IGNOU
The Indira Gandhi [Images] National Open University is one of India's premier institutes for distance education courses. It conducts two kinds of correspondence MBA courses: one general and one specially meant for the banking sector.
For the first course, a student is expected to study all 11 courses conducted in IGNOU's Post Graduate Diploma in Management (which vary from Information Systems to Marketing to Accounting). Following this the student must complete five courses form one of the specialisation streams, which are: Human Resources Management, Financial Management, Operations Management and Marketing Management.
A student must do a course in Advance Strategic Management and Research Methodology for Management Decisions. One is also expected to do an elective course from one of five subjects. A project must be completed, which gains the same credits as two courses.
This course cost Rs 800 each, which includes examination fee. Admissions to the programme are done on the basis of the OPENMAT Entrance Exam, conducted twice a year.
Candidates are eligible if they have a Bachelor's Degree with three years of work experience or a professional degree (Engineering/ Medicine etc) or a Professional Qualification in Accountancy/ Cost and Works Accountancy etc or a Masters Degree.
The Master of Business Administration (Banking and Finance) was launched following an MOU between IGNOU and the Indian Institute of Bankers, specifically for IIB members. In order to be eligible, a candidate must be a graduate of a recognised university, have passed the CAIIB examination of the Indian Institute of Bankers, Mumbai, have worked in the banking or financial services sector for a period of at least two years and be a member of the Indian Institute of Bankers, Mumbai. The fees are Rs 600 per subject.
Address: School of Management Studies, Indira Gandhi National Open University, Maidan Garhi, New Delhi [Images] 110068
Phone: (011) 29532073
Fax: (011) 29532078
Email: mba@ignou.ac.in
Website: http://www.ignou.ac.in/
Symbiosis
The Symbiosis Center for Distance Learning is Symbiosis's attempt at creating a 'World Campus' where everyone is able to learn and achieve his or her dream. SCDL has its headquarters at Symbiosis's Pune Campus and also has study centres in Nashik and Bangalore.
In order to sidestep government regulations, SCDL does not offer an MBA directly: it offers a Post Graduate Diploma in Business Administration. The first two semesters are common for all students, while the last two semesters require the student to specialise in one of five streams: Marketing, Human Resources, Finance, Operations or Customer Relationship Management.
The duration of the programme is two years. However, registration to the programme is valid for four years.
An interesting aspect of SCDL is its' corporate programme. Under the C-PGDBA, one can receive a fast track PGDBA: the course lasts merely three semesters -- or 18 months -- unlike the normal course, which lasts four semesters (two years). Under this programme, SDCL and your company agree to conduct courses at your corporate premises themselves. There are faculty lectures every week and batches must have a minimum of 10 and a maximum of 40 students.
This course is not available to individual students, so if you're interested you'll have to contact you HR/ Training Coordinator. One person from HR or Training will act as a point contact between your company and SDCL. Some of the companies that have registered for this programme are Intel, HP, IBM Dhaksh, Xansa and Aztec -- besides many others. C-PGDBA also offers specialisation in Information Technology in addition to al those available under the normal PGDBA.
A person is eligible for the programme if they are graduates from a recognised university or if they hold a diploma from a recognised polytechnic institute, with five years of supervised work experience.
Address: Symbiosis Bhavan, 1065-B Gokhale Cross Road, Model Colony, Pune-16.
Phone: (020) 66211000-6
Fax: (020) 66211040/41
Website: www.scdl.net
NMIMS
The School of Distance Learning is a branch of SVKM's NMIMS University. NMIMS provides Post Graduate Diplomas, rather than MBA, like most of the institutes on this list.
A candidate is eligible for a Post Graduate diploma if he or she has a Bachelors Degree from any recognised university or equivalent degree with either 50 per cent or two years of work experience. A student who holds a degree from the NMIMS can enter the second year of a diploma laterally.
One can do a Post Graduate Diploma in Business Management, Marketing Management, Financial Management or Human Resources Management. The courses for the first semesters are the same across streams but specialisation kicks in during the second semester itself.
All of the NMIMS PG programmes are approved by the Distance Education Council of India, IGNOU. NMIMS has 15 study centres across in India, including Kolkatta, Bangalore, Mumbai, two in New Delhi etc.
The fees for the course are Rs 18,000 for the first year and Rs 16,600 for the second.
Be wary while choosing NM over other courses. While the NMIMS has high prestige value, it may not be what it seems. "The study material provided by NM is exactly the same as that provided by IGNOU, who provides it for much less," says one customer, "I feel duped." Whether it's IGNOU that passes NM's material off as it's own or vice-versa is uncertain.
PHONE:(022)2613 4577/2618 3688
FAX:(022) 2611 4512
ADDRESS:The School of Distance Learning, SVKM's NIMIMS University, VL Mehta Road,Vile Parle(W),MUMBAI-56
WEBSITES:http://www.nmimsonline.org and http://www.nmims.edu/
ICFAI
The ICFAI University conducts one of India's premier MBA courses. To be eligible, one must be a graduate of any discipline with 45 per cent. Students with certain prior qualifications are entitled to waivers from certain subjects eg students with an MA in Economics needn't do Business Economics.
