include breathing
techniques, meditation, chanting, and asana practice, including standing, balancing, and inverted poses.
2. Course Contents
Unit No of Content
classes
Unit 1 2 To understand and apply the underlying concepts of Yoga
Unit 2 2 To promote knowledge and awareness of skeletal alignment and body

mechanics, emphasizing a safe and intelligent use of the body
Unit 3 2 To cultivate breath control, relaxation techniques and kinesthetic

awareness
Unit 4 2 To develop a working knowledge of selected asanas and vinyasa

sequences.
Unit 5 2 To increase strength, co-ordination, balance, flexibility and range of

motion
Unit 6 3 To recognize and apply the value and benefits of an on-going yoga
practice
Unit 7 3 To develop a personal ongoing yoga home practice
Total 12
No previous fitness/movement training required, only a quest for play and healthier daily living.
Breathe, Enlighten and Enjoy!
Go With the Flow
73
TRIMESTER II
74
Course Title Micro - Economics for Rural Development
Course Code CC 201
Contact Hours 20
Self-study & Assignment 60

(hours)
Marks 100
Credit 2
This course will give insight about basic microeconomics theory to the students which will cover
consumer theory, producer theory as well as the market structures through which individuals and
firms interact especially in a rural context. The objectives of the course are therefore to develop an
understanding of basic Micro Economics concepts. It will develop critical thinking among them for
establishing a relation between theory and application especially in the rural framework
Through this paper students will:
 Understand the microeconomic concept.
 develop critical thinking for establishing a relation between theory and application especially in
rural context
 understand the rural market and will make connections between rural consumer and producer
3. Pedagogy
The course will be delivered through theory classes backed by interactive sessions through the case
and examples from the economy with special care in the rural economy. The students will be given
individual and group assignments.
Unit 1 3 Introduction to Managerial Economics
Meaning, Basic economic problems-limited resources and unlimited
wants; what, how and for whom to produce? Managerial Theory of
Firms
Unit 2 3 Consumer Analysis
Law of Diminishing Marginal Utility; Law of Equi-marginal Utility;
Consumer Sovereignty
Unit 3 3 Demand and Supply Analysis
Demand Forecasting; Law of Demand; Elasticity of Demand-Price,
Income, Cross and Advertising; Law of Supply; Equilibrium Price;
Consumer Surplus
Unit 4 3 Production, Cost and Revenue Analysis
Production Possibility Curve; Production Function; Law of Variable
Proportions; Laws of Returns to Scale; Cost Function; Types of Cost
and Cost Curves; Revenue Concept of Profit Maximisation
Unit 5 4 Market Analysis
Characteristics of and Price Determination in Main Market Forms-
Perfect Competition; Monopoly; Price Discrimination; Oligopoly-
75
Collusive and Non-Collusive, Game Theory; Monopolistic
Competition
Total 16
5. Assignments
T, There will be two internal modes of assessment
6. Case Study:
A set of various case studies from the development field will be shared in the class for a better
understanding of the concept/theory for the learner.
7. Basic Text Books
1. Ahuja, H.L. (2016) Principles of Micro Economics, New Delhi: S.Chand
2. Koutsoyiannis, A.(1975) Modern Micro Economics, London Mcmillon
3. Shetthi S. (2009). Encyclopedia of Managerial Economics –Vol I, New Delhi: AnmolPublication
Pvt. Ltd.
4. Shetthi S. (2009). Encyclopedia of Managerial Economics –Vol II, New Delhi: AnmolPublication
Pvt. Ltd.
5. Shetthi S. (2009). Encyclopedia of Managerial Economics –Vol III, New Delhi:
AnmolPublication Pvt. Ltd.
8. Reference Books
1. Atmanand, (2002). Managerial Economics, New Delhi: Excel Books
2. Damodaran, S. (2008).Managerial Economics, New Delhi: Oxford University Press
3. Dewett, K. K. &Verma, J.D. (1948). Elementary Economics Theory, New Delhi:S. Chand &
Company.
4. Dwivedi, D.N. (2008). Managerial Economics, New Delhi: Vikas Publishing House
5. Gupta, G.S. (2011). Managerial Economics, Chennai: McGraw Hill Education (India) Pvt Ltd
6. Keating, B. (2003). Managerial Economics, New Delhi: Biztantra
7. Mithani, D.M. (2008). Managerial Economics, New Delhi: Himalaya Publishing House
8. Pal, S. (2004). Managerial Economics, New Delhi: Mcmillan India Ltd.
9. Pandey K.M. (2010). Economics for Managerial Decisions, New Delhi: Himalaya Publishing
House
10. Petersen, H.C. (2008). Managerial Economics, New Delhi: Pearson Hall of India
11. Thomas C.R. (2007). Managerial Economics, New Delhi: McGraw-Hill Companies.
12. Webb S.C. (1976). Managerial Economics, USA: Houghton Mifflin Company
10. Punctuality & Class Behaviour
1. Artha Vijana
2. Economic and Political Weekly
3. The Economist
76
Assessment
e. Class Assignments 20%
f. Class Test (Written) 20%
g. Attendance 10%
Nil
Students have:
 Understood the microeconomic concept.
 Developed critical thinking for establishing a relation between theory and application especially
in a rural context
 Understood the rural market and will make connections between rural consumer and producer
Course Title Agrarian Relation, Legal Environment and

Contemporary Crisis
CC 202
Course Code
20
Contact Hours
60
Self-study & Assignment (hours)
100
Marks
2
Credit
This course is meant to sensitize the students of the basic legal environment which surrounds land
rights and other natural resources. This may in turn help the future professionals to deal with issues
related to life and livelihood of the people in the rural areas with greater sensitivity and efficiency.
The paper emphasizes on different kinds of agrarian relations discourse where the students are
introduced to the definition of peasantry. In the focus are the agrarian crisis and farm distress
referring to Vidharaba farmer suicide in the Maharashtra regions as well as cotton growers of the
southern parts of the country along with the different discourses affecting the vulnerable sections of
the society are part of it namely women, dalit and tribal ways of life
This course will help in
a. Applying the academic excellence in local and global context
b. Creating competent leaders with human face
c. Understanding the facets of sustainable development
d. Executing and Evaluating the rural empowerment and its affirmative actions and Generating
social concern
77
3. Pedagogy
The course will be delivered through lectures, interactive sessions, individual and group assignments,
case studies, class room participation and term papers.

classes
1 The Environment
Unit 1
Land, Agriculture and Legal Environment
1 Reforms
Unit 2
Agrarian Distress and Land Reforms, CNT Act and SNT Act
1 Rights
Unit 3
Landholdings and Record of Rights
1 Operations
Unit 4
Survey and Settlement Operations
2 Rights
Unit 5
Scheduled Areas (Fifth and Sixth Scheduled Areas, Forest and
Environmental Rights)
2 Conceptualization of Peasantry
Unit 6
Conceptualization of Peasantry, subaltern studies and history from below.
2 Transformation in Colonial and Post- Colonial India
Unit 7
Agrarian transformation in Colonial and Post-Colonial India, focus on
Green Revolution
2 Social Structure
Unit 8
Agrarian Social Structure in India.
2 Crises
Unit 9
Crises in Contemporary India farm distress and farmers suicide.
2 Movements
Unit 10
Social movements in India.
Total 16 Note: Duration of each class is of 1.15 hrs
5. Group Project: Nil

There will be two internal mode of assessment
a. One written test and some explorative topic
b. One assignment on a topic which will allow them to analyse and produce understanding of
their own
7. Basic Text Book:
1. Agarwal, L.N. (). Land laws in Chotanagpur. Allahabad: Central, Law Agency,
2. Beteille, A. (1974). Studies in agrarian social structure. New Delhi: Oxford University Press.
3. Desai, A. R. (Ed.) (1979). Peasant struggles in India. Mumbai: Oxford University Press.
4. Manish, B.K. (2014). Fifth schedule & beyond: Aspects of Tribal Question. Hyderabad:
NALSAR University of Law.
8. Basic Reference Material
1. Chota Nagpur TenancyAct, 1908 (Bengal Act 6 of 1908)
2. Gupta, J. Prakash. (2002). The customary laws of the Munda & the Oraon. Ranchi: Jharkhand
78
Tribal Welfare Research Institute.
3. Reddy, D. N. & Mishra, S. (2009). Agrarian crisis in India. New Delhi: Oxford University
Press.
4. Singha, R. (2004). Peasant movements in post-colonial India: Dynamics of mobilization and
identity. New Delhi: Sage Publications.
9. Reference Books:
1. Areeparampil, Mathew, S.J. Struggle for Swaraj. West Singhbhum: Jharkhand Tribal Research
and Training Centre, 2002.
2. Constitution of India: Fifth Schedule (Provisions as to the Administration and Control of
Scheduled Areas and Scheduled Tribes)
3. De Sa, Fidelis, C Ss R, DEH. Crisis in Chota Nagpur (especially Units I &II). Bangalore:
Redemptorist Publication, 1975.
4. Frankel, F. R. (1971). India’s green revolution: Economic gains and political costs. Princeton:
Princeton University Press.
5. Joshi, P.C. (1975). Land reforms in India: Trends and perspectives. Delhi: Institute of Economic
Growth.
6. Manish, B.K. Fifth Schedule & Beyond: Aspects of Tribal Question. Hyderabad: NALSAR
University of Law, 2014.
7. Pandey, R.N. Manual of Chotanagpur Tenancy Laws, Volume 2, with Extract of Survey Reports
of Different Districts of Chotanagpur 1902 to 1935(pp. 205-1278). Allahabad: Rajpal &
Company, 1996.
8. Patel, S. J. (1952). Agricultural labourers in modern India and Pakistan. Mumbai: Current Book
House.
9. Reddy, D. N. & Mishra, S. (2009). Agrarian crisis in India. New Delhi: Oxford University
Press.
10. Roy, Sarat Chandra. The Mundas and Their Country (especially Appendix III & IV). Ranchi:
Trustees to the Estate of Late B. C. Roy, Man In India Office, 1995.
11. Sarwar, F. H. (2012). A comparative study of Zamindari, Ryotwari and Mahalwari land revenue
settlements: The colonial mechanisms of surplus extraction in 19th century British India. IOSR
Journal of Humanities and Social Science, 2(4), 16-26.
12. Sarwar, F. H. (2012). A comparative study of Zamindari, Ryotwari and Mahalwari land revenue
settlements: The colonial mechanisms of surplus extraction in 19th century British India. IOSR
Journal of Humanities and Social Science, 2(4), 16-26.
13. Shanin, T. (Ed.) (1971). Peasants and peasant societies: Selected readings. Harmondsworth:
Penguin.
14. Singha Roy, D. K. (2004). Peasant movements in post-colonial India: Dynamics of mobilization
and identity. New Delhi: Sage Publications.
10. Class Rules / Expectations from students:


79
13.E-Resource/Data Bases :(If Any) Nil

Journals
1. The Indian Economic and Social History Review, Sage Publications, New Delhi
2. Journal of Asian Studies, Sage Publications, New Delhi
3. Journal of Peasant Studies, Sage Publications, New Delhi
4. Economic and Political Weekly, Modern Art and Industries, Mumbai
15. Videos : (If Any) Nil
Assessment
a. Class Assignment 20%
c. Attendance 10%
17.Learning (Course) Outcome :
a. Applying the academic excellence in local and global context
b. Creating competent leaders with human face
c. Understanding the facets of sustainable development
d. Executing and Evaluating the rural empowerment and its affirmative actions and Generating
social concern
Course Title: Behavioural Science
Course Code: CC 203
Contact Hours: 20
Marks: 100
Credit: 2
80
Understanding and developing appropriate human behaviour is the key to trigger development
dynamics in rural areas. As such, this understanding requires an inter-disciplinary approach,
particularly when Behavioural Science is treated as applied science. This course aims at providing an
understanding of human behaviour to the students so that they can understand the developmental
process efficiently and work with people effectively. The course will provide in-depth knowledge
and understanding of human behaviour, particular factors influencing behaviour such as attitude,
motivation, personality, etc., so the students can easily understand individual/community/social, and
group behaviour and develop social development interventions.
a. To introduce behavioral science as a discipline
b. To provide a basic understanding and principles of human behavior
c. To understand factors influencing human behaviour
d. To provide different approaches to understanding human behavior such as biological
perspective, Behavioural perspective, Psychoanalytic perspective, Cognitive Developmental
perspective, and Humanistic perspective
4.Course Requirements

1 4 Behavioural Science
a. Concept and meaning
b. Nature and scope in the development
c. Understanding human behaviour
d. Determinants, classification, and types of human behaviour
e. Contribution disciplines to Behavioural Science
f. Behavioural Science as a science
g. Government programmes, outccomes, and role of development professionals
h. Methods of studying human behaviour
2 3 The foundation of Individual and interpersonal behaviour

a. Introduction
b. Individual and individual differences – Ability, Attitude, and Learning
c. Human behaviour and its causation
d. Attitude and values in shaping behaviour
e. Interpersonal skills
3 4 Personality
a. Meaning and Definitions
b. Determinants, type, and traits of personality
c. Factors influencing Personality.
d. Theories of Personality Development
e. Transactional Analysis
4 3 Motivation
a. Motivation and behaviour
b. Inferring motivation from behaviour
81
c. Theories of motivation – Need Hierarchy Theory, Two-factor theory, Theory X
and Y, and McClelland’s higher order of needs.
5 2 Emotional Intelligence
a. Emotions and behaviour
b. Emotional Intelligence
Total 16
Two assignments of 20 marks each will be given on selected topics. The nature of assignments will
vary such as written test/Viva/term paper/group presentation and will be announced in advance. The
assignment would focus on assessing the skill of using the knowledge and understanding of various
topics included in this course.
7. Basic Textbook:
1. Robbins, S. P., Timothy, A., & Sanghi, S., Judge. (2010). Essentials of
organizationalbehaviour(20th edition). New Delhi: Pearson Education. ISBN: 9788131727645.
2. Luthans, F. (2013). Organisational Behaviour: An Evidence-Based Approach (12th Edition).
Chennai: McGraw Hill Education (India) Private Limited. ISBN 13: 978-1-25-909743-0.
3. Parikh, M., and Gupta, R. (2011). Organisational behavior. New Delhi: McGraw Hill Education
(India) Private Limited. ISBN 13: 978-0-07-015319-6.
4. McGrath, E. H. (2011). Basic managerial skills for all (9th Edition). New Delhi: Prentice Hall of
India, Pvt. Ltd. ISBN: 978-8120343146.
9. Reference Books:
1. Robbins, S. P., & Hunsaker, P. L. (2011). Training in interpersonal skills: Tips for managing
people at work (6th Edition). New Delhi: PHI Learning Private Limited. ISBN: 978-81-203-
4211-8.
2. Newstrom, J. (2010). Organization behavior: Human behaviour at work (13th edition). New
Delhi: Tata McGraw-Hill Publishing Company Ltd. ISBN: 978-0073381497.
3. Gillen, T. (2013). Negotiating, influencing, and persuading. Cipd/Bookland. ISBN: 978-
9380110707.
4. Suar, D. (2000). Self-reliant development of disadvantaged rural people and the role of
development professionals. In A. K. Mohanty & G. Mishra (Eds.), Psychology of poverty and
disadvantage (pp. 241-258). New Delhi: Concept Publishing Company.
13. E-Resource / Databases: (If Any) Nil
Journals:
a. Behavioral Science. Wiley. ISSN: 1099-1743
82
b. Journal of Contextual Behavioral Science. Elsevier. ISSN: 2212-1447
Students will be assessed by Class Assignments, presentations, Class Tests, Attendance, and End
a. Class Assignments20%
b. Quiz/Class Test (Written)20%
c. Attendance10%
By the end of the course, the graduates would be able to:
a. Understand and explain human behavior
b. Understand the relationship between behavior and development.
c. Design social development intervention focusing on individual/community, and groups.
d. Apply the scientific approach to the study of human behavior.
Course Title Human Resource Management for Rural Managers

Course Code CC 204
Contact Hours 20
Marks 100
Credit 2
As compared to manufacturing, Organizations, in service sector have a higher need to align HR
practices to customer relationship/stakeholder relationship, management practices so as to ensure
requisite quality of service to the customer/stakeholders. To introduce the basic concepts, functions
and processes of human resource management understand and appreciate the differences in
employment practices in service industryvis-à-vis manufacturing.
2. Course Outcomes
Students would be able to apply their knowledge to engage in a variety of unstructured situations to
understand and develop their skills in applying HRM concepts to different types of service oriented
Organizations.
3 Pedagogy
The course will be delivered through interactive sessions, individual and group assignments.
4. Course Syllabus
Units No. of Classes Contents
Unit-1 1 Similarities and Differences between Manufacturing and Service
Sector and NGOs - Impact on HR Practices
Unit-2 1 Concept and perspectives on Human resource Management
83
Unit-3 2 Human Resource Management in a changing environment
Unit-4 2 Methods of manpower search, manpower audit and manpower
planning
Unit-5 2 Recruitment , selection and Compensation and reward structure
Unit 6 2 Training and development ,Career Management and Talent
Management
Unit 7 2 Designing a Performance Management System using the Balanced
Scorecard Approach for Service Based Organisation
Unit 8 2 Green HRM
Unit 9 2 Basics of Employee Relations

6. Case Study Assignments
There will be one assignment studying the sustainability report of companies and presenting a case
study on companies sustainable business practices.
7. Basic Text Books: Mandatory Readings
1. Ashwathapa,K.(2013) .Human Resource Management: Text and cases (7th ed),Tata Mc Graw Hill,
New Delhi.
1. 9.Reference Books
1. Beardwell, Ian& Holden, Len,(1998) Human Resource Management, Delhi: MacMillan India
Ltd.
2. Dessler, G. & Varkkey, B.(2016).Human Resource Management (14th ed).Pearson
3. Durai, P.(2016).Human Resource Management (2nd ed).Pearson.
4. Filipo, Edwin B, Human Resurce Management ,(1961) New York, McGraw Hill Book Co.
5. French W,(1978) Human Resource Management Process. Boston: Houghton Miffin Co.
6. Monappa, Arun, (1998) Managing Human Resources, Delhi: MacMillan India Ltd.
7. Nair, N.G.& Nair, Latha,(1999) Human Resource Management and Industrial Relations, New
Delhi: S.Chand and Co. Ltd.
8. Robbins, Stephen P,(1982) Personnel: The Management of Human Resources. London:
Prentice Hall.
10. Class Rules Expectations from students : Nil
11. Punctuality & class Behaviour : Nil
12. Participation in class Discussions: Nil
13. E-Resource/Data bases :(If Any) Nil
14. Additional Reference Resources : Nil
15. Videos: (If Any): Nil
16. Any Other Remarks:
84
c. Attendance 10%
A. Apply their knowledge to engage in a variety of unstructured situations

B. Understand and develop their skills in applying HRM concepts to different types of service
oriented Organizations.
Course Title Financial Accounting

Code CC 205
Contact Hours 20
Marks 100
Credit 2
Financial Accounting is one of the important tools for modern managers providing quantitative
information, primarily of financial nature necessary for making imperative financial decisions. A
clear exposition of financial concepts, procedures and techniques is a must for every development
professionals and business executives in the present local / global context. In this respect accounting
is a language of business; hence this contributes in developing core concepts of financial accounting
through its practical applications. However, financial skill is essentially required for achieving the
planned target of rural development / business projects. RM professional need to learn financial
skill, analysing and interpretation of financial statements to effect project plans, project
implementation, decision making and control.
This paper will help the students to understand the theoretical framework of financial accounting to
cope up with an increasingly complex and global accounting environment. It will also enhance
accounting skills that development managers need to practice today across all development
functions.
By end of the course students will be able to:
a. Understand basic concepts of financial accounting system for business organisations
b. Comprehend basic principles of financial accounting
c. Apply principles and procedure of financial accounting in business domain
d. Analyse and differentiate between financial statements of business and non business
organisations.
3. Mode of Delivery
Pedagogy and mode of delivery of lessons will be primarily lecture, interactions, and discussions.
Most of the themes and topics will be covered by lecture in an interactive mode and classroom
presentation of accounting system. Besides this, students will be given individual / group assignments
85
for case presentations and analysis.
4. Course Syllabus
Units No. of classes Content
Unit 1 2 Forms of business organisations
a. Basic Understanding of business organisations-its forms
b. Sole proprietorship,
c. Partnership business,
d. Producers Company and cooperatives
Unit 2 2 Basic Accounting concept
a. Concept of financial accounting
b. Basic terminology
c. Bookkeeping, accounting and accountancy.
d. Functions, objectives and branches of accounting.
e. Users of accounting information.
Unit 3 3 Basics of Double entry system
a. Concept of double entry system of bookkeeping, advantages and uses.
b. Accounting equations,
c. Classification of accounts, personal and impersonal accounts.
Unit 4 3 Types of Books of Accounts
a. Understanding different books of accounts
b. Meaning, objectives and procedure of Journalising
c. Significance of Ledger posting
d. Preparation of Trial balance- objectives, methods and limitations
Unit 5 3 Financial statements of business
a. Meaning of Financial statements-
b. Meaning, objectives and procedure of preparing Trading account,
c. Meaning, objectives and procedure of preparing Profit and loss account
d. Meaning, objective and procedure of preparing Balance sheet.
e. Marshalling of Balance sheet
f. Meaning and significance of Final Accounts with adjustments
g. Types of adjustments and their applications in preparing financial
statements.
Unit 6 3 System of accounting for Non-trading concerns
a. Basic understanding of non-trading concern
b. Need of separate accounting system of NGOs
c. Meaning and procedure of preparing Receipt and Payment Account,
d. Meaning and procedure of preparing Income and Expenditure
Accounts and Balance sheet.

There will be two assignments for each student.
a. Financial accounting system and its relevance for business
b. Case analysis of financial statements of business and non-business concern and SHGs
7. Basic Text Books
Mandatory Readings
1. Juneja, C. Mohan., Chawla, R.C., and Saxena, K.K. (1982), Double Entry Book-Keeping. New
Delhi: Kalyani Publishers.
2. Maheshwari, S.N., and Maheshwari, S.K. (2007). A Text Book of Accounting for Management.
86
Noida, UP: Vikas Publishing House.
3. Shah, P. (2013). Financial Accounting for Management, New Delhi: Oxford University Press.
4. Tulsian, P.C. (2004). Financial Accounting. New Delhi: Pearson Education Ltd.
8. Basic Reference Material :
1. Gupta, A. (2016). Financial Accounting for Management, UBS Publishers.
2. Paul, S.K. Financial Accounting. New Central Book agency Pvt. Ltd.
3. Ramachandran, N., and Kakani, R. (2011). Financial Accounting for Management.
4. Swamy, N. (2014). Financial Accounting: A Managerial Perspective, 5thedition
9. Reference Books
Suggested Readings
1. Jain, S.P., and Narang, K.L., Financial Accounting, Kalyani Publishers, Delhi
2. Singh, C.D. (2007). Financial Accounting. Patna: Paramount Publications.
Journals
1. Financial Accountability and Management

2. Intelligent systems in Accounting, Finance and Management.
3. Journal of Accountancy
4. Journal of Advances in Management Accounting
5. Journal of Business Finance and Accounting
Magazines
1. Kiplinger’s Personal Finance Magazine

2. Money Magazine
3. Smart money Magazine

Assessment
Students’ assessment will be done based on class attendance, class tests, assignments and end
trimester final examination. The distribution of marks will be as follows:
a. Attendance: 10 %
b. Class tests 20%
c. Class assignments 20%
d. End trimester examination: 50%
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a. Understand basic concepts of financial accounting system for business organisations

b. Comprehend basic principles of financial accounting
c. Apply principles and procedure of financial accounting in business domain
d. Analyse and differentiate between financial statements of business and non business
oganisations.
Course Name Quantitative Methods – II
Course Code CC 206
Contact Hours 20
Marks 100
Credit 2
Having learned the basic statistics during Trimester I, next step is to be acquainted with
inferential statistics and decision modelling. The inferential statistics is used because it helps to
measure behaviour in samples to learn more about the behaviour in populations. Populations
are often too large or inaccessible so samples are more convenient and comprehensible.
Understanding of probability sampling is essential for maintaining accuracy in sampling.
Similarly, tests of significance give us a formal process for using sample data to evaluate the
likelihood of some claim about a population value. Apart from test of significance there a
varieties of decision making tools like non parametric tests and index numbers.
The quantitative methods – II aims to acquaint students with probability sampling, test of
significance, non-parametric tests and index numbers.
a. To understand and apply the probability sampling and sampling methods.
b. To understand and use the Tests of significance, Non-parametric tests and Index numbers
for solving societal and rural issues.
c. To interpret the findings of statistical tests for solving the real life problems.
d. To operate the digitalized statistical packages.
3. Pedagogy
The course will be delivered through interactive sessions, individual and group assignments,
using computer based SPSS and assignments.
Unit 1 4 Probability and probability sampling
a. Fundamentals of probability,
b. Bayes’ theorem and probability distribution
c. Sampling and Sampling Distributions
d. Estimations and Confidence Interval
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Unit 2 6 Test of Significance
a. Hypothesis testing – One sample T test, Two sample T Tests,
Independent and Paired Sample; SPSS Demonstration
b. Chi square test and SPSS demonstration
c. Non parametric tests and SPSS demonstration
d. Analysis of Variance (ANOVA) One-way ANOVA,
Randomized block design, Experimental design—2x 2, 2 x3,
Repeated measures, and SPSS demonstration
e. Experimental design: Randomised control trial (RCT)
Unit 3 3 Cluster analysis, Exploratory Factor analysis, SPSS
demonstration
Structural equation modeling: Structural model, Confirmatory factor
analysis, Structural regression
Unit 4 3 Index numbers
Index Number – Definition, Characteristics, Uses, Weightage, Price &
Chain index and SPSS demonstration
Total 16
5. Group Project
Group Roll No Topic
1 1-10 Application of Measures of Probability Analysis
2 11-20 Application of Z-test
3 21-30 Application of t- test
4 31-40 Application of Chi square test
5 41-50 Application of one way ANOVA
6 51-60 Application of two way ANOVA
7 61-70 Application of RBD & RCT
8 71-75 Application of Index Number
6. Case Study/ Assignments :

Assignments
a. Self-practice problems on Hypothesis testing – one and two sample tests.
b. Self-practice problems on Chi-square and non-parametric tests.
c. Self-practice problems on ANOVA & Index Numbers.
7. Basic Text Book :
Bajpai, N. (2010). Business statistics. Delhi: Pearson.
Levin, R. I, Masood, S. H., Rubin David, S. and Rastogi, S. (2017). Statistics for management.
LA: Atlantic Publishers.
Sharma, J. K. (2014). Business statistics 4th Edition. Delhi: Dorling Kindersley Pvt. Ltd.
Zikmund, W. G. (1984). Business research methods. Florida: The Dryden Press.
89
Class PPTs
9. Reference Books :
sciences, Vol I: Basic statistics. London: Sage Publications Toppan Publishing
sciences, Vol II: Regression analysis. London: Sage Publications Toppan Publishing
10. Class rules / Expectations from students :
11. Punctuality & Class Behavior :
12. Participation in Class Discussions :
http://search.proquest.com/199271; User Guide:
https://proquest.libguides.com/abiinformglobal
2. ProQuest E-Books Collection (COMPLEMENTARY) (Approx. 20,000 e-books) ; Books -
https://ebookcentral.proquest.com/lib/xissin; User Guide:
http://proquest.libguides.com/ebookcentral
Journals
Statistical Journal of the Royal Statistical Society
Biometrika
Computational Statistics & Data Analysis
Statistical Science
Statistics and Computing
Journal of the American Statistical Association
Journal of Computational and Graphical Statistics
Journal of Applied Statistics

Video links are given in Class PPT
Assessment
c. Attendance 10%
90

a. Understand and apply the probability sampling and sampling methods.
b. Understand and use the Tests of significance, Non-parametric tests and Index numbers
for solving societal and rural issues
c. Interpret the findings of statistical tests for solving the real life problems.
d. Operate the digitalised statistical packages
Course Title Social Research Methodology and PRA

Course Code CC 207

Self-study & Assignment 60 hours
Marks 100
Credit 2
This paper on Social Research Methodology and PRA mainly deals with the fundamentals of social
research that include the designing and execution of it at the ground level. It comprises of an
understanding of the basic concepts, methods, tools and approaches of social research and a
systematic presentation of different steps in the entire process of research with the help of both
primary as well as secondary data. Besides, it also deals with the genesis, principles, tools and
techniques of conducting Participatory Rural Appraisal in the villages. The purpose of offering this
course is to make the Rural Management students understand the social reality in a scientific
manner by looking at them with an analytical approach. Understanding the social phenomena
particularly in a rural setting needs to be looked at from a holistic perspective and in its totality.
Thus, conducting social research with the help of both conventional and participatory methodology
will impart the students a different set of skills thereby making them professionals with a
difference.
Since the students of Rural Management come from diverse backgrounds, Social Research
Methodology may not be very familiar to them and PRA is altogether a new phenomenon. The
objectives of the course are therefore to:
a. Equip the students with the basic concepts, methods tools and approaches of social research and
PRA.
b. Orient them in applying their learnings in the systematic examination of various social
phenomena both through conventional and participatory techniques.
3. Pedagogy
Pedagogy of teaching and mode of delivery in the classroom will be primarily in the form of lecture
and presentation with the help of MS Power Point. It will be also be supplemented by videos, cases and
interactive discussion by the students.
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Unit No. of Content
Classes
Unit 1 2 Introduction to Social Research Methodology

Origin of Social Research, Types of Social Research (Quantitative,
Qualitative, Mixed, Academic, Applied, Action, Assessment and
Evaluation), Steps of Conducting Social Research
Unit 2 1 Research Problem and Research Objective

Meaning, Sources and Steps in Formulation of Research Problem, Meaning,
Characteristics and Steps in Setting Up of Objective
Unit 3 1 Hypothesis
Meaning, Characteristics, Sources and Types of Hypothesis, Steps in the
Formulation of Hypothesis
Unit 4 2 Research Design

Meaning, Functions and General Rules of Research Design, Classification of
Research Design on Different Bases (Retrospective, Prospective,
Retrospective-Prospective, Survey, Case Study, Cross-Sectional, Before-and-
After, Longitudinal, Explanatory, Exploratory, Diagnostic, Experimental,
Non-experimental and Quasi-experimental)
Unit 5 2 Sampling
Meaning, Bases, Merits and Demerits of Sampling, Requirements of
Sampling, Types of Sampling Methods (Probability, Non-Probability and
Mixed)
Unit 6 2 Data and Data Collection

Meaning, Types and Sources of Data, Methods of Data Collection:
Observation (Participant and Non-Participant), Interview (Structured,
Unstructured and Semi-structured), Narrative, Oral History, Focus Group
Discussion, Tools of Data Collection, Framing of Interview Schedule,
Interview Guide, FGD Checklist, Questionnaire, Pre Test and Pilot Survey
Unit 7 2 Data Processing and Data Analysis

Meaning of Data Processing, Editing of Data, Coding of Numerical and
Categorical Data, Coding and Analysis of Descriptive Data (Content
Analysis), Display of Quantitative Data through Tables, Analysis and
Interpretation of Data (Theoretical Analysis, Conceptual Analysis,
Situational Analysis)
Unit 8 4 Participatory Rural Appraisal (PRA)

Difference Between Conventional Research and Participatory Research,
Meaning of PRA, History Behind the Origin of PRA, Features, Functions
and Principles of PRA, Methods and Tools of PRA (Village Mapping, Social
Mapping, Resource Mapping, Land Use Mapping, Transect, Time Line,
Trend Line, Seasonal Calendar, Matrix Ranking, Wealth Ranking, Venn
Diagram, Proportional Piling) Analysis and Reporting of PRA, Thumb Rules
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of PRA
5. Group Project
Students are required to prepare group projects in the form of power point presentations. There will
be 8 group assignments for 8 groups each group comprising of 9 to 10 students. It may be either of
the followings:
a. A power point presentation on tabular and graphical analysis of given secondary data
b. A power point presentation on a given PRA exercise in a community
c. A power point presentation on a research proposal on a given topic
a. A small case study through the collection of primary data
b. A non-participant observation and writing a report based on it
c. A content analysis of qualitative data collected through open-ended questionnaire
7. Basic Text Books
1. Bryman, A. (2001). Social research methods. New York: Oxford University Press.
2. Narayanasamy, N. (2009). Participatory rural appraisal: Principles, methods and applications.
New Delhi: Sage Publications.
1. Chambers, R. (1981). Rapid rural appraisal: Rationale and repertoire. Public Administration and
Development, 1(2), 95-106.
2. Chambers, R. (1994). The origins and practice of participatory rural appraisal. World
Development, 22(7), 953-969.
3. Chambers, R. (1994). Participatory rural appraisal (PRA): Analysis of experience. World
Development, 22(9), 1253-1268.
4. Chambers, R. (1994). Participatory rural appraisal (PRA): Challenges, potentials and paradigm.
World Development, 22(10), 1437-1454.
9. Reference Books
1. Polensky, M. J. & Waller, D. S. (2014). Designing and managing a research project: A
business student’s guide (3rd ed.). New Delhi: Response Books.
2. Gaiser, T. J. & Schreiner, A. E. (2009). A guide to conducting online research. New Delhi:
Sage Publications.
1. https://www.asanet.org/topics/research-methods
2. https://www.ala.org/tools/research/larks/researchmethods
93
3. https://participedia.net/method/4907
4. http://www.fao.org/3/w2352e/W2352E00.htm
Students are advised to consult various books on social research methodology and participatory
rural appraisal available in the library of XISS.
15. Videos (If Any)
Video clips related to the subject matter will be provided by the course teacher to the students
especially on conducting PRA exercises
c. Attendance 10%
a. Understand the concepts, methods, tools and approaches of social research thoroughly.
b. Design a social research by using both conventional and participatory methods and tools.
c. Carry out a social research by using both primary and secondary sources of data.
d. Approach the research problems through conventional and participatory perspectives.
Course Title: Research and Writing Skills

