Institute of Management, Nirma University is a business school in Ahmedabad which is a constituent Institution of the Nirma University, a statutory university established under the Gujarat Government Act, 2003 (amended in 2009). The University is recognized by the University Grants Commission (UGC) under Section 2(f) of the UGC Act.
Founded on the vision of Padmashri Dr. Karsanbhai K. Patel, the Institute of Management, Nirma University (IMNU), earlier known as Nirma Institute of Management came into existence in 1996. Embodying the principles of entrepreneurship, excellence and professionalism, it imparts top-class business education and has produced new generation leaders and managers over the years.
Institute of Management believes in serious academic pursuit and encourages original and innovative thinking with regard to national and internationally relevant ideas and policies through intellectually stimulating debates and discussions at all levels. The Institute has built its reputation with a dedicated goal of adding value to life and profession.
Meaning in English -“From ignorance, lead us to truth”
The Motto of the University is inspired by the verse in Brihadaranyaka Upanishad 1.3.28:
ॐ असतोमा सद्गमय ।
तमसोमा ज्योतिर् गमय ।
मृत्योर्मामृतं गमय ॥
ॐ शान्ति शान्ति शान्तिः ।।
Which when translated into English means:
Lead Us From the Unreal To the Real,
Lead Us From Darkness To Light,
Lead Us From Death To Immortality,
Let There Be Peace.
The motto of the university is ‘तमसोमा ज्योतिर् गमय ।which in English means ‘From darkness lead me to light’.
Metaphorically, the veil of ignorance which clouds the mind is the darkness. Knowledge is the light that leads us to realise our divine nature.
The motto captures the essence of the verse which is to peel off the ignorance clouding the mind and light it with knowledge.
Shaping a better future for mankind by developing effective and socially responsible individuals & organizations.
Nirma University emphasizes the all-round development of its students. It aims at producing not only good professionals, but also worthy citizens of a great country , aiding in its overall progress and development.
It endeavours to treat every student as an individual, recognizing their potential and ensuring that they receive the best preparation and training for achieving their career ambitions and life goals.
Contribution to the Society
Quest for Academic Excellence
To develop high quality professionals who reflect and demonstrate values that the University stands for, through innovation and continuous improvement in facilitation of learning, research and extension activities.
To remain in the top league B-Schools, the Institute follows Outcome Based Education (OBE) by developing and nurturing a culture of excellence in teaching, training and research. The OBE, practiced by leading B-schools is student centric as compared to the traditional form of education which is more teacher-centric. In OBE, each student is motivated to take ownership for his or her learning and to reflect on the learning process. Further, to ensure effective learning, the Institute uses a mix of pedagogy such as case study, simulation, discussions, presentations, role plays, project work, etc. in addition to the traditional lecture method to make the teaching-learning process more experiential and participative.
Project-based learning is another salient feature of the teaching-learning process. The students work on a variety of projects in different courses. Internship and project-based courses are part of the curriculum. These courses are supervised and the students are given sufficient support by faculty to apply their classroom learning in real life situations.
Each programme of the Institute has its programme learning outcomes that are derived after consultation with all stakeholders, benchmarking and intensive discussions. Course learning outcomes are developed on the basis of programme outcomes. The course content and assessment are based on the course learning outcomes. Each programme has mechanisms for maintaining the assurance of learning. For example, rubrics are developed on the basis of course learning outcomes and various assessment techniques are used to assess the level of learning among students. Finally, the analysis of assurance of learning results in improvement in the teaching-learning process.
Continuous evaluation of learning is followed at the University. Efforts are made to measure cognitive as well as applied learning. project work, quiz, problem solving exercise, classroom assessment, end-semester examination, etc. constitute the different components of the overall assessment. Moreover, students are provided feedback on their work with a view to improve their academic performance.
Curriculum enhancement is also a continuous process. Its purpose is to enhance the knowledge of students. Business realities are changing fast. Therefore, the Institute modifies and upgrades its curricula and courses from time to time to provide the latest knowledge and skills to the students. The assessment system at the institute is open and fair. The students are shown their assessed work and are allowed to discuss their scholastic performance with the instructors.