The degree is divided in three stages: subjects are common for all students during stages 1 and 2. Half of stage 3 consists of elective subjects (there are 10 in total and students are expected to do four of them).
The ICFAI has tied up with Cygnus and offers internships to distance students to allow them to gain the experience that usually comes only with full-time MBA programmes. Students may approach Cygnus after their second stage -- the internships will be in Hyderabad and fees must be paid separately. The ICFAI has also tied up with Alchemist HR Services to provide placements to students.
Training classes are conducted four times a year, usually during the weekends or evenings. The fees for the programme are Rs 30,000, without training classes. With training classes, fees rise to Rs 45,000.
Address: The ICFAI University, C-1/103, Indiranagar, Dehradun 248006, Uttarakhand [Images]
Website: http://www.icfaiuniversity.org
SOURCE: rediff
Sunday, October 12, 2008
THE ROLE OF ETHICS IN BUSINESS
1. Ethics was first introduced as a component of Business law at UTS in 2000. The primary driver of this expanded content and subject agenda was the need to respond to the social and economic impacts of the growing number of cases of corporate mismanagement.
2. At UTS, we took seriously our obligation to ensure that tomorrow's corporate leaders receive within their tertiary education an understanding of the following:
that leadership is a privilege bestowed within a context of trust;
that the relationship is reciprocal ie. that the privilege of leadership imposes obligations such as :
a. the obligation to strike an appropriate balance between stakeholder interests and self interest
b. the obligation to treat the large pool of financial resources generated by corporate activity as the resources of others and utilize those resources in the best interests of those others;
c. the obligation to steer the corporation as a Captain steers a ship ie. just as the Captain uses the lifeboat only after the last passenger is safe so too the leader/s of a company in decline allocates company resources according to stakeholder interest rather than self interest.
d. So, what do we seek to impart to students about the public expectations of a corporate leader and how do we go about the business of transmitting these messages to the students? My paper last year put forward the argument about why I believe that it is preferable to teach ethics an integrated component of a core law subject in a cross-disciplinary course such as the Business Law subject. For me it is to
discourage disjointed decision-making where issues are compartmentalised and dealt with one at a time;
avoid the possibility that the subject be seen as an abstract intellectual exercise with no real relevance to professional education.
to acknowledge the reality that socialization will naturally occur and to socialise students into a culture where moral considerations are seen as central to the 'nuts and bolts' issues of commerce.[2] Despite the frequently raised objection to the idea that education serves as a socializing medium, the decision to actively seek to socialise students through the teaching of ethics was based on a belief that those who object to educational socialisation fail to acknowledge the reality that socialization will naturally occur as part of the educational process. Therefore, the question is not whether education should or should not socialise but rather it should be about the values our educational institutions should or should not endorse.
to encourage the pursuit of consensus about fundamental values and the pursuit of understanding about the beliefs of others
to develop an understanding of the cause and effect link between commercial sector failure and government regulation and demonstrate that 'good ethics is good business' principle is made easier
3. Edited reading materials containing a carefully selected mix of theoretical extracts and current journal and newspaper articles have been designed to expose the students to a variety of arguments that challenge beliefs and extend the boundaries of learned behaviour beyond childhood and pre-adult experiences. Thus, students are encouraged to develop an understanding that ethical principles do not come in neat packages - one set for business and another for one's private activities - as well as to appreciate the nature of the complexities that render the learning of childhood and adolescence, insufficient for corporate decision making.
4. As part of the preparation to deal with the problems commonly encountered by business leaders, the readings have been selected with a view to providing a broad range of topics covering some of the more pressing contemporary issues. These include the cost of environmental vandalism and urban decay; the nature of the values generated by competitiveness and the social impact of the behaviours it rewards; the positive and negative features of globalisation; balancing work and family commitments, industrial regulation of a diverse work force, and responsible management of scarce resources. These topics are addressed within the context of their importance in relation to what has been identified by the author of this paper as ten responsibilities of corporate and commercial professionals:
a.to appreciate the breadth of the corporate role ie. that it extends well beyond profit maximisation;
b.to engage in debate about values and application of judgment;
c.to see business and management education as a moral endeavour rather than just the transfer of skills and knowledge;
d.to deal satisfactorily with increasingly pressing global pressures without compromising local established cultural values;
e.to develop the capacity to recognise and articulate the ethical dimension of managerial decisions and to develop an appreciation for the legitimate place ethical discourse has in business;
to understand that the separation of commercial activities from community concerns is a divide that is not in the best long term interest of a business;
g.to explore the systemic causes and consequences of unethical behaviour;
h.to identify opportunities to contribute to the broader community;
i.to identify the indicators of poor leadership;
j.to understand how absence of vision, insufficiency or inconsistency of values, 5.inability to distinguish between power and authority and a preoccupation with self interest lead to disabling outcomes such as workplace morale deficits, loss of organisational and individual purpose, decline in production and profits, diminished trust and erosion of legitimacy.
6. The materials expose students to a diverse range of moral beliefs and viewpoints, which they can apply to solving hypothetical dilemmas that arise out of the procedurally oriented legal content of the business law component of the subject.