CC 208
Course Code:
20
Contact Hours:
60
Self-Study and Assignment (hours):
100
Marks:
2
Credit:
Over the years, students’ dependence on the internet and other media sources has increased where
knowledge and information are easily available and accessible and there is a growing trend among
students to plagiarise and use available information without critical thinking and analysis. In this
context, it was realized to provide research and writing skills to students so that they can develop
critical thinking, writing, and research skills. Writing and research skills are important to encourage
critical thinking and the development of an independent approach to writing and research. This paper
focuses to develop core academic written-language skills and putting such skills into practice.
2. Learning Objectives (Course Outcome)
This paper will introduce research, develop students’ writing and research skills, and discuss at length
ethical issues in primary and secondary research. Students will learn how to do primary and
secondary research, in particular, to search the web, journals (online), and libraries. By
94
simultaneously developing writing skills and showing how to cite and reference properly, students
will learn how to write original texts without plagiarizing (e.g., copy and pasting).
Pedagogy and mode of delivery would be primarily lecture, discussions, videos, and case
presentation. The main themes and topics will be introduced by lectures in an interactive manner.
Besides, the students will be given group exercises, followed by presentations and discussions.
1 3
1. Introduction to research
a. Theory and research – epistemological and ontological considerations –
qualitative vs. quantitative research
b. Critical Thinking
c. Influence of values and practical considerations
2 3 Reading and writing skills
a. Active learning – writing as a process
b. Integrated reading and writing
c. Process and structure for developing and writing abstracts, Synopsis,
Research Proposals/Reports, and academic papers.
d. Research Report Writing (from primary data) including the format and
different sections, development of outline/chaptalization
3 3
1. Sourcing Information & Secondary research
a. Choosing sources
b. Finding information
c. Web searches – online journals – using libraries.
d. Analysing websites
e. Acknowledging your sources
4 3
1. Literature Review
a. Selective reading for source material
b. Incorporating evidence into academic work
c. Purposeful reading
d. Reading and note-making.
e. Stages of writing a summary or paraphrase.
f. Citations and References in academic writing
5 2
1. Research ethics
a. Research Ethics
b. Ethics Committee
c. Anonymity and confidentiality
d. Informed consent in primary research
e. Conflict of interest
f. Professional integrity
g. Legitimacy of data
h. Communicating with public
6 2 Creative writing
a. Developing reasoning and argument
b. Provoking critical engagement – making feedback productive
c. Countering plagiarism
95
Total 16
7. Basic Textbook:
1. Becker, H. S. (2007). Writing for social scientists: How to start and finish your thesis, book, or
article (2nd ed.). Chicago: Chicago University Press.
2. Bryman, A. (2004). Social research methods (2nd ed.). New York: Oxford University Press.
3. Flick, U. (2009). An introduction to qualitative research (4th ed.). New Delhi: Sage
Publications.
4. Gaiser, T. J., & Schreiner, A. E. (2009). A guide to conducting online research. New Delhi:
Sage Publications.
5. Murray, R. (2015). Writing in social spaces. A social processes approach to academic writing.
London: Routledge.
9. Reference Books: Nil


14. Additional Reference Resources: Nil
1. General writing
https://owl.english.purdue.edu/owl/section/1/
2. On literature review
http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review
3. On APA Style
https://owl.english.purdue.edu/owl/resource/560/01/
4. On plagiarism
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml#plagiarized
http://usingsources.fas.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342054
Students will be assessed by Class Assignments, presentations, Class Tests, Attendance, and End
Trimester Final written examination.
The distribution of marks will be as follows:
96
b. Quiz/Class Test (Written) 20%
c. Attendance 10%
a. Develop critical thinking and develop research and writing skills.
b. Brainstorm, plan and develop new ideas and perspectives.
c. Learn skills to find sources of information from books, journals, and the Internet.
d. Select information appropriate to their research/projects.
e. Incorporate ideas and information into text through paraphrasing/summarizing and synthesizing,
while avoiding plagiarism.
f. Learning about academic conventions for referencing
PRACTICAL EXPOSURES
Course Code PRACTICAL EXPOSURES Marks Credit
CP 209 Soft Skills & Personality Development Lab-II 50 0.5
CP 210 Urban Field Exposures (Implementation of CD Project I) 100 1
CP 211 Rural Field Exposure (Rapport building and S.E. Study) 100 1
CP 213 Block Placement 100 1
97
TRIMESTER III
98
Course Title Macro-Economic Principles and Policies for
Rural Development
Course Code CC 301
Contact Hours 20
Marks 100
Credit 2
Macroeconomics deals with the behaviour and performance of an economy as a
whole. It focuses on the aggregate changes in the economy such as unemployment,
growth rate, gross domestic product and inflation. The objectives of the course are to
develop an understanding of basic Macro Economics principles and their application
towards rural development. It will give an insight into the relation between micro and
macroeconomics. Students will be able to understand the economic policies of the
government and to make a relation between those policies and rural development
This paper will make students able to
 critically assess real-world macroeconomic development
 relate macro-economic approach to the development of rural economy
 understand the relation between micro and macro-economics
3. Pedagogy
Pedagogy would be primarily lecture, discussions, videos, and case presentations.
The main themes and topics will be introduced by lectures interactively. Besides, the
Students will be given exposure to various case studies. The course will be delivered
through interactive sessions through the case and examples from the economy. The
students will be given individual and group assignments.
Classes
Unit 1 1 Forms of economic organizations:
Capitalism; Socialism and Mixed Economy (with special
reference to India)
Unit 2 2 National Income:
Concept-GDP.GNP,NDP,NNP, Personal Income, Disposable
Income; Measurement( Income method, Product method &
Expenditure method)
Unit 3 2 Demand and Supply-Side Economics:
Demand-side – Keynesian; Theory of Income and
Employment; Multiplier; Application of Keynesian model in
a country like India; Supply-Side Economics and its
limitation, Neo-Liberalism
Unit 4 2 Evolution of Money:
99
Barter System, Money - Definition; Functions; Demand for
Money; Supply of Money; Depreciation and Demonetisation
Unit 5 2 Trade Cycle:
meaning and Phases with special reference of Rural Economy
Unit 6 3 Inflation and Deflation: concept and types, Trend in India

Regulatory Economic Policies: Fiscal Policy- Public
Expenditure and Public Revenue;
Monetary Policy- General and Selective
Unit 7 2 Budget:
Understanding of budget; Government Budget with reference
to Rural Budget
Unit 8 2 Balance of Payment:
Concept; Disequilibrium; Adjustment Mechanism; Exchange
Rate
Total 16
5. Assignments
b) One assignment on a topic will allow them to analyse and produce an
understanding of their own.
6. Case Study:
A various case study from the development field will be shared in the
class for a better understanding of the concept/theory for the learner.
7. Basic Text Books
1. Ahuja, H.L. (2016) Macro Economics-theory and policy, New Delhi: S.Chand
8. Reference Books
1. Balakrishnan,P. (2015). Economic growth and its distribution in India.Hyderabad,
Telangana, India: Orient Blackswan.
2. Puri, V.K. (2017). Economics of development and planning (theory and practice),
New Delhi: Himalaya Publishing House.
3. Tandon, B. C. (1979). Economic development of developed countries.
Allahabad: Chaitanya Publishing House.
4. Atmanand, (2002). Managerial Economics, New Delhi: Excel Books
5. Damodaran, S. (2008).Managerial Economics, New Delhi:Oxford University
Press
6. Dewett, K. K. &Verma, J.D. (1948). Elementary Economics Theory, New
Delhi:S. Chand & Company.
7. Dwivedi, D.N. (2008). Managerial Economics, New Delhi: Vikas Publishing
House
8. Gupta, G.S. (2011). Managerial Economics, Chennai: McGraw Hill Education
(India) Pvt Ltd
9. Keating, B. (2003). Managerial Economics, New Delhi: Biztantra
10. Mithani, D.M. (2008). Managerial Economics, New Delhi: Himalaya Publishing
House
11. Pal, S. (2004). Managerial Economics, New Delhi: Mcmillan India Ltd.
12. Pandey K.M. (2010). Economics for Managerial Decisions, New Delhi:
100
Himalaya Publishing House
13. Petersen, H.C. (2008). Managerial Economics, New Delhi: Pearson Hall of India
14. Shetthi S. (2009). Encyclopedia of Managerial Economics –Vol I, New Delhi:
15. Shetthi S. (2009). Encyclopedia of Managerial Economics –Vol II, New Delhi:
16. Shetthi S. (2009). Encyclopedia of Managerial Economics –Vol III, New Delhi:
AnmolPublication Pvt Ltd
17. Thomas C.R. (2007). Managerial Economics, New Delhi:McGraw-Hill
Companies
18. Webb S.C. (1976). Managerial Economics, USA: Houghton Mifflin Company
9. Reference Books : Nil
Class participation in the form of constructive questions, discussions will be
encouraged, appreciated and rewarded
13.E-Resource/Databases: (If Any)
14.Additional Reference esource
1. ArthaVijana
2. Economic and Political Weekly
3. The Economist
Assessment
Students will be assessed by Class Assignments, Class Tests, Attendance and End
Class Assignments 20%
Class Test (Written) 20%
Attendance 10%
Final Examination (Written) 50%
Students have
 assessed real-world macroeconomic development
 understood macro-economic approach to the development of rural economy
 understood policies of Government
101
Course Name / Title: Organizational Behaviour
Course No: CC 302
Contact Hrs 20
Self Study & Assignments 60
Marks 100
Credit 2
Employees are valued assets of any organization. And hence, they need to be developed as
resource creating better work environment, imbibing employee loyalty and increasing the
overall value of human capital for the organization going beyond the employer-employee
relationship. In order to create leaders with conscience, compassion, competence, and
commitment for sustainable inclusive development, the role of teaching Organizational
Behavior remains important in business schools.
The Rural Managers work in an organization and also have to deal with varied social, ethnic
and cultural rural populations. In such context, one requires knowledge as well as skills to
understand and deal with human behaviors, both as an individual and as a group within the
organization and in the work areas. Thereby, this necessitates understanding socio-cultural
diversity of colleagues, cultivating self-efficacy. It enhances self and organizational
effectiveness creating healthy work culture, promotes and motivates employees. Such
knowledge and skills can stimulate creativity fueling passion that provides recognition,
performance improvement foster trust, ability, and benevolence integrity and communicate
effectively using balance.
2. Learning Objectives :
a. To help students with conceptual clarity and inter-connectedness among various OB
concepts.
b. To help students acquire basic knowledge of Organizational Behaviour and its Social and
behavioural science underpinnings.
c. To equip students with proficiency in various skills fulfilling the purpose of the course
mentioned above.
3. Pedagogy :
Besides lectures and interactive sessions, the pedagogy of the course usually is activity based;
using short exercises or group works. Emphasis is laid on acquiring the skills with basic
knowledge. However, due to the Covid-19 pandemic we are compelled to hold virtual classes,
that certainly bring constrains to the pedagogy.
Unit No of Classes Content

Unit 1 2 Introduction:
- Clarifying various concepts of OB.
- Arrive at working definition of OB
- Nature and Scope of the subject
- Models , relevance of OB for RM
102
Unit 2 3 Group Behavior: -Foundations of Group behavior.
- Individual in Group.
- Understanding Group
- Group dynamics: knowledge and skills
Unit 3 3 Team: Understanding the concept and its practical implications
- Difference between team and group
- Team Building
- Team effectiveness
- Team and Motivation
Unit 4 3 Leadership for rural managers:
- Understanding leadership behavior
- Types of leadership
- Leadership skills
- Dimensions of Leadership
- Role of leaders in organizations and its implications
Unit 5 3 Decision Making: - Context of Decision Making
- Models in decision making
- Approaches in decision making
Unit 6 2 Conflict Resolution:
- Understanding conflicts in organizations,
- Types of conflicts
- Process of conflict resolution
- Approaches to conflict resolution
Total 16
5.Group Project : To be given in the class
6.Case Study Assignments : To be given in the class
7.Basic Text Book : *
1. Locke, Edwin A. (Ed.) (2009). Handbook of Principles of Organizational Behavior:

Indispensible Knowledge for Evidence-Based Management. Second ed. Chichester: John
Willey and Sons Ltd.
2. Robins, Stephen P. Essentials of Organization Behavior. Seventh edition. New Jersey:
Prentice Hall.
3. Luthans, Fred. (2011) Organization Behavior: An Evidence Based Approach. New York:
McGraw Hill/Irwin. 12th Edition.
1. Rsyth, Donelson R. Group Dynamics. Belmont: Wadsworth.

2. Topchik, Garry S. (2007). The First-Time Manager’s Guide to Team Building. New York:
American Management Association.
3. McVay, Lori Ann. (2013) Rural Wwomen in Leadership: Positive Factors in Leadership
Development. Oxfordshire: CAB International.
4. Miner, John B. (2005). Organizational Behavior1: Essential Theories of Motivation and
Leadershi. London: M.E. Sharpe.
Journals
1. Leadership. Published by Sage Publication, London four times, February, May, August and
103
November, in a year
2. Group Dynamics: Theory, Research, and Practice. This journal is a publication of APA
Division 49 (Society of Group Psychology and Group Psychotherapy. Published as
quarterly beginning in March. Editor: Giorgio Tasca.


1. http://coolbookre.com/organizational-behaviour-an-introductory-text-read-unlimited-free-e-books.pdf
2. https://www.emeraldinsight.com/doi/abs/10.1108/09653569610112880
15.Videos : (If Any) Nil
16. Any other Remarks : Nil
Assessment
Students will be assessed with the help of an assignment and with conducting a test in the
class. Since the topics are taught using exercises, attendance is counted as part assessment.
The Trimester end examination will be conducted emphasizing practical or field based
examples. The distribution of marks will be as follows:
Class Assignment 20%
Attendance 10%
17. Learning Outcome :

a. Thorough theoretical understanding of the basics in OB.
b. Strengthen the abilities of students in terms of skills so that they are confident to deal
with different aspects of human behavior in organization and in field work.
c. Build students’ capacity as effective Rural Managers.
104
Course Title: Public Health and Sanitation
Course Code: CC 303
Contact Hours: 20
Marks: 100
Credit: 2
Public Health and Sanitation has emerged as one of the major issues in development at the local,
national, and international level. Thus, an understanding of varied dimensions of health and
development, particularly in the context of sustainable development goals is must for developing
and designing public health policy and programmes and to address health-related morbidities and
mortalities locally and globally. In this background, this course will orient students about the
historical perspective of health and public health covering various components of public health,
policies, and programmes such as the National health Mission with special emphasis on
communicable and non-communicable diseases, nutrition, reproductive and child and adolescent
health, and water, sanitation, and hygiene programmes. The paper aims to enhance the
understanding and capabilities of students in critically analyzing public health programmes and
policies.
The purpose behind offering this course is to familiarize students with the various components of
the health, social determinants of health, public health system, programmes, and policies so
students will acquire knowledge, attitudes, and skills that are important for public health
understanding, programme intervention and practice.
a. Achieve familiarity with the various components of health, determinants of health, health
systems, and important health issues and problems.
b. Acquire the ability to apply knowledge and understanding of public health and epidemiology
to measure and improve community health status by analyzing health problems and their
determinants.
c. Equip students with the recent progression in the policies and health programmes to identify
and analyses public health and prevention strategies within current interventions used in the
health sector.
d. Introduce the parlance of “rural health” and “WASH” as well as healthcare delivery system
its tier, human resources at various levels and introduce the major health programmes and
policies launched to strengthen the healthcare delivery system.
presentation. The main themes and topics will be introduced by lectures in an interactive manner.
Besides, the students will be given group exercises, followed by presentations and discussions.
1 2 Introduction to Public Health
a. Introduction, History, and Definitions
b. Concepts and principles of public health
105
c. Core activities and components of public health
d. Opportunities in public health
2 2 Principles and Uses of Epidemiology
a. Meaning and Scope of Epidemiology
b. Methods of epidemiology – descriptive, analytical, and experimental
method
c. Epidemiological approaches: measurement, comparison, and inference, as
well as the different roles of epidemiology in the description of a situation,
looking for trends over time, exploring associations, predicting outcomes,
investigating epidemics, and establishing causal links in disease
occurrence.
d. The notion of causality
3 2 Health Systems and Health Information System
a. Concepts relating to health systems such as coverage and quality of care.
b. Building blocks of health systems; health systems frameworks
c. Alma Ata and Primary Health Care; Organization of healthcare units at
national, state, district, and village level
d. Healthcare scenario in India; Evolution of the Indian healthcare system and
the major Committee Reports, various organized (public and private)
healthcare infrastructures in India
e. Health Statistics and health indicator: Morbidity, Mortality: Data Sources,
collection, analysis and uses.
4 2 Determinants of Health
a. Factors associated with health and disease – Communicable and non-
communicable diseases.
b. Social and psychological determinants of health
5 2 Health Policies and Programmes
a. Health policy development and processes
b. Health Policymaking in India
c. National health policies and programs - National Health Policy, Population
policy, and other policies such as the National Health Mission (NHM),
Revised National Tuberculosis Program (RNTCP), National AIDS Control
Organization (NACO), and National Mental Health Program (NMHP), etc.
6 2 Management of National Public Health Programmes
a. The National Health Mission
b. Rural Health (National Rural Health Mission)
c. Urban Health (National Urban Health Mission)
d. Mental Health
e. Role of state, civil society/ voluntary agencies (NGOs), Public-Private
Partnerships, people’s participation, anddecentralization
7 2 Health and Nutrition
a. Functions, availability, deficiency syndrome, recommended daily
allowances, food security, and public distribution system.
b. Sanitation and nutrition
8 2 Water and Sanitation and Hygiene
a. Definition of water, sanitation,and hygiene
b. Status and situation analysis of WASH in India
c. Why is access to clean water and sanitation important?
d. What constitutes adequate sanitation?
e. Different national level program and guidelines of WASH Discussion on
IPHS, KAYAKALP, Swachta Swastha Sarvatra guidelines
Total 16
106
5. Group Project
Each group (comprising of students assigned) will do a presentation on the
topic/issues/programme assigned to them. The presentation time will be 10 minutes. 8 minutes for
presentation and 2 minutes for question answer session. No. of slides should not be more than 10.
The PPT will cover the following:
1. Introduction/background, 2. Objectives, 3. Components, 4. Expected Outcomes, 5. Achievements
Sl. No. Topic Roll No
1 National Rural Health Mission To be allotted
2 National Urban Health Mission
3 Accredited Social Health Activist (ASHA)
4 Village Health and Nutrition Day
5 Rogi Kalyan Samiti
6 National Vector Borne Disease Control Programme
7 Revised National Tuberculosis Control Programme (RNTCP)
8 National Leprosy Eradication Programme (NLEP)
9 Integrated Disease Surveillance Programme (IDSP)
10 National Programme for prevention & Control of Cancer,
Diabetes, Cardiovascular Diseases & stroke (NPCDCS)
11 National Programme For Control Of Blindness & Visual Impairment
(NPCBVI)
12 National Mental Health Programme (NMHP)
13 Integrated Disease Surveillance Programme (IDSP)
14 National Programme for prevention & Control of Cancer,
Diabetes, Cardiovascular Diseases & stroke (NPCDCS)
15 . National Programme For Control Of Blindness & Visual Impairment
(NPCBVI)
16 National Mental Health Programme (NMHP)
17 National Programme for the healthcare of Elderly (NPHCE)
18 National Programme for the Prevention & Control of Deafness (NPPCD)
19 National Tobacco Control Programme (NTCP)
20 National Oral Health Programme (NOHP)National Programme for
Palliative care (NPPC)
21 National Programme for Prevention & Management of Burn Injuries
(NPPMBI)
22 RMNCH+A
Two assignments of 20 marks each will be given on selected topics. The nature of assignments
will vary such as written test/Viva/term paper/group presentation and will be announced in
advance. The assignment would focus on assessing the skill of using the knowledge and
understanding of various topics included in this course.
7. Basic Textbook:
1. XISS Course material/Compendium
2. Schneider, M. J. (2021). Introduction to Public Health (6th Edition). New Delhi: Jones &Bartlet
Learning.
3. Park, K. (2019). Park’s Textbook of Preventive and Social Medicine 25th Edition). Jabalpur:
Banarsidas Bhanot Publishers. ISBN-13: 978-9382219125.
4. Coffey, D. (2017). Where India Goes: Abandoned Toilets, Stunted Development, and the Costs
107
of Caste. Harper Litmus.
9. Reference Books:
1. Nayar, K. R., & Baru, R. V. (2011). Public health in India: Critical Reflections. New Delhi:
Daanish Books.
2. Turnock, B. J. (2014). Essentials of public health (3rd edition). United States: Jones & Bartlett
Learning. ISBN: 1284069354, 9781284069358.
3. Porter, D. (1999). Health, civilization, and the State: A history of public health from ancient to
modern times. London: Routledge.
4. Wilkinson, R. G., & Marmot, M. (2003). Social determinants of health: The solid facts (2nd
Edition). Denmark: World Health Organization. ISBN 9289013710. Available at
www.euro.who.int/__data/assets/pdf_file/0005/98438/e81384.pdf
1. Census of India http://www.censusindia.gov.in/
2. Millennium Development Goals http://www.un.org/millenniumgoals/
3. National Health Mission http://nrhm.gov.in/
4. National Health Portal http://www.nhp.gov.in/
5. Sustainable Development Goals https://sustainabledevelopment.un.org/
6. Water and Sanitation Program http://www.wsp.org/
7. World Health Organization http://www.who.int/en/
8. Ministry of Health and FamilyWelfarewww.mohw.nic.in/
9. Ministry of Drinking Water and Sanitationwww.mdws.gov.in/
10. Swachh Bharat Mission – Rural www.sbm.gov.in/
11. India Water Portal www.indiawaterportal.org/
1. Banerji, D. (2005). A forgotten path to health service development. Journal of Health and
Development, 1(2&3), 7-11.
2. Berman, P. A. (1998). Rethinking health care systems: Private health care provision in India.
World Development, 26(8), 1463-1479. http://dx.doi.org/10.1016/S0305-750X(98)00059-X
3. Dandona, L., Sivan, Y. S., Jyothi, M. N., Bhaskar, V. S. U., & Dandona, R. (2004). The lack
of public health research output from India. BMC Public Health. 2004.
http://dx.doi.org/10.1186/1471-2458-4-55
4. Das Gupta, M. (2005). Public health in India: An overview. Policy, Research working paper,
WPS 3787. Washington, DC: World Bank.
http://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-3787
5. Das Gupta, M., Shukla, R., Somanathan, T. V., & Datta, K. K. (2009). How might India’s
108
public health systems be strengthen? World Bank Policy Research Working Paper 5140.
Washington DC: World Bank.
6. Das Gupta, M., & Manju, R. (2004). India’s public health system how well does it function
at the national level? World Bank Policy Research Working Paper 3447. Washington DC:
World Bank.
7. Gumber, A., & Gupta, D. B. (1999). Decentralisation: Some initiatives in health sector.
Economic and Political Weekly, 34(6), 356-62.
8. Hammer, J., Aiyar, Y., & Samji, S. (2006). Bottom’s up: to the role of Panchayati Raj
Institutions in health and health services. World Bank Social Development Papers no. 98.
South Asia series, Report No. 36964. Available at
https://www.princeton.edu/rpds/papers/Hammer_Bottoms_Up_SDP98_2006.pdf
9. Krieger, N. (2001). Theories for social epidemiology in the 21st century: An Eco-social
perspective. International Journal of Epidemiology, 30(4), 668-677.
http://dx.doi.org/10.1093/ije/30.4.668
10. Kumar, A. (2008). National rural health mission and access to health services: Issues and
challenges. Jharkhand Journal of Development and Management Studies, 6(3), 2987-2996.
11. Kumar, A. (2011). Mental health services in rural India: Challenges and prospects. Health,
3(12), 757-761. http://dx.doi.org/10.4236/health. 2011.312126
12. Marmot, M. (2005). Social determinants of health inequalities. The Lancet, 365(9464),
1099-1104. http://dx.doi.org/10.1016/S0140-6736(05)71146-6
13. Mushtaq, M. U. (2009). Public health in British India: A brief account of the history of
medical services and disease prevention in colonial India. Indian Journal of Community
Medicine, 34(1), 6-14. http://dx.doi.org/10.4103/0970-0218.45369
14. National Rural Health Mission Document (2005). New Delhi: Government of India.
15. Nayar, K. R. (1998). Old priorities and new agenda of public health in India: Is there a
mismatch? Croatian Medical Journal, 39(3), 308-315.
16. Susser, M., & Susser, E. (1996). Choosing a future for epidemiology: I. Eras and Paradigms.
American Journal of Public Health, 86(5), 668-673.
http://dx.doi.org/10.2105/AJPH.86.5.668
17. Susser, M., & Susser, E. (1996). Choosing a future for Epidemiology: From black box to
Chinese boxes and eco-epidemiology. American Journal of Public Health, 86(5), 674-677.
http://dx.doi.org/10.2105/AJPH.86.5.674
18. Thomas, G., & Krishnan, S. (2010). Effective public-private partnership in health care:
Apollo as a cautionary tale. Indian Journal of Medical Ethics, 7(1), 2-4.
1. What does Health Mean to You?
https://www.youtube.com/watch?v=lUsea3JV7Vk
2. What is Public Health?
https://www.youtube.com/watch?v=t_eWESXTnic
3. Introduction to Public Health
https://www.youtube.com/watch?v=-dmJSLNgjxo&t=258s
4. Introduction and History of Public Health
https://www.youtube.com/watch?v=s1Hzl0T_JTg
5. Evolution of Public Health in India
https://www.youtube.com/watch?v=7qrI-FaVORo
Students will be assessed by Class Assignments, Presentation, Class Tests, Attendance, and End
c. Attendance 10%
109
a. Achieve familiarity with the various components of health, determinants of health, health
systems, and important health issues and problems.
b. Acquire the ability to apply knowledge and understanding of public health and epidemiology
to measure and improve community health status by analyzing health problems and their
determinants.
c. Understand and critically examine the recent progression in the policies and health
programmes andidentify and analyses public health and prevention strategies within current
interventions used in the health sector.
d. Understand the context of rural health as well as healthcare delivery system its tier, human
resources at various levels and introduce the major health programmes and policies launched
to strengthen the healthcare delivery system.
e. Learn the various components of the National Health Mission and its various programmes
such as RMNCHA.
Course Title Displacement, Resettlement and Rehabilitation
Course Code CC 304
Contact Hours 10
Marks 50
Credit 1
Course Coverage of the displacement, rehabilitation and resettlement section of this paper has
been designed with the purpose to bring the justice to the people who are made land evacuees
during launch of the industrial projects through advocating the Land Acquisition Acts, R & R
Policies as well as the situation of human rights violation on account of displacement in the
country. Nevertheless, followings are the detail objectives of the course. Understanding the
dimensions of displacement as well as resettlement and rehabilitation issues/challenges and
orienting the students about various policies, programmes and projects with regards to land
acquisition, displacement, rehabilitation and resettlement and imbibing the insight on how
development can be achieved without displacing and depriving the people are the other two
specific objectives of the course. Moreover, the course also aims at providing the students deep
insights and constructive inputs related to corporate social responsibility for the better growth
of both profit and non-profit sectors
At the end of the course, graduates will be able to

a. Recognize the issues and challenges relating to the displacement & R and R with logical
understandings
110
b. Analyse and execute the government policies
c. Create new systems and process to take up the challenges that crop up in this sector
d. Develop the new ideas to create the balancing feature between deprived section and
privileged section
3. Pedagogy
presentation. The main themes and topic will be introduced by lectures in an interactive manner.
Besides, the students will be given group exercises, followed by presentation and discussions.
a. Need , History Of Displacement, R And R
b. Understanding The Dimensions Of Displacement
c. Types of displacement-Voluntary & non-voluntary
Unit 2 2 Land Acquisition and Displacement
a. Process of Land Acquisition
b. Land Acquisition Acts (1894, 1984, 2013)
c. Compensation Act, NPRR, Coal Bearing Act
Unit 3 2 The Factors of Displacement
a. Industrial Projects
b. Dam based Projects
c. Defence Establishment
d. National Parks/Wildlife Sanctuaries
e. Rail & Road Projects, Airport Projects and other
Infrastructure Projects
Unit 4 2 Impacts of Displacement
a. Development through Displacement and Marginalization of
Tribal Community
b. Impact of Displacement on the Tribes
c. Social Impact Assessment (SIA)
d. R & R Reporting
5. Group Project
Students will be taken to any one of displacement projects in Jharkhand in order to get them a
wide exposure to the respective issues. As an outcome of the exposure visit, a small group will be
formed to prepare the R & R proposals/projects.
Students will be assigned in a peripheral area of the industrial set up (for example Heavy
Engineering Corporation Ltd (HEC), Ranchi to prepare live R & R projects as case study
1. Somayaji, S., & Dasgupta, S. (2013). Sociology of Displacement: Policies and Practices.
Kolkata: Rawat Publications
2. Ballard, J., (2016). Immigrant and Refugee Families: Global Perspectives on Displacement and
Resettlement Experiences,. Minnesota: University of Minnesota
3. Chakrabarty, B. (2011). Corporate social responsibility in India. London: Routledge
111
Publications.
4. Chatterji, M. (2011). Corporate social responsibility. New Delhi: Oxford University Press.
http://www.pwc.in/assets/pdfs/publications/2013/companies-act-2013-key-highlights a nd-
analysis.pdf
reference materials
6. Published Case reports will also be part of basic study materials
3. Ekka, A., & Asif, M. (2000). Development induced displacement and rehabilitation 1951 to
1995: A Database on Its Extent and Nature, New Delhi: ISI (Mimeograph)
4. Fernadese, Walter Paranjpye, Vijay (Eds).(1997). Rehabilitation Policy and Law in India: A
Right to Livelihoods. New Delhi: ISI (Mimeograph)
5. Thukural,M.G. (1992). Big Dam, Displaced People. New Delhi: Sage Publication


Class particiaption in the form constructive questions, discussions will be encouraged,

http://www.pwc.in/assets/pdfs/publications/2013/companies-act-2013-key-highlights a nd-
analysis.pdf
1. Government of India journal i.e Yojna

2. Government of India Journal i.e Kurukshetra
3. Economic and Political weekly
Not Applicable
Assessment
112
c. Attendance 10%

a. Prepare the R & R Projects for any industrial house and other stakeholders
b. Confidence level will be built in the minds of the students to work in any R & R
projects
privileged section
e. Suggest the policy notes to the appropriate authority
f. Provide consultancy services to various stakeholders in component manner.
Course Title Corporate Social Responsibilities
Course Code CC 305
Contact Hours 10
Marks 50
Credit 1
Coverage of this paper has been designed with the purpose to bring the justice to the community
residing in and around the industry. Basic functions of CSR and strategies to overcome the
challenges in the corporate sector with regards to CSR have been major focus of this paper.
Nevertheless, a few detail objectives i.e. i) understanding the dimensions of sustainability issues, ii)
orienting the students about various development policies, programmes and projects with regards to
CSR are the other two specific objectives of the course. Moreover, the course also aims at providing
the students deep insights and constructive inputs related to corporate social responsibility for the
better growth of both profit and non-profit sectors
At the end of the course, graduates will be able to
a. Recognize the issues and challenges relating to the corporate social responsibilities with
logical understandings
b. Analyse and execute the government policies with regards to Corporate functions
privileged section
113
3. Pedagogy
The course will be delivered through interactive lectures, case analysis, practical individual and
group assignments.

Classes
Unit 1 1 Corporate Social Responsibility
a. Genesis, Principle and Practice Milton Friedman and John K.
Elkingtan, Understanding CSR as a Concept, Classification of
Organizations
b. CSR Debate: Friedman Vs. Handy, CSR Pyramid, Culture, Context,
Principle and Relevance of CSR, Benefits of Robust CSR Practice
Unit 2 1 CSR in the Indian Context
a. From Philanthropy to Strategy Practice of CSR in Ancient India,
History, Context and Current Meaning of CSR in India
b. Phases of CSR Development in India, Reasons of Adopting CSR in
India, Models and levels of navigation
Unit 3 1 Strategic CSR Practice and Role of Stakeholders
a. Operational Method of Organization, Stages of CSR Development in
an Organization, Strategic CSR Practice and Strategic CSR Models
b. Stakeholders of an Organization and their Attitude towards CSR,
Prioritization of Stakeholders in Strategic CSR Practice, Balanced
CSR Practice, Green Development
Unit 4 1 Sustainable Business Practice
Understanding Sustainability and Its Elements, Triple Bottom Line,
Balanced Score Card, Sustainable Business and Its Benefits,
Sustainable Development Goals, BRICS Model
Unit 5 2 CSR Legislation
CSR in the Companies Act, 2013 Companies Act and Entities under
CSR Obligations, Amount of Spending, Activities Included and
Prescribed Areas under CSR, CSR Committee, Administration and
Reporting, Failure of CSR Compliance, Responsible Government
Conduct
Unit-6 2 CSR Implementation Mechanism
a. Need Assessment Survey and Social Impact Evaluation Two Levels
of CSR Surveys, Types of Societal Needs and their Identification,
Areas of Intervention, Preparation of Perspective Plan and Budget
Allocation, Evaluation of Impact and Sustainability, Process of
Conducting CSR Survey
b. Vendor Monitoring, Supply Chain and the Social product
c. CSR and Social Audit The Process of Audit, Difference between
Social and Financial Audit, Benefits of Social Audit

114
Students would be taken to any one of CSR projects of one of prominent corporate in Jharkhand
in order to get them a wide exposure to as how CSR functions.
7. Basic Text Book:
1. Chakrabarty, B. (2011). Corporate social responsibility in India. London: Routledge
Publications.
2. Chatterjee, M. (2011). Corporate social responsibility. New Delhi: Oxford University Press.

