Dr. Kanish Debnath
Head of Research,
MYRA School of Business, India
Postgraduate programs in management (PGP) are designed to equip students with a comprehensive skill set that extends far beyond their theoretical knowledge. In contrast to postgraduate programs in science, technology, engineering, and mathematics (STEM), management programs need to focus on developing practical skills, fostering strategic thinking abilities, and honing leadership capabilities, all of which are essential for success in today’s dynamic business environment. Traditional pen-paper final exams often fail to effectively assess these critical competencies. However, most business schools that follow the University Grants Commission’s (UGC) curriculum guidelines still have written final exams as a major component of their courses. Although the National Education Policy (NEP) 2020 emphasised regular and continuous assessments for courses, the break-up of the course marks between multiple assessments was kept flexible, allowing faculty members at business schools to keep a disproportionately high weightage on final exams which are mostly pen-paper based.
A good master in business administration (MBA) or postgraduate diploma in management (PGDM) should prioritise real-world applications, case studies, and experiential learning in classrooms. The two-year PGDM program at the MYRA School of Business (MSB) follows a similar andragogy. MSB’s high emphasis on higher-order thinking skills prepares graduates to tackle complex business challenges, make informed decisions, and effectively lead teams in various organizational settings. There are several other compelling reasons why such programs should move away from conventional examinations. First, pen-and-paper examinations frequently result in students engaging in short-term memorisation practices rather than promoting long-term comprehension. Second, high-stakes pen-paper exams can induce significant stress, which might not accurately reflect a student’s true understanding or capability. Third, leadership, teamwork, communication, and negotiation – fundamental PGP competencies – are skills that are most effectively demonstrated through interactive engagement and practical application rather than through written responses. Finally, in today’s digital age, professionals rely heavily on technology for analysis, presentations, and decision-making that effectively make pen-paper exams outdated and disconnected from these realities.
Some of the alternative assessments to traditional pen-paper exams are discussed below. I feel many of them can be adopted even beyond management education. While these types of assessments are neither novel nor revolutionary, they facilitate a comprehensive understanding and application of instructional materials. A judicious mix of various assessment methods is often the best approach to ensure the holistic evaluation of learners.
- Case Study Analysis: In this approach, students analyse real-world business cases to identify problems, evaluate solutions, and recommend strategies in the form of written reports, presentations, or live discussions. Cases are often designed to be applicable to different learning needs and can range from simplistic to overly complex. In recent times, cases are sometimes accompanied by videos of the protagonist explaining the dilemma.
- Live Business Simulations and Role Plays: These mimic real-world business scenarios, such as market crises or management negotiations. Role-play is useful for courses such as human resources and sales. These activities provide a vital hands-on experience in a risk-free environment, fostering experiential learning. Business simulations are helpful in courses in finance, operations, and analytics.
- Presentations and Public Speaking Exercises: These types of assessments can be used to gauge students’ understanding of the subject, their ideas and creativity, and their ability to confidently defend their work. Such exercises not only enhance the qualities of communication, persuasion, and executive presence among students but also instil in them the practice of substantiating their work with facts and evidence.
- Research Papers and Industry Reports: Such assignments are typically given higher weightage and can be given to an individual student or a group of them. These projects require them to conduct in-depth research on a specific business issue, industry trend, or organizational challenge. Recently, the availability of generative artificial intelligence (Gen-AI) for condensing large volumes of text, creating new content such as text, images, and videos, analysing business data, and creating data summaries can aid in these assignments and also in assessing the work done.
- Capstone Project: This is usually a comprehensive assessment undertaken at the end of the program, integrating knowledge from multiple disciplines. Students may undertake individual or collaborative work on an industry research problem or a problem presented by an organisation. In many cases, the capstone project is an extension or continuation of the work performed by the students during their internships with the same organisations. Capstone Projects instil the value of on-time project deliverables, supervisor evaluations, professional behaviour, and client handling skills.
In conclusion, a diverse mix of assessments in PGP/PGDM/MBA programs ensures that students are evaluated for practical application, soft skills, leadership, and analytical abilities. Incorporating case studies, simulations, presentations, research, and experiential learning provides a holistic, real-world evaluation that aligns with the demands of modern businesses. Moving beyond traditional exams, these methods not only test knowledge but also prepare students to thrive in complex, fast-paced corporate environments.