The success the BLethics team has enjoyed since its introduction is very satisfying because it confirms that the team is fulfilling what we believe to be our primary aim as educators. Responsible universities have an obligation to develop something more in students than profit making acumen. As succinctly pointed out by former Harvard President Derek Bok, a responsible university has a basic obligation to society
...which it violates by refus[ing] to take ethical dilemmas seriously. And a university that fails to engage its members in a debate on these issues and to communicate with care, the reason for its policies gives an impression of moral indifference that is profoundly dispiriting to large numbers of students and professors who share a concern for social issues and a desire to have their institutions behave responsibly.[3]
7. In other words, the university must assume a significant share of responsibility for the way the corporate sector operates and its leaders behave. This requires students to develop an understanding of the way that commercial sector failure, which arises out of impropriety, prompts the government regulation. As Daniel Vogel points out "...new scandals often lead to the establishment of a new statute, regulation or regulatory agency.[4]
8. The response from the students to the idea that ethics has an important place in the business curriculum and to the requirement that they must engage in open and reflective discussion of moral issues, has been positive. The resistance that one expects when sacred beliefs and values are challenged has been surprisingly minimal. This is partly due to the fact that the need to provide for dealing with student resistance to the entire exercise of teaching and being taught ethics was acknowledged in the developmental stages of the subject content. Ruth Macklin's work on pluralism and indoctrination was seen as very valuable in this regard. She suggests that resistance arises out of a tension produced by conflicting obligations imposed on ethics teachers in societies where pluralism is highly valued. Firstly, there is the realization of a need to avoid the possibility of undermining the plurality of values on which our community is based and thereby failing to fulfil the obligation to be tolerant of a variety of moral beliefs. Secondly, the positive obligation to promote the diversity of views and moral convictions housed in a pluralistic culture cannot be fulfilled in circumstances where there is a contrary requirement to impose models of moral convictions and ethical positions.[5]
Those students, who could be described as falling into the resistant category, have responded well in workshop discussions of the issues raised in the readings, all of which have been designed to expose them to counter-arguments presented in an non-threatening way throughout the carefully selected and edited reading materials. The real value of this approach is that it does not exert pressure to change from entrenched viewpoints, particularly those arising out of religious influences. Rather, it acknowledges what Lisman describes as ...providing [students] with an understanding of opposing viewpoints [which]...might eventually result in their coming around to a more moderate way of looking at issues.[6] It also focuses on the five general goals recommended by Callahan for teaching ethics - stimulating the moral imagination; recognizing ethical issues; eliciting a sense of moral obligation; developing analytical skills[7] and promoting a tolerance of disagreement and ambiguity - while it minimises the possibility that students will feel pressured to change fundamental beliefs and developed behaviours.
8. Its success is evident in the high level of student engagement in discussion of the moral issues associated with commercial activity and the clear willingness of the students to probe into the more difficult dilemmas that arise for corporate leaders.
2. At UTS, we took seriously our obligation to ensure that tomorrow's corporate leaders receive within their tertiary education an understanding of the following:
that leadership is a privilege bestowed within a context of trust;
that the relationship is reciprocal ie. that the privilege of leadership imposes obligations such as :
a. the obligation to strike an appropriate balance between stakeholder interests and self interest
b. the obligation to treat the large pool of financial resources generated by corporate activity as the resources of others and utilize those resources in the best interests of those others;
c. the obligation to steer the corporation as a Captain steers a ship ie. just as the Captain uses the lifeboat only after the last passenger is safe so too the leader/s of a company in decline allocates company resources according to stakeholder interest rather than self interest.
d. So, what do we seek to impart to students about the public expectations of a corporate leader and how do we go about the business of transmitting these messages to the students? My paper last year put forward the argument about why I believe that it is preferable to teach ethics an integrated component of a core law subject in a cross-disciplinary course such as the Business Law subject. For me it is to
discourage disjointed decision-making where issues are compartmentalised and dealt with one at a time;
avoid the possibility that the subject be seen as an abstract intellectual exercise with no real relevance to professional education.
to acknowledge the reality that socialization will naturally occur and to socialise students into a culture where moral considerations are seen as central to the 'nuts and bolts' issues of commerce.[2] Despite the frequently raised objection to the idea that education serves as a socializing medium, the decision to actively seek to socialise students through the teaching of ethics was based on a belief that those who object to educational socialisation fail to acknowledge the reality that socialization will naturally occur as part of the educational process. Therefore, the question is not whether education should or should not socialise but rather it should be about the values our educational institutions should or should not endorse.
to encourage the pursuit of consensus about fundamental values and the pursuit of understanding about the beliefs of others
to develop an understanding of the cause and effect link between commercial sector failure and government regulation and demonstrate that 'good ethics is good business' principle is made easier
3. Edited reading materials containing a carefully selected mix of theoretical extracts and current journal and newspaper articles have been designed to expose the students to a variety of arguments that challenge beliefs and extend the boundaries of learned behaviour beyond childhood and pre-adult experiences. Thus, students are encouraged to develop an understanding that ethical principles do not come in neat packages - one set for business and another for one's private activities - as well as to appreciate the nature of the complexities that render the learning of childhood and adolescence, insufficient for corporate decision making.