1. Moon, J. (2014). Corporate social responsibility: A very short introduction. New York: Oxford
University Press.
2. Roy, S. K. (2012). Social audit in India: An overview. International Journal of Scientific Research,
1(5), 16-18.
9. Reference Books
1. Somayaji, S., &Dasgupta, S. (2013). Sociology of Displacement: Policies and Practices.
2. Werther, W. B. Jr., & Chandler, D. (2010). Strategic corporate social responsibility:
Stakeholders in a global environment. New Delhi: Sage Publications.

13. E – Resource / Databases (if any):
1. http://coolbookre.com/organizational-behaviour-an-introductory-text-read-unlimited-free-e-
books.pdf
3. https://journals.sagepub.com/doi/abs/10.1177/1470595805050823
4. https://www.cambridge.org/core/journals/management-and-organization-review/article/has-
a-network-theory-of-organizational-behaviour-lived-up-to-its-
promises1/3B7F3B6E3E174DF2EDEB1C025677120B

Assessment
Students will be assessed by Class Assignments, Class Tests, Attendance and End Trimester
Final written examination. The distribution of marks will be as follows:
a. Exposure Report 20%
c. Attendance 10%
3. Moon, J. (2014). Corporate social responsibility: A very short introduction. New York: Oxford
University Press.
115
4. Roy, S. K. (2012). Social audit in India: An overview. International Journal of Scientific Research,
1(5), 16-18.
9. Reference Books
3. Somayaji, S., &Dasgupta, S. (2013). Sociology of Displacement: Policies and Practices.
4. Werther, W. B. Jr., & Chandler, D. (2010). Strategic corporate social responsibility:
Stakeholders in a global environment. New Delhi: Sage Publications.

13. E – Resource / Databases (if any):
5. http://coolbookre.com/organizational-behaviour-an-introductory-text-read-unlimited-free-e-
books.pdf
7. https://journals.sagepub.com/doi/abs/10.1177/1470595805050823
8. https://www.cambridge.org/core/journals/management-and-organization-review/article/has-
a-network-theory-of-organizational-behaviour-lived-up-to-its-
promises1/3B7F3B6E3E174DF2EDEB1C025677120B

Assessment
c. Attendance 10%
15. Videos : (If Any )Nil
16. Any Other Remarks : Nil
a. Recognize the issues and challenges relating to the corporate social responsibilities
with logical understandings
b. Analyse and execute the government policies with regards to Corporate functions
privileged section.
116
Course Title Operations Research
Course Code CC 306
Contact Hours 20
Self Study& Assignments (hours) 60
Marks 100
Credit 2
Operations research (often referred to as management science) is simply a scientific approach to
decision making that seeks to best design and operate a system (an organization), usually under
conditions requiring the allocation of scarce resources. A few courses at the graduation level
offer the paper Operations Research in our country. Most of the students of rural management
may not studied Operations Research at the graduation level. This paper helps to understand and
learn the basic mathematical models and employs these models as a basis to deal with decision
making problems in operations of agri-business and other rural operations. The course provides
a scientific approach to problem solving in the constrained environment where it is appropriate
for Rural Management area. This course helps students to deal with OR/MS Techniques in their
simplest form like formulation of LP model, Solution of LPP, Transportation and Assignment
Problem, Network analysis, Inventory management and their applications in Rural Management.
a. Illustrate the different categories of optimization problems and their components.
b. Demonstrate the scientific approach to formulating and solving the problem in the constrained
environment.
c. Apply the basic OR/MS Techniques for solving operational problem related to societal and
rural issues.
d. Develop the decision making skill using basic optimization techniques.
3. Pedagogy :
The course will be delivered through class lecture with interactive sessions, case discussion,
individual exercises / assignments, using spreadsheet s/w and group assignments on problem
solving.
No. of Content
Units
Classes
Introduction to Operations research
a. An overview and scope of Operations Research, Introduction to
Unit 1 2 LPP.
b. Formulation of LP Models in RM areas, Graphical Solution of LPP
c. Special cases in LPP
Solution Techniques of LPP
Unit 2 2 a. Simplex Method and Two-phase Method for solving LPP.
b. Use of MS Excel and LINGO for solving LPP
Duality Theory
Unit 3 2 a. Duality Theory.
b. Post Optimal Analysis of an LPP
Unit 4 2 Transportation Problem
a. Construction of Transportation Problem, NWC Method, Least
Cost Method, Vogel’s Approximation Method (VAM) for initial
117
solution of TP.
b. Test of optimality with MODI method, Special cases in
Transportation Problem
Unit 5 2 Assignment Problem
a. Construction of Assignment Models, Hungarian Method for the
Assignment Model, Test of optimality.
b. Travelling Salesman problem, Maximization Assignment Model.
Unit 6 2 Decision Theory
a. Decision Theory-Quantitative approach to management decision
making, Decision making under Uncertainity - Maximin,
Maximax, Hurwics, Laplace and Minimax regret criteria.
b. Decision making under Risk-EMV, EOL, EVPI criteria, Decision
Tree Analysis, Using Excel to Solve Decision Theory Problems.
Unit 7 2 Inventory Control
a. Inventory Control - EOQ Models – without shortage, with
shortage.
b. EOQ Model with price breaks, EBQ model.
Unit 8 2 Project / Network Analysis
a. Network analysis, CPM and PERT Network concepts,
construction of AOA and AON network diagram.
b. Network calculations on CPM and PERT, calculation of
float/slack under PERT, Probability of Project Completion.
c. Project Crashing – Time and Cost trade off Analysis, Other
Topics in Project Management- Resource Levelling and
Smoothing.
Total 16
5. Group Project
No group projects were allocated for Operations Research Course.

Assignments
There will be two assignments per student out the following assignments.
a. Self-practice problems on formulation and solution of LPP
b. Self-practice problems on Transportation Problem and Assignment Problem
c. Self-practice problems on Inventory Control.
d. Self-practice problems on Decision Theory
e. Self-practice problems on Network Analysis
Sharma, J. K. (2005). Operation research- theory and applications (4thed.). New Delhi:
Macmillain India limited.
Vohra, N. D. (2006). Quantitative Techniques in Management (3rd ed.). New Delhi: Tata
McGraw-Hill Education.
118
Taha, H. A. (2008). Operations Research - An Introduction (8th ed.). USA: Prentice

Hall/Pearson Education.
Winston, W. L. (2003). Operations Research: Applications and Algorithms (4th ed.). USA:
Cengage Learning.
Anderson, Sweeny, & Williams. (2012). Quantitative Methods for Business (12 ed.). USA:
South-Western College Publication.
Hillier, F. S., & Lieberman, G. J. (2005). Introduction to Operations Research (8th ed.). USA:
Tata McGraw Hill.
Kasana, H. S., &Kumar, K. D. (2008). Introductory Operations Research Theory and
Application. Heidelberg: Springer.
Render, B., Stair, R. M., Hanna, M. E., & Stair, R. (2002). Quantitative Analysis for
Management (8th ed.). USA: Prentice Hall.



Suggested Readings
1. Anderson, Sweeny, & Williams. (2012). Quantitative Methods for Business (12 ed.). USA:
South-Western College Publication.
2. Hillier, F. S., & Lieberman, G. J. (2005). Introduction to Operations Research (8th ed.).
USA: Tata McGraw Hill.
Journals
1. European Journal of Operational Research
2. Journal of Operation Research Society
3. Mathematical Methods of Operations Research
4. Omega: The International Journal of Management Science
5. Opsearch

Assessment
119
Students will be assessed by Class Tests, Attendance and End Trimester Final written
examination. The distribution of marks will be as follows:
a. Class Test (MCQ type) 20%
c. Attendance 10%

a. Illustrate the different categories of optimization problems and their components.
b. Demonstrate the scientific approach to formulating and solving the problem in the
constrained environment.
c. Apply the basic OR/MS Techniques for solving operational problem related to societal
and rural issues.
d. Develop the decision making skill using basic optimization techniques.
Course Title Computer Application and MIS
Course Code CC 307
Contact Hours 20
Self-study & Assignments (hours) 60
Marks 100
Credit 2
120
With ever increasing complexities of business, now -a-days, information systems are playing
crucial roles in different aspects of business. In present era Information Systems are not only
playing vital roles in efficient processing of organisational information and the production of
meaningful reports but also help managers to make comprehensive business decisions and
attaining strategic leads. This course helps students to understand the basic principles and
working of Information Systems, utilise various decision making tools, give an overall
perspective of the importance of information technologies for rural management.
a. to evaluate the role of information systems in today’s competitive business

environment
b. to describe the types of information systems supporting the major functional areas of
rural management and business as whole
c. identify decision making phases and able to understand, interpret and analyse the use of
IT to solve the problems.
3. Pedagogy :
Units No. of
Content
Classes
Unit 1 1 Introduction:
Introduction to Information Systems and Management Information
System
Unit 2 3 a. Organizational information systems: TPS, MIS, DSS, EIS, GDSS.
Unit 3 3 Decision making:
Decision making process, Decision theory.
Unit 4 3 Information System Planning :
Information System Planning and scheduling, PERT-CPM
Unit 5 3 Business Applications of IS :
Business Applications of IS: e Commerce, e-business, e-governance
and ERP
Unit 6 3 Information Technology: IT infrastructure and emerging technology
and concept of Database Management Systems
Total 16

Assignments
During the classes the assignments are circulated
D. P. Goyal (2014), Management Information Systems Managerial Perspectives, Fourth
Edition, Vikas Publishing House Pvt. Ltd, Noida
Schultheis, R/ Sumner, M, Management Information Systems: The Managers View By
Schultheis,4th edition, Tata McGraw Hill (TMH) India
121
8. Basic Reference Material : * Class Notes
1. S. A. Kelkar, Management Information Systems: Concise Study By Kelkar S. A., PHI
Learning Pvt Ltd
2. Laudon, K. C/ Laudon, J. P., Management Information Systems: Managing The Digital Firm
By Laudon K. C. , 11th edition, PHI Learning Pvt Ltd
3. Jawadekar, W. S., Management Information System: Text & Cases By Jawadekar W. S., 4th
edition, Tata McGraw Hill (TMH)
4. David M. Levine, Timothy C. Krehbiel, Mark L. Berenson, (2007). Business Statistics A First
Course, Thirds Edition, New Delhi: Pearson Education.
5. Laudon C. Kenneth and Laudon P. Jane. (2013). Management Information Systems –
Managing the Digital Firm, 12e. New Delhi: Pearson Education.
6. Murray Katherine. (2010). Microsoft Office 2010 – Plain & Simple. New Delhi: PHI
Each student must take responsibility for her/ his education. Always come to the class
prepared.
Copying work from the Internet without a proper reference is considered plagiarism and
subject to disciplinary action.
It is a violation of academic honesty to misrepresent material or fabricate information in an
academic exercise, assignment or proceeding, such falsification is subject to disciplinary
actions
Each student must take responsibility for her/ his education. Always come to the class prepared.
Copying work from the Internet without a proper reference is considered plagiarism and subject
to disciplinary action.
It is a violation of academic honesty to misrepresent material or fabricate information in an
academic exercise, assignment or proceeding, such falsification is subject to disciplinary actions.
Class particiaption in the form constructive questions, discussions will be encouraged,
13. E-Resource / Databases : (If Any) Nil


Assessment
122
c. Attendance 10%

a. evaluate the role of information systems in today’s competitive business environment
b. describe the types of information systems supporting the major functional areas of
rural management and business as whole
c. identify decision making phases and able to understand, interpret and analyse the use
of IT to solve the problems.
Course Title Climate Change and Sustainable Development
Course Code CC 308
Contact Hours 20
Marks 100
Credit 2
Nowadays entire world is witness of continuous environmental and ecological deterioration due
to unplanned urbanisation; rapid industrialisation; intensive agriculture; indiscriminate
consumption of natural resources; haphazard disposal and mismanagement of solid, hazardous
and biomedical waste; radiations from nuclear power plants; emissions of greenhouse gases and
ozone depleting substances; melting of glaciers and sea level rise; devastating flood and
drought; degradation of water, air and soil quality; deprivation of biodiversity; violation of the
laws, rules and regulations concerned with air, water, soil and noise quality etc.
The above mentioned deteriorating factors would certainly cause significant complications in
human sustenance, survival and imbalance between development and environment and hence its
remediation is essential not only by making the laws, implementing effective governance and
administration but also by providing education, awareness and sensitivity among the students
towards global environmental and ecological concerns.
By introducing the course ‘Climate Change and Sustainable Development’ in the course
curriculum of PGDRM, it can help the students to generate concrete idea about ecosystem and
ecosystem services; management of ecosystem and environment; sustainable development and
SDGs; forest and silvicultural practices; management of wasteland; forest management and
policy; climate science, climate change and impacts; policies on climate change and governance
etc. Indeed, the conceived understanding, analytical ability and deliberations of the course paper
will be envisaged in their professional endeavours.
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a. To understand the concept of ecosystem and ecosystem services; conservation and management
of ecosystem and environment.
b. To understand and analyse the concept of sustainable development prospective and SDGs,
challenges and strategies linked with sustainable development.
c. To analyse the silvicultural practices; protection, prevention and conservation of forest; forest
management and policy.
d. To analyse the concept of climate science; climate change and impacts; global initiatives on
climate change mitigation; policies on climate change and governance.
3. Pedagogy
The course consists of two sessions (seventy five-minutes) each week, primarily involving lectures,
discussions, case study and class test as internal assessment. Besides, students will be more exposed
with the objectives of course by practical field training/exposure /excursion.

Unit 1 2 Fundamentals of Ecosystem
a. Ecosystem & their Structural & Functional Components
b. Food Chain, Food Web and Ecological Pyramids
c. Biogeochemical Cycling of Nutrients
d. Energy Flow & Ecosystem
Unit 2 2 Sustainable Development Prospective & SDGs
a. Historical Perspective of Sustainable Development
b. Principles of Sustainable Development
c. Brundtland Commission
d. Earth Submit and Agenda 21
e. Sustainable Development Goals and 2030 Agenda
Unit 3 2 Sustainable Development Challenges and Strategies
a. Sustainable Development Challenges
b. Sustainable Consumption and Production
c. India’s Goals and Strategies for Sustainable Development
Unit 4 2 Forest and Silviculture Practices
a. Importance of Forest and Forest Classification
b. Measurement of Diameter & Girth of Tree
c. Determination of Age of Tree
d. Measurement of Volume of Wood Log
e. Methods of Forest Tree Felling
f. Forest Seed & Nursery
Unit 5 3 Forest Management & Policy
a. Protection, Prevention and Conservation of Forest
b. Forest Movement and People’s Participation
c. Social Forestry
d. Wasteland and Technologies for Wasteland Management
e. Forest Policies & Acts.
Unit 6 2 Environmental Pollution & Control Measures
a. Air, Water, Noise, Soil & Radioactive Pollution & Control
b. Solid Waste Generation and Management
c. Acid Rain & their Consequences
d. Ozone Depletion and Montreal Protocol
e. 5. Environmental Impact Assessment (EIA)
Unit 7 2 General Overview of Climate Science and Impacts
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a. Vertical Structure of Atmosphere
b. Concept of Physical Meteorology
c. Green House Effect, Global Warming & Climate Change
d. Impacts of Climate Change on Natural & Managed Systems
e. Climate Change & Public Health
f. Water as Climate Issue
g. Climate Change Adaptation
Unit 8 3 Climate Change & Governance
a. Journey from Kyoto to Copenhagen
b. Green House Gas Emissions and Accountability
c. Involvement of Communities/Stakeholders for Climate Change
d. Policies on Climate Change and Governance.
Total 16
5. Group Project
Group Roll No Topic

1 Biosphere, Ecosystems & Ecotones
2 Forest governance in India
3 Forest Rights Act & its implications
4 Different types of forests and their
management
5 Various types of environmental pollution
6 Technical and legal measures of pollution
controls
7 Global implication of GHG and global
responses
8 Global implication of Ozone layer depletion
and global responses
9 SDGs and its progress at global level
10 Policies on Climate Change and Governance
11 EIA and its implication
12 EMP and its utility
13 Environmental refugee due to cyclone and
floods
14 Environmental refugee due to drought and
famine
15 Climate Change & Public Health
10 Policies on Climate Change and Governance
11 EIA and its implication
12 EMP and its utility
There will be two types of assignments related to practical field training/exposure/excursion:-
a. Silvicultural practices/social forestry practices/cost estimation of forest based timbers and
their marketing & linkage.
b. Drinking water treatment plant/waste water treatment plant/practice of environmental
management plan (EMP) in manufacturing/ production/mining industry.
1. Dessler, A. (2nd Ed. 2016).Introduction to Modern Climate Change.Cambridge University
Press.
125
2. Prasad, R. (2016). Technology of Wastelands Development. Associated Publishing Company.
3. Robertson, M. (2nd Ed. 2017). Sustainability Principles and Practice. Routledge.
4. Tchobanoglous(1st Ed. 2014). .Integrated Solid Waste Management.McGraw Hill Education.
Todd, D.K. & Mays, L.W. (3rd Ed. 2015). Groundwater Hydrology. Wiley India Pvt. Ltd.
5. Class PPTs
1. Archer, D. (2nd Ed. 2011).Global Warming: Understanding the Forecast. Wiley.
2. Jamal, D. (2019).The End of Ice: Bearing Witness and Finding Meaning in the Path of
Climate Disruption. The New Press.
3. Matson, P., William, C.C., &Andersson, K. (1st Ed. 2016).Pursuing Sustainability: A Guide
to the Science and Practice.Princeton University Press.
4. Meadows, D.H. (2013). Limits to Growth: The 30-Year Update. Chelsea Green Publishing
Company.
5. Tiwari, K.M. (2000). Social Forestry for Rural Development. International Book
Distributors.
Please refer to Student’s Manual
Please refer to Student’s Manual
1. Advances in Climate Change Research
2. Ecosystem Services
3. Environmental Impact Assessment Review
4. Environmental Policy and Governance
5. International Journal of Sustainable Development and Planning
6. Journal of Hazardous, Toxic, and Radioactive Waste
1. www.fao.org/land-water/land/sustainable-land-management/slm-practices/en
2. projects.worldbank.org/P132100?lang=en https://onlinelibrary.wiley.com/doi/abs/10.1002/ld
r.852
1. Centre For Science And Environment: https://www.cseindia.org
2. Foundation for Ecological Security (FES) : fes.org.in
3. The Energy and Resources Institute (TERI): www.teriin.org
4. Central Pollution Control Board (CPCB): cpcb.nic.in
5. Ministry of Environment, Forest and Climate Change (MoEFCC): envfor.nic.in
6. Sustainable Development Goals https://sustainabledevelopment.un.org
7. Ministry of Drinking Water and Sanitationwww.mdws.gov.in
126
8. India Water Portal www.indiawaterportal.org
9. Green Peace: https://www.greenpeace.org
International Union for Conservation of Nature (IUCN): https://www.iucn.org
Assessment
c. Attendance 10%
By the end of this course, students would be able to:
a. Understand the concept of ecosystem and ecosystem services; conservation and
management of ecosystem and environment.
b. Understand and analyse the concept of sustainable development prospective and SDGs,
challenges and strategies linked with sustainable development.
c. Understand and analyse the silvicultural practices; protection, prevention and
conservation of forest; forest management and policy.
d. Understand and analyse the concept of climate science; climate change and impacts;
global initiatives on climate change mitigation; policies on climate change and
governance.
Course Title Sustainable Management of Land and Water (SMLW)

Course Code CC 309
Contact Hours 20
Self -Study& Assignments (hours) 60
Marks 100
Credit 2
Sustainable management of land and water (SMLW) means “the use of land resources, including
soils, water, animals and plants, for the production of goods to meet changing human needs,
simultaneously ensuring the long-term productive potential of these resources and the maintenance
of their environmental functions”. In other words SLM can be defined as “the adoption of land-use
systems that through appropriate management practices enable land users to maximize the economic
and social benefits from the land while maintaining or enhancing the ecological support functions of
the land resources”. The productivity and sustainability of a land-use system is determined by the
interaction between land resources, climate and human activities. Especially in the face of climate
change and variability, selecting the right land and water uses for given biophysical and socio-
economic conditions, and implementing SMLW, are essential for minimizing land degradation,
rehabilitating degraded land, ensuring the sustainable use of land resources (i.e. soils, water and
biodiversity) and maximizing resilience. This course will help to understand SMLW which can help
in integrating land, water, biodiversity, and environmental management (including input and output
externalities) to meet rising food and fibre demands while sustaining ecosystem services and
livelihoods.
127
a. To understand the link between UN’s SDG and SMLW
b. To comprehend and apply basics of land and water management
c. To illustrate the principles of and practices of sustainable land and water management
d. To analyse the difference between unsustainable and sustainable agricultural practices and
approaches
3. Pedagogy
Unit 1 2 Link between SDG and SMLW

a. Sustainable development concept
b. Sustainable development goals of UN
c. SDG for sustainable land and water management
Unit 2 3 Basics of soil science
b. Physical, chemical and biological Composition and properties
of Soil
c. Soil formation processes and factors affecting the same
d. Soil classification and Soils of India
Unit 3 4 Principles and practices of sustainable land management
a. Management of saline alkali and acid soils
b. Sustainable fertility management
c. Soil erosion management
d. Dry land farming and changes in the frontier, collective actions
for coping the environmental stress and climate change.
Unit 4 3 Comparative analysis of command area driven water
management and watershed approach
a. Basics of soil water and irrigation practices
b. Command area approach, Dams and its perils
c. Watershed development and its benefits
d. Integrated water resource management
e. Participatory irrigation management act and PIA map
Unit 5 4 Sustainable management of land and water
a. Traditional water harvesting systems of India
b. Successful watershed development projects
c. Case study on SLWM - Cases on low cost indigenous and
exogenous technologies for land and water management; Cases
and practical exercise, management of ecologically vulnerable
resources like Mangrove, Rain Forest, Marshes/Swamps etc.
Total 16
5. Group Project
Students are normally evaluated for Sustainable Management of Land and Water course through
seminar presentations along with other internal and end term exams. However, due to online classes,
students are required to make group project in the form of PPT and supportive write up and submit to
128
the teacher concerned by 4th May 2021 by 4 pm. The PPT and write up must be upload in the ERP as
well as to be sent by email to himadrisinha@xiss.ac.in For PPT font should be chosen (Not less than 30
for heading and 24 body text) as such that it may be legible even from the farthest corner of the class
room. Graphs, Chart, Photographs, Maps will be given extra credits. This assignment will carry 20
marks. Project Topics are given below:
Group Roll No Topic

1. Climate Change – Causes and Impacts on Land & Water
2. Organic Manures and its management
3. Khadin system of water management
4. ERY (Tanks of South Indian) system of water management
5. WARABANDI system of water management
6. Kuhls/Ghuls system of water management
7. Sukhomajri watershed management
8. Swidden Agriculture (Jhoom) cultivation of North East India - Pros &
Cons
9. Himalayan Streams and sources of ground water and their management
10. Flood Disaster of Bihar
11. Ahar&Pyne system of management
12. PHAD system of water management
13. RalegaonSiddi watershed management
14. State of Tropical Rain Forest in the World
15. Tropical and Temperate Grassland management
16. Wetland management – problems & opportunities
17. Conservation of gullies & ravines
18. Dry land agriculture management in India
19. Sprinkler & Drip Irrigation – types & method
20. Surface Irrigation – types & method
21. Methods of Fertilizer Application
22. Contour & Terrace farming – Types, Design Principles and
Implications
23. Desert agriculture and its impact
24. Waste water recycle – Success story
25. Mangrove management
Assignments
There will be two assignments per student
 Soils of India and their impact on agrarian economy
 Case presentation on traditional water harvesting systems of India and Case study on SLWM
 Brady, N.C. (14th Ed. 2013). The nature & properties of soils. Delhi: Eurasia Publishing
House.
th
 ICAR (6 Eds). (2014). Handbook of agriculture. New Delhi: Indian Council of Agriculture
Research.
 Michael, A. M. &Ojha, T. P. (1978). Principles of agriculture engineering, Vol. I & II. Delhi:
Jain Brothers.
th
 Miller, R. D. & Donahue, R. L. (6 Eds). (1992). Soils: An introduction to soils and plant
growth. Delhi: Prentice Hall of India.
129
 Agarwal, R. R., Yadav, J. S. P. & Gupta, R. N. (1979). Saline and alkali soils of India. Delhi:
Indian Council of Agriculture Research.
 Balasubramaniam, V. &Venkateswarle, J. (Ed. 1985). Efficient management of dryland
crops. New Delhi: Indian Council of Agriculture Research.
 Rao, K.V.S. (2000). Watershed comprehensive development. Hyderabad: Book Syndicate.
 Sarathchandran, C., Thomas, Sabu, Unni, M. R (Eds.) (2019).Organic farming: New advances
towards sustainable agricultural systems. Switzerland: Springer International Publishing.
 World Bank (2017). Sustainable land management: Challenges, opportunities and trade
offs. New York: World Bank Publications.
 Yawalker, S.P., Agrawal, K.S., &Bokde, J.P. (1992). Manures and fertilizers. Nagpur: Agri-
Horticultural Publishing House.
 www.fao.org/land-water/land/sustainable-land-management/slm-practices/en
 projects.worldbank.org/P132100?lang=en https://onlinelibrary.wiley.com/doi/abs/10.1002/ldr.
852
 3. ProQuest Management Collection for e-journals” ABI GLOBAL” –
 4.ProQuest E-Books Collection (COMPLEMENTARY) (Approx. 20,000 ebooks) ; Books -
https://ebookcentral.proquest.com/lib/xissin; User Guide: http://proquest.libguides.com/ebookcentral
Suggested Readings
 World Bank (2017). Sustainable land management: Challenges, opportunities and trade
offs. New York: World Bank Publications.
 Yawalker, S.P., Agrawal, K.S., &Bokde, J.P. (1992). Manures and fertilizers. Nagpur: Agri-
Horticultural Publishing House.
Journals
1. Agricultural Water Management
2. International Journal of Environmental Research and Public Health
3. Sustainability
4. Water Policy
130
Assessment
Attendance 10%
17. Learning Outcome:
a. Understand the link between UN’s SDG and SLWM
b. Comprehend and apply basics of land and water management
c. Illustrate the principles of and practices of sustainable land and water management
d. Analyse the difference between unsustainable and sustainable agricultural practices and
approaches.
Course Title Project Management
Course Code CC 310
Contact Hours 20
Self Study & Assignments (hours) 60
Marks 100
Credit 2
This course intends to introduce to the students the concept, understanding and practices of
project management, planning and designing. Students will have a deeper insight in to the
components of project planning. They will have an overview of approaches, methods and
techniques of project planning.
a. Understand the various components of Project management (PME) in development sector
b. Explain the meaning of projects and project cycle.
c. Apply the common contents of a project proposal and steps which need to be followed
while preparing a development project.
d. Understand different approaches, methods and techniques of project planning.
d. Apply skills related to each stages of project cycle, application of different tools related
131
to need identification, developing strategy paper and project formulation.
e. Design and write a project proposal.
3. Pedagogy
Pedagogy and mode of delivery would be primarily lecture, interactive sessions, Case presentation
and videos. Students will be given individual and group assignments
4. Course requirements
Units No. of Classes Contents
Unit 1 1 Strategic Management for Organisations
Process and Importance
Vision, Mission and Goal
Unit 2 2 Understanding Project Management

a. Project environment, project management in development
sector.
b. Project Management Cycle/ Project life cycle, Sectoal projects
Unit 3 2 Project/ Need identification

Tools for data gathering & analysis,
Developing Concept/Strategy Paper - Problem analysis,
Solution Analysis -
e. Objective Setting,
f. Gender Plan
g. Identification of Activities,
h. Implementation Plan,
i. Budget Estimation,
j. Gender Budgeting
k. Pre-feasibility Study
Unit 4 3 Strategy Formulation

a. Situation Analysis
b. Stakeholder Analysis
c. Problem Analysis
d. Solution / Objective
e. Strategy/ Concept Paper
Unit 5 4 Project Formulation

a. Logical Framework, Matrix and Analysis
b. Activity Planning
c. Gender Planning
d. Budget estimation
e. Project Implementation Plan
Unit 6 2 Contents of Project Proposal

Common Contents of a Project Proposal
Unit 7 2 Writing Project Proposal

Writing Project Proposal for Grant making
132
Total 16
5. Group Project :
Assignments
Two assignments of 20 marks each will be given on selected topics. The assignment would
focus on assessing the skill of using the knowledge and understanding of various topics
included in this course.
6. Case Study
A various case study from the social development sector will be shared in the class for a better
7. Basic Text books
1. Cleand, D. I. (1988). System analysis and project management. New Delhi: McGraw-Hill
Publisher.
2. Coninck, D. J., Chaturvedi, K., Haagsma, B., Griffioen, H. &Glas, M. V. D. (2008).
Planning, monitoring and evaluation in development organisations. New Delhi: Sage
Publications India Pvt. Ltd.
3. Goel, B. B. (1987). Project management: A development perspective. New Delhi: Deep &
Deep Publication.
4. Haltlas R.G.G and Sandra C. Mckee,(2003) Practical Project Management, Pearson
Education, In (Singapore) Pvt. Ltd.
1.Aguanno, K. (2018). Managing agile projects. New Delhi; Macmillan Publishers India Ltd.
2.Desai, V. (2017) Project management. Mumbai; Himalaya Publishing House.
3.Gupta, B. L. (2018). Project management. New Delhi; Mahamaya Publishing House.
4.Nagarajan. K. (2001) Project Management, New age international (P) Ltd. New Delhi,
5.Nair B. M. (1985). Project management: Scheduling and monitoring PERT/CPM. Sahibabad:
Van Publication.
11. Punctuality & Class Behavior:
13. E-Resources:
http://www.worldbank.org
http://www.ifad.org>document
https://results-based-management.blogspot.com
Twitter MoRD_GOI
133
14.Additional Reference Resource
2. Kurukshetra
3. Social Welfare
4. Yojna
e. 15. Videos : (If Any) Nil

f.
g. 16. Any other Remarks :
Assessment

c. Attendance 10%
h.
a. Analyse different approaches, methods and techniques of project planning.
b. Apply skills related to each stages of project cycle, application of different tools related to
need identification, developing strategy paper and project formulation.
c. Design and write a project proposal.
i.
134
PRACTICAL EXPOSURES
CP 311 Computer Lab 100 2
CP 312 Urban Field Exposures (Implementation of CD Project II ) 100 1
CP 313 Rural Field Exposure (Learning & Practices of PRA&FGD) 100 1
CP 314 Term Paper 100 1
CP 316 Comprehensive Viva Voce (1st Year) 50 0.5
135
TRIMESTER IV
136
Course Title Project Management II
Course Code CC 401
Contact Hrs 20
Marks 100
Credits 2
This course intends to introduce to the students the concept, understanding and practices of Project
Management in the context of operation of projects/ Programmes related to socio-economic
development. Students will understand the concept and acquire skills of monitoring and evaluation
of development projects.
By the end of the course, the students will be able to
a. Understand the various operational aspects of Project management in development sector
b. Understand the concept and knowledge related to various operational aspects of project
management.
3. Pedagogy
Pedagogy and mode of delivery would be primarily lecture, interactive sessions, Case presentation
and videos. Students will be given individual and group assignments
Contents
Unit 1 2 Network Analysis - Scheduling and Controlling
Work Breakdown Structure, organizational breakdown
structure, cost breakdown structure, scheduling and controlling
PERT and CPM
Unit 2 3 Project Governance
Project structure and culture, supervision and delegation;
project autonomy; internal and external communication
Unit 3 3 Project Contract Management
Development of contract documents, procurement management
(goods and services), conflicts and negotiations
Unit 4 3 Project Risk Management
Methods, principles, process, risk analysis, risk options
Unit 5 3 Monitoring and Evaluation
Concepts, designs and practicing models;
Differences between M & E and Stages of evaluation,
Developing Monitoring plan
Developing Evaluation plan
Developing TOR
Unit 6 2 Social Audit
Meaning & Objective
Scope of Social Audit
137
Social Audit cycle
Social Auditor
Total 16
5. Group Project:
Assignments
Two assignments of 20 marks each will be given on selected topics. The assignment would focus
on assessing the skill of using the knowledge and understanding of various topics included in this
course.
6. Case Study
Case studies from the social development sector will be shared in the class for a better
understanding of the concepts and practices for the learner.
7. Basic Text books
1. Cleand, D. I. (1988). System analysis and project management. New Delhi: McGraw – Hill
Publisher.
2. Coninck, D. J., Chaturvedi, K., Haagsma, B., Griffioen, H., &Glas, M. V. D. (2008). Planning,
monitoring and evaluation in development organisations. New Delhi: Sage Publications India
Pvt. Ltd.
3. Dale, R. (2004). Evaluating development programmes and projects. New Delhi: Sage
Publication India Pvt. Ltd.
4. Fitzpatrick, J., Christie, C. & Mark, M. M., (2009). Evaluation in action. New Delhi: SAGE
Publications India Pvt. Ltd.
9. Reference Books
1. BrithaMikkelsen. (2005) Methods for Development Work and Research, Sage Publications
Ltd., New Delhi
2. Goel, B. B. (1987). Project management: A development perspective. New Delhi: Deep &
Deep Publication.
3. Nair B.M. (1985). Project management: Scheduling and monitoring PERT/CPM.
Sahibabad: Van Publication.
4.Raj, S. (2011). Project management. New Delhi: Arise Publishers and Distributors.
138
8. E-Resources
http://www.worldbank.org
http://www.ifad.org >document
https://results-based-management.blogspot.com
http://www.ilo.org>-exrel PDF
http://www.sampletemplates.com
9. Additional Reference Resource : Nil
Journal of Rural Development, NIRD

16. Assessment
Attendance 10%

a. Apply skills related to develop project implementation plan
b. Apply skills related to designing and conducting M&E.
c. Write and present M&E reports
d. Apply skills related to project governance and risk management.
Course Title GIS and Remote Sensing
Course Code EL 402
Contact Hours 30
Marks 100
139
Credit 3
Incorporating the “where” aspect into planning and implementation is perceived crucial by
Governments authorities as well as development professionals across the world. Using spatial
technology is proving to be powerful and effective measures in managing, processing and
evaluating actions and operations undertaken by developmental agencies. In the present
scenario, awareness and adeptness of using the same is all the more desirable for development
practitioners. Through this course, students will learn the concepts of Geographical Information
System and Remote Sensing and it will develop their ability to identify and apply spatial
analysis techniques in various areas of Rural Development / Management Practices. The
purpose of this course is to introduce the students the importance of spatial dimensions in
developmental decision-making. With the exposure to the concept of GIS and with the
acquisition of the software skills the students will be better positioned to understand and
provide their valuable inputs to improvise the decision-making processes in their spheres of
working. It will help in exposing the students to the importance of spatial data in
developmental decision making and will give them acquisition of skills to handle popular GIS
and RS software to process and analyse spatial data. It will also enable them to apply the
acquired skills to some of the problem solving situations in rural developmental practices.
a. To comprehend the criticality of including spatial data in the implementation scenario of
developmental decisions.
b. To understand and undertake basic GIS analysis and image processing tasks.
c. To analyse different types of spatial data with appropriate GIS methods.
d. To be able to evaluate the outcomes / outputs of geo-spatial analysis.
3. Pedagogy
The course will be delivered through lecture, discussion, lab Practical and a few field visits for
training on instruments use. The main themes and topic will be introduced by lectures in an
interactive manner. Besides, the students will be given individual / group exercises, followed by
presentation and discussions.

Classes
Unit 1 3 Introduction to GIS

a. Need for Spatial Data in Development,
b. Types of Spatial Data
c. Sources and characteristics of Spatial Data: Maps, Remote Sensing
Images
Unit 2 2 Acquisition of Spatial Data from Space

a. Concept of Remote Sensing,
b. Meaning and significance of EMR Spectrum,
c. Elements of a RS image: Pixel, Digital Number(DN),Band
d. Resolution of Remote sensing data
140
Unit 3 3 Spatial Referencing of Data
a. Concept and significance of Datum,
b. Map Projection, Positioning,
c. Working of GPS,
d. Georeferencing
Unit 4 3 Abstraction and representation of Spatial Data

a. Data Models in GIS,
b. Vector Data Model,
c. Types of Vector Data,
d. Components of Vector data,
e. Attribute data Management,
f. Query of Spatial and non-spatial Data
Unit 5 3 Working with Discrete Spatial Data

a. Processing and Analysis of Vector Data,
b. Geoprocessing
c. Overlay Analysis
Unit 6 2 Working with Continuous spatial Data

a. Nature and processing of Raster Data, DEM
Unit 7 4 Interpretation of Remote Sensing images

a. Visual and Digital interpretation,
b. Supervised and Unsupervised classification,
c. Accuracy assessment.
Unit 8 4 Applications of GIS in various areas of development practices.
Total 24
5. Group Project
Students would be given various group exercises requiring them to create/ use/apply spatial
data to address various developmental and conceptual problems. They may be required to
present their submitted work which would be evaluative in nature.
Assignments
A few assignments will be given to students to expose them to various applications of GIS, to
assess their laboratory skills and to fortify their understanding of the subject matter pertaining
to the course.
7. Basic Text Book
1. Bhatta B., (2016). Remote Sensing and GIS, New Delhi: Oxford University Press.
2. Burrough, Peter. A., Rachel, A. M. and Lloyd C. D. (2015). Principles of Geographical
Information System: Oxford University Press.
3. Heywood, I., Sarah, C. and Steve, C., (2011). An Introduction to Geographical Systems:
Pearson Education Limited, India.
141
4. Jensen, J.R. and Jensen, R.R. (2018). Introductory Geographic Information Systems,
Pearson Education.
1. Jensen, J.R, (2012). Remote Sensing of the Environment: An Earth Resource Perspective,
New Delhi: Prentice Hall.
2. Mohammad, N., Singh, R.B. and Dutta, A., (2007). Spatial Information Technology for
Natural Resource Management, New Delhi: Concept Publishing Company.
3. Nag, P. and Sengupta, S., (2008). Introduction to Geographical Information System, New
Delhi: Concept Publishing Company.
1. Belward, A.S., Valenzula C R. (Ed.) (1991) Remote Sensing and Geographical
Information Systems for Resource Management in Developing Countries, Springer
Science +Business Media BV
2. Bachiller, A.R., Glasson, J., (2004). Expert Systems and Geographical Information
Systems for Impact Assessment. Taylor and Francis, London
3. Tomaszewski, B., (2015). GIS for Disaster Management. CRC Press, Boca Raton.
https://www.omicsonline.org/geophysics-remote-sensing.php
https://gis.stackexchange.com/
https://gisgeography.com/
https://www.qgis.org/en/site/forusers//trainingmaterial /index.html
Suggested Readings
1. Campagna, M., (2006). GIS for Sustainable Development.CRC Press, Taylor and Francis
Group, New York.
2. Jankowski, P., and Nyerges, T., (2001). GIS for Group Decision Making: Towards a
Participatory Geographical Information System. Taylor and Francis, New York.
Journals
1. Socio-Economic Planning sciences (Elsevier)
2. Journal of the Indian Society of Remote Sensing
3. Journal of Spatial Science (Taylor and Francis)
4. Journal of Agriculture and Rural Development
in the Tropics and Subtropics
5. Asia Pacific Journal of Rural Development (Sage)
142
1. https://www.youtube.com/watch?v=sJG-rXBbmCc
2. https://www.youtube.com/watch?v=_r_3-2nD-Pk
3. https://www.youtube.com/watch?v=YqjfdobHBFA
Assessment
a. Lab Assignments 25%
b. Class assignment /Lab/Class Test (Written) 15%
c. Attendance 10%
a. comprehend the criticality of including spatial data in the implementation scenario of
developmental decisions.
b. understand and undertake basic GIS analysis and image processing tasks.
c. analyse different types of spatial data with appropriate GIS methods.
d. evaluate the outcomes / outputs of geo-spatial analysis.
Course Title Livestock Production Management
Course Code EL 403
Contact Hours 30
Self-Study& Assignments (hours) 90
Marks 100
Credit 3
1. Course description
The agrarian economy of India largely depends on contributions from livestock sector. It is a
source of quality nutrient in the form of milk and milk products, meat and eggs. It provides
draught and traction power for agriculture and rural transport and raw materials in the form of
wool, hair, hides and skins etc. for manufacturing sector. Crop and animal husbandry are twin
endeavours which are highly interrelated and inseparable. The share of livestock in the
agricultural GDP improved consistently from 15 per cent in 1981-82 to 26 percent in 2011-12
thus cushioning overall sustainable growth in agriculture.
Livestock management is both an art and science. The productivity of livestock is controlled by
3 main factors viz. genetic make-up, environment including nutrition and diseases and their
interactions. Management as such is the process of judicious decision making in an enterprise.
Livestock management involves the integral application of the principles of breeding, feeding,
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management and disease control.
This course covers the application of general livestock management principles in the
production and management of major domestic animals. It emphasizes the importance of
livestock farming and the principles of sustainable livestock management (feeds/feeding,
breeds/breeding, animal health and livestock economics).
2. Learning objectives
a. To understand the importance of livestock and poultry species
b. To know the general principles, technical skills and theoretical background about livestock
management
c. To develop competencies for delivery of services to practitioners engaged in livestock
management
d. To understand the role of livestock in integrated farming system
e. To understand the role of Cooperative, FPO, PPP, MSME and CSR in livestock sector
3. Pedagogy
presentation. The main themes and topics will be introduced by lectures in an interactive
manner. Besides the students will be given individual assignments and group assignments
followed by presentation and discussions. Exposure visits will be conducted to livestock farms
and milk plant, in case the situation permits.
Unit Number of Content
classes
1 3 Taxonomy and scope of Animal Husbandry.
1. Animal Contribution to Economy, Food and Society.
2. Classification of Agricultural animals. Common Scientific
name of animal.
3. Difference between Ruminant and non-ruminants.
Management nomenclature. Important Terminology
2 3 Animal Digestion and Nutrition.
1. Digestive system of Ruminant and non-ruminants.
2. Composition and classification of Feed Stuffs. Roughages,
concentrates. Use of Unconventional Livestock Feed.
3. Importance of feeding green fodder. Classification of green
fodder.
4. Feeding Principle and practices
3 3 Animal Breeding and Reproduction.
1. Reproductive characteristics of animals. Puberty age and
gestation period of animals.
2. Breeds of cattle and Buffalo their production and
management.
3. Advantage of A.I. over Natural Breeding. Advantages of
Cross breeding. Detection of heat and pregnancy diagnosis in
cattle and buffalo.
4 3 Dairy Farming.
1. Growth of dairy industry in India . Dairy Cooperative
societies(Anand Pattern).
2. Dairy Development programme in India. Strategy for dairy
development in Jharkhand.
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3. Important cattle disease and their management. Importance of
Vaccination.
4. Entrepreneurship Development in Dairy Farming
5 4 Sheep, Goat and Swine management.
1. Difference between sheep and Goat, their breeds.
2. Reproductive, Feeding and disease management in Sheep and
Goats.
3. Schemes of Sheep and Goat Development.
4. Characteristics and Breeds of Pig. Pig digestive system and
nutrition. Pig housing and piglet management. Economics of
Pig farming.
6 4 Poultry production and management
1. Importance and growth of poultry industry in India.
2. Classification of Poultry. Breeds of Duck, Turkey, Chicken and
Quails. Important terminology.
3. Backyard Poultry farming and management. Broiler farming.
How to start poultry unit.
4. Chicken management. Natural and Artificial Brooding. Different
housing system of Poultry. Economics of Poultry farming.
7 3 Fish and Integrated Farming
1. Importance of fish farming in Jharkhand and India. Systems of
Fish Farming. Pond management. Fertilization/ manuring.
2. Composite fish farming, stocking, post stocking, Economics of
Fish Farming.
3. Integrated farming system. Fish cum duck farming, Fish cum
dairy farming.
8 1 Farmer Producer Organization in livestock sector
1. Meaning of FPO, its importance and features
2. Steps in establishing FPO, its structure and activities
3. Case studies of FPO in livestock sector
Total 24
5. Group Project
Students will be evaluated for Livestock Production Management course through seminar
presentations. However, due to online classes, students are required to make group assignments
in the form of PPT and presentation of the PPT following with viva. Project Topics are given
below.
1. Dairy Cooperative
2. Self-help group in Animal Husbandry
3. Public Private Partnership in Animal Husbandry
4. Farmer Producer Organization in Livestock sector
5. Contract Poultry farming
6. Organic Dairy farming
7. CSR in Animal Husbandry
8. MSME in Animal Husbandry
9. Integrated Livestock farming
6. Case Study & Assignments
Individual Assignment will be given to students on topics related to
breeding/feeding/management/disease control of livestock and Poultry.
7. Basic Text books
1. Banerjee G.C.(2005) A Textbook of Animal Husbandry. Oxford & IBH Publishing. Co. Pvt.
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Ltd., New Delhi
2. ICAR (2012) Handbook of Animal Husbandry. ICAR, New Delhi
3. Mudgal V. (2011) Practical animal Nutrition. New India publishing Agency, New Delhi
4. Prasad Jagdish (2000) Poultry Production and Management. Kalyani Publishers. Ludhiana.
5. Thomas C.R. and Sastry N.S.R.(1991) Dairy Bovine Production. Kalyani Publishers.
Ludhiana.
1. Journal of Livestock Production and Management
2. Indian Journal of animal research
3. International Journal of Livestock production
4. Journal of Fisheries and Livestock Production
5. Journal of Animal sciences and Livestock Production
9. Reference Books
1. Honnappagaol S.S. and Tandle M.K.(2010) Artificial Insemination and Treatment of Dairy
animals. New India publishing Agency, New Delhi
2. Kumar S. and Mishra B.K.(2013) Livestock Production and Management- Recent Trends
and Future Prospects. New India publishing Agency, New Delhi
3. Kumaresan A. , srivastava A.K, Mohanty T.K. and Prasad S. (2012). Reproductive Disorders
and their Management in Dairy Cattle and Buffalo. Livestock production and Management.
National Dairy Research Institute , Karnal.
4. Singh C.V. and Barwal R.S (2013) Genetic improvement of Livestock and Poultry. New
India publishing Agency, New Delhi
5. Singh R.R. and Islam M.( 2014) Farm Animal management- Principles and Practices. New
India publishing Agency, New Delhi
11. Punctuality & Class Behaviour
13. E-Resource /Databases: (If any)
1. www.agriinfo.in
2. www.fao.org/animal-production/en/
3. http://en.wikipedia.org/wiki/animal_husbandry
15. Videos (If any)
1. https://www.youtube.com/watch?v=6PDdRhSZlNM
2. https://www.youtube.com/watch?v=3UINXe0zPqQ
3. https://www.youtube.com/watch?v=yzliYYwYWPM
4. https://www.youtube.com/watch?v=KPPbDtuy1Xc
5. https://www.youtube.com/watch?v=oTRQ_XnGYDY
16. Any other Remarks
Assessment
146
Students will be assessed by Class Assignments, Presentation, Class Tests, Attendance and
End Trimester Final written examination. The distribution of marks will be as follows:
a. Class Assignments (Individual + group) 30%
b. Class Test (Quiz) 10%
c. Attendance 10%
17. Learning (Course Outcome)
By the end of the course, the students will be able to learn
a) Importance of livestock and poultry species
b) General principles, technical skills and theoretical background about livestock
management
c) Competencies for delivery of services to practitioners engaged in livestock
management
d) Role of livestock in integrated farming system
e) Role of Cooperative, FPO, PPP, MSME and CSR in livestock sector.
Course Title Natural Resource Management & Commons
Course Code EL 404
Contact Hours 30
Marks 100
Credit 3
Natural resource management deals with creating sustainable solutions for conserving natural
resources such as clean water, energy, minerals and biological resources. Topics in natural
resource management include land-use planning, conservation biology, energy use, climate
change, renewable resource management, forest and wildlife management, or natural resource
policy. Collective action and collective management is one of the key factor of rural
development Bulk of natural resources in rural areas like land, water, forests, and fisheries are
used in common by people. Despite their valuable contribution to the rural economy both in
past and present, CPR’s are among the most neglected areas in developmental planning. The
formal invisibility or non-recognition of their contribution has led to the degradation and
depletion of such resources and need an urgent appropriate management intervention, which
can provide sustainable benefit flows.
a. To understand the dynamics of NRM in its social, economic and political context.
b. To analyze the historicity and contributions of collective actions from commons’
perspectives.
c. To understand the various facets of management of commons
d. To evaluate the NRM and sustainable management of commons through case studies.
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3. Pedagogy
The course will be delivered through interactive sessions, case studies, videos and interaction
with commoners.
Unit 1 3 Natural Resource Policy & Problems in India
a. Importance of NRM
b. Policies and Institutions for NRM – Historical Perspectives
c. Economic Analysis of NRM and Practical Applications
Unit 2 3 NRM- Conceptual Understanding
a. Basics of Marginal Analysis for NRM
b. Role of Markets
c. Property Rights and Tenures in NRM
d. Spatial and Temporal Allocations of Resources- Risk, Uncertainty
and Discount Rate
Unit 3 4 Understanding Collective Actions and Commons
a. Theories of Collective Actions & Game Theory
b. Concept of Commons, Common Property & Common Pool
Resources
c. Tragedy of Commons
Unit 4 3 Management of Commons
a. Regulated and Unregulated Commons
b. Common Resources and Institutional Sustainability – Institutional
Design/ Structure, Crafted and Indigenous - Ostrom, Wade, Baland
and Platteau and others,
c. Factors influencing co-operations, Monitoring and evaluation of
CPR Institution, CPR – Health
Unit 5 3 Management of Externality
a. Externality as Market Failures
b. Identification of Externality and Pollution Abatement
c. Externality and Property Rights: The Coasian Approach
d. Pigouvian Taxes and Subsidies to Internalize Externalities
e. Regulated versus Market oriented Approaches
f. Alternative Approaches & Marketable Permits
Unit 6 2 Climate Change Response & Resilience
a. Cross Scale Linkages and Dynamic Interactions – Institutional
Interplay (Berkes& Young);
b. Political Economic Approach Towards Institutional Linkages –
Case Studies
Unit 7 2 Emerging Issues in Commons
a. Equity, Overlapping Access Rights, Adaptive Collaborative
management,
b. Gender & Rights Based conservations,
c. New/Emerging Commons, Global Commons – Carbon Footprint &
Environmental Trade Offs
Unit 8 4 Case Studies
Total 24
5. Group Exercise
148
Group Roll No Topic
1. Case 1:
Ajorkund, Ivar, Sami Reindeer Pastoralism as an Indigenous
Resource Management System in Northern Norway: A
Contribution to the Common Property Debate, Development and
Chance, Vol 21, pp 75-86. (CPR.17).
2. Case 2:
Charnley, Susan. 1996. Pastoralism and the Demise of Communal
Property in Tanzania. Cultural Survival, 20(1), pg. 41-44
3. Case 3:
Gueye, Mamadou Bara. 1994. Conflicts and Alliances Between
Farmers and Herders: A Case Study of the ‘Goll’ of Fandene
Village, Senegal. London: IIED. (Livestock.20-21).
4. Case 4:
Patel, K.K., JitendraSuthar, RhaychandbhaiBochia, and Astad
Pastakia.1996. Traditional Episodic Institutions for Dealing with
FPM. Honey Bee, 6 (4)
5. Case 5:
Vijaya Sherry Chand. 1995. Gauchara : Community Care of Cows.
Honey Bee, 6(2).
6. Case Study of Hirano Nagaike Commons
7. Case Study of Raymond Basin Commons
8. History of NRM
9. History of Commons in India
10. Environment protection movements
There will be two kinds of assignments
a. A. Presentation of case studies
b. B. Interaction with commoners
1. Kerr, J. M., Marothia, D. K., Singh, K., Ramasamy, C. & Bentley, W. R. (1997). Natural
resource economics: Theory and application in India. Calcutta: Oxford & IBH Pub. Co.
Pvt. Ltd.
2. Ostrom, E. (1990). Governing the commons the evolution of institution for collective
action. London: Cambridge University Press.
3. Sengupta, N. (1991). Managing common property irrigation in India and the Philippines.
New Delhi: Sage Publications.
4. Singh, K. (1994). Managing common pool resource-principles & case studies. Delhi:
Oxford University Press.
Class PPTs
1. Balland&Platteau (1996). Halting degradation of natural resources. New York:
Clarendon Press Oxford.
2. Chopra, K., Kadekodi, G. K. &Murty, M. N. (1990). Participatory development: People
and common property resources. New Delhi: Sage.
149
3. Dinesh K. Marothia (Ed.). (2002). Institutionalizing common pool resources. New Delhi:
Concept.
4. Sinha, H. & Kumar, A. (Ed). (2013). Governance of commons and livelihood security.
Ranchi: XISS & NABARD Publications.
Suggested Readings
1. Berkes, F. (1989). Common property resources ecology & community based sustainable
development.London :Belharen Press.
2. Charles D. K. (2008). Environmental economic. Delhi: Oxford University Press.
3. Deshpande, S. H. (1977). Some problems of cooperative farming. Bombay: Himalaya
Publishing House.
4. Hardin, G. & Baden (1977). Managing the commons. San Francisco: W.H. Freeman Pub.
5. Olson, M. (1971). The logic of Collective action: Public goods & the theory of groups.
Cambridge: Harvard University Press.
6. Ostrom, E. (Ed). (2001)). Drama of commons. Washington DC: National Academy Press.
7. Singh, C. (1986). Common property & common poverty: India’s forests, forest dwellers &
the law. Proceedings of the National Level Meeting of SPWD held at Delhi.
8. Sinha, H. (2006). People and forest: Unfolding the participation mystique. New Delhi:
Concept.
Journals
1. International Journal of the Commons. IASC
Journal of Land and Rural Studies. Sage Publications

Assessment
150
Attendance 10%
a. Understanding the dynamics of NRM in its social, economic and political context.
b. Analyzing the historicity and contributions of collective actions from commons’
perspectives.
c. Understanding the various facets of management of commons
d. Evaluating the NRM and sustainable management of commons through case studies.
Course Name / Title: Entrepreneurship Development

Course No: EL 405
Contact Hrs 30
Marks 100
Credit 3
1. Course Description :
From the time of barter system to modern time business enterprise and from the time of
Richard Cantillon (1680-1734) , Adam smith (1723-1790), Jean Baptiste Say (1767-1832)
Joseph Schumpeter (1883-1950) and the modern day Management Guru Peter Drucker (1909-
2005) entrepreneurship has grown in leaps and bounds over the years and centuries. Closely
associated with innovation, it is ever growing field globally.
Entrepreneurship development brings about change, particularly in the socio-economic
sphere. Apart from value and employment creation, it is an effective tool for poverty
alleviation. Thus, it helps spiral- up socio-economic development. Educating the rural
managers-to-be along this line will increase the possibilities brining about change in the rural
India. The course begins with knowing and understanding basic entrepreneurial concepts. It,
then makes the participants know the kind of attitudes and disposition they need to inculcate
in order to be a successful entrepreneur. Together with finance, marketing, the other aspects
of entrepreneurship will be dealt with during the course leading the participants to finally
preparing the business plan. Going through this course will enable the participants to conduct
EDP wherever they are.
Students will be able to know and understand what Entrepreneurship is and how one can go
about starting a business venture. If they wish they can start their own business venture as
well as conduct workshop to help others start a business venture. Thus the learning objectives
are:
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1. To know and understand basic concepts of entrepreneurship
2. To know and o acquire skills and competencies to become an entrepreneur.
3. To know how to develop a business idea.
4. To prepare a business plan in view of starting a business venture.
3. Pedagogy :
The course is broadly divided into two parts: theoretical and practical aspects. Under the
theoretical section, the concepts will be clarified and the processes will be explained through
interactive sessions, lectures and exercises. The accompanying processes will be elucidated
through case studies, interacting with successful entrepreneur/s and studying local business
ventures. However, due to Covid-19 pandemic, there are several constrains to adopt the
desired pedagogy. Nevertheless, efforts will be made to deliver the best on an online platform.
4. Course Requirements :
Units No of Classes Content
1 04 Understanding Entrepreneurship and Innovation
History of Entrepreneurship
History of entrepreneurship In India
Categories
02 04 Entrepreneurial Orientation;
Motivation, Behaviour, Qualities and Personal atributes
Entrepreneurial competencies and Skills
03 04 Opportunity Recognition and Ideation:
Developing business Idea: The context
Brain Storming
Creative thinking
04 02 Business Models
Business Model Canvas
05 04 Entrepreneurial Finance :
Debt
Raising Equity
Valuation
06 04 Entrepreneurial Marketing:
Branding
Promotion
Digital marketing
07 03 Industrial Acts
Environmental Clearances
Factory Act, Sales of Goods Act
08 02 Formulation of business Plan
Written Business plan
09 03 Conducting Entrepreneurship Development Program\
Concept, Identification and selection techniques of potential
entrepreneur, Activities of different phases (pre-training, training
and post-training), Hand holding
Total 30
5. Group Project :
6. Case Study Assignments : *
Assignments
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There will be two kinds of assignments
a. Presenting a business plan 20%
b. Case Study of a local entrepreneurship venture 30%
Majumdar, Sumit K. 2012. India’s Late, Late Industrial Revolution: Democratization of
Entrepreneurship. Cambridge: Cambridge University Press.
Howard, Fredrick; Allen O’Connor and Donald F. Kuratko. 2016. Entrepreneurship: Theory:
Practice. South Melbourne: Cengage Learning Australia. 4th Edition.
Backhous, Jurgen. (Ed). 2003. Joseph Alois Schimpeter: Entrepreneurship, Style and Vision.
New York: Kluwer Academic Publishers.
Bygrave, William and Zacharakis, Andrew. 2011. Entrepreneurship. Denvers: John Wiley
and Sons.
8.Basic Reference Material : *
Niyogi, Chiranjib, Bhandari, Amit Kumar, Ghosh, Sudipto (Eds.) 2017. Women’s
Entrepreneurship and Microfinance. Singapur: Springer Nature Pvt. Ltd.
Drucker, Peter F. Innovation and Entrepreneurship: Practice and Principles. Perfect bound.
Journals
1. Journal of Entrepreneurship. A Sage Publication.
2. International Jouranl of Entrepreneurship and Innovation. A Sage Publication.
3. The Journal of Entrepreneurial Finance. Pepperdine University, (United States).
13. E-Resource / Databases : (If Any) Nil
Assessment:
a. Attendance 10%
b. Presentation on a Business Plan 20%
c. Case Study of a local entrepreneurship venture 30%
d. Final written Exam 40%
153
1. Understanding basic concepts of entrepreneurship
2. Acquiring skills and competencies to become an entrepreneur.
3. Developing a business idea.
4. Preparing business plan in view of starting a business venture.
Course Title Rurban Management

Course Code EL 406

Self-study & Assignment(hours) 90 hours
Marks 100
Credit 3
Rurban refers to a geographic territory that possesses the features and characteristics of
urbanity in a rural setting. The emergence of rurban concept is not new but more than a century
old, when it was first used by C. J. Galpin in his book Rural life in 1918. Later on, it was also
used by P. A. Sorokin and C. C. Zimmerman in their book Rural-urban sociology in 1929.
With the launch of the programmes like Shyama Prasad Mukherjee Rurban Mission and
Saansad Adarsh Gram Yojana by the Government of India, rurbanization has taken centre stage
in India in the recent time. The transformation of rural society in India has been taking place
with the introduction and imposition of several elements in the villages those are supposed to
be a part of the towns and cities. Thus, rurbanization in India is going to continue for a
longtime in the future and thus rurban studies will be of very significant not only from the
academic point of view but also from the view point of implementation of the programmes and
policies. This paper on Rurban Management will help the rural management professionals in
understanding the rurbanity from a theoretical perspective and implementing them at the field
level. The purpose of offering this course is to enable the Rural Management students
developing a holistic understanding of the relationships between rural and urban society by
examining the theories, concepts and realities. Simultaneously, it also intends to make them
able to reflect their understandings related to the policies and programmes of the government
related to rurbanization as rural development professionals thereby being able to implement at
the grassroots level.
Since present day India is in a transition phase and transformation of rural society is taking
place rapidly being affected by several urban elements, a thorough understanding on
rurbanization and its implications in the rural society is very necessary. The objectives of the
course are therefore to:
a. Equip the students with the basic concepts, theories, perspectives, programmes and
policies of rurbanization both at the global level and in India.
b. Orient them in applying their learning on handling and managing the projects and
interventions related to rurbanization.
154
3. Pedagogy
Pedagogy of teaching and mode of delivery in the classroom will be primarily in the form of
lecture and presentation with the help of MS Power Point. It will be also be supplemented by
videos, cases and interactive discussion by the students.
Unit No. of Content
Classes
Unit 1 6 Human Society: Tribal, Rural, Urban and Rurban
Meaning and Characteristics of Society, Categorization of Indian
Society: Tribal, Rural and Urban, Emergence of Rurban Society:
Rural-Urban Fringe, Suburb, Census Town, Urban Agglomeration,
Outgrowth
Unit 2 5 Migration: Concepts, Approaches and Theories
Meaning of Migration (Definition, Types, Data Source: Census &
NSSO),
Concepts and Terms Related to Migration (Migratory Movement,
Commuting, Place of Origin and Destination, In-migration and Out-
migration, Immigration and Emigration, Gross and Net Migration,
Migration Interval, Migration Stream, Return/Reverse Migration,
Chain Migration, Sequential Migration, Seasonal Migration,
Determinants of Migration, Migration Selectivity)
Approaches to the Study of Migration (Demographic, Economic,
Political, Sociological, Psychological and Geographic)
Theoretical Perspectives on Migration (Ravenstein, Petersen, Lee,
Sjaastad, Todaro)
Unit 3 3 Rural-Urban Migration and its Implications in Rurbanism
Influential Factors of Rural Migration: Driving Forces and Class
Differences, Impacts of Rural Urban Migration (In the Area of Origin,
On the Left Behinds in the Area of Origin, In the Area of Destination,
On the Adjustment Process in the Area of Destination), Urban Growth
in India, Rural Migration and Urban Growth, Urbanization, Migration
and Rurbanism
Unit 4 3 Livelihood System in Rurban Societies
Meaning and Definition of Livelihood System, Livelihood Approaches
and Strategies, Sustainability and Dynamism in Livelihood System,
Livelihood System in Rurban Areas (occupational Patterns and
Household Categories), Rurban Residual Labour Market
Unit 5 5 Programmes and Policies of Government for Rurban Development
Provision of Urban Amenities in Rural Areas (Mission, Objectives,
Strategy, Selection of Gram Panchayat, Planning and Implementation)
Saansad Adarsh Gram Yojana (Mission, Objectives, Approach,
Activities, Strategy, Identification of Village, Planning, Capacity
Building, Monitoring, Sustainability)
Shyama Prasad Mukherjee Rurban Mission (Mission, Objectives,
Rurban Cluster, Integrated Cluster Action Plan, Selection of Rurban
Clusters, Capacity Building, Implementation Strategy)
Unit 6 2 Rural Urban Interaction and the Future of Rurban Society
Rural-Urban Dichotomy, Rural-Urban Continuum, Peri-urban Politics,
Subaltern Urbanization, Metropolitan Village, Withering of Indian
Village
155
5. Group Project
Students are required to prepare group projects in the form of power point presentations. There will
be 6 group assignments for 6 groups each group comprising of 7 to 8 students. It may be on the
following topics:
a. Census Towns
b. Urban Agglomerations
c. Migration and Urbanization
d. Rural Migration and Urban Informal Sector
e. Rural Male Out-migration and Left Behind Women
f. Rural-Urban Interaction
a. Preparation of a small case study of rurban society through collection of primary data.
b. Writing an essay by reviewing the given literatures on an aspect of rurbanism.
c. Conducting a survey on the rural migrants in an urban city on a specific issue.
7. Basic Text Books
1. Bhende, A. A., & Kanitkar, T. (2001). Principles of population studies. Mumbai:
Himalaya Publishing House. (Chapter 10)
2. Cherunilam, F. (1987). Migration: Causes, correlates, consequences, trends and policies.
Mumbai: Himalaya Publishing House.
3. Haq, E. (2007). Sociology of population in India. New Delhi: Macmillan India Ltd.
(Chapter 5)
1. Chatterjee, S. (2014). The rurban society in India: New facets of urbanism and its
challenges. IOSR Journal of Humanities and Social Science, 19(8), 14-18.
2. Davoudi, S. & Stead, D. (2002). Urban-rural relationships: An introduction and a brief
history. Built Environment, 28(4), 269-277.
3. Denis, E., Mukhopadhyay, P., & Zerah, M. H. (2012). Subaltern urbanization in India.
4. Dewey, R. (1960). The rural-urban continuum: Real but relatively
unimportant. American Journal of Sociology, 66(1), 60-66.
5. Gupta, D. (2005). Whither the Indian village: Culture and agriculture in rural India.
6. Gupta, D. (2015). The importance of being rurban: Tracking changes in a traditional
setting. Economic and Political Weekly, 50(24), 37-43.
7. Hodge, I., Dunn, J., Monk, S, & Fitzgerald, M. (2002). Barriers to participation in
residual rural labour markets. Work, Employment and Society, 16(3), 457-476.
8. Kolhe, N. P. & Dhote, K. K. (2016). Rurban centres: The new dimension of urbanism.
Procedia Technology, 24, 1699-1705.
9. Kurtz, R., & Eicher, J. (1958). Fringe and suburb: A confusion of concepts. Social
Forces, 37(1), 32-37.
10. Lee, E. S. (1966). A theory of migration. Demography, 3(1), 47-57.
11. Masser, F. I., & Stroud, D. C. (1965). The metropolitan village. The Town Planning
Review, 36(2), 111-124.
12. Panda, P. K. (2005). The left behinds: Women and household management in a male
out-migrated Kalahandi village. Social Action, 55(3), 298-308.
13. Petersen, W. (1958). A general typology of migration. American Sociological Review,
23(3), 256-266.
156
14. Ravenstein, E.G. (1885). The laws of migration: Part I. Journal of the Royal Statistical
Society, 48(2), 167-227.
15. Ravenstein, E.G. (1889). The laws of migration: Part II. Journal of the Royal Statistical
Society, 52(2), 241-305.
16. Rye, J. F. (2006). Leaving the countryside: An analysis of rural to urban migration and
long-term capital accumulation. Acta Sociologica, 49(1), 47-65.
17. Sjaastad, L. A. (1962). The costs and returns of human migration. The Journal of
Political Economy, 70(5), (Part2) 80-93.
18. Somjee, A. (1963). Periurban politics in India. Asian Survey, 3(7), 324-331.
19. Todaro, M. P. (1969). A model of labor migration & urban unemployment in less
developed countries. The American Economic Review, 59(1), 138-148.
9. Reference Books
I. Rao, M. S. A. (1986). Some Aspects of Sociology of Migration in India, in M. S. A. Rao (ed.),
Studies in Migration (pp. 19-36). New Delhi: Manohar Publications.
II. Widyatmoko, D. (2008). The effects of the crisis on livelihood systems in rurban areas: Case
studies in the special region of the yogyakarta. In Titus M. & Burgers P. (Eds.), Rural
livelihoods, resources and coping with crisis in Indonesia: A comparative study (pp. 177-
204). Amsterdam: Amsterdam University Press.
1. Census of India (2011). Provisional population totals: Urban agglomerations and cities.
Retrieved from https://censusindia.gov.in/2011-prov-
results/paper2/data_files/india2/1.%20data%20highlight.pdf
2. Census of India (2001). Migration tables (Data highlights). Retrieved from
https://censusindia.gov.in/Data_Products/Data_Highlights/Data_Highlights_link/data_highlig
hts_D1D2D3.pdf
3. Human Society: Tribal, Rural and Urban. Retrieved from
https://www.insightsonindia.com/wp-content/uploads/2013/08/indian-society-tribal-rural-and-
urban.pdf
4. Ministry of Rural Development. (2012). Provision of urban amenities in rural areas: A public
private partnership scheme. New Delhi: Ministry of Rural Development. Retrieved from
http://www.nrcddp.org/file_upload/PURA.pdf
5. Ministry of Rural Development. (2014). Saansad adarsh gram yojana: guidelines. New Delhi:
Ministry of Rural Development. Retrieved from
http://saanjhi.gov.in/pdf/guidelines_english.pdf
6. Ministry of Rural Development. (2015). Shyama Prasad Mukherjee rurban mission:
Framework of implementation. New Delhi: Ministry of Rural Development. Retrieved from
http://rurban.gov.in/download/FOI.pdf
7. Ministry of Rural Development. (2015). Shyama Prasad Mukherjee rurban mission:
Integrated cluster action plan. New Delhi: Ministry of Rural Development. Retrieved from
http://rurban.gov.in/download/ICAP.pdf
8. Ministry of Rural Development. (2015). Shyama Prasad Mukherjee rurban mission: State
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institutional framework. New Delhi: Ministry of Rural Development. Retrieved from
http://rurban.gov.in/download/SIF.pdf
1. Carney, D., Drinkwater, M., Rusinow, T., Neetjes, K., Wanmali, S., & Singh, S. (1999).
Livelihoods approaches compared: A brief comparison of the livelihoods approaches of the
DFID, CARE, Oxfam and UNDP. London: Department for International Development.
2. Chambers, R., & Conway, G. R. (1991). Sustainable rural livelihoods: Practical concepts for
the 21st century (IDS discussion paper 296). Sussex: Institute of Development Studies.
3. National Sample Survey Office. (2010). Migration in India: 2007-2008 (NSS Report No.
533). New Delhi: Ministry of Statistics and Programme Implementation, Government of
India.
15. Videos (If Any)
Video clips related to the subject matter will be provided by the course teacher to the students on the
following issues:
7. Rural-Urban Migration and Rurbanization
8. Provision of Urban Amenities in Rural Areas
9. Saansad Adarsh Gram Yojana
10. Shyama Prasad Mukherjee Rurban Mission
11. Subaltern Urbanization
12. Metropolitan Village
i. Class Assignments 20%
ii. Class Test (Written) 20%
iii. Attendance 10%
iv. Final Examination (Written) 50%
1. Get familiarized with the various concepts, methods and aspects of rurban society.
2. Comprehend the various aspects of rural-urban relationships and its implications in the rurban
society.
3. Understand the existing programmes and policies of the government related to rurbanization.
4. Design and implement the developmental project related to rurban areas in future.
Course Title Disaster Management
Course Code EL 407
Contact Hours 30
Marks 100
158
Credit 3
This course will give a wholesome idea on the basics and fundamentals of disasters and their
managements. Understanding the various disasters like natural and anthropogenic, approaches
of disaster studies and management of disasters will be prime focus of this course. Typologies,
classifications, factors, natures and features of various disasters including the types of on-set
and their impacts on the basis of the onset will be the added focus of this course.
Disaster management is intended to be one of the emerging and upcoming issues. From time
to time the world is facing several types of disasters resulting in tangible and intangible losses.
These are happening due to improper management systems, lack of skills, low level
technology and absence of extensive awareness. Therefore, systematic learning is required to
make the stakeholders skilled enough so that they can take part in planning process to cope up
with any disaster situation. Studying and researching the disaster management is important in
order to make the entire society a sustainable and disaster resilient.
The learning objectives are

a. Understanding the concept, degree and nature of various natural and man-made disasters
and preventive measures.
b. Equipping the students with managerial and motivational skills by means of disaster risk
reductions
c. Motivating the students to deliver best out of their ideas in the disaster management sectors
with values
d. Sensitizing the pupils about their roles and responsibilities in connection with disaster
management aspects like mitigation, preparedness, relief, response systems etc
3. Pedagogy
The course is to be delivered through interactive lectures, Case Analysis & Discussions mock-
up sessions/simulation sessions, group exercises and individual assignments etc.