4. As part of the preparation to deal with the problems commonly encountered by business leaders, the readings have been selected with a view to providing a broad range of topics covering some of the more pressing contemporary issues. These include the cost of environmental vandalism and urban decay; the nature of the values generated by competitiveness and the social impact of the behaviours it rewards; the positive and negative features of globalisation; balancing work and family commitments, industrial regulation of a diverse work force, and responsible management of scarce resources. These topics are addressed within the context of their importance in relation to what has been identified by the author of this paper as ten responsibilities of corporate and commercial professionals:
a.to appreciate the breadth of the corporate role ie. that it extends well beyond profit maximisation;
b.to engage in debate about values and application of judgment;
c.to see business and management education as a moral endeavour rather than just the transfer of skills and knowledge;
d.to deal satisfactorily with increasingly pressing global pressures without compromising local established cultural values;
e.to develop the capacity to recognise and articulate the ethical dimension of managerial decisions and to develop an appreciation for the legitimate place ethical discourse has in business;
to understand that the separation of commercial activities from community concerns is a divide that is not in the best long term interest of a business;
g.to explore the systemic causes and consequences of unethical behaviour;
h.to identify opportunities to contribute to the broader community;
i.to identify the indicators of poor leadership;
j.to understand how absence of vision, insufficiency or inconsistency of values, 5.inability to distinguish between power and authority and a preoccupation with self interest lead to disabling outcomes such as workplace morale deficits, loss of organisational and individual purpose, decline in production and profits, diminished trust and erosion of legitimacy.
6. The materials expose students to a diverse range of moral beliefs and viewpoints, which they can apply to solving hypothetical dilemmas that arise out of the procedurally oriented legal content of the business law component of the subject.
The success the BLethics team has enjoyed since its introduction is very satisfying because it confirms that the team is fulfilling what we believe to be our primary aim as educators. Responsible universities have an obligation to develop something more in students than profit making acumen. As succinctly pointed out by former Harvard President Derek Bok, a responsible university has a basic obligation to society
...which it violates by refus[ing] to take ethical dilemmas seriously. And a university that fails to engage its members in a debate on these issues and to communicate with care, the reason for its policies gives an impression of moral indifference that is profoundly dispiriting to large numbers of students and professors who share a concern for social issues and a desire to have their institutions behave responsibly.[3]
7. In other words, the university must assume a significant share of responsibility for the way the corporate sector operates and its leaders behave. This requires students to develop an understanding of the way that commercial sector failure, which arises out of impropriety, prompts the government regulation. As Daniel Vogel points out "...new scandals often lead to the establishment of a new statute, regulation or regulatory agency.[4]
8. The response from the students to the idea that ethics has an important place in the business curriculum and to the requirement that they must engage in open and reflective discussion of moral issues, has been positive. The resistance that one expects when sacred beliefs and values are challenged has been surprisingly minimal. This is partly due to the fact that the need to provide for dealing with student resistance to the entire exercise of teaching and being taught ethics was acknowledged in the developmental stages of the subject content. Ruth Macklin's work on pluralism and indoctrination was seen as very valuable in this regard. She suggests that resistance arises out of a tension produced by conflicting obligations imposed on ethics teachers in societies where pluralism is highly valued. Firstly, there is the realization of a need to avoid the possibility of undermining the plurality of values on which our community is based and thereby failing to fulfil the obligation to be tolerant of a variety of moral beliefs. Secondly, the positive obligation to promote the diversity of views and moral convictions housed in a pluralistic culture cannot be fulfilled in circumstances where there is a contrary requirement to impose models of moral convictions and ethical positions.[5]
Those students, who could be described as falling into the resistant category, have responded well in workshop discussions of the issues raised in the readings, all of which have been designed to expose them to counter-arguments presented in an non-threatening way throughout the carefully selected and edited reading materials. The real value of this approach is that it does not exert pressure to change from entrenched viewpoints, particularly those arising out of religious influences. Rather, it acknowledges what Lisman describes as ...providing [students] with an understanding of opposing viewpoints [which]...might eventually result in their coming around to a more moderate way of looking at issues.[6] It also focuses on the five general goals recommended by Callahan for teaching ethics - stimulating the moral imagination; recognizing ethical issues; eliciting a sense of moral obligation; developing analytical skills[7] and promoting a tolerance of disagreement and ambiguity - while it minimises the possibility that students will feel pressured to change fundamental beliefs and developed behaviours.
8. Its success is evident in the high level of student engagement in discussion of the moral issues associated with commercial activity and the clear willingness of the students to probe into the more difficult dilemmas that arise for corporate leaders.
Saturday, October 11, 2008
Top Business Schools of India ( Rankings)
TOP Business Schools
internationally known RecommendationRate (per 1000)
01. Indian Institute of Management Bangalore (IIM-B) 398 %
02. Indian Institute of Management Ahmedabad (IIM-A) 379 %
03. Indian Institute of Management Calcutta (IIM-C) 321 ‰
04. Indian Institute of Management Lucknow (IIM-L) 200 ‰
05. Indian Institute of Technology (IIT) Bombay 188%
188 ‰
06. University of Delhi 161%
161 ‰
07. Indian School of Business (ISB) 150%
150 ‰
08. Xavier Labour Relations Institute 148%
148 ‰
09. Indian Institute of Technology (IIT) Delhi 140 ‰
10. Management Development Institute (MDI) 131 ‰
EXCELLENT Business Schools
nationally strong and/or with continental links Recommendation
Rate (per 1000)
01. Indian Institute of Management Kozhikode (IIM-K)133 ‰
02. Indian Institute of Management Indore (IIM-I)104 ‰
02. International Management Institute (IMI)104 ‰
04. Institute of Management Technology 87 ‰
05. Loyola Institute of Business Administration (LIBA) - Chennai 65 ‰
06. ICFAI University 56 ‰
07. Narsee Monjee Institute of Management Studies (NMIMS)54 ‰
08. Jamnalal Bajaj Institute of Management Studies 52 ‰
09. Amity Business School 48 ‰
10. Indian Institute of Foreign Trade 46 ‰
10. University Business School 46 ‰
10. Xavier Institute of Management - Bhubaneswar 46 ‰
13. S.P. Jain Institute of Management & Research 44 ‰
14. Institute for Integrated Learning in Management (IILM)\ 38 ‰
14. Xavier Institute of Management & Entrepreneurship - Bangalore 38 ‰
16. Tata Institute of Social Sciences 36 ‰
17. Bharathidasan Institute of Management 27 ‰
17. T.A. Pai Management Institute 27 ‰
19. Alliance Business Academy - Bangalore 19 ‰
19. B.K. School of Management 19 ‰
19. Birla Institute of Management (Bimtech) 19 ‰
22. Prin.L.N. Welingkar Institute of Management Development & Research 0 ‰
22. Symbiosis Center For Management and HRD - Pune 0 ‰
GOOD Business Schools
with regional influence Recommendation
Rate (per 1000)
01. Institute for Financial Management & Research (IFMR) 36 ‰
02. Symbiosis Institute of Business Management - Pune 32 ‰
03. Goa Institute of Management (GIM) 27 ‰
04. FORE School of Management 19 ‰
04. The Indian Institute of Planning and Management (IIPM) - New Delhi 19 ‰
06. Amrita School of Business 10 ‰
06. Christ College - Bangalore 10 ‰
06. Lal Bahadur Shastri 10 ‰
06. Nirma University of Science 10 ‰
06. PSG Institute of Management 10 ‰
11. Institute of Rural Managament - Anand 8 ‰
11. K.J. Somaiya Institute of Management Studies & Research (SIMSR) 8 ‰
11. National Institute of Industrial Engineering 8 ‰
14. Institute for Technology & Management (ITM) Navi Mumbai 0 ‰
LOCAL References
with great local influence Recommendation
Rate (per 1000)ion
01. NIILM Centre for Management Studies 0 ‰
01. Prestige Institute of Management - Gwalior 0 ‰
01. SIES College of Management Studies 0 ‰
SOURCE:www.eduniversal.com
internationally known RecommendationRate (per 1000)
01. Indian Institute of Management Bangalore (IIM-B) 398 %
02. Indian Institute of Management Ahmedabad (IIM-A) 379 %
03. Indian Institute of Management Calcutta (IIM-C) 321 ‰
04. Indian Institute of Management Lucknow (IIM-L) 200 ‰
05. Indian Institute of Technology (IIT) Bombay 188%
188 ‰
06. University of Delhi 161%
161 ‰
07. Indian School of Business (ISB) 150%
150 ‰
08. Xavier Labour Relations Institute 148%
148 ‰
09. Indian Institute of Technology (IIT) Delhi 140 ‰
10. Management Development Institute (MDI) 131 ‰
EXCELLENT Business Schools
nationally strong and/or with continental links Recommendation
Rate (per 1000)
01. Indian Institute of Management Kozhikode (IIM-K)133 ‰
02. Indian Institute of Management Indore (IIM-I)104 ‰
02. International Management Institute (IMI)104 ‰
04. Institute of Management Technology 87 ‰
05. Loyola Institute of Business Administration (LIBA) - Chennai 65 ‰
06. ICFAI University 56 ‰
07. Narsee Monjee Institute of Management Studies (NMIMS)54 ‰
08. Jamnalal Bajaj Institute of Management Studies 52 ‰
09. Amity Business School 48 ‰
10. Indian Institute of Foreign Trade 46 ‰
10. University Business School 46 ‰
10. Xavier Institute of Management - Bhubaneswar 46 ‰
13. S.P. Jain Institute of Management & Research 44 ‰
14. Institute for Integrated Learning in Management (IILM)\ 38 ‰
14. Xavier Institute of Management & Entrepreneurship - Bangalore 38 ‰
16. Tata Institute of Social Sciences 36 ‰
17. Bharathidasan Institute of Management 27 ‰
17. T.A. Pai Management Institute 27 ‰
19. Alliance Business Academy - Bangalore 19 ‰
19. B.K. School of Management 19 ‰
19. Birla Institute of Management (Bimtech) 19 ‰
22. Prin.L.N. Welingkar Institute of Management Development & Research 0 ‰
22. Symbiosis Center For Management and HRD - Pune 0 ‰
GOOD Business Schools
with regional influence Recommendation
Rate (per 1000)
01. Institute for Financial Management & Research (IFMR) 36 ‰
02. Symbiosis Institute of Business Management - Pune 32 ‰
03. Goa Institute of Management (GIM) 27 ‰
04. FORE School of Management 19 ‰
04. The Indian Institute of Planning and Management (IIPM) - New Delhi 19 ‰
06. Amrita School of Business 10 ‰
06. Christ College - Bangalore 10 ‰
06. Lal Bahadur Shastri 10 ‰