Unit 1 2 Understanding the Disasters
a. Introduction, Concept and factors
b. Categories (Hydrological, Environmental, Biological,
Chemical & Geographical)
c. Types of disasters (Natural & Anthropogenic) Disasters
Unit 2 3 Environment Concerns
a. Global Warming and Climate Change
b. Effects on Natural Hazards
c. Seasonal Perspectives of Disasters
Unit 3 7 Salient features, factors and measures of Natural & man-made
disasters
a. Earthquakes
b. Land Slides
c. Cyclones
d. Tsunami
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e. Snow Avalanches
f. Liquefaction
g. Floods
h. Fires (forest/urban/oil)
i. Droughts
j. Industrial Accidents
k. Chemical Emergencies
l. Avian Influenza,
m. Food Poisoning
Unit 4 2 Experiences
a. National Profiles of Disasters,
b. Global Profiles of Disasters
Unit 5 3 Disaster Response
a. Basics of Disaster Management
b. Pre-Disaster Management (Prediction, Evacuation, Preparedness)
c. Emergency Management (SaR, Rescue & Recovery)
d. Post Disaster Management (Damage Assessment, Rehabilitation,
Resettlement)
e. Mitigations (Structural & Non-Structural)
f. Prevention Measures etc
Unit 6 3 Disaster Resilience
a. Urban Risk Reduction (URR)
b. Rural Risk Reduction (RRR)
c. CBDRR Concept and Techniques
Unit 7 3 Stakeholder Roles Analysis
a. Roles and Responsibilities of NNTF and NCTF
b. Roles and Responsibilities of Government Administration
c. Roles and Responsibilities of Military and Para-Military,
d. Roles and Responsibilities of Media
e. Roles and Responsibilities of NGOs
Unit 8 2 National Policies
a. Disaster Management Acts-2005
b. National Disaster Management Authority (NDMA)
c. State Disaster Management Authority (SDMA)
d. NDRF
e. Financing Disaster Response, PMNCRF, CMNCRF
Global Policies
a. Hugo Framework on Sustainable Development 2005-2015
b. SENDAI Framework on Disaster Risk Reduction 2015-2030
c. UN’s International Strategies for Disaster Risk Reduction
(UNISDR)
d. Mexico Declaration 2017 and Geneva Declaration 2019 etc.
5. Group Project
Preparation of group-based project (related to the subject) would be the main assignment.
These assignments would be prepared and presented in a small group of may be consisting of
3-4 students. Practical exercise at field level (in collaboration with any agency) may be
arranged subject to the suitability in terms of time and finance.
Cases and Success stories with regards to management of various disasters would be part of
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the class room teaching
1. Sethi, V.K., (2002). Disaster management, New Delhi-110002, Maxford Books
2. Sharma, V. K., (2004). Disaster management, Edited Volume, New Delhi-110002, IIPA
Publication
3. Sinha P.C., (2001). Hydrological disasters, New Delhi, Anmol Publications
4. Sahoo, N., (2019). Disaster management and sustainable development, New Delhi, New
Century Publications
5. Murthy DBN, (2006). Disaster management, Test & Case Studies; New Delhi-110027, Deep
& Deep Publications
reference materials
13. Reports of UNDRR, NIDM, JSDMA
14. Gupta, L.C., &Shrama V.K., (2006). Drought in gujarat, New Delhi-110002, IIPA Publication
15. Gupta, L.C., &Shrama V.K., (2006). Drought in rajasthan, New Delhi-110002, IIPA
Publication
Journals
 Environment and Urbanization; Vol-30, No-2 Oct 2018
http://journals.sagepub.com/home/eau.uk
 Health Action: Disaster Disease; Vol-29, N0-12, Dec 2016: Journal of Catholic Health
Association of India
 Down to Earth: Tidal Change; Journal of Centre for Science and Education
 Terra Green: SDG 6, Vol-11, Issue II, Feb 2019: Journal of TERI, New Delhi
 Living in Vulnerability: CMJI, Vol-33 N0-3, July 2018
Infrastructure: Yojna; Journal of Government of India, Issue Feb 2019
www.nidm.gov.in
www.unisdr.org
www.preventionweb.net
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Annual Reports of UNDRR, UNICEF, GNDR, JSDMA, NDMA etc
Video on Climate based Disasters, MIC Gas leak oof Bhopal, Mumbai Taj Attack, Tamil Nadu
Tsunami, Bermuda Triangle etc would be shown in the class in order to give them a
comprehensive idea on climate based and man-made disasters
Assessment
b. Class Test (Written Test) 20%
c. Attendance 10%
d. Final Examination (Written Test) 50%
a. Apply the skills and knowledge to prepare different stake holders like NGOs, schools,
colleges, government establishments, industries etc for making the society a resilient
society
b. Analyse and implement the effective disaster management policies and plans
c. Evaluate the national and international level various issues related to the management
of disasters through publications of case studies and articles
d. Create opportunities for the community to bring about transformation with regards to
disaster preparedness and risk reduction
e. Formulate policy guidelines for progressive work in the field of disaster management
f. Provide consultancy to the various stakeholders
Course Title Sustainable Business and Green CSR

Course Code EL 408
Contact Hours 30
(hours) 100
Marks 3
Credit
1. Learning Objective
Role of Business in the society has changed with globalization. Business organizations today
face challenges with regard to environment, social and governance issues. The role and
responsibility of organization has become complex .Concepts related to corporate social
responsibility and sustainability are gaining importance in management studies. It will help
students to get critical overview of business implications and opportunities arising from growing
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social and environmental concerns. Enhance student's ability to integrate social/environmental
concerns into business Operations & management and to evolve corporate socio-environmental
strategies.
a. Understanding of Sustainable development
b. Concepts of sustainable Business Models
c. Ability to understand the accounting framework of Triple bottom line
d. Application of sustainable strategy in the organization.
3. Pedagogy
The course will delivered through interactive sessions, individual and group assignments.
4. Course Syllabus
Classes
Unit 1 3 What is corporate social and environmental responsibility.
Evolution of Sustainability.(Historical
events which evoked the interest of businesses in Sustainability)
Unit 2 3 Perspectives on Business sustainability
a. Green Business to CSR to Corporate Sustainability
b. Sustainability perspective in developed vs. developing nations
Phases of CSR in India
c. Regulatory reinforcements for the Industry to undertake CSR in
India.
Unit 3 3 Sustainability
The Global Challenge,the Business Opportunity,and the
people Factor.
a. Sustainability Milestones:The Brundtland Commission and the
Dow Jones Sustainability Index.
b. The Age of sustainability:Trends and Realities.
Unit 4 2 Sustainability and profitability
a. How to grow your Sweet spots
b. Transformation
c. The business benefits of sustainability
Unit 5 2 The triple Bottom line
a. How to define and measure sustainable Growth
The sweetspot
b. How to develop sustainable business strategies.
Unit 6 3 Dimensions of Sustainable Business- Business Model
innovation
a. Understand the importance of mission and vision of the company
in driving Sustainability
b. Understand how companies are creating end to end solutions to
embed sustainability culture into the organization
c. Understand how companies are creating end to end solutions to
embed sustainability culture into the organization
d. Strategic Thinking of Business Leaders
Unit 7 2 Concepts of sustainable business models
a. Sustainability Value Framework by Prof Stuart Har
b. Creating shared values by Porter-Kramer
Unit 8 3 Sustainability Assessment .
a. EFQM Excellence Model Framework.
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b. ESG Disclosure Framework
c. Sustainability Reporting GRI Guidelines
Unit 9 3 SA 8000® Standard
ISO 26000
ISO 14001
5. Group Project : Assignments :
There will be one assignment
a. Studying the sustainability report of companies and presenting a case study on
companies sustainable business practices.
6. Case Study Assessment :
c. Attendance 10%
7. Basic Text Books :

Mandatory Readings
1. Andrew W. Savitz with Karl Weber(2013)Talent,Transformation,And The Triple Bottom
Line.How Companies Can Leverage Human Resources to Achieve Sustainable Growth.US:
John Wiley & Sons.
2. Patricia,Marquez,Ezquiel Reficco,Gabriel Berger,A collaborative research project of the Social
Enterprise knowledge Network.(2010)The President and Fellows of Harvard College.
8.Basic Reference Materials :
Suggested Readings
1. Browse through the websitehttp://www.ri-research.org/
2. Debroy, B.( 2003-04) Sustainable Development- An Asian Perspective, Bulletin on Asian
Pacific Perspectives.
3. Employee Engagement’
i. Government of India
4. GRI Sustainability G4 Guidelines
5. Guidelines for corporate social responsibility and sustainability for CPSEs, (2013),
6. Hart, S. (1997). Beyond Greening: Strategies for a sustainable
7. Investing in Sustainability- Interview with Al Gore and David Blood
8. National Voluntary Guidelines for Environmental, Social and Economic
9. Paul, B. D. A History of the concept of sustainable development: Literature review
10. Porter, M. and Kramer, M. (2011). Creating shared values, Harvard Business Review
Creating shared Values in India, 2011, FSG
11. responsibilities of business, Ministry of Corporate Affairs, GOI
12. Sustainable Development: From Brundtland to Rio 2012, Background paper, UN
13. The 21st century investor- CERES blueprint on sustainable Investing
14. Toward Engagement 2.0: Creating a More Sustainable Company through How to choose
your sustainability conference?
9. Reference Books: Nil
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16. Any Other Remarks: Nil
a. Understanding of Sustainable development

b. Concepts of sustainable Business Models
c. Ability to understand the accounting framework of Triple bottom line
d. Application of sustainable strategy in the organization.
Course Title Data Analytics for Rural Development

Course Code EL 409
Contact Hours 30
(hours) 100
Marks 3
Credit
Data analytics is an interdisciplinary field that strives to extract knowledge or insights from data
in various forms, both structured and unstructured. It uses techniques and theories drawn from
many disciplines such as mathematics, statistics, operations research, information science, and
computer science.
The present course aims at equipping students to carry out descriptive, inferential, predictive and
prescriptive data analytics and thereby enabling students to take right and prudent decisions at the
most uncertain situations.
2. Course outcomes
a. Understand the emergence of business analytics as a competitive strategy.
b. Understand the role of descriptive, predictive and prescriptive analytics in organisations.
c. Analyse data using statistical and data mining techniques and understand relationships
between the underlying business processes of an organization.
d. Learn data visualization and storytelling through data.
3. Mode of Delivery
The pedagogy will be highly interactive. It will leverage use of technology and will consist of a
judicious blend of lectures, real life case studies. The course would extensively use data sets
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relevant to rural management and development functions. It would use Microsoft Excel and R-
language as the tools for analytics.
4. Course Content
Unit 1 3 Data Analytics
a. Introduction, Definitions of Terms
b. Evolution
c. Types of Data Analytics
d. Business Case for Data Analytics
Unit 2 4 Descriptive Analytics
a. Data Visualization
b. Measures of Central Tendencies
c. Measures of Dispersion
d. Case Study
Unit 3 6 Inferential Analytics
a. Correlation and Regression Analysis
b. Hypothesis Testing (One tailed and two tailed t-test and z-test, chi
square-test, ANOVA)
c. Case Study
Unit 4 5 Predictive Analytics
a. Introduction to Data Warehousing and Data Mining
b. Association Rule Mining
c. Clustering (k-means algorithm)
d. Classification (Binary)
e. Case Study
Unit 5 4 Prescriptive Analytics
a. KDD
b. Streaming Analysis
c. Optimization Techniques
d. Simulation
e. Pragmatic AI
f. Machine Learning
g. Case Study
Total 30 Note: Duration of each class is of 1.15 hrs.


a. One written test on some explorative topic
b. One assignment on a topic which will allow them to analyse and produce understanding of
their own
Mandatory Readings
1. Hastie, Trevor, et al. The elements of statistical learning. Vol. 2. No. 1. New York: springer,
2009.
2. Montgomery, Douglas C., and George C. Runger. Applied statistics and probability for
engineers. John Wiley & Sons, 2010
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Assessment
c. Attendance 10%
a. Understand the emergence of business analytics as a competitive strategy.

b. Understand the role of descriptive, predictive and prescriptive analytics in organisations.
c. Analyse data using statistical and data mining techniques and understand relationships
between the underlying business processes of an organization.
d. Learn data visualization and storytelling through data.
Course Title Financial Management
Course No. EL 410
Contact Hours 30
Marks 100
Credit 3
The understanding of financial management for a student starts from the study of the end
product of financial activities of a business, that is, financial statements prepared by an
organisation at the end of each year. The understanding of the financial statements includes both
intra-company and inter-company comparison, or in other words, comparing the amounts of
various items of a company year wise (intra-company) and comparing the amounts of various
items of a company with those of other companies engaged in similar types of business and also
with the industry figures (inter-company). The comparison in terms of absolute amounts does
not always suffice the purpose of financial analysis and hence the knowledge of various ratios is
important which gives the true picture of the financial position of a business. The major concern
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of a finance manager is arranging for fund for running the business – it may be related to the
source from where to raise such fund or the time period for which such fund is required or the
purpose for which the fund is required or the number of ways in which such funds can be raised
etc. For this purpose, one should have knowledge of various sources from which the fund can be
arranged, the cost of such fund, the composition of capital of a business, capitalisation and
management of such funds.
The study of MFIs gets the best shape with the study of practical applications of MFIs and the
detail study of products and services those are actually offered through various organisations
and institutions in the microfinance area. The study of functioning of NABARD and various
area specific initiatives for development of microfinance gives a detail idea of working of MFIs.
Hence, one should study the practical functioning of MFIs in detail to get a complete and
specialised idea about the MFIs.
This subject aims to acquaint the students with a clear idea of financial management through the
discussions of financial statements as a tool for financial analysis and management along with
the statutory requirement for the preparation of the same. The analysis of various ratios,
understanding the concept of capitalisation and the theories of capitalisation, study of capital
structure and capital structure theories, understanding leverages in capital structure and detail
study of working capital management along with an idea of sources of raising funds will help
the students to get a complete concept of financial management of a business. This summarised
idea of financial management will help the students to understand the story behind the amounts
shown in the annual financial statements and accounts of a business to ascertain the position of
such business in the industry.
The specialised and thorough understanding of the workings of MFIs, in practical field will help
the students to build up an idea about how the MFIs work and what are the possible recourses to
the MFIs with respect to the purpose and area of such requirement. Therefore, the current paper
fully complies with institutional objectives as well as professional requirements of rural
management.
The objectives of the course is to get an idea of the financial environment of a business
organization and to familiarise with the concept and application of ratio analysis. This will help to
understand the concepts of capitalisation and capital structure and to develop an idea of raising of
funds for a business. Further, it will help in understanding the working of MFIs in various sectors
and regions and to get an idea about the working of NABARD and the role of NGOs in
microfinance.
a. Ability to understand the components of the liability side of the Balance Sheet or the
various sources of fund for an organisation to build a strong capital base for the
organisation.
b. Ability to analyse and understand the financial statements in absolute terms as well as in
terms of various ratio analysis.
c. Ability to analyse the purpose and other factors related to requirement of finance and
accordingly suggest the poor people the appropriate mode of microfinance from specific
MFI to meet their specific requirement.
3. Pedagogy:
4. Course Syllabus
Classes
Unit 1 4 Financial statements of micro, small and medium business
entities
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a. Components of financial statements – Balance Sheet, Profit &
Loss Account, Notes to the accounts and Cash Flow Statement
b. Purpose for preparation of financial statements
c. Structure of financial statements
d. Limitations of financial statements
e. Latest provisions of Companies Act and Income Tax Act in
preparation of financial statements
Unit 2 3 Ratio analysis on micro perspective
a. Concept of ratio and ratio analysis
b. Classification of ratios on the basis of:
1. Liquidity
2. Profitability
3. Turnover
4. Solvency
5. Miscellaneous
c. Limitations of ratio analysis
d. Illustrative problems and solutions on Ratio Analysis
Unit 3 2 Concept of Capitalisation for Rural business purpose
a. Theories of capitalization
b. Over-capitalisation and Under-capitalisation
Unit 4 5 Capital structure of micro, small and medium business
entities
a. Factors effecting Capital Structure
b. Principles of Capital Structure management
c. Cost of Capital – Concept and measurement
d. Capital Structure – Leverages
e. Capital Structure – Theories
Unit 5 3 Sources of Capital for Rural business
a. Sources of Long Term Finance
b. Sources of Medium Term Finance
c. Sources of Working Capital
d. Application and use of funds raised from various sources
Unit 6 3 Working capital management
a. Concept, Principles and Factors of Working Capital Management
b. Sources of working capital finance
c. Techniques of control over working capital
Unit 7 4 Raising of Finance from Banks and MFIs
a. Process of raising funds – basic concept
b. Documents required
c. Eligibility criteria in various banks and MFIs
d. Basic concept of appraisal done by lending institutions
e. Securities held with the lending institutions
f. CGTMSE (Credit Guarantee Trust for Micro and Small
Enterprises)
g. Basic legal formalities and compliances

6. Case Study Assignments :
a. Case study on ratio analysis and capital structure analysis of any company in India on the basis of
last audited financial information
b. Case Study on raising cash credit and term loan for a sole proprietorship retail business from
169
bank or MFIs.
Assessment
c. Attendance 10%
Mandatory Readings
7.Basic Text Books
1. Gabriel, Satyananda, Hinckley, Michael &Jawaid, Hannie (2009). Microfinance: The way of
Grassroots finance. Westry Wingate Group.
2. Khan, M. V. & Jain, P.K. (2017). Financial Management. McGraw Hill Education.
3. Kishore, Ravi M. (2016). Financial Management. . Taxmann.
4. Yunus, Muhammad (2003). Banker to the Poor: Micro-Lending and the Battle against World
Poverty. Aurum Press.
8.Basic Reference Material: Nil
9.Reference Books
1. Paul, Santosh Kumar (2012). Advanced Financial Management: Prospects and Challenges.
New Central Book Agency.
2. Raiyani, Jagadish R. &Bhatasna, R.B. (2011). Financial Ratios and Financial Statement
Analysis. New Century Publications.
Journals
1. Enterprise Development & Microfinance (Practical Action Publishing)
2. Financial Management (Wiley-Blackwell)
3. Journal of Risk and Financial Management (M D P I AG)
a. Ability to understand the components of the liability side of the Balance Sheet or the
various sources of fund for an organisation to build a strong capital base for the
organisation.
b. Ability to analyse and understand the financial statements in absolute terms as well as in
terms of various ratio analysis.
170
c. Ability to analyse the purpose and other factors related to requirement of finance and
accordingly suggest the poor people the appropriate mode of microfinance from specific
MFI to meet their specific requirement.
Course Title Rural Marketing
Course Code EL 411
Contact Hours 30
Marks 100
Credit 3
By the end of the course, the students would be able to
 Understand the various facets of Rural Marketing and develop an insight into rural
marketing regarding different concepts and basic practices in this area.
 Comprehend adaptations to the rural marketing mix (4 A’s) to meet the needs of the rural
consumers.
 Apply the scope, need and role of rural marketing for the budding managers
 Analyse the market opportunities, consumer trends and patterns and development of better
marketing strategies for the rural areas
3. Pedagogy
Pedagogy and mode of delivery would be primarily lecture, discussions, case presentation and
Assignments. The main themes and topic will be introduced by lectures in an interactive manner.

Unit 1 4 Rural Marketing - An Overview
Evolution of Rural marketing
Meaning,scope,definition and importance
Go rural decisions, Rural versus urban marketing
Rural marketing mix(4 A’s ), Issues and challenges
Unit 2 4 Understanding Rural Diversity
Features of Rural economy
Rural inhibiting factors
Rural marketing environment
Drivers of Rural economy in India
Rural marketing initiatives–HUL,ITC,Coca Cola,
171
Patanjalietc
Unit 3 3 Rural Consumer Behaviour
Buying decisions and Decision making process(DMP)
Influencing factors
Diffusion of innovation theory
Consumer buying behaviour models
Unit 4 4 Rural Communication and pricing
Rural communication and communication strategies for
rural market
Advertising and sales promotion strategies
New product launch techniques for rural markets
Pricing in rural markets
Unit 5 3 Agricultural Marketing
Concept and Definitions
Features of Indian agriculture, classification and types
Marketing surplus
Marketing system
Recent trends in Rural agricultural marketing
Unit 6 3 Marketing of Agri-inputs and Consumer products
Introduction and classification
Strategies to segment agri-input market
Agri-inputs marketing strategies
FMCG industry
Unit 7 4 Emerging trends in Rural marketing
Social marketing: Corporate social responsibility
The future of rural marketing in India
Role of Govt in rural & agricultural marketing
Case study:ITCeChaupal,HUL project-iShakti
Total 25
5.Group Project : Nil

a) Rural Market potential and challenges with reference to rural income and infrastructure.
b) The changing face of rural marketing in Indian Economy.
7. Basic Text Books
1. C.G.S. Krishnamacharyulu, Lalitha Ramakrishna. (2nd Ed.2010).Rural marketing text and
cases. Pearson education.
2. C.K. Prahalad, Harvey C. Fruehauf. (2004).The Fortune at the Bottom of the Pyramid: PH
professional Business publisher.
3. Habeeb-Ur-Rahman, K.S. (2011). Rural Marketing in India. New Delhi: Himalaya Publishing
House.
4. Kashyap, Pradeep. (2nd Ed.). Rural Marketing. New Delhi: Pearson India.
5. Agarwal, Meenu. (1st Ed.2010). Consumer Behaviour and Rural Marketing in India. New
Delhi: New Century Publication.
8. Basic Reference Material : Nil
9. Reference Books
172
1. Gopalaswamy, T.P. Rural Marketing - Environment, Problems and Strategies, New Delhi:
Vikash Publications
2. Gupta, S.L. (2004).Rural Marketing Text and Cases:Wisdom publication pvt ltd.
3. Bhatia, T.K. (2000).Advertising Rural India language marketing communication and
consumermarism : Tokio press.
10.Class rules / Expectations from students
11.Punctuality & Class Behavior
13.E-Resources:
Journals
1. Census 2011
2. Annual Reports of Ministry of Rural Development
3. Indian Rural Development Report 2013-2014
4. International journal of Research in Finance and Marketing
5. International Journal of Multidisciplinary and Current Research.
Assessment
Attendance 10%
a) Students will understand the various facets of Rural Marketing and develop an insight
into rural marketing regarding different concepts and basic practices in this area
b) Comprehend the scope, need and role of rural marketing for the budding managers
c) Apply adaptations to the rural marketing mix (4 A’s) to meet the needs of the rural
consumers.
d) Analyse the market opportunities, consumer trends and patterns and development of
better marketing strategies for the rural areas.
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PRACTICAL EXPOSURES
CP 412 Summer Internship Report& OT 100 1
CP 413 Dissertation work progress 100 1
A 414 Evaluation of GD & PI skills by External Agency 50 Nil
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TRIMESTER V
175
Course Title Crop Production, Organic Farming & Biodiversity
Management
Course Code CC 501
Contact Hours 20
Marks 100
Credit 2
Modern or scientific agriculture which is synonymous with green revolution although brought
food sufficiency in India, have caused much erosion of biodiversity and soil fertility. The
current agrarian crises have inextricably linked with modern agriculture. Sustainable crop
production on the other hand includes methods of raising vegetables, fruits, grains and other
food and fibre crops in ecologically regenerative ways that focus on soil health and biodiversity
rather than chemical fertilizers and pesticides. Sustainable agriculture can be defined in many
ways, but ultimately it seeks to sustain farmers, resources and communities by
promoting farming practices and methods that are profitable, environmentally sound and good
for communities. Sustainable agriculture fits into and complements modern agriculture.

a. To understand and analyse the impact of climate change on agriculture.
b. To differentiate between unsustainable and sustainable farming practices
c. To develop practical understanding about sustainable farming practices
d. To create leaders for promoting sustainable farming through business models
3. Pedagogy
The course will be delivered through interactive sessions, case studies, videos and interaction with
commoners.

Classes
Unit 1 1 Understanding of Farming Communities
Unit 2 1 Climate Change and its Impact on Agriculture
a. Agriculture and Carbon Credit and Carbon Sequestration
b. Consequences of United Nations Climate Change Conference(2015)
Outcome on Agriculture
c. Agrostology and Agroforestry
d. Climate Resilience Cropping Pattern
Unit 3 2 Farming Systems- Comparative Analysis
a. Intensive vs Extensive Farming
b. Modern Farming vs Organic Farming
c. Green Revolution, Evergreen revolution &HEEI vs LEEI
Unit 4 2 Agrobiodiversity Management
a. Understanding Biodiversity w.r.t Traditional, High yielding & Hybrid
Varieties
b. Genetic Engineering and its Impact- GM Crops
c. IPR vs Seed Rights
Unit 5 2 Pest Management and its Consequences
a. Weed Management: Modern vs Sustainable
b. Disease Management: Modern vs Eco-friendly
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c. 3. Insect Pest Management: Modern vs IPM
Unit 6 2 Farm Operations, Farm Power and Energy and Farm Machinery
Unit 7 4 Production Techniques
a. Cereals & Millets
b. Pulses & Oilseeds
c. Fibre Crops
d. Sugarcane & sugar-beet
Unit 8 2 Integrated Horticulture Development
a. Fruits, Flowers & Vegetable Productions
b. Post-harvest Technology, Food preservation and Storage
Total 16
5. Group Project
Group Roll No Project tasks
1 1-15 Production of cereals
2 16-30 Production of millets
3 31-45 Production of pulses
4 46-60 Production of oilseeds
5 61-75 Management of weeds
6. Case Study/ Assignments : * Nil

1. Balasubramaniam, V. &Venkateswarle, J. (Ed). (1985). Efficient management of dryland crops.
New Delhi: Indian Council of Agriculture Research.
2. Bose, T. K. &Mitra, S. K. (Ed). (1990). Fruits: Tropical and subtropical. Calcutta:
NayaProkash.
3. Chauhan, D. V. S. (2nd Eds). (2009). Vegetable production in India. Delhi: Ram Prasad &
Sons.
4. ICAR (6th Eds., 2014). Handbook of agriculture. New Delhi: Indian Council of Agriculture
Research.
Class PPTs
1. Black, C. A. (1957). Soil-plant relationship. New Delhi: Wiley Eastern Pvt. Ltd.
2. Conway, G. R. & Pretty, J. N. (1991) Unwelcome harvest, agriculture and pollution, London:
Earthscan Publication Ltd.
3. Sing. H., V.B., Sema, A. K., &Alila, P. (2006). Horticulture for sustainable income and
environmental protection. Delhi: Concept Publishing Co.
4. Thakur, C. (1979). Scientific crop production, (Vol.2). New Delhi: Metropolitan Book Co.
Pvt. Ltd.
177
2. ProQuest E-Books Collection (COMPLEMENTARY) (Approx. 20,000 ebooks) ; Books -
Suggested Readings
1. Khan. K. R. (2018). Diseases of field crops and their management. New Delhi: Rajat
Publications.
2. Narayana Murthi, A.P. (2009). Agricultural crop production in India. New Delhi: Adhyayan
publishers and distributors.
3. Pearson, H., Smith, A.E. (1977). Farm machinery & equipment. New Delhi: Tata McGraw
Hill.
4. Rao, V. S. (1983). Principle of weed science. New Delhi: Oxford & IBN Publ. Co.
5. Singh, G. (2009). Organic farming and vermiculture. New Delhi: ALP Books.
6. Singh, J. P. (1984). Crop protection in the tropics. Delhi: Vikas publishing house Pvt. Ltd.
7. Singh, R. S. (1990). Plant diseases. Delhi: Oxford & IBH Publishing Co.
8. Yadav, R. P. (2018). Principles of agronomy. New Delhi: Rajat Publications.
9. Reijnties, C. (2011). Farming for the future- An introduction to low -external input and
sustainable. Netherlands: Macmillan, ILEIA.
10. Shanmugavelu, K. G. (1987). Production technology of fruit crops. Calcutta: SBA publication.
11. Shiva, V. (1991). The violence of green revolution. Mapus,Goa: The Other India Press.
12. Sing. H., V.B., Sema, A. K., &Alila, P. (2006). Horticulture for sustainable income and
environmental protection. Delhi: Concept Publishing Co.
13. Swaminathan, M. S. (1996). Sustainable agriculture: Towards an evergreen revolution. Delhi:
Konark Publishers Pvt. Ltd.
Journals
1. Crop Protection: The Official Journal of the International Association for the Plant Protection
Sciences.
2. Journal of Crop Production. Online journal,
http://www.informaworld.com/openurl?genre=journal&issn=1092-678X
3. Journal of Crop Science and Biotechnology. Published by the Korean Society of Crop
Science
4. Journal of Land and Rural Studies. Sage Publications

Assessment
Students will be assessed by Class Assignments, Presentation, Class Tests, Attendance and
178
End Trimester Final written examination. The distribution of marks will be as follows:
Attendance 10%
a. Understanding the dynamics of NRM in its social, economic and political context.
b. Analyzing the historicity and contributions of collective actions from commons’
perspectives.
c. Understanding the various facets of management of commons
d. Evaluating the NRM and sustainable management of commons through case studies.
Course Title Agri-Business Management
Course Code EL 502
Contact Hours 30
Marks 100
Credit 3
The course aims to make the students critically aware of the diverse set of issues in the field of
agribusiness management in India. It also aims to acquaint them regarding challenges brought
up in the sector by emerging trend in international trade and sustainable governance. These
course will broadly cover issues including agribusiness environment and policy, climate
change, social inequality and justice, agriculture input marketing and farm business
management.
i. To understand the concept, various policies, strategies and decisions relating to marketing
that can be developed by agribusiness firms
ii. To be able to apply the basic principles of farm business management in dealing with
utilising the farm resources.
iii. To analyse farm production with respect to farm business.
iv. To be able to develop viable farm business model.
3. Pedagogy
179
The course will be delivered through lecture, discussion and a few field visits may be arranged
for exposing agri-marketing situations. The main themes and topic will be introduced by
lectures in an interactive manner. Besides, the students will be given individual / group
exercises, followed by presentation and discussions.