06. Nirma University of Science 10 ‰
06. PSG Institute of Management 10 ‰
11. Institute of Rural Managament - Anand 8 ‰
11. K.J. Somaiya Institute of Management Studies & Research (SIMSR) 8 ‰
11. National Institute of Industrial Engineering 8 ‰
14. Institute for Technology & Management (ITM) Navi Mumbai 0 ‰
LOCAL References
with great local influence Recommendation
Rate (per 1000)ion
01. NIILM Centre for Management Studies 0 ‰
01. Prestige Institute of Management - Gwalior 0 ‰
01. SIES College of Management Studies 0 ‰
SOURCE:www.eduniversal.com
Friday, October 10, 2008
SAP in INDIA
SAP LABS INDIA
THE HIGH ENERGY LAB, DRIVING INNOVATION IN BUSINESS SOLUTIONS
SAP Labs India is SAP's second largest Research & Development and Global Services & Support center in the world. Founded in November 1998, SAP Labs India is one of the four global development hubs (Germany, US and Israel being others) of SAP that contribute to all areas of the SAP product value chain- Research & Breakthrough Innovation, Product Development, Global Services & Support and Customer Solutions & Operations.
SAP's eight Labs in different countries are industry role models for globally distributed development organizations and contribute heavily to the goals of SAP's business units. Bridging the gap between local market demands and SAP's development organization, SAP Labs set standards for excellence in innovation, efficiency, and reliability.
SAP Labs India researches, designs, and delivers leading-edge software applications that enhance and extend SAP® solutions, and is recognized within the SAP global organization as one of the prime contributors of innovation, quality and service. Of SAP Labs India's headcount, about 25℅ is committed to research and next generation product development. It is SAP's largest location for SRM development, instrumental in delivering SRM 6.0 as well as development of SRM 7.0. The Central Test Lab for Global Application Platform development, SAP Labs India also contributes to 2/5th of global ERP development as well as the development of latest CRM solutions. It has complete ownership of delivering solutions for industries such as Hi-Tech, Apparel and Footwear Solutions (AFS) and SAP CRM for Pharmaceuticals, along with a significant contribution to SAP's Oil and Gas Downstream solution. SAP Labs India is also the prime contributor to the global development for latest applications such as xApps and Duet.
As a Global Services and Support organization, Labs India boasts of the largest production team outside Germany providing assembly, validation and test services, and is credited as being the largest testing center within SAP. Accounting for close to 50℅ of SAP custom development, Labs India also provides remote maintenance services to roughly 8/10th of North American customers.
Employees of SAP Labs India spread across Bangalore and Gurgaon are leading the way in building solutions for businesses across the world. Thanks to SAP's extensive employee learning system, management excellence and world class infrastructure, we have been rated among the Top-5 Best Workplaces among IT Software organizations. As an employee of SAP Labs India – one of SAP's fastest growing subsidiaries - you would be part of an organization that is a role model for globally distributed development organizations, contributing effectively to the goals of SAP's business units.
THE HIGH ENERGY LAB, DRIVING INNOVATION IN BUSINESS SOLUTIONS
SAP Labs India is SAP's second largest Research & Development and Global Services & Support center in the world. Founded in November 1998, SAP Labs India is one of the four global development hubs (Germany, US and Israel being others) of SAP that contribute to all areas of the SAP product value chain- Research & Breakthrough Innovation, Product Development, Global Services & Support and Customer Solutions & Operations.
SAP's eight Labs in different countries are industry role models for globally distributed development organizations and contribute heavily to the goals of SAP's business units. Bridging the gap between local market demands and SAP's development organization, SAP Labs set standards for excellence in innovation, efficiency, and reliability.
SAP Labs India researches, designs, and delivers leading-edge software applications that enhance and extend SAP® solutions, and is recognized within the SAP global organization as one of the prime contributors of innovation, quality and service. Of SAP Labs India's headcount, about 25℅ is committed to research and next generation product development. It is SAP's largest location for SRM development, instrumental in delivering SRM 6.0 as well as development of SRM 7.0. The Central Test Lab for Global Application Platform development, SAP Labs India also contributes to 2/5th of global ERP development as well as the development of latest CRM solutions. It has complete ownership of delivering solutions for industries such as Hi-Tech, Apparel and Footwear Solutions (AFS) and SAP CRM for Pharmaceuticals, along with a significant contribution to SAP's Oil and Gas Downstream solution. SAP Labs India is also the prime contributor to the global development for latest applications such as xApps and Duet.
As a Global Services and Support organization, Labs India boasts of the largest production team outside Germany providing assembly, validation and test services, and is credited as being the largest testing center within SAP. Accounting for close to 50℅ of SAP custom development, Labs India also provides remote maintenance services to roughly 8/10th of North American customers.
Employees of SAP Labs India spread across Bangalore and Gurgaon are leading the way in building solutions for businesses across the world. Thanks to SAP's extensive employee learning system, management excellence and world class infrastructure, we have been rated among the Top-5 Best Workplaces among IT Software organizations. As an employee of SAP Labs India – one of SAP's fastest growing subsidiaries - you would be part of an organization that is a role model for globally distributed development organizations, contributing effectively to the goals of SAP's business units.
CA JOB OFFER
RECRUITMENT OF CHARTERED ACCOUNTANTS WITH EXPERIENCE IN FINANCE OF 10 TO 15 YRS. AGE NOT MORE THAN 48 YRS, WITH SOME YEARS OF WORK EXP IN A MULTINATIONAL COMPANY.GOOD SALARY PACKAGE WITH FREE FAMILY STATUS, (Family accomodation & Mid Size Sedan Car ) WILL BE OFFERED TO THE SELECTED CANDIDATE.THIS VACANCY IS FOR A GROUP OF COMPANIES IN JEDDAH, SAUDI ARABIA WITH BRANCH OFFICES IN RIYADH, DAMMAM, & MECCA. ALL TERMS AND CONDITIONS CAN BE DISCUSSED WITH THE CHAIRMAN OF THE COMPANY AND GROUP FINANCIAL CONTROLLERS WHO WILL BE CONDUCTING PERSONAL INTERVIEWS IN MUMBAI.
PLS BRING THE FOLLOWING
1. 4 SETS OF LATEST UPDATED CVS.
2. ATTACH ALL COPIES OF ACADEMIC AND EXP CERTIFICATES WITH 20 photo( passport size with red back ground) & CLEAR coloured PASSPORT COPIES.
To apply & Call back on 09220577890 for IMMEDIATE CONFIRMATION TO LINE YOU UP FOR INTERVIEW.
THANKYOU
REGARDS
MR SAJID SAYYED ( DIRECTOR)
PLS BRING THE FOLLOWING
1. 4 SETS OF LATEST UPDATED CVS.
2. ATTACH ALL COPIES OF ACADEMIC AND EXP CERTIFICATES WITH 20 photo( passport size with red back ground) & CLEAR coloured PASSPORT COPIES.
To apply & Call back on 09220577890 for IMMEDIATE CONFIRMATION TO LINE YOU UP FOR INTERVIEW.
THANKYOU
REGARDS
MR SAJID SAYYED ( DIRECTOR)
Examiner's opinions on students of PCC exams may-08{ Advanced Accounting,Auditing And LAW}
SUMMARY OF EXAMINERS’ COMMENTS ON THE PERFORMANCE OF CANDIDATES
PAPER – 1 : ADVANCED ACCOUNTING
General Comments
The overall performance of the candidates was average. Most of the examiners complained that
understanding of accounting standards and conceptual clarity of theoretical portion of the subject is
not upto the level of knowledge expected at PCC. It is advised that the candidates should go
through the study material thoroughly. Also candidates should append their solutions with proper
working notes. Short length questions with reasoning, intricately test the candidates’
understanding of the topics covered under the study material. Therefore, candidates are advised
to work hard on such questions. Candidates are also suggested to strictly follow the instructions
given in the question paper.
Specific Comments
Question 1. Partnership Accounts:
Performance of the candidates in this question was satisfactory. Few candidates did not give the
required treatment of goodwill on the basis of AS 10, hence, not calculated the gaining and
sacrificing ratio. Also some candidates had not increased the value of investment to its market
value and some had not transferred investment fluctuation reserve and contingency reserve to
partners’ capital accounts. Consequently, they could not prepare the capital accounts of partners,
and balance sheet of the firm after reconstitution in the correct manner.
Question 2. Accounting for Amalgamations:
The performance of candidates specifically on this question was very poor. Most of the candidates
were not able to compute the purchase consideration correctly. Thus they failed to pass the journal
entries with correct amounts, in the books of AB Ltd., for acquisition of A Ltd. and B Ltd. Also
many candidates were not able to draw the balance sheet of AB Ltd. after amalgamation.
Candidates were able to fetch step wise marks in this question but no candidate was able to fetch
more than 50% marks. Candidates require lots of practice on this topic.
Question 3. (a) Insurance Claim:
Candidates were not able to perform well in this part of the question. It is noted that candidates got
confused with the treatment of damaged goods and thereby calculated wrong closing stock
destroyed by fire and insurance claim on it.
Question 3. (b) Self Balancing Ledgers:
Overall performance was good and most of the candidates secured full marks in this part of the
question.