Classes
Unit 1 2 d. Concept and Overview of agribusiness
Unit 2 6 International Trade and sustainability governance

Changing perspective of agribusiness- Globalisation and agriculture,
Green revolution and problems in its spread, Agricultural
innovation- New methods of cultivation- Cooperative Farming ,
Contract Farming, Precision farming and its success experiments.
WTO and Agricultural trade.
e. Climate Change and sustainability issues of Global agro industry
Unit 3 6 Agribusiness environment and policy ( Indian context)
e. Understanding micro and macro environmental forces and their
impact on agri-business, Role of agriculture in Indian economy,
Problems and policy changes relating to farm supplies, farm
production, agro processing, agricultural marketing, agricultural
finance – linkages among sub sectors.
Unit 4 6 Management of agricultural input marketing
g. Management of distribution channels for agricultural input
marketing-agricultural inputs and their types (farm and non-farm)-
role of cooperative, public and private sectors in agri-input
marketing- importance of seed input-types of seed (hybrid, high
yielding and quality seeds)-seed industry in India –demand and
supply of seeds- IPR, Value chain study, PBR/PVR, patents and
related issues.
Unit 5 4 Farm business management
d. Nature, scope, characteristics and role of farm business
management-principles of farm management decisions: opportunity
cost, diminishing returns, factor-factor, product-product
relationships, management of farm resources, farm management
problems, Risk and uncertainty in farming.
Total 24
5. Group Project
Students would be given various group exercises requiring them to work on assigned issue of
agribusiness management/ based on their findings on a visit (depending on feasibility) to
nearby wholesale and retail marketing centre . They may be required to present their submitted
work which would be evaluative in nature.
Assignments
A few assignments will be given to students to expose them to various conceptual and
applicative aspects of agri-business management and to fortify their understanding of the
180
subject matter pertaining to the course.
7. Basic Text Book
1. Amrutha, D., (2014), Agricultural Inputs and Services in India, New Delhi, New Century
Publications.
2. Gopalswamy, T.P., (2005), Rural Marketing, Environment, Problems and Strategies (2nd
Ed.) Noida, Vikas Publishing House.
3. Hansra, B.S & Vijayraghavan, K., (eds.) (2003), Agribusiness and Extension
Management, New Delhi, Concept Publishing House.
4. Johl S.S & Kapur,T.R (1973) Fundamentals of farm business management, New Delhi,
Kalyani Publishers.
5. Sadhu, A.N., & Singh, A. (2000), Fundamentals of Agricultural economics. Mumbai:
Himalaya Publishing House.
6. Singh,B.D., (2000), Plant Breeding, Principles and Methods (6th ed).New Delhi: Klyani
Publishers
1. Plahe, J.K.(2009). The implications of India’s amended patent regime: stripping away
food security and farmer”s rights? Third world Quarterly.30 (6), 1197-1213
2. Singh,S (2004) Rural marketing, Focus on Agricultural Inputs. New Delhi:Vikas
Publishing House.
3. Thompson, J, Millsone., e, Scoons, L.,Ely, A, Marshall,F., Shah,E., Stagl, S.(2007), Agri-
Food system dynamics: Pathways to sustainability in an era of uncertainty (STEPS
Working Paper Brighton: STEPS Centre).
4. Wilkinson, J,(2009), The globalization of agribusiness and developing world food
systems. Monthly Review, 61(4),1-18.
1. Geman, H.,(2015) Agricultural Finance: From Crops to Land, Water and Infrastructure,
John Wiley and Sons
2. Nuthal, Peter L, (2010). Farm business management: The core Skills. Walling ford, CABI



Suggested Readings
181
1. Joshi, P.K (2015) Has Indian agriculture become crowded and risky? Status, implications
and the way forward. Indian Journal of Agricultural Economics, 70(1), 1-41.
2. Nuthal, Peter L, (2011). Farm business management : analysis of farming systems.
Wallingford, CABI.
3. Saha, D. (2020). Economics of the Food Processing Industry. Singapore, Springer Nature
Singapore Pvt Ltd.
Journals
6. Agricultural Economics Research Review
7. Journal of Rural Development
8. Indian Journal of Agricultural Economics
9. Journal of Agriculture and Rural Development in the Tropics and Subtropics
Assessment
e. Group Assignments 25%
f. Class assignment /Class Test (Written) 15%
g. Attendance 10%

1. Understand the concept, policies, strategies and decisions relating to marketing that can be
developed by agribusiness firms
2. Apply the basic principles of farm business management in dealing with utilising the farm
resources.
3. Analyze farm production with respect to farm business
4. Develop viable farm business model
Course Title Training for Development
Course Code EL 503
Contact Hrs 30

182
Marks 100
Credits 3
1.Course Description
Human capital of an organization is the greatest asset and investment in its training and development is
considered as building human resources and not just as another expense. Over the last few decades,
much emphasis has been given on the process of equipping the organisations and the workforce with
advancement of knowledge, skills, discipline and will for enabling them to behave and perform in a
manner in which the individuals, organizations and society can prosper fully. In the context of global
development scenario today, it recognizes that training / capacity building is a long-term and
continuous process, in which all stakeholders such as non-governmental organizations, civil societies,
professional associations, academicians and others participate in it. Technology and approaches
however, in development are responsible for increased need of training inputs to workforce, hence it is
important to understand that there are other factors too that contribute to the later. Training is no longer
limited to developing knowledge and competencies; instead, it has acquired new dimensions in
organisational functioning and effectiveness.
Training is essential for the individual competency development in particular and for improvement in
work efficiency of employees in general, which subsequently motivates them to work for
disadvantaged sections, oppressed class and for certain organisation apart from just money. People in
the management also need to understand that their organisations require training to update employees
about development trends, the change in the policies and other related aspects.
This paper will contribute in developing perceptive of training and its role in capacity enhancement of
the working team and the organisation to play a key role in making the society growing. Training also
develops the competency to prepare the workforce as well as the organisation in enhancing the team
spirit / work performance there by to become achievement oriented.
This paper will acquaint the students with basic understanding and needs of competence building
trainings for development executives, functionaries and the organisations. It will also capacitate them
with approaches, principles and dynamics of participatory training for social transformation, and
finally will orient with training designs, applications of methods and self-development of trainers
2.Learning Objectives
a. Understand significance of training for knowledge and skill enhancement, and for attitudinal and
behavioural change of functionaries / people
b. Comprehend the scope, need and role of capacity building training for better work performance
and organisational effectiveness.
3.Pedagogy
Pedagogy and mode of delivery would be primarily lecture, discussions, Case presentation and videos.
Students will be given individual and group assignments followed by presentation
4.Course Requirements

Contents
183
Unit 1 5 Training Perspectives and Relevance
a. Concept, meaning and significance of training
b. Objectives and needs of training
c. Training as an educational process
d. Teaching Vs Training
e. Significance of Pedagogy of the Oppressed by Paulo Freire in
training perspective.
f. Relevance of the thoughts of Ivan Battuta, Ivan Illich) on
education and training.
Pivotal role of training in work performance / organisational
effectiveness.
Unit 2 5 Training approaches

a. Meaning and principles of conventional and participatory
training
b. Training as a process of social transformation.
c. Challenges in training field
d. Trainers role and participatory training
Need of facilitation skills and trainers qualities.
Unit 3 2 Basic Theories of learning
a. Understanding learning
b. Adult learning techniques
Attributes of leaning.
Unit 4 5 Training Design
a. Designing and developing a training programme
b. Needs and steps of training design,
c. Training needs assessment,
d. Developing training objectives and contents.
e. Training budget
Developing training modules
Unit 5 4 Training Methodologies
a. Meaning and types of training methods,
b. Factors influencing selection of methods,
c. Functions, features, advantages and limitations.
Training in small groups- concepts, dynamics of small groups
and how development of small groups takes place?
Unit 6 2 Training Evaluation
a. Meaning and purpose of training programme evaluation.
Approaches of Evaluating training programmes and training
follow up
Unit 7 1 Impact of Technology and Self-development of Trainer

a. Impact of technology on training,
Developing self of trainers- its needs and how to move
184
forward for developing self?
Total 24
5. Group Project:
Assignments
Two assignments of 20 marks each will be given on selected topics.
a. Training and social change
b. Case presentation on training methods in attitudinal and behavioural change.
6. Case Study
Case studies related to subject from the development field will be shared in the class for a better
7. Basic Text books
1. Lynton, Rolf P. and Parik, Udai. (2004). Training for Development. New Delhi: Sage
Publications.
2. Mayo, Andrew. (2012). Human Resource or Human Capital? Managing People as Assets, New
Delhi: Gower Publications.
3. Sahu, R.K. (2010). Training for Development: All you Need to Know. New Delhi: Excel
Publications.
8.Basic Text Book: Nil
9.Reference Books
1.Noe, Raymond. (2009). Employee Training & Development, McGraw-Hill Publication.
2.Paulo, Freire. (1968). Pedagogy of the oppressed, Published by Bloomsbury Academic
3.Paulo, Freire., 1967, Education for Critical Consciousness, Bloomsbury Academic
4. Agochiya, D. (2002). Every Trainer’s Handbook, New Delhi: Sage Publications.
5. Lynton, Rolf, and Parik, Udai. (2000). Training for Organizational Transformation, New Delhi:
Sage Publications.
10.Class rules / Expectations from students
11.Punctuality & Class Behavior
12.Participation in Class Discussions
Class participation in the form of constructive questions, discussions will be encouraged, appreciated
and rewarded
13.E-Resources
https://pria.org
https://undp.org
1.European Journal of Training and Development
2.Indian Journal of Training and Development
185
3.International Journal of Training and Development
1. Magazines
2. TD Magazine
3. Training- the source for professional development
16.Any Other Remarks
Assessment
j. Class Assignments 20%
k. Class Test (Written) 20%
l. Attendance 10%
m. Final Examination (Written) 50%
17.Learning (Course)Outcome:
By the end of the course the students will be able to:
a. Apply the training design and methods in learning and educational process
b. Analyse participatory training practices in social change and need of trainers’ self-
development
Course Title Management of Institutions

Course Code 504
Contact Hours 30
Marks 100
Credit 3
186
This course is having very interesting and useful contents. It has a wide coverage of features, functions
and management aspects of various organizations/institutions i.e. NGOs, CBOs, Cooperatives, SHGs
and other development agencies. This course has designed to give a wholesome ideas and concepts on
management techniques of various institutions and organizations. People’s development is people’s
business. NGOs are supposed to facilitate the people to carry out their efforts towards development. In
the facilitation process, NGOs have diverse roles. Therefore, this course has been designed to orient the
students on management aspects of all non-government and not for profit-based organizations including
VOs, SHG, Trusts, organizations registered under companies act 1956 U/S 25. Learners will be trained
to understanding the various environments of Development Organizations. Developing the leaderships
and entrepreneurial abilities to establish and manage the development agencies/non-profit organizations
are another aim of the course. Detail objectives of the course are mentioned in the learning objectives section.
 Understanding and analysing the various environments of Development Organizations
 Orienting the students on functions and legal entities of NGOs (Trusts, Societies, Companies
registered under section 25 of 1956 Act, SHGs etc)
 Developing the leaderships and entrepreneurial abilities to establish and manage the development
agencies/non-profit organizations
3. Pedagogy
sessions/ simulation sessions, group exercises and individual assignments etc.
187

a. Concept, Characteristics, Classifications, Nature & Functions
Of NGOs
b. Need and importance of NGdOs
c. Volunteerism And Development
d. Voluntarism: Retrospect And Prospects
e. Emergence Of Voluntary Organizations
Unit 2 2 Structural Analysis
a. SWOT Analysis Techniques and importance in the context of
NGOs and Development Organizations
Unit 3 5 Legal Scaffolds
a. Societies Registration Act 1860 (XXIV)
b. Co-Operatives Societies Act (CCS Act 1904)
c. Indian Trust Act 1882
d. Indian Company (Non-Profit) Act U/S 25 1956 (New
Company Amendment 2013)
e. Foreign Contribution (Regulation) Act1992
f. Income Tax Act 1976
g. Application of Goods and Service Tax (GST)
Unit 4 3 Fund Mobilizations & Management
a. Resource Pool Techniques
b. Crowd Funding
c. Agencies for Financing the DOs
d. Financial Management
e. Financial Irregularities & Other Financial Aspects of Fund
Management
f. Social Audit & Public accountability
Unit 5 2 Staffing, Planning and Decision Making in NGdOs
a. Strategies and Techniques Planning for development
organizations
b. Job identification and talent acquisition process of recruitments
in NGdOs, Legal Considerations in Selection Process,
Performance Appraisal, Staff Welfare related Acts i.e. EPF,
Gratuity, Group Insurance and other entitlements
c. Issues and Challenges
Unit 6 2 Team-work and Motivations
a. Team Works: Importance and Process
b. Competition vs cooperation
Unit 7 4 Other Development Organizations

a. Self Help Groups-Concept, feature, objectives, legal issues,
Models
b. Gradation systems, bank linkage, challenges and financial
aspects
c. SHG clusters, federations and micro-enterprises
188
5. Group Project
Preparation of group-based project (related to the subject) would be the main assignment. These
assignments would be prepared and presented in a small group of may be consisting of 3-4 students.
Cases and Success stories of grass root level organizations, international NGOswill be considered for
analysis in the class. Assignments will also be given to the students on the basis of the cases and success
stories.
1. Abraha., A., (2000). Formation and management of NGOs, New Delhi
Universal Law Publishing House
2. Darlene, Russ EA (2002). HRD Review, New Delhi, Sage Pub.
3. Bhose,J., SGR., (2004). NGOs and rural development, New Delhi, Concept Publications
4. Patil, V., P., and Sharma, S., (2001). Corporate social responsibility & human rights, New Delhi,
Authors Press
5. Rao, T. B., (2000), HRD Missionary, New Delhi, Oxford Uni. Press.
6. Padmanand, V & Jain, P.C. (2005). Doing business in india – the street-smart entrepreneurs,
Ahmedabad, EDI Publication
Rogers, Everett M; (1962). Diffusion of innovations, New York, The Free Press
17. Study material and notes presented during the class by teacher will be circulated as the basic reference materials
18. Reports of NGOs, UNICEF and other UN Organizations
Journals
 NGO Special: Corporate Social Focus; Vol-5, Issue II Feb 2019
 Journal of rural development, Hyderabad, NIRDPR, Ministry of Rural
Development
 Kuruskestra, Ministry of Information and Broadcasting, Govt Of India
 Yojna, Ministry of Information and Broadcasting, Govt Of India
Economic and Political Weekly, New Delhi
Alliband,T., (1984): Catalyst of Development: Voluntary Agencies in India, West Hartford, Kumarian
Press
rewarded.
NIL
1. Deaton,A., Dreze, J., (2002).Poverty and inequality in India: a re- examination, Economic and
189
Political Weekly, Vol 37, Sept 7
Assessment
Students will be assessed by Class Assignments, Presentation, Class Tests, Attendance and End Trimester
j. Class Assignments 20%
k. Class Test (WrittenTest) 20%
l. Attendance 10%
m. Final Examination (WrittenTest) 50%
a. Acquire the fundamental knowledge about the features and functioning of development
organizations such as NGOs, GOs, INGOs, Cooperatives, SHGs etc
b. Apply the skills and knowledge to establish and manage the development organizationssuch as
NGOs, GOs, INGOs, Cooperatives, SHGs etc
c. Execute the ideas and policy interpretations for development of the underdeveloped through non-
profits
d. Create progressive policy guidelines for better execution of the government policies for non-
government organizations
e. Provide consultancy services to various stakeholders in component manner.
Course Name Social Entrepreneurship Development
No/ Code EL 505
Contact Hours 30
Slelf Study Assignment (hours) 90
Marks 100
Credit 3
1. Course Description : *
Course Objectives
Social entrepreneurship can be viewed as a solution to the social issues with business model. It may
be or may not be for profit. It can be divided into two broad sections, one is to identify the
problem/issue and another is to search and arrive at its solution. One needs to lookout for a
‘opportunity’ which is usually located in the community or society. Finding the opportunity itself is a
190
challenging task at the initial stages. Once it is identified in its entirety, then the work on its solution
collective begins. The business model helps to address the issue in a gainful way. As a collective
approach, the processes for social entrepreneurship are mostly group based. And since it is group
based, it has potential to become a movement. We, in India, have numerous issues to address.
Building such movement will certainly help improve quality of life and create better standard of
living. Thus, is the purpose of the course.
The course takes the participants through various dynamics, beginning with searching for ‘social idea,
to its solution and measuring its impact.
 To help students know and understand concepts of Social entrepreneurship.
 To help students acquire basic knowledge of Organizational structure of social idea and how
to develop it into social enterprise.
 To equip students with proficiency in various skills and competencies to enable them to
launch a social enterprise.
3. Pedagogy :
Besides lectures and interactive sessions, the pedagogy of the course is activity based; using short
exercises, case studies or interacting with successful social entrepreneurs, if possible organize a
conclave/seminar etc. group works. Emphasis is laid on acquiring the skills with basic knowledge
regarding the Scoail entrepreneurship. However, due to the Covid-19 pandemic we are compelled to
hold virtual classes, that certainly bring constrains to the pedagogy. We make every effort to meet the
pedagogical needs on the virtual platform.
4.Course Requirements : *
Unit No of Content
Classes
01 04 Introducing Social Entrepreneurship

a. Understanding Social Entrepreneurship in local and global context
b. Social Entrepreneurship vs business entrepreneurship
c. Formation / creation of social Entrepreneurship, what purpose does it serve
02 04 Recognising Social Opportunity

a. New Social idea
b. Understanding opportunity
c. The role of Innovation
d. Tools
e. Social value potentials
03 05 Developing Strategic Plan

a. Creating with community
b. Designing Solution
c. Market Strategy
d. Delivering Solution
191
04 05 Funding Social Venture
a. Capital Raising
b. Mission Related Investment
O5 04 Measuring Impact
a. Social Value Proposition
b. Cost-effective analysis
06 04 Creating Structure
a. Legal structure
b. Organizational Structure
c. Marketing Structure
07 04 Managing Growth
a. Achieving Scale
b. Going Beyond Scale
Total 30
5. Group Project :
Since this is optional course. Groups and group work will be decided depending on the number of
students opt for the course and how we can undertake the online group work.
6. Case Study Assignments : *
Cases of successful social entrepreneurs will be provided to the students.
The students will aso carry out small studies of various local social entrepreneurs.
Chahine, Teresa. 2016. Introduction to Social Entrepreneurship. New York: CRC Press Tylor and Francis
Group.
Reddy Kummith, Ramkrishna. 2017. Social entrepreneurship and social Inclusion: Process, Practices and
Prospects. Singapore: Palgrave MacMillan.
Agrawal, Anirudh and Kumar, Payal. 2018. Social Entrepreneurship and Sustainable Business Models:
The Case of India. Switserland: Palgrave MacMillan.
Roy, Tirthankar, 2018. A Business History of India: Enterprise and Emergence of Capitalism from 1700.
New York: Cambridge University Press.
Mitra, Jay. (Ed.). 2021. Indian entrepreneurship: A Nation Evolving. Singapore: Springer.
1. Journal of Social Entrepreneurship. Published by Tylor and Francis.
2. International Journal of Social Entrepreneurship and Innovation, Open access journal.
Singh, Archana. The Process of Social Value Creation: A Multiple-Case Study on Social
Entrepreneurship in India. Springer India ppvt Ltd ISSN 2197-7178 (electronic).
192
Steyaert, Chris and Daniel Hjorth. 2006. Entrepreneurship As Social Change: A Third Movements in
Entrepreneurship Book. Cheltenham, UK: Edward Elgar.
rewarded.
Praszkier, Ryszard and Nowak, Andrzej. 2012. Social entrepreneurship: theiry and Practice. New York:
Cambridge University Press.
Assessment
a. Attendance 10%
b. Presentation on a Business Plan 20%
c. Case Study of a local entrepreneurship venture 30%
d. Final written Exam 40%

a. Students know and understand concepts of Social entrepreneurship.
b. Students acquire basic knowledge of Organizational structure of social idea and how to
develop it into social enterprise.
Students are equipped with proficiency in various skills and competencies to enable them to
launch a social enterprise.
Course Title Women Development
Course Code EL 506
Contact Hours 30
Marks 100
193
Credit 3
This course will help in giving an insight into women and her life. It will deal in incorporating women
in development projects as its integral part. This paper will also talk about organisations working for
women in her life cycle
Thorough understanding of women development the students will:
 understand the status of women in a different context
 understand Gender Planning and will become able to draw a connection between the different
model of Gender frameworks
 know about the international Index to measure the status of gender
 know about organisation involved in women development
3. Pedagogy
Pedagogy would be primarily lecture, discussions, videos, and case presentations. The main themes
and topics will be introduced by lectures interactively. Besides, the students will be given group
exercises, followed by presentations and discussions. Students will be given exposure to various case
studies. The course will be delivered through interactive sessions through the case and examples from
society. The students will be given individual and group assignments.

Classes
Unit 1 2
Indian women in context with family, caste, class, culture,
religion
Unit 2 8
Dimensions of women development
 Demography: headcount, sex ratio, age composition
 Education: status as per ASER report, access and challenges in
education
 Reproductive Health: Menstruation- taboo and hygiene,
Pregnancy and Motherhood, MMR, RMNCH+A, VHND,
Postpartum Depression, Teenage Pregnancy & ARCH, Family
Planning, JSY, JSSK, PM MatritwaYojna, Debate on Sex
education,
 Livelihood: unpaid care, gender wage gap, women poverty,
MGNREGA, DDUGKY
 Politics: involvement and reservation
 Environment: women and nature, environmental movement and
women ( chipko movement)
 Major women-centric debates :
Productive, non-productive and reproductive role of women; the
portrayal of women in media; the problem of missing women,
the life cycle of VAW, some contemporary discussions
Unit 3 3
Gender Analysis Frameworks
194
Unit 4 5 Gender planning- Pre-implementation, Implementation and Post
implementation phase, Gender Budgeting
Unit 5 2 Gender Index-GII, GGI & SIGI,
Unit 6 4
Organisation working for women development
 International: UNICEF, UN WOMEN, ILO, UNESCO,
UNIFEM, UNFPA
 National: Ministry of WCD, NCPCR, NCW
 Cases from different NGOs and INGOs
Total 24
5. Group Project :
Assignments

6. Case Study:
7. Basic Text Books
1. Priyam, M., Menon, K. and Bannerjee, M. (2009). Human Rights, Gender, and the Environment,
New Delhi:Pearson Education
2.Spade, Joan. Z. and Valentine, Catherine, G. (2008). The kaleidoscope of Gender: Prisms, Patterns
and Possibilities (2nd Edition). New Delhi: Sage Publication
8.Basic Reference Material: Nil
9.Reference Books
1. Barrett, M. & Phillips A. (Ed.) (1992) Destabilizing Theory: Contemporary Feminist Debates.
California: Stanford University Press.
2. Bhasin, K. (1997) Gender Workshops with Men: Experiences and Reflections, Caroline
Sweetman: Oxford.
3. Chakravarty, U. (2006) Gendering Caste: Through a Feminist Lens, Stree: Kolkata.
4. Chanana, K. (Ed). (1988) Socialization Education and Women, Orient Longman: New Delhi.
5. Evans, J. (1995) Feminist Theory Today, New Delhi: Sage
6. Jahan, R. (1995) The Elusive Agenda: Mainstreaming Women and Development, Zed Books:
London, pp 1-18.
7. Kabeer, N. (1994) Reversed Realities: Gender Hierarchy in Development Thought, Verso:
London.
195
8. Kabeer, N. (1994) The Emergence of Women as a Constituency in Development in Reversed
Realities: Gender Hierarchies in Development Thought, Verso: London, pp 1-10.
9. Liddle, J., and Joshi, R. (1986) Daughters of Independence: Gender, Caste and Class in India,
New Delhi: Zed Books Limited
10. Mathur, K. (2004) Countering Gender Violence – Initiatives towards Collective action in
Rajasthan, New Delhi: Sage Publications India Pvt Ltd.
11. Measuring Gender Inequality, United Nations Development Programme (UNDP), Human
Development Report, (1995), Oxford University Press:New York & Oxford, pp. 72-86.
12. Moser, C. (1995) Gender Planning and Development: Theory, Practice and Training, Routledge.
13. Mukhopadhyay (2002) Gender Budgets Make Cents, Commonwealth Secretariat, London: IDRC,
CRDI, UNIFEM
14. Nicholson, L. (Ed.) (1990) Feminism and Post Modernism New York: Routledge.
15. Oza, R. (2006) The Making of Neoliberal India: Nationalism, Gender and the Paradoxes of
Globalization, New Delhi:Women Unlimited, an associate of Kali for Women
16. Rao, A., Anderson, M. &Overholt, C. (Ed.), Gender Analysis in Development Planning: A Case
Book, West Hartford: Kumarian Press
17. Reddock, R. (2000) Why Gender? Why Development?” in Theoretical Perspectives on Women
and Development, Jane Parpart, M. Patricia Connelly and V. EudineBarriteau(eds) IDRC, Ottawa,
pp.233-250.
18. Sangari, K. &Vaid, S. (Ed.) 1989. Recasting Women: Essays in Colonial History. New Delhi: Kali
for Women
19. Sen, A. (1999) Development as Freedom, New York: Anchor Books
20. Visvanathan, N. (1997) General Introduction, The Women, Gender and Development Reader,
1997, pp.17-32.
21. Visvanathan, N., Duggan, L., Nisonoff, L., and Wiegersma, N.(Eds). (1997). The Women, Gender
and Development Reader, London and New York (VDNW): Zed Books.
22. Weedon, C. (1987). Feminist Practice and Poststructuralist Theory. Blackwell : Cambridge M.A
196
13. E-Resources:
1. http://www.wcd.nic.in/
2. https://rural.nic.in/
3. https://www.unicef.org/
4. http://www.unwomen.org/
1. Child Abuse & Neglect, The International Journal, Elsevier

2. Hum sabla
3. Indian Journal of gender studies
4. International Journal of Child Care and Education Policy, Springer
5. Journal of Child and Family Studies
6. Journal of Early Childhood Research, Sage Journal
7. The International Journal of Children’s Rights
8. Women’s Link
9. Vikasin Social Welfare
16.Any other remark:
Assessment
i. Class Assignments 20%

j. Class Test (Written) 20%
k. Attendance 10%
l. Final Examination (Written) 50%
Students have:
 understood the status of women in a different context

 understood Gender Planning and have become able to draw a connection between the different
model of Gender Frameworks
 known about the international Index to measure the status of gender
 known about organisation involved in women development
197
Course Title Disaster Risk Reduction
Course Code EL 507
Contact Hours 30
Marks 100
Credit 3
Disaster Risk Reduction (DRR) is an advanced aspect of disaster management system. DRR is more of
having practice at community level and less than the fundamental aspects of the field. Disaster risk
assessment, vulnerability assessment, damage assessment, long term mitigation and prevention plans
are the major areas of DRR. Vulnerability of the disasters is increased due to lack of coordinated
efforts, lack of motivation and awareness, lack of trainings and research etc. Proper ICT infrastructure,
community participation, planning mechanism, advanced knowledge and contemporary technology
become prerequisites for a prompt and comprehensive action towards disaster resilience. Disaster
management occupies an important place in India’s policy framework.Having learned the basics
disaster management, next step is to be acquainted with risk reduction and resilience process. Disaster
Risk reduction (DRR) process will help preparing the plans for different man-made and natural
disasters. Community Based Disaster Risk Reduction (CBDRR) has been given importance by
international agencies like UNDRR, GNDR and other United Nations agencies. Implementation parts
of DRR involves vulnerability and capacity analysis which would be helpful in making a disaster
resilient environment.

 Imparting advanced knowledge on various assessment techniques like vulnerability capacity
assessment, developing proper disaster risk reduction (DRR) plans, interventions of
technologies.
 Assessing the psychological, socio-economic, political and cultural state of the affected areas
by using advanced knowledge and technologies.
 Analysing the issue-based interventions i.e. women and child issues, health hazard, micro-
finance, CSR, inclusion of disabilities, GIS, AI, MIS, remote sensing, data mining etc and
formulating plans/policies.
3. Pedagogy
sessions/simulation sessions, group exercises, field visits, practical exercises and individual
assignments etc.

198
Unit 1 2 Emerging Issues and Approaches of Study
a. Anthropological approach
b. Technological approach
c. Epidemiological approach
a. Developmental Approach
Unit 2 2 Disasters and Environmental Sustainability
a. Climate Adaptation Policy Framework
b. Low Carbon Sustainable Development model for disaster
resilience society
Unit 3 3 Advanced Technology and Disaster Management
a. Application of GIS & Remote sensing in disaster mapping and
planning
b. Use of AI for disaster preparedness
c. Application of MIS and Data mining methods for creation of
disaster directory
Unit 4 2 Assessment
a. Vulnerability and Capacity analysis (VCA matrix),
vulnerability types and dimension, Strategic planning of
vulnerability reduction,
b. Risk Assessment, Decision making of Risk management, Risk
mapping
c. Damage Assessment (DDA and RDA)
Unit 5 2 Response System
a. Supply Chain Management & Its Relevance to DM
b. Six Sigma Approach and its relevance to identification,
procuring and positioning in Disaster Risk Reduction Process
Unit 6 2 Streamlining the Disasters
a. Resettlement, Recovery and Reconstruction
b. Development and Disasters
Unit 7 4 Issue based Interventions
a. Gender & Disasters
b. Disasters and Crop Insurance
c. Disasters and Health Hazards,
d. Disasters and Disabilities Inclusion
e. Livelihoods and Disasters etc.
Unit 8 1 Legal Frameworks, Human Rights and Humanitarian Assistance
a. RERA Act 2016
b. Human Rights and Entitlements with regards to Disasters
c. International and National Concerns
d. UN and its Roles during Disasters
Unit 9 3 Training, Research, Development and Documentation
a. training module
b. disaster research and process documentation
Total 24
5. Group Project
Preparation of group-based project (related to the subject) would be the main assignment.
These assignments would be prepared and presented in a small group of may be consisting of
3-4 students. Practical exercise at field level (in collaboration with any agency) may be
199
arranged subject to the suitability in terms of time and finance.
Cases and Success stories with regards to management of various disasters would be part of
the class room teaching
1. Goel, S.L., (2000). Encyclopaedia of disaster management (3-Vol) New Delhi-110027, Deep
& Deep Publications,
2. Murthy DBN, (2006). Disaster management, Test & Case Studies; New Delhi-110027, Deep
& Deep Publications
3. Sethi, V.K., (2002). Disaster management, New Delhi-110002, Maxford Books
4. Sharma, V. K., (2004). Disaster management, Edited Volume, New Delhi-110002, IIPA
Publication
5. Sinha P.C., (2001). Hydrological disasters, New Delhi, Anmol Publications
reference materials
2. Reports of UNDRR, NIDM, JSDMA
1. Gupta, L.C., &Shrama V.K., (2006). Drought in gujarat, New Delhi-110002, IIPA
Publication
2. Gupta, L.C., &Shrama V.K., (2006). Drought in rajasthan, New Delhi-110002, IIPA
Publication
Journals
 Environment and Urbanization; Vol-30, No-2 Oct 2018
http://journals.sagepub.com/home/eau.uk
 Health Action: Disaster Disease; Vol-29, N0-12, Dec 2016: Journal of Catholic Health
Association of India
 Down to Earth: Tidal Change; Journal of Centre for Science and Education
 Terra Green: SDG 6, Vol-11, Issue II, Feb 2019: Journal of TERI, New Delhi
 Living in Vulnerability: CMJI, Vol-33 N0-3, July 2018



200
www.nidm.gov.in
www.unisdr.org
www.preventionweb.net
Annual Reports of UNDRR, UNICEF, UNDP, NDMA, NIDM, JSDMA

Video on Climate based Disasters, MIC Gas leak oof Bhopal, Mumbai Taj Attack, Tamil Nadu
Tsunami, Bermuda Triangle etc would be shown in the class in order to give them a comprehensive
idea on climate based and man-made disasters
Assessment
1.Class Assignments 20%
2.Class Test (Written Test) 20%
3.Attendance 10%
4.Final Examination (Written Test) 50%

a. Evaluate various issues of disaster risk reduction with competent manner
b. Apply the interpersonal communication skills for making better and proper disaster
resilience plans
c. Conduct the research propositions and training modules in the field of disaster
management
d. Create opportunities for the community to bring about transformation with regards to
disaster preparedness and risk reduction
e. Formulate policy guidelines for progressive work in the field of disaster management and
provide consultancy to the various stakeholders
Course Title Management of Cooperatives, Producer Groups & SHGs
Course Code EL 508
Contact Hours 30
Marks 100
Credit 3
201
Cooperatives form an answer to capitalism. It is necessary that the students acquaint with the
cooperative history, principles, laws and movements in the Indian as well as global perspective. This
will help the students to help build cooperatives, startups as well as small scale enterprises. The
leading example of Vergues, Amul, white revolution, operation flood sets the motion of the class and
invites learners to help grow different kinds of cooperatives.
This will help students to have a clear grasp of registration and laws related to cooperative
managements. It will give clear insight to the students to help them understand the meaning of
cooperation and management Kurien style. There are discussions related to cases in cooperative
management and the impact they have in society.
This paper will acquaint the students about cooperative movements in India. This will also
familiarize them with needs, scope and functional systems of cooperatives in development
prospective.
a. Understand and grasp the history, principles, registration and formation of cooperatives
b. Analyze the difference between cooperative thinking and capitalism emphasizing on the role of
cooperation.
c. Apply the principles of Cooperative Management in developing cooperative business.
d. Developing successful business model for Cooperatives.
3. Pedagogy
a. Total number of classes for each Unit= 4
b. Total number of classes= 24
c. Duration of each class= 1.15 hours
Unit 1 3 History and kinds

Understanding, history, legal and different types of cooperative
movements, SHGs, Producer Companies, Farmer Producers,
Producer Groups
Unit 2 6 Cooperative Management and Cooperative Movements

Cooperative Management, VO, Cooperative movements in
India under globalisation regime
Unit 3 4 Operational and financial-social responsibilities

Operational and financial-social responsibilities of cooperative
business - Industrial relation in Cooperative business
Unit 4 4 Roles
Roles of Co-operative Department - Criteria for appraising
performance of Co-operative business: Organizational, Crop
Farming
Unit 5 4 Economic and social developments

Cooperatives in economic and social developments. Discussions
on cooperative models. Human resources development in
202
cooperative. Cooperative Banking Operations
Unit 6 3 Cooperatives in 21 century

Cooperatives in 21 century: Survivals and growth. ILO and
Cooperatives. Cooperatives in Jharkhand
Total 24
Note: Duration of each class is of 1.15hrs

6. Case Study / Assignments:

a. One written test on some explorative topic
b. One assignment on a topic which will allow them to analyse and produce understanding of their
own
7. Basic Text Book:
1. C. Mehta: Consumer Co-operation in India.
2. G. S. Kamat: Cases in Co-operative Management
3. G. S. Kamat: New Dimensions of Co-operative Management
4. I L O Co-operative Management and Administration
5. K. K. Taimani: Co-operative Organization and Management
1. G.R. Madan 2007 Cooperative Management in India, Mittal Publication, New Delhi
2. M.V. Kamath 1981, Management Kurien Style, Konark, New Delhi
3. R.C. Mascarenhas 1988, Strategy for Rural Development Dairy Cooperative in India Sage,
New Delhi
9. Reference Book : Nil
13. E-Resource/Databases: (If Any) Nil
Journals
1. Cooperative Perspective
203
Assessment
c. Attendance 10%
17. Learning Outcome : Nil
Course Title Data Management
Course Code EL 509
Contact Hours 30
90
Self-study & Assignment (hours)
Marks 100
Credit 3
The volume of data that one has to deal with has exploded to unimaginable levels in the past
decade, and at the same time, the price of data storage has consistently reduced. Businesses capture
terabytes of data about their users’ interactions with various media and also from devices such as
mobile phones and automobiles.The challenge of this era is to make sense of this sea of data, this is
where data analytics comes into picture.
Data Analytics largely involves collecting data from different sources, collating it in a way that it
becomes available to be consumed by analysts and finally deliver data products useful to the
organizations or businesses.
Data Managementis a comprehensive course that deals in detail how to perform various data
analysis functions using R Programming and SQL.
After successful completion of the course a student will
1. Have a broad understanding of use of technology in data management.
2. Have appreciation for the need of data repositories and their usage in organisation’s decision-
making process.
3. Have appreciation for the potential of data visualisation in unearthing previously unknown
facts.
4. Be able to contribute to the organisation's strategic planning processes.
3. Pedagogy
4. Course Content
204
Unit No. of Classes Content
Unit 1 3 Introduction to R
1. Downloading and Installing R
2. Setting R Environment, R Studio
3. Packages in R
Unit 2 3 Data Types in R
1. Variables, Constants, Operators
2. Data types in R
Unit 3 3 Data Structures in R
1. Lists
2. Vectors
3. Data frames
4. Arrays and Matrices
Unit 4 3 Control Structures and their applications
1. Conditional Statements
2. Looping Statements
Unit 5 3 Data Extraction from CSV and EXCEL Files
1. Reading and saving data
2. Working with data
Unit 6 2 Operators on data: Hypothesis Testing Using R
1. Hypothesis tests for population means
2. Hypothesis tests for population variance
Unit 7 2 Descriptive Statistics using R
1. Measures of central tendency
2. Measures of dispersion
3. Scatter Plots & Scatter Plot Matrices
Unit 8 2 Data Visualization Using ggplot2() Function
1. Pie Charts and 3D Pie Charts
2. Bar Charts, Box Plots, Histograms & Line Graphs
Unit 9 3 Introduction to Database Management Systems
1. Definition of terms and concepts
2. Oracle datatypes
Total 24

c. One written test on some explorative topic
d. One assignment on a topic which will allow them to analyse and produce understanding of
their own
Mandatory Readings
3. Hastie, Trevor, et al. The elements of statistical learning. Vol. 2. No. 1. New York: springer,
2009.
4. Montgomery, Douglas C., and George C. Runger. Applied statistics and probability for
engineers. John Wiley & Sons, 2010
205
Assessment
c. Attendance 10%
1. Have a broad understanding of use of technology in data management.

2. Have appreciation for the need of data repositories and their usage in organisation’s decision-
making process.
3. Have appreciation for the potential of data visualisation in unearthing previously unknown
facts.
4. Be able to contribute to the organisation's strategic planning processes.
Course Title Social Marketing
Course Code EL 510
Contact Hours 30
Marks 100
Credit 3
Social marketing is the use of marketing theory, skills and practices to achieve social change. It
has the primary goal of achieving "social good". Traditional commercial marketing aims are
primarily financial, though they can have positive social affects as well. . Social marketing aims
to influence behaviours that benefit individuals and communities for the greater social good.
Social marketing seeks to influence social behaviors not to benefit the marketer, but to benefit
206
the target audience and the general society
Social marketing concept evolved from older concepts of CSR and sustainable development and
implemented by several companies to improve their public image through activities of customer
social welfare. Social marketing is concerned with both the behaviour change and advancement
of social ideas, instead of mere persuasion for behaviour change. Both public sector and private
sector may involve themselves in the promotion of social change. However private enterprises
treat social change as a secondary aim. Another term used for social marketing is “cause-related
marketing”.
Summarising the entire Social marketing concept. It is the subject that educates students to bring
change in the behaviour of people for the well-being of society rather than a company.
The purpose behind offering this course is to familiarize students to seek develop and integrate
marketing concepts with other approaches to social change. The course will also examine issues
of social responsibility in business and how marketing may be used to promote environmentally
and socially conscious business practices. The goal is to deliver competition-sensitive and
segmented social change programs that are effective, efficient, equitable and sustainable.
By the end of the course, the students would be able to
 Understand the limits of marketing as a mechanism for social change.

 Comprehend the principles of commercial marketing to social change.
 Apply people to take certain actions or introduce change in their behaviour
 Analyse social marketing problems and suggest ways of solving these
3. Pedagogy
Pedagogy and mode of delivery would be primarily lecture, discussions, case presentation and
Assignments. The main themes and topic will be introduced by lectures in an interactive manner.
Unit 1 4 Principles of social marketing

Definition, meaning and scope of social marketing
Origin of Social marketing
Difference between Social marketing and commercial marketing
Major social issues benefiting from social Marketing
Ways to impact Social issues.
Unit 2 4 Fundamentals of Social Marketing
Core concepts of social marketing
Scanning the social marketing environment
Concepts of green marketing
Consumer Protection
Social marketing mix
Unit 3 4 Social problems and role of Social marketing
Social change and Social problems
Role of social marketing
207
Setting priorities in social marketing
Repositioning Social marketing for 21st century.
Unit 4 4 Ethical issues in Social marketing
Ethics Defined
Ethical dilemmas in Social marketing
Role of culture in establishing ethical standards
Fear appeals and Ethical Frameworks
Code of Ethics
Unit 5 4 Designing Social marketing interventions
Designing campaigns
Developing products for social marketing campaigns
Brand development for social marketing
Brand attributes, Brand Dimensions
Branding as a social/identity factor.
Unit 6 4 Media in Social Marketing
Basic Media planning principles
Deciding on the media choices and media budget
Advertising as a strongly persuasive force
Social Media
Total 24
208
a. a. The influence of social media on Consumer behaviour.

b. b. Successful Social marketing approaches that helped break through strong market monopoly.
7. Basic Text Books

1. Kotler P & Roberto W. (1989).Social marketing: Strategies for changing public Behaviour.
New York: The free Press
2. Kotler P, Roberto W and Lee N. (2nd Ed.2002). Social marketing –Improving the quality of
Life: Sage Publication.
3. Thaler R &SunsteinC.Nudge. (2008). Improving decision about health, wealth and happiness.
New heaven &London: Yale university press
4. Lee N.andKotler P. (2011).Social Marketing –Influencing Behaviours for Good: Sage
Publication.
5. ZarrellaD(10th Ed.2012).The Social Media Marketing Book:O’Reilly Media publishers.
8. Basic Reference Matrial: Nil
9. Reference Books
Arndt, J. 1967. Word of Mouth Advertising: A Review of the Literature. New York:
Advertising Research Foundation.
Bagozzi, R.P., and U.M. Dholakia. 2006. “Antecedents and Purchase Consequences of
Customer Participation in Small Group Brand Communities.” International Journal of
Research in Marketing 23, no. 1, pp. 45–61.
Blau, P.M. 1964. Exchange and Power in Social Life. New York: Wiley.

13. E-Resources:
https:/www.strategic-socialmarketing.org/
209
Journals
1. Borden N. (2008) The concept of Marketing Mix,Vol 4. Journal of Advertising.

2. Brafman O, BrafmanR.Sway.(2010)The irresistible pull of irrational
Behaviour.Virgin.London
3. French J.(2011).Why nudging is not enough .Social Marketing Journal. Vol 3.Autum:Emerald
Publishing.
4. Goldstein N, Cialdini R.(2007).fifty secrets from the science of persuasion.london.
5. P. kotler and Zaltman.(1971).Social Marketing: An approach to planned social change
,journal of marketing.
6. Bagozzi,R.(1975)Marketing as Exchange. Journal of Marketing 39:32-39
Assessment
m. Class Assignments 20%

n. Class Test (Written) 20%
o. Attendance 10%
Students will by the end of the course, the students would be able to
1. Understand the limits of marketing as a mechanism for social change.
2. Comprehend the principles of commercial marketing to social change.
3. Apply people to take certain actions or introduce change in their behaviour
4. Analyse social marketing problems and suggest ways of solving these
16. Any other Remarks : Nil
17. Learning (Course) Outcome :
 Understand the limits of marketing as a mechanism for social change.

 Comprehend the principles of commercial marketing to social change.
 Apply people to take certain actions or introduce change in their behaviour
 Analyse social marketing problems and suggest ways of solving these
Course Title Rural Financial Services & MFIs
Course No. EL 511

210
Contact Hours 30
Marks 100
Credit 3
1. Course objectives
The need for finance is an inseparable part in the life of the poor. The definition of poverty may be
relative but mostly includes the people of informal sector of the economy of the country. The
concept of Microfinance and Financial Inclusion are developed to cater this informal sector of rural
population to provide financial services to the poor. Financial services include credit, savings, and
insurance. This course introduces students to the evolution of the concept of microfinance with
respect to the financial needs of the poor and initiatives for extending financial support to them
through microfinance. It identifies the wide varieties of products and services and the models
through which the benefit of microfinance is extended to the poor people. The subject includes the
impact, issues and trends of microfinance, the legal and regulatory framework within which they
operate and various financial inclusion initiatives. This subject aims to acquaint the students with a
clear idea of financial needs of the poor people of the country and evolution of microfinance to
fulfil such needs. The subject also deals with products, services and models of microfinance, issues
and trends of microfinance, recent developments of microfinance in India and the concept of
financial inclusion. The detail study of microfinance will help the students to get a detail idea about
the way in which the microfinance helps to meet the financial needs of the poor by making them a
part of organised financial sector of the country. This will help them to sensitise and help the rural
people to avoid dependence on unorganised and informal financial sectors for fulfilment of their
financial needs and make them a part of microfinance and financial inclusion initiatives of the
country. Therefore, the current paper fully complies with institutional objectives as well as
professional requirements of rural management. The objectives of the course is to get an idea of the
financial need of the poor, credit provisions for them and evolution and detail understanding of the
concept of microfinance. This paper will enable students to study in detail the microfinance
products and services, models and practices of the micro finance institutions and to understand the
issues and trends of microfinance and impact on woman empowerment. Further, to develop an idea
of microfinance in India and recent developments and the legal and regulatory framework within
which MFIs operate and to understand the concept of financial inclusion and initiatives in this
regard.
a. Understanding microfinance and mode of delivery of microfinance to cater different types of
financial needs.
b. Building the concept of various microfinance initiatives, financial inclusion and detail working
pattern of the MFIs in India.
c. Ability to suggest the rural population to come out of the complications and exploitations of the
unorganised sectors of finance and guiding them to the appropriate mode of organised
financing as per their financial needs.
3. Pedagogy:
4. Course Syllabus
Unit 1 3 Introduction of Rural Financial Services in India
211
a. Forms and Extent of Poverty and Financial Needs of the Poor
b. Credit Provision to the poor
c. Evolution of the concept of Micro-finance
d. Definition, meaning and scope of Micro-finance
e. Importance of Micro-finance
f. Demand and Supply of Microfinance
Unit 2 4 Microfinance Products and Services

a. Credit products including procedural aspects
b. Savings products including legal framework
c. Insurance products including role of IRDA
d. Micro pension products – Distribution network and micro
pension models
e. Micro-remittances, AADHAR based payment and Direct
Benefit Transfers (DBT)
f. Leasing and hire-purchase service
g. Microfinance in kind – Social Intermediation & Social
Services, Business Development Services
Unit 3 5 Microfinance Models

a. Self Help Group Model
b. Federated Self Help Group Model
c. Grameen Bank Model
d. Co-operative Model
e. MFI-Bank Linkage Programme
f. NABARD model
g. SIDBI model
h. SGSY model
i. Grameen Bangladesh model
j. NMDFC model
k. Structures of Intermediation for Microfinance in India
Unit 4 4 Microfinance in India including Recent Developments

a. State Intervention in Rural Credit in India
b. Bank Linkup and Bank Linkages Programme
c. Governance and constitution of the Board of various forms of
MFIs in India
d. Portfolio Securitisation
e. SHG-2
f. National Rural Livelihood Mission
g. Role of NGOs in Rural Financial Services
Unit 5 2 Microfinance in India - Issues and Trends

a. Emerging issues in Microfinance
b. Gender issues in Microfinance
c. Role of technology in Microfinance
d. Micro Credit as Priority Sector Advance
e. Impact of Microfinance on Empowerment of Women
Unit 6 4 Legal & Regulatory Framework of Microfinance

a. Recommendations of Malegam Committee
212
b. Code of Conduct for MFIs in India
c. Guidelines on Priority Sector – Targets and Classification
d. Compliance to RBI Guidelines on NBFC-MFIs
e. The Micro Finance Institutions (Development and Regulation)
Bill, 2012
Unit 7 2 Financial Inclusion

a. Understanding Financial Inclusion
b. Need for Financial Inclusion
c. Present Reach of Banking as a part of Financial Inclusion
d. Initiatives of Reserve Bank of India
e. Initiatives of NABARD
f. Initiatives of MENNDESHI Bank
Total 24
6. Case Study Assignments :
a. Case Study on impact and issues of micro finance on rural India with respect to any specific rural
area of the country
b. Case Study on micro finance products offered by various micro finance institutions in India
Assessment
c. Attendance 10%
7. Basic Text Book

Mandatory Readings
1. Armendariz, Beatriz, & Morduch, Jonathan (2011). The Economics of Microfinance. Delhi:
Prentice Hall India Learning Private Limited.
2. Indian Institute of Banking and Finance. (2014). Microfinance: Perspectives and Operations.
New Delhi: McMillian
3. Panda, D.K. (2009). Understanding Microfinance. New Delhi: Wiley India Pvt. Ltd.
4. Rana, O. C. & Raj, Hem (2016). Microfinance. Mumbai: Himalaya Publishing House
8. Basic Reference Books
1. Kumar, Amit (2015). Women and Microfinance: Prospects and Challenges. Jaipur: Rawat
Publications
2. Shetty, S.L. (2012). Microfinance in India. Gurgaon: Academic Foundation.
9. Reference Book
Journals
1. Enterprise Development & Microfinance
213
17. Learning (Course) Outcome: Nil
214
PRACTICAL EXPOSURES
CP 512 Agricultural Field Practical 100 1

CP 513 Rural Field Exposure (Producing Case Studies through 100 1
Participatory Methods)
215
TRIMESTER VI
216
Course Title Livelihoods Promotion and Skill Development
Course Code EL 601
Contact Hours 30
Marks 100
Credit 3
One of the herculean tasks of ours is to create the livelihood choices for the poor. As per the tenth
Finance Commission report, it is observed that our country needs 10 million of people need the
employment every day, therefore we need to create 10 million of livelihoods and employments every
day. This proposed course is developed to equip the students with skills and knowledge so that they
can create multiple livelihood choices for the poor. Bye and large, another purpose of this course is to
understand and analyse the livelihood status of poor households; and the external & internal
environments (including the PIA, people, factor condition, market, condition, industry condition and
institutional condition) which are indispensable for promoting the livelihood choices. In order to
achieve these purposes, some objectives are taken into consideration. They are mentioned in the
learning objectives section.
 Orienting the students about various aspects of Livelihoods
 Understanding the broad concepts of livelihood promotions and interventional approaches of
Livelihoods
 Enhancing the skills of rural youth in order to make them self-employed and self-sustained
 Capacitating the students to critically analyse the development policies; and suggest the policy
notes
3. Pedagogy
sessions/simulation sessions, group exercises and individual assignments etc.
Chapter No. of Classes Content

Unit-1 3 Fundamentals and Concepts
a. Understanding Rural Livelihoods
b. Evolution Of Livelihood Promotion In India
c. Need and importance
217
d. Livelihood Portfolios
Unit-2 3 Various Approaches of livelihoods
a. Segmental Approach
b. Cluster Based Approach
c. Integrated Approach
d. Local Economy Development based Approach
Unit-3 3 Types of Livelihoods
a. Farm based Livelihoods
b. Non-Farm Based Livelihoods
c. Issues and Challenges in both types
Unit-4 4 Factor Analysis
a. Internal Factors (People and PIA)
b. External Factors (Industry, Institution, Supply &
Demand)
c. Designing and Techniques of Livelihood Projects
d. Market Transects
Unit-5 2 Value ChainAddition
a. Analysis of Livelihood Sub-Sectors
b. Value Chain Analysis
c. Identification Of LH Intervention Opportunities
Unit-6 2 Global Perspectives-
a. Grameen Bank Model &Thana Models in Bangladesh
b. Commune Model in China
c. SHG Model in India
d. Models of other Countries
Unit-7 3 Policy and Schemes
a. Livelihood and Income Generation Policies in India
(NRLM, SRLMs, NULM)
b. DDUGKY, PMKVY, Skill India Schemes
Unit-8 2 Skill Development
a. Concept & Theories Of skill Development
b. Spectrum Of Social Entrepreneurial skills
Unit-9 2 Skill Development Education & Trainings
a. Skill Development and Entrepreneurship Education &
Training
b. Guidelines to design the training modules (DTS, DoT,
MoT, ToT, TNA)
218
5. Group Project
Preparation of group-based livelihoods project would be the main assignment. These assignments
would be prepared and presented in a small group of may be consisting of 3-4 students.
Basix Academy’s published cases will be employed for critical analysis;accordingly, students will be
given individual projects to develop at least one project each on livelihood promotion. These projects
will be basically live projects being experimented in respective blocks of the place that students
belong to.
1. Mahajan, V; Datta, S; Thakur, G; (2012). Resource book on livelihood promotion, Hyderabad,
BASIX-NEF.
2. Cornish, G., (1997). Modern irrigation technologies for small holders in developing countries,
GRID Issue 10. London: Intermediate technology Publications in Association with HR
Wallingford.
3. Femundes, W. and Paranjpye, V, (eds), (1997). Rehabilitation policy and law in india: a right
to livelihood, Pune, Indian Social Institute
4. Heierli, U; (2000). Activities of SDC in private sector promotion, ILO Publications
5. Kamath, M.V; (1996). Milkmanfrom anand : the story of verghese kurien 2nd Rev. edition,
Delhi, Konark Publishers
6. Kotler, P. And Armstrong, G.; (1999). Principles of marketing, New Delhi, Prentice Hall.
7. Padmanand, V & Jain, P.C. (2005). Doing business in india – the street-smart entrepreneurs,
Ahmedabad, EDI Publication
Rogers, Everett M; (1962). Diffusion of innovations, New York, The Free Press
reference materials
2. Published Case reports by BASIX Academy will also be used as basic study materials
1. Sahoo,N. (2018). Rural development and livelihoods in India, New Delhi, New Century
Publications
2. Bhalla, S. (2000). Behind poverty: the quantitative dimensions of employment prospects for
rural Indians, New Delhi, Institute of Human Development
219
rewarded.
www.ajeevika.gov.in
www.nrlm.gov.in
1. Deaton,A., Dreze, J., (2002).Poverty and inequality in India: a re-
examination, Economic and Political Weekly, Vol 37, Sept 7
15. Videos : (If Any) NA
Assessment
b. Class Test (WrittenTest) 20%
c. Attendance 10%
d. Final Examination (Written Test) 50%
 Capable to prepare different models of livelihoods
 Analyse the different facets and contexts of livelihoods promotions
 Facilitate the development process to take up the challenges that cropping up in livelihood
sectors
 Develop the social entrepreneurship skills of the graduates
 Manage and guide the state level livelihoods promotion societies.
 Provide consultancy services to various stakeholders in component manner.
Course Title Social Justice and Social Action
Course Code EL 602
Contact Hours 30
220
Marks 100
Credit 3
To let the students get acquainted with Social Action Weberian and Parsorian theories. The
students should be able to grasp the local, state, national and international issues concerning
Human Rights. By the end of the course they should know the prominent conventions, role of
UDHR and UNHCR and eventually understand how Human Rights is indivisible and there need
to mainstream it.
a. It encompasses what we have in the constitution of India to deal with the preamble,
fundamental rights and the directive principles of the state policy. It along with deals
with United Nations human right declaration on women, children, labor and indigenous
people.
b. It accounts for the Indian realities related to dimensions of human right under Indian
social structure. The social action theories of Max Weber and Talcot Parsons are
included to understand the definitional aspects and the means of social action.
c. The cases studies are present for the students to look into the prevailing matter related to
sedation, POTA, ESMA and TADA. To grasp local, state and international issues
concerning human rights. By the end of the course they should know the prominent
conventions like the treaty of Westphalia, Treaty of Versailles and CEDAW, role of
UDHR and UNHCR and eventually understand how human rights is indivisible and
there is need to main stream it.
d. It addresses the marginalised sections of Dalits and tribals. One crucial section will be to
understand how business and children rights needs to be understood.
3. Pedagogy
The course will be delivered through lectures, interactive sessions, individual and group
assignments, case studies, class room participation and term papers.
Unit 1 4 Theories
Concept of Justice and social Justice-Liberal and Radical views,
Rawls Theories, Weberian Social Action.
a. Means of Social Action
b. Case Studies
Unit 2 4 UDHR
Universal Declaration of Human rights
Unit 3 4 Constitution
Constitution of India
Unit 4 4 International Laws
U.N. Human Right Declaration on women, children, labour and
Indigenous peoples.
Unit 5 4 Tribal and Dalit studies
Indian Reality-Dimension of Human Rights under Indian Social
Structure, Tribal and Dalit Studies
Unit 6 4 Children’s Rights
221
Business and Children's Rights

Students will be taken to any one of the field areas for learning of Human Rights abuse. It will also
include a visit to the court, police station and human rights commissioner of the states
7. Basic Text Book
1. Gauba, O.P. (1983). Dimension of Social Justice. New Delhi: National Publishing House.
2. Elisabeth, R. (2006). Understanding Human Rights. New Delhi: Sage Publication.
3. Kumar, C. R., Lingam, K. C. (2007). Human Rights, Justice and Constitutional
Empowerment. New Delhi: Oxford University Press.
4. Kumar, A., Steiner, H. J., Alston, P. (2002). Human Rights Global Perspectives. New Delhi:
Sarup and Sons.
1. Steiner, H. J. and Alston, P. (1996). International Human Rights in Context, Law Politics,
Morals. New York: Clarendon Press, Oxford.
2. Bajpai, A. (2003). Child Rights on India. New Delhi: Oxford University Press.
3. Campbell, T., Goldberg, D., McLcon, S., Mullen, T. (1986). Human Rights from Rhetoric to
Reality. UK: Basil Blackwell.
9. Reference Books :Nil


Class participation in the form constructive questions, discussions will be encouraged, appreciated
and rewarded
13. E-Resource/Data bases : (If Any)
Journals
1. Human Rights Watch
2. Amnesty International

222
c. Attendance 10%
17. Learning (Course)Outcome : Nil
a. It encompasses what we have in the constitution of India to deal with the preamble,
fundamental rights and the directive principles of the state policy. It along with deals with
United Nations human right declaration on women, children, labor and indigenous people.
b. It accounts for the Indian realities related to dimensions of human right under Indian social
structure. The social action theories of Max Weber and Talcot Parsons are included to
understand the definitional aspects and the means of social action.
c. The cases studies are present for the students to look into the prevailing matter related to
sedation, POTA, ESMA and TADA. To grasp local, state and international issues
concerning human rights. By the end of the course they should know the prominent
conventions like the treaty of Westphalia, Treaty of Versailles and CEDAW, role of
UDHR and UNHCR and eventually understand how human rights is indivisible and there
is need to main stream it.
d. It addresses the marginalised sections of Dalits and tribals. One crucial section will be to
understand how business and children rights needs to be understood.
Course Title: Public Policy Analysis
Course Code: EL 603
Contact Hours: 30
Marks: 100
Credit: 3
223
Public policy has emerged as an important area of concern related to governance affecting every
aspect of life. Therefore, an understanding of meaning, nature, scope, significance and the processes of
public policy making, institutions, and actors is vital. This paper will offer useful insights into ‘why’
and ‘how’ policies are formulated, implemented, analyzed and evaluated.
This course aims at familiarizing the students with the complexities of governance and policy
processes. The paper will orient students about the various approaches and models of public policy.
The course will equip the students with the public policy-making processes including the institutions
and actors involved in policy formulation and implementation and the dynamics (various forces or
factors) that influence policy formulation. The paper will also focus on the politics of policy
implementation highlighting the role of socio-economic and political forces like caste, class,
community, rural power structure, politician-bureaucratic nexus, etc. impinge on and influence policy
implementation.
2. Learning Objectives (Course Outcome)
a. To understand and explain the meaning and importance of public policy.
b. To understand the relationship between politics and policy
c. To distinguish between policy, decision, and goal
d. To throw light on the characteristics and types of public policy
e. To understand the stages in the publicpolicy-making process
f. To learn the public policy implementation challenges
g. To learn policy analysis and evaluation
Public Policy in India: Past and Present
a. Introduction to Public Policy
b. Concept, theory, and practice
c. The relationship between Politics and Policy
1 d. Characteristics of Public Policy
6
e. Types of Public Policy
f. Stages in the PublicPolicymaking Process
g. Importance of Public Policy
Policy Formulation: Processes and Players

a. Official Actors: The Institutional Framework:
b. Legislature
c. Executive
2 6 d. Judiciary
e. Regulatory Agencies
f. Unofficial Actors in Policy Formulation:
g. Interest Groups
h. Political Parties
224
i. The General Public
j. Research Organizations & Policy Think Tanks
k. Mass Media
Policy Implementation: Framework and Challenges

a. Policy Implementation: The Organizational Set-Up
b. Classical and Behavioural Theories of Organization
c. Bureaucracy and its Role in Policy Implementation
d. Street-Level Bureaucracy
e. Development Administration at the District, Block, and Panchayat Level
f. Non-Governmental Organizations
3 4
g. Politics of Policy Implementation
h. Caste, class, and community
i. Rural power structures and the dominance of local elites
j. Crony Capitalism: Politician-bureaucratic nexus
k. Issues of acceptability, resistance, and ownership
l. Specific Cases of Policy Implementation
Policy Analysis and Evaluation

a. Actors in Policy Evaluation
b. Policy and Program Evaluation
4 4
c. Difference between Policy Analysis and Policy Evaluation
d. Types/Stages of Policy Evaluation
Strengthening Policy Making in India

5 4
Total 24
.
7. Basic Textbook:
1. Chakrabarti, R. & Sanyal, K. (2017). Public Policy in India. New Delhi: Oxford University
Press. ISBN-13: 978-0-19-947069-3.
2. Chakrabarty, B. and Chand, P. (2016). Public Policy: Concept, Theoryand Practice. New
Delhi: Sage Publications India Pvt. Ltd. ISBN-13: 978-93-515-0925-7 (PB).
3. Mathur, K. (2013). Public Policy and Politics in India. New Delhi: Oxford University Press.
ISBN-13: 978-0-19-946605-4.
4. Sapru, R. K. (2012). Public Policy: Formulation, Implementation and Evaluation. Sterling
Publishers. ISBN-13: 978-8120727038
1. Stone, D. (2012). Policy Paradox (3rd Edition). New York: W. W. Norton & Company.
225
ISBN-13: 978-0-393-91272-2 (PBK).
2. Singh, S. (2016). Governance: Issues and Challenges. New Delhi: Sage Publications India
Pvt. Ltd. ISBN-13: 978-93-860-4212-5 (PB).
3. Anderson, J. E. (2000). Public Policymaking: An Introduction. Boston: Houghton Mifflin.
4. Birkland, T. A. (2001). An Introduction to the Policy Process: Theories, Concepts and
Models of Public Policy Making. New York: M. E. Sharpe Inc.
9. Reference Books:
1. Bonser, C. E., Eugene B. M., Jr. and Clinton V. O., Jr. (1996). Policy Choices and Public
Action. Upper Saddle River, New Jersey: Prentice-Hall Inc.
2. Cochran, C. L., and Eloise, F. M. (1995). Public Policy: Perspectives and Choices. Boston:
McGraw Hill.
3. Dye, T. R. (1998). Understanding Public Policy. Upper Saddle River, New Jersey:
Prentice-Hall Inc.
4. Echeverri-Gent, J. (1993). The State and the Poor: Public Policy and Political
Development in India and the United States. Berkeley: University of California Press.
5. Edwards, G. C. III (1980). Implementing Public Policy. Washington, D.C.: CQ Press.
6. Gerston, L. N. (1997). Public Policy Making Processes and Principles, Armonk, New
York: M. E. Sharpe Inc.
7. Hill, M. and Peter, H. (2002). Implementing Public Policy: Governance in Theory and
Practice. London: Sage Publications.
8. Howlett, M. and M. Ramesh (2003). Studying Public Policy: Policy Cycles and Policy Sub
Systems. Oxford: Oxford University Press.
9. Hughes, O. E. (1998). Public Management and Administration: An Introduction. London:
Macmillan Press.
10. Kingdon, J. W. (1995). Agendas, Alternatives and Public Policies. New York: Longman.
11. Kohli, A. (1987). The State and Poverty in India: The Politics of Economic Reform.
Cambridge: Cambridge University Press.
12. Lindblom, C. E. and Edward J. W. (1993). The Policy Making Process. Upper Saddle
River, New Jersey: Prentice-Hall Inc.
13. Lipsky, M. (1980). Street Level Bureaucracy: Dilemmas of the Individual in Public
Services. New York: Russell Sage Foundation.
14. Nagel, S. S. Ed. (2002). Handbook of Public Policy Evaluation. Thousand Oaks: Sage
Publications.
15. Parsons, W. (1995). Public Policy: An Introduction to the Theory and Practice of Policy
Analysis. Cheltenham: Edward Elgar.
16. Sabatier, P. A. (ed.) (1999). Theories of the Policy Process. Bolder, CO.: Westview Press.
17. Sabatier, P. A.,and Daniel A. M. (1989). Implementation and Public Policy, Lanham:
University Press of America.
18. Theodoulou, S. Z. and Matthew A. C. (1995). Public Policy: Essential Readings. Upper
Saddle River, New Jersey: Prentice Hall.
226
Class participation in the form of constructive questions, discussions will be encouraged, appreciated,
and rewarded.
c. Attendance 10%
a. Understand the significance and importance ofpublicpolicy.
b. Understand the processes of public policy making, institutions, andactors.
c. Highlight the different components of policy and distinguish between policy, decision, and goal.
d. Do policy analysis and evaluation.
Course Title Supply Chain Management
Course Code RM 604
Contact Hours 30
Marks 100
Credit 3
227
1.Course Description
Supply Chain Management is the strategic approach to manage the upstream and downstream
relationships with suppliers and customers to deliver superior customer service at optimum cost
along the network of the intermediaries. This paper helps to understand and learn the strategic
importance of good supply chain design, planning, and operation for every firm and identify
facilities, inventory, transportation, information, sourcing, and pricing as the key drivers of supply
chain performance. This paper also conveys how these drivers may be used on a conceptual and
practical level during supply chain design, planning, and operation to improve customer
responsiveness. The purpose of this course is to orient the students with the different processes of a
supply chain and familiarize students with the various components and drivers of a supply chain to
make them competent to take decision on supply chain designing, planning, and operation in the area
of rural management. Therefore, the offerings in this course are conforms to the institutional
objectives.
At the end of the course, a student would be able to:

 Illustrate the fundamental concept of the supply chain and its processes.
 Classify and correlate the drivers of Supply Chain Performance.
 Solve decision making problem in the various important processes of supply chain like
network design, warehousing, transportation, sourcing, etc. in Business Management as well
as in the area of Rural Management.
 Describe strategic importance of the supply chain design, planning, and operations.
 Analyse the impact of Supply Chain coordination.
3. Pedagogy
The course will delivered through interactive sessions, case discussion, individual and group
assignments, using spreadsheet s/w and assignments.
228
Unit 1 2 Introduction of Supply Chain Management (SCM) and Logistics

Management
Overview of Supply Chain, Objective of a Supply Chain,
Importance of Supply Chain decisions, Definition of Logistics
Management, Supply Chain Management Vs. Logistics
Management, Concept of Inbound and Outbound Logistics,
Different Logistics tools; Process view of a Supply Chain and
Logistics, Supply Chain players, Supply Chain dynamics, Examples
of Supply Chains from different industries.
Unit 2 3 Drivers of Supply Chain Performance

Concept of drivers of Supply Chain Performance, Framework for
structuring drivers, Role of drivers (Facilities, Inventory,
Transportation, Information, Sourcing, Pricing) in a Supply chain.
Unit 3 5 Supply Chain Network Design

Role of Network Design in the Supply Chain, Factors influencing
Network Design decisions, Framework for Network Design
decisions, Design options for a Distribution Network, Models for
facility location and capacity allocation, Impact of uncertainty on
Network Design, Evaluating Network Design decisions using
Decision Tree Analysis.
Unit 4 4 Transportation Management in Supply Chain

Role of Transportation in a Supply Chain, Modes of Transportation
and their performance characteristics, Transportation infrastructure
and policies, Design options for a Transportation Network, Trade-
Offs in Transportation Design, Inter modal transportation.
Unit 5 4 Warehouse Management Systems in Supply Chain

Warehouse Management Systems, Warehouse Strategy and
Functionality, Warehouse operations, Warehouse ownership
classification, Warehouse planning- site selection, design, Product-
Mix analysis, Materials handling considerations, Initiating
229
Warehouse operations.
Unit 6 3 Sourcing in Supply Chain

Role of Sourcing in a Supply Chain, In-house or Outsource, 3PL
and 4PL providers, Supplier scoring and assessment, Supplier
selection-auctions and negotiations, Contracts and Supply Chain
performance, Procurement process, Sourcing Planning and
Analysis.
Unit 7 3 Supply Chain coordination

Supply Chain coordination and the Bullwhip Effect, Effect on
Performance of lack of coordination, Obstacles to coordination in a
Supply Chain, Managerial levers to achieve coordination, Building
strategic partnerships and trust within a Supply Chain, Continuous
replenishment and Vendor Managed Inventories, Collaborative
Planning, Forecasting, and Replenishment (CPFR).
Total 24
5. Group Project : NIL

a. Study on the impact of information technology in the supply chain.
b. Case studies of supply chain excellence future scenario.
c. Scope and importance of Material Handling.
7. Basic Text Books
1. Chopra, S., & Meindl, P. (2007). Supply chain management: strategy, planning, and operation
(3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
2. Christopher, M. (1992). Logistics and Supply Chain Management: Strategies for Reducing Costs
and Improving Services. London: Pitsman.
3. James, C. J., & Wood, D. F. (1990). Contemporary Logistics. New York: Macmillan.
4. Shapiro, R. D., &Heskett, J. L. (1985). Logistics Strategy: Cases and Concepts. St. Paul, Minn:
West Pub. Co.
8.Basic Reference Material : Nil

9.Reference Books :
1. Ballau, R. H. (1992). Business Logistics Management. Englewood Cliffs, New York: Prentice Hall Inc.
2. Beal, K. (1990). A Management Guide to Logistics Engineering. U.S.A: Institute of Production
Engineering.
3. Benjamin, S. B. (1996). Logistics Engineering and Management. Englewood Cliffs, New York: Prentice
Hall Inc.
Bowersox, D. J., &Closs, D. J. (1986). Logistics Management: A System Integration of Physical
Distribution. New York: Macmillan.
230
13. E-Resources:
https://supplychain247.com
https://scmdojo.com

Journals
1. International Journal of Physical Distribution & Logistics Management
2. Journal of Supply Chain Management: A Global Review of Purchasing & Supply
3. Supply Chain Management Review
4. Supply Chain Management: An International Journal
5. The International Journal of Logistics Management
15.Videos:Nil
16.Any other remark: Nil
Assessment
1.Class Assignments 20%
2. Class Test (Written) 20%
3.Attendance 10%
4.Final Examination (Written) 50%

At the end of the course, a student would be able to:
a. Illustrate the fundamental concept of the supply chain and its processes.
b. Classify and correlate the drivers of Supply Chain Performance.
d. Solve decision making problem in the various important processes of supply chain like network
design, warehousing, transportation, sourcing, etc. in Business Management as well as in the area of
Rural Management.
d. Describe strategic importance of the supply chain design, planning, and operations.
e. Analyse the impact of Supply Chain coordination.
Course Title Micro-Insurance and Risk Management

Course No. EL 605
Contact Hrs 30
231
Marks 100
Credit 3
Risk is the possibility of occurrence of an uncertain event or condition which bears the threat of
a negative occurrence and may lead to loss of value. It is part and parcel in day to day life of all
the living beings. In case of human beings, it is both avoidable and unavoidable, and in certain
circumstances, intentional. This means, in certain cases, we intentionally interact with the
uncertainty to gain something though we know there is a chance of loss as well. As the risk is
inseparable and at the same time unwelcomed, a concept of the same, in general parlance as
well as in business perspective is required. Insurance succeeds risk and is the most popular way
of prevention from risk. Micro-insurance is that sector of insurance which caters to the low
income group of the population and it has become a very helpful tool in sensitising them about
their security and helping them in protecting from risks associated with their daily life.
This subject aims to acquaint the student with a clear idea of risk in general perspective with
reference to the risk associated with the rural population and risk associated with the business
along with impact of business risk and the strategy of the business organisation in handling
such risk. The subject also deals with a brief study of risk management and insurance and
finally detail study of micro-insurance which will help the students to get a detail idea about the
risk and insurance related to the rural population. This will help them to sensitise and help the
rural people to avoid and protect themselves from the various risks they are exposed to.
Therefore, the current paper fully complies with institutional objectives as well as professional
requirements of rural management. The objectives of the course are to get an idea of the
concept of risk and its implications on the rural people and to get an idea of the business risk to
understand its effect on the economy and society. This paper will enable to develop an idea of
risk management and to understand the concept of insurance as a measure for risk management
and to learn about the micro-insurance concepts, types, operations and delivery methods.
a. Understanding various risks directly and indirectly affecting the rural population in both
micro and macro levels.
b. Building the concept of underlying situations that lead to risks prevailing in the
economy and society along with the concept of managing such risks.
c. Ability to suggest micro-insurance as a remedy against such risks to the rural people
with a clear idea about the concepts, operations and delivery methods.
3. Pedagogy:
4. Course Syllabus
Unit 1 3 Risk
a. Concept of Risk – Definition and Meaning
b. Risk & Uncertainty
c. Risk, Peril and Hazard
d. General Classification of Risk
e. Social Risk Mapping
f. Case study on above discussion of Risk with respect to
rural population
232
Unit 2 4 Risks Associated with development project
a. Classification of Risk for development
b. Impact of Business Risk – Identification and assessment
of impact upon the stakeholders involved in business risk
c. Role of Risk Manager & Risk Committee in identifying
risk
Unit 3 3 Risk Management

a. Adverse situation and moral hazard
b. Concept of Risk Management
c. Importance of Risk Management
d. Steps for Risk Management Process & Strategy
e. Risk Management Techniques
f. Risk Management & Insurance
Unit 4 3 Insurance
a. Basic concepts and fundamentals of Insurance
b. Principles of Insurance
c. Types of Insurance
d. Premium and its calculation
Unit 5 3 Micro- Insurance

a. Evolution of the concept of Micro-insurance
b. Fundamentals of Micro-insurance
c. Principles & practices of micro-insurance
d. Micro-insurance as social protection and system of
revival
Unit 6 5 Types of Micro- Insurance

a. Agricultural Insurance
i. Description
ii. Terms & payment options
iii. Premium collection
iv. Claims Processing & Settlements
v. Product Pricing
b. Health Insurance
i. Description
v. Product Pricing
c. Life Insurance
i. Description
v. Product Pricing
d. Livestock Insurance
i. Description
233
v. Product Pricing
e. Assets Insurance
i. Description
v. Product Pricing
Unit 7 3 Micro- Insurance – Operation, Pricing And Delivery

a. Micro-insurance operations
b. Micro-insurance marketing
c. Micro-insurance product delivery models
d. Micro-insurance Institutions in India

a. Case Study on business related risk on any real life incident of the corporate world
b. Case Study on any particular micro-insurance product
Assessment
c. Attendance 10%
7. Basic Text Book:
Mandatory Readings
Text Book
1. Dror, D. M., &Jambhekar, S. (2016). Micro-insurance business processes handbook.
New Delhi: Social Re Consultancy and Micro Insurance Academy.
2. Reavis III, M. W. (2012). Insurance: Concepts and coverage. Friesen Press
3. Rejda, G. E. & McNamara, M. (2017). Principles of Risk Management and Insurance.
New Delhi: Pearson
4. Vaughan, E. J. & Vaughan, T. M. (2013). Fundamentals of risk and insurance. NY:
John Wiley & Sons, Inc
9. Reference Books
1. Glaser, K. L. (2014). Inside the insurance industry. Right Side Creations
2. Lam, J. (2017). Implementing enterprise risk management: from methods to
applications. Delhi: Wiley
Journals
1. Health, Risk and Society
2. Journal of Credit Risk
3. Journal of Risk
4. Journal of Risk and Insurance
234
5. Journal of Risk and Uncertainty
6. Risk Management and Insurance Review
11. Punctuality & Class Behaviour : Nil
12. Participation in Class Discussions : Nil
13. E-Resource/Databases: (If Any) Nil
17. Learning Outcome (CO):
a. Understanding various risks directly and indirectly affecting the rural population in both
micro and macro levels.
b. Building the concept of underlying situations that lead to risks prevailing in the economy
and society along with the concept of managing such risks.
c. Ability to suggest micro-insurance as a remedy against such risks to the rural people with
clear idea about the concepts, operations and delivery methods.
PRACTICAL EXPOSURES
Course PRACTICAL EXPOSURES Marks Credit

Code
CP 606 Study Tour 100 1
CP 607 Dissertation Work (Guide) 100 1
CP 608 Dissertation viva voce (External) 100 1
CP 610 Comprehensive Viva Voce (Second Year) 50 0.5
235
SECTION XIV:
ANNEXURES
236
Annexure I: Guidelines for Writing Term Paper
Follow this pattern for your Term Paper:
a. Title page
b. Abstract (150-250 word summary)
c. Contents (if necessary, though this need not be given)
d. Introduction
e. Sections and sub-sections
f. Conclusion
g. References
Note well:
a. Use “spelling and grammar” command to check your Term Paper before submission.
b. Follow the standard pattern for paragraph composition, either indenting the first line (writing
after 5 spaces from the left margin, or using tab key) or following the block pattern.
c. Use 1.5 line spacing (under paragraph section) and Times New Roman font type with 12 font
size.
d. Give double line spacing between paragraphs.
e. Section and sub-section headings should be in font size 12, to the left, and in bold.
f. Page numbering should be as 1,2,3,4, 5 - 85, 86 and so on.
g. Do not waste paper, so keep number of pages to the minimum.
h. In the final draft, no mistakes of any kind should be present. Proof-read or better still ask
someone else to proofread for you. Revise and edit before submission.
i. Follow the APA style for your in-text citations and references:
 In-text citations should be as follows: (Bryman, 2008; Buzzelli & Johnston, 2001, p. 880).
 The references at the end, arranged alphabetically, should be like:
Advice to the student (Source: http://writing.wisc.edu/Handbook/PlanResearchPaper.html)
a. Discovering, Narrowing, and Focusing a Researchable Topic: Try to find a topic that truly
interests you; Talk with your mentors and classmates about your topic; Pose your topic as a
question to be answered or a problem to be solved.
b. Finding, Selecting, and Reading Sources: You will need to look at the following types of
sources: online search engines like Google Scholar, Mendeley, suggestions from your
supervisor, other faculty members, the librarian, journals, books, and other documents like
government reports (online).
c. Grouping, Sequencing, and Documenting Information: The following systems will help keep
you organized: a system for noting sources; a system for organizing material according to its
relative importance; a system for taking notes.
d. Writing an Outline for Yourself: Consider the following questions: What is the topic? Why is
it significant? What background material is relevant? What is my thesis or purpose statement?
What organizational plan will best support my purpose?
e. Writing the Introduction: Present relevant background or contextual material; define terms or
concepts when necessary; explain the focus of the paper and your specific purpose; reveal your
plan of organization.
f. Writing the Body: Use your outline as a flexible guide; Build your essay around points you
want to make (i.e., don't let your sources organize your paper); Integrate your sources into your
discussion; Summarize, analyze, explain, and evaluate published work rather than merely
reporting it; Move up and down the "ladder of abstraction" from generalization to varying levels
of detail back to generalization. In the body, you can have as many sections and sub-sections as
you like. Make sure your Term Paper has a good, logical structure.
g. Writing the Conclusion: If the argument or point of your paper is complex, you may need to
summarize the argument for your reader. Explain the significance of your findings or if you are
proceeding inductively, use the end of your paper to explain their significance. Move from a
237
detailed to a general level of consideration that returns the topic to the context provided by the
introduction. Perhaps suggest what about this topic needs further research.
h. Revising/Editing the First Draft and the Final Draft: This is very important because you will
lose marks if your Term Paper is not revised and edited properly. Be careful not to plagiarise.
Check overall organization (logical flow of introduction, coherence and depth of discussion in
body, effectiveness of conclusion); Paragraph level concerns (topic sentences, sequence of ideas
within paragraphs, use of details to support generalizations, summary sentences where
necessary, use of transitions within and between paragraphs); Sentence level concerns (sentence
structure, word choices, punctuation, spelling); Documentation (consistent use of one system,
citation of all material not considered common knowledge, appropriate use of endnotes or
footnotes, accuracy of list of works cited).
Deadlines
You must submit at least three drafts to complete your Term Paper. You must submit your paper to
Urkund for a plagiarism check, and a printout to your supervisor. Your supervisor will give his/her
Urkund address to you. Use the format RM_TP_[roll no.]_[name] when saving your Term Paper, so
that your supervisor can easily identify the Paper. The paper will be graded according to its content
and taking into account its plagiarism level. Revised version of the Term Paper must be submitted
before the end of the 3rd trimester. The term Paper should be submitted via Urkund and in hard copy
to the supervisor.
The Term Paper will be based on secondary research, i.e. a literature review (unless you and your
Supervisor make another arrangement). It should be an original work discussing a topic in detail, of
around 3500 words. Guidelines for the structure of the Term Paper are given below; however, you
and your supervisor have the freedom to structure the Paper as appropriate.
238
Annexure II: Guidelines for Writing Research Proposal for Dissertation
Standard Format for Preparing Synopsis for Summer Internship Project
Title of the Research Topic (in title case)
1. Introduction
2. Review of Literature (citation in APA Style*)
3. Statement of the Problem
4. Objectives
5. Hypotheses (Optional)
6. Area of the Study
7. Methodology
a. Research Design
b. Sampling
c. Sources of Data
d. Methods of Data Collection
e. Tools of Data Collection
f. Data Analysis and Interpretation
8. Tentative Chapterization
9. Time Schedule
10. References / Bibliography (in APA Style*)
* APA Style represents 6th Edition of the Manual of American Psychological Association
239
Annexure III: Guidelines for Dissertation Paper
Follow this pattern for Chapters, Layout and References in the Dissertation:
The standard cover page
Approval sheet – (Standard approval sheet to be used)
Acknowledgement –(a.i. Guide ii. SIP coordinator, Faculty members, HOD, Director b. Chief
ofthe organisation, Officer in charge for the study, team members and respondents. c. Friends,
family members and others)
Abbreviation
Contents (followed by list of tables, list of figures, if one wants)
Abstract
Chapter 1 – Introduction
Chapter 2 – Review of Literature
Chapter 3 – Methodology of the Study
Chapter 4 – Organisational and Study Area Profile
Chapter 5 – Findings and Analysis
Chapter 6 – Discussion
Chapter 7 – Conclusion and Suggestions
References
Annexure –Interview Schedules, Questionnaires, Maps, Pictures, etc
Note well:
Use spell check command to check your dissertation for spelling and grammatical mistakes.
Correct the mistakes before submission.
Follow the standard pattern for paragraph composition, either indenting the first line (writing
after 5 spaces from the left margin, or using tab key) or following the block pattern.
Use 1.5 line spacing (under paragraph section) and Times New Roman font type with 12 font
size.
Give double line spacing between paragraphs.
Chapters and their titles should be in 16 font size, in bold capital letters, like CHAPTER 1 –
INTRODUCTION. Sub titles font size should be 14 in bold capital letters.
Page numbering From Approval sheet to Abstract – should be in Roman letters i.e. i, ii, iii, iv
and so on; while from Chapter 1 (Introduction to the end of References) to References Page
numbering should be as 1,2,3,4, 5 - 85,86 and so on. Then again from Annexure, the page
numbering will continue from the last roman number ended in Abstract i.e. v, vi, vii and so on.
Don’t waste paper for only writing the name of the chapter. Rather write it on the same page
where the text is given.
In the final draft, no mistakes of any kind should be present. Hence check, and re-check and
correct.
Follow the APA style for your in-text citations and references:
In-text citations should be as follows:
(Sen, 1979, p. 20), (Guru, 1991, pp. 340-341)
In the references at the end of the dissertation follow this pattern:
240
Guru, G. (1991).Hinduisation of Ambedkar in Maharashtra.Economic and Political Weekly, 26(7),
339-341.
Sen, S. (1979). Agrarian relations in India (1793-1947). New Delhi: People’s Publishing House.
Nb. Arrange the references in alphabetical order
Chapterization Scheme of Dissertation

By now you have submitted the report of your summer projects to the respective organisations.
Now you have to write your dissertation. The layout and content of the dissertation are different
from that of a report. So, you have to follow carefully the instructions below and write the
dissertation. Note: you may use a different scheme of chapterisation depending on the materials
you have.
Before writing the chapters, you must make the tables of the data you have collected. You must
try to make your tables comprehensive, but clear enough to understand the data they contain.
Don’t forget to number the tables. Any other tables you use in your dissertation must be
acknowledged by indicating the source. So, using your master-sheets make the tables first. Then
go for chapterization. I suggest that you make the chapterization scheme as follows:
Abstract
The abstract can be written only after the full dissertation has been written. It represents a brief
summary of the dissertation research. Include aims and objectives, context / background,
summarise methodology, give main findings, suggestions and conclusion
Chapter 1 – Introduction
In this you can introduce the topic, speak of the significance of the study and how you got to do
the study. How does the study help the organization and the clientele? And how does this study
help a rural development professional. Such and other matters relevant to your study can be
written here. You must then briefly describe each chapter indicating what is to follow in the
dissertation.
Chapter 2 – Review of Literature
The review of literature, or background literature, is an important chapter in your dissertation. Its
purpose is to show what knowledge is available in books, journals, magazines, periodicals,
newspapers and other documents regarding the topic of your study. The relevant background
literature to your area of social enquiry acts as an equivalent to theories (e.g. middle-range
theories) and fuels the focus of your study. What have other authors/researchers said about the
topic? You must compare and contrast their views and show how your study fits into the existing
literature. You may point out gaps in this field of knowledge or highlight inconsistencies
between different findings or between different interpretations of findings. You can show how
you are trying to fill these gaps by your study. The reviewed literature must be properly cited in
the text and the full reference must be given in the References section at the end of the
dissertation. Remember that your research data, and hence study, will only achieve significance
when viewed in relation to the existing literature.
Chapter 3 – Methodology of the Study
In this chapter you will have opportunity to justify to the reader the process by which you
answered your research questions (which were given to you by the organisation). The term
methodology is used to mean the governing philosophy behind the methods employed to collect
and analyse the data. This section will include the following:
Objectives of the study
241
The research design
Sampling techniques
Sources of data
Tools/techniques of data collection, i.e. methods employed
Time frame and limitations
Data analysis and interpretation
Chapter 4 – Organisational and Study Area Profile
Mention the key area of the organization where you did the study. Describe the area of the study in
terms of geographical features, demography, administrative units and anything else which is relevant
to the study.
Chapter 5 – Findings and Analysis
This chapter will present the data you have obtained. It must be organised in a logical and
coherent way. You may have several sections in this chapter depending on how you classify
your findings. Each section should have a main title, sub-sections and sub-titles. Tables, graphs,
diagrams, pie-charts are a useful way of presenting research results and can be inserted where
required.
Chapter 6 – Discussion
This chapter is the heart of the dissertation and should be more than descriptive. Here you can
develop and show your critical thinking on the primary results and analysis with reference to the
arguments made by other authors in the literature review. You can highlight differences and
similarities from the literature.
Chapter 7 – Conclusion and Suggestions
In this chapter you bring together the entire dissertation. No new material or references should
come here. The conclusions can include a statement on the extent to which your aims and
objectives have been met. Only make claims that are substantiated in the dissertation. Do not
confuse recommendations for the organisation in which you worked with the conclusions. The
conclusions should be concerned with the wider (more abstract) understanding of the issues you
have studied. You can also give a tentative evaluation of the organisation’s work and suggestions for
how it can be improved.
References
As noted on the previous page, references should follow the APA convention. All sources,
including those downloaded from the internet, should be referenced correctly in one,
alphabetical list. You can download APA guide here:
http://www.ltu.se/cms_fs/1.78649!/file/APA_6th_ed.pdf
242
Annexure IV: Sample Cover Page for Dissertation
[Title] (Font 18)

(Depending upon what it is)
e. g. A study on----
At
[Name of the Organization] (Font 14)
A Dissertation Submitted as the Partial Fulfillment for the PGDM - Rural

Management (Font 14)
By
[Name of the student] (Font 16)

RM 2020 – 2022 (Font 14)
Under the supervision of
[Name of the guide with designation] (Font 16)
[New logo of the Institute]
RURAL MANAGEMENT PROGRAMME(Font 20)

XAVIER INSTITUTE OF SOCIAL SERVICE (Font
22)
RANCHI, JHARKHAND, INDIA (Font 16)

March 2022 (Font 16)
243
Annexure V: Sample Cover Approval Sheet for Dissertation
Xiss letter head
APPROVAL SHEET
This is to certify that the dissertation on “----------------------------------------------------------------“

has been prepared by Mr./Ms.------------------------------------------------------------- in partial fulfillment for the Post
Graduate Diploma in Management – Rural Management (PGDM-Rural Management) at Xavier Institute of Social
Service, Ranchi.
This project embodies the data collected and analyzed by the candidate under the guidance
ofDr./Prof./Mr./Ms. --------------------------------------------------(Designation of the guide) and is hereby approved as
indicating the proficiency of the candidate.
………………………………………….. ……………………………..
Name of the Research Guide Name

HOD, Rural Management Programme
…………………………………….. …………………………..
External Examiner Name

Director, XISS
244
Annexure VI: Sample for Student’s Performance Evaluation Proforma
Rural Management Programme

Xavier Institute of Social Service, Ranchi (XISS)
Dr. Camil Bulcke Path, Ranchi-834001, Jharkhand
Student’s Performance Evaluation Proforma

(Pl Use separate sheet for each Intern/Student and mail it to Mr. Sanjay Kumar Verma,
SIP- Organisational Training &Placement Coordinator, Department of Rural Management, XISS,
sanjay_xiss@yahoo.co.in; 9431350962)
1. Name of the Organization------------------------------------------------------------------------
2. Address: ……………………………………………………………………………………………
……………………………………………………………………………………………
3. Name and Designation of Key Person under whom the Intern/student worked
--------------------------------------------------------------------------------------------------------
E-mail--------------------------------------------Mobile No. --------------------
4. Name of the Intern…………………………………………………..
5. Topic of Dissertation work: ……………………………………………………………………….
6. Reporting date at the organization………………………Date of leaving………………….
7. Total number of days intern was present……………………….
8. Evaluation of Intern (please use separate sheet if required)
Please indicate (in-circle) below on a scale of 1to5 (1= very low, 2= low, 3= average, 4= high and 5=
very high), the strength of the student in the following attributes. Please skip an attribute if you or
others in the organization did not get a chance to evaluate it.
S. Student Attribute Project Supervisor under whom the intern

No. worked - to fill
1 Attitude/Passion observed 1 2 3 4 5
2 Initiative for data collection 1 2 3 4 5
3 Quality of work/research 1 2 3 4 5
245
4 Relationship building with
others 1 2 3 4 5
5 Willingness to learn 1 2 3 4 5
6 Communication skills–Oral 1 2 3 4 5
Communication skills–Writing
7 1 2 3 4 5
Ability to work in unstructured
8 situation 1 2 3 4 5
9 Originality and Creativity 1 2 3 4 5
10 Problem Solving 1 2 3 4 5
Technical knowledge (in key
11 subjects) 1 2 3 4 5
12 Knowledge of basics 1 2 3 4 5
Computer skills(Word/Excel
13 /PowerPoint/Others) 1 2 3 4 5
9. Has the Intern improved in the areas indicated during internship? If not then in which areas was
she/he lacking?
10. Evaluation of the Interim Project Report presented by the intern
Please assess the project report using a five point scale (1=very poor, 2=poor, 3=average, 4=good, 5=
very good)
1 Content and Coverage Assessment
(a) Technical knowledge 1 2 3 4 5
(b) Quality of content 1 2 3 4 5
246
Areas covered vs. requirement
(c) 1 2 3 4 5
2 Presentation of report
(a) Preciseness 1 2 3 4 5
(b) Clarity of thought 1 2 3 4 5
(c) Logical Reasoning 1 2 3 4 5
(d) Conclusions presented 1 2 3 4 5
11. Rating on values that were displayed by the intern during internship:
Please indicate the extent to which these values were displayed by the intern during the
internship
None 25% 50% 75% 100%

Rating Scale 1 2 3 4 5
1. Hard work
2. Integrity
3. Self-reliance
4. Selfless Service
5. Cooperation
6. Honesty
7. Sincerity
8. Dignity of labour
9. Humility
10.Any other (please list)
12. Overall evaluation of the Intern
Overall Evaluation 1 2 3 4 5
13. Any other comments (including any suggestions for further improvement)
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………..
………………………………………………………………………………………………….
…………………………………………………………………………………………………..
247
Date: Name:
____________________
Place: Signature: ____________________
248
Annexure VII: List of Medals and Awards for PGDM-RM
1. The Central Coalfields Limited (CCL) has instituted a Gold Medal for the student of the PGDM -
Rural Management, who has obtained the best results in the two year programme.
2. The Institute has instituted one Silver Medal for the Second Rank and one Bronze Medal for Third
Rank in PGDM-Rural Management.
3. The National Thermal Power Corporation, (NTPC) New Delhi, has instituted a Gold Medal for the
student of PGDM- Rural Management, who secures the first rank among the ST/SC candidates.
4. The Church’s Auxiliary for Social Action (CASA) has instituted a Gold Medal for the best outgoing
student of PGDM-Rural Management.
5. The Silver Medal sponsored by Society for Developmental Action (SODA) for the Best
performance in Rural Field Work among students of PGDM- Rural Management.
249
Annexure VIII: List of Mentors for PGDM-RM
S.N. Faculty
1. Himadri Sinha, Ph.D. Visiting Faculty
Professor & Head of PGDM-RM 1. Sudhir Kumar Sinha
2. K. K. Bhagat, Ph.D. 2. Alok Pandey, Ph.D
Professor, PGDM-RM 3. Iftekar Eqbal, Ph.D.
3. Fr. Xavier Soreng , S. J. 4. Ajay Minocha
5. Pradeep Jaluka
4. Fr. Ashok Ohol S. J., Ph.D
6. Ms. Anita Kumari (Yoga
Teacher)
5. S. K. Prasad, Ph.D.
Project Officer
Associate Professor, PGDM-RM
6 Anant Kumar, Ph.D.
1. Sanjay Verma, Ph. D.
7. Niranjan Sahoo, Ph.D. PGDM-RM – Coordinators:

1. Placement Coordinator
8. Raj Shree Verma, Ph.D. Sant Kuamr Prasad, Ph. D.
Assistant Professor, PGDM-RM 2. Term Paper & Dissertation
Coordinator
9. S.R.Roy Anant Kumar, Ph. D.
Associate Professor, PGDMIM 3. Summer Placement Coordinator
Pramil Panda, Ph. D. & Sanjay
10. Mary Bodra Verma, Ph. D.
Associate Professor, PGDMHRM 4. Extra-Curricular Activity/ Inter
Collegiate/University Competition
11. Mrityunjoy Roy, Ph.D. Coordinator Coordinator
Assistant Professor, PGDMHR Raj Shree Verma, Ph. D.
5. Urban Field Work Co-ordinator
12. Madhumita Singha, Ph.D.
Prof. K. K. Bhagat & Sanjay Verma
Associate Professor, PGDMIT
6. CIS, SWAYAM
Niranjan Sahoo, Ph.D.
13. Pramil K. Panda, Ph.D.
7. Agricultural Field Practical
Assistant Professor, Head R & P*
Coordinator
14. Prakash Chandra Dash, Ph. D. Prof. Himadri Sinha
Assistant Professor, R & P*
PGDM-RM Associates: 1. Mrs. Sabina Bara

*Department of Research and Planning
250
Annexure IX: List of Members of Board of Studies of PGDM-RM
Sl. No. Name Sl. No. Name
1 Dr. Joseph Marianus Kujur S.J 7 Dr. Damodar Suar
Director – XISS Professor of Eminence
Chairperson – To BOS IIT Kharagpur, West Bengal
2. Dr. Himadri Sinha 8 Dr. Jean Derez

Professor & Head, Rural Visiting Professor
Management, XISS Ranchi University, Ranchi
Convener cum Secretary to BOS
3. Dr. K. K. Bhagat 9 Dr. Gautam Sadhu

Professor - Rural Management, XISS Dean, SDS
Co- Convener of BOS IIHMR University, Jaipur, Rajasthan
4 Dr. S. B. Agnihotri, Retd IAS Dr. Saroj Dash

Head- CTARA, IIT Mumbai Joint Director, DSIRD&PR.
Main Gate Rd, IIT Area, Powai, 10 Gopabandhu Nagar
Mumbai, Maharashtra 400076 Bhubaneswar 751012, Odisha
5 Dr. Virginius Xaxa 11 Dr. Harishwar Dayal

Former VC of TISS Guwahati Director in Chief · Centre for Fiscal
Professor of Eminence, Tezpur Studies, Department of Planning-cum-
University Finance, Government of Jharkhand
6 Ms. Malini Gupta 12 Prof. Sudhir Sinha

Group CSR- Head – JCB, Gurgram Visiting Professor, IRMA & CSR
Satyagrahi
13 Mr. M. M. Chowdhury
Executive Director, NEEDS, Deoghar,
Jharkhand
251

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XAVIER INSTITUE OF SOCIAL SERVICE RANCHI

Post Graduate Diploma in Management – Rural Management

DR. CAMIL BULCKE PATH (PURULIA ROAD)

1B. VISION & MISSION OF XISS

1C. PROFESSIONALISM IN RURAL MANAGEMENT

POST GRADUATE DIPLOMA IN MANAGEMENT IN RURAL MANAGEMENT

Trimester Compulsory Term Practical Comprehensive Performance Audit

2E. Summer Internship

2F. Second Year Courses, Credit Structure and Elective Courses

Trimester Compulsory Elective SIP SIP Practical Comprehensive Performanc Audit

2G. Course of Independent Study (CIs)

2I. Student Exchange Programme

Group Course Courses Credits

B. ELECTIVE COURSES FOR PGDM-RM

By end of the course the students will be able to:

1. Keep in mind basic soft skills in personal and professional sphere.

2. Understand the key prerequisites and overall personality development.

Vivekananda, Swami. (2009). Personality Development

1. Understand the dynamics of slum communities and the environment.

Trimester Task/Activities Assessment

III Task Assessment

1. Implement any one project: 1. Quality of project 60% Marks

Objectives of Class room Teaching

Units No. of Content

Note: Duration of each class is of 1.15 hrs

Community Development Journal, Oxford University Press

Academic Input 20%

Camp/ Block Objective & Task Assessment

1. By the end of the course, the students will be able to:

Watershed Management Community Development IT & Development

Contents and Assessment

Students are assessed by the supervisors in the following manner:

a. Participation in organisation and management of tour 20% marks

B Comprehensive Viva Voce (CVV)

An Example TGPA Calculation

d. Method of Conversion of CGPA to Percentage Obtained by a Student: Percentage Obtained

6. Rules for Internal Evaluation

7. Rules for End-Term Evaluation

Sl. No. Name of the paper Marks Credits

Sl. No. Name of the paper Marks Credits

SEGMENT III – Trimester IV, V & VI

Course Code CC 101

Self-study & Assignment(hours) 60

Units No. of Content

Unit 1 2 Human Society

Unit 2 2 Evolution of Society

Unit 3 2 Social Stratification and Mobility

Unit 4 2 Caste System in India

Unit 5 2 Dominant Caste in Rural India

Unit 8 2 Tribal and Dalit studies (Ambedkar in focus)

17. Learning (Course) Outcome : Nil

Course Title Theories of Development

Contact Hours 20 hours

Unit No. of Classes Content

Unit 1 2 Introduction to the Concept of Development

Unit 2 2 Evolutionary Theory of Development

Unit 3 2 Modernization Theory of Development

Unit 4 2 Dependency Theory of Development

Unit 5 2 World System Theory of Development