SUMMARY OF EXAMINERS’ COMMENTS 49
Question 4. Financial Statements of Not-for-Profit Organisations:
Satisfactory performance has been noted by the examiners in this question. However, sufficient
working notes were not found for calculation of insurance, stationery, sports material etc.
Question 5. Short Answers:
This question was based on short answers and has been asked in 10 parts out of which candidates
have option to answer any 8 parts (2 Marks each). These parts are an appropriate blend of theory
and practical problems to judge the conceptual knowledge of the candidates on various topics.
The performance of the candidates was satisfactory. Few candidates solved all the 10 parts
although only 8 parts were required to be answered and this should be avoided.
Question 6. Questions based on Accounting Standards and Theory of the Subject:
This question was asked in 6 parts out of which candidates were required to answer any 4 parts (4
marks each) only. These questions are also a mix of theory and practical problems. In part (c) of
this question, candidates were not able to explain the circumstances when the Garner v/s Murray
rule is not applicable. This shows their lack of understanding of the topic. However, overall
performance of the candidates was satisfactory.
PAPER – 2 : AUDITING AND ASSURANCE
General Comments
Performance of the examinees in general was average. Students should be conscious that this is
a technical paper requiring answers to the point.
Specific Comments:
Question 1. All the 12 parts of the question were straight forward and within the syllabus. The
students generally answered well and majority has scored more than 50%.
Question 2. (a), (b) and (c) These are application oriented questions, testing the knowledge of
students with regard to objective and scope of audit of financial statements, going concern and
relying upon the work of internal auditor .Generally the approach was good with proper reference to
AAS.
Question 3. (a) Most of the students were very much confused with regard to the term “assertions
an auditor is concerned with”. The answers were below average and many of the students did not
attempt this question.
(b) Many candidates answered this question well. While some other students’ answers were akin
to beating about the bush.
Questions 4. (a) Students were not clear about reliability of internal control system in a
computerised information system. Majority of the students answered wrongly.
(b) Answers to this part of the questions were average.
PROFESSIONAL COMPETENCE EXAMINATION : MAY, 2008 50
Question 5. (a) Some students were confused the term “interest out of capital” with “interest on
capital”. Some students wrote about AS 16, which was totally irrelevant. Very few students have
written correct answer.
(b) Answers were generally average and some answers were mainly out of imagination.
Question 6 (a) Many students attempted this part fairly well. However, some students left out the
important points to be kept in mind while verifying the correctness of bank balance of an
Educational Institution which deposits all its collection/receipt in separate collection account of a
bank.
(b) Majority of the students answered correctly but a few students gave inaccurate answer.
Question 7. (a) It is good to note that many students attempted this part keeping practical
aspects in their mind.
(b) Many students answered well by covering all the relevant points on vouching and verification of
Sale of Scrap/Borrowings from Bank.
(c) Answers to this part were below average.
Question 8. (a) Most of the examinees gave correct answer.
(b) Answers to this part of question were poor.
(c) Answers were generally good except some students wrote on Contents of Permanent and
Current Audit File.
PAPER – 3 : LAW, ETHICS AND COMMUNICATION
General Comments
The performance of the examinees in general was average. The following improvements are
required:
1. Examinees to provide case-laws and specific provisions in their answers.
2. Examinees to make use of Bare Acts.
3. Examinees to improve their English language skills such that their answers make clear sense.
4. Examinees to focus on certain Acts such as Negotiable Instruments Act, 1881, and Payment
of Bonus Act, 1965.
Specific Comments
Question 1. The answer, in general, was highly satisfactory though some candidates displayed
only a mediocre knowledge of law of agency. Some candidates had answered that ‘the principal
can sue the agent’ instead of correctly answering that ‘the principal can repudiate the contract’.
SUMMARY OF EXAMINERS’ COMMENTS 51
Question 2. Candidates’ performance in Part (a) was satisfactory. The performance in Part (b)
(based on objective type questions in Company Law) was poor. It seems that the candidates were
not aware of the fundamental principles of Company Law.
Question 3. The performance of the candidates was found highly satisfactory. Most of the
candidates stated correctly the entitlement of bonus under the Payment of Bonus Act, 1965.
Question 4. Performance of the candidates was not satisfactory. Most of the candidates did not
state the conditions whereunder presentment of Bill of Exchange is not necessary under the
Negotiable Instruments Act, 1881.
Question 5. In general, the performance of the candidates was satisfactory. But many
candidates had not mentioned the relevant provisions of the Employees’ Provident Fund and
Miscellaneous Provisions Act, 1952 that were required to answer this question.
Question 6. Performance of the candidates was not satisfactory. Most of the candidates did not
answer the problem correctly, especially the second part of the question.
Question 7. This question was well attempted. Candidates’ performance was highly
satisfactory. Some candidates failed to discuss properly the conditions when gratuity is paid even
when the employee is not working.
Question 8. Candidates’ performance was satisfactory.
Question 9. Performance of the candidates was average. Most of the candidates did not
explain the power of Registrar of Companies to permit registration of charge after expiry of
prescribed period under Companies Act, 1956. Some candidates mentioned the time required for
registration as ‘one month’ instead of as ‘thirty days’.
Question 10. Candidates’ performance was satisfactory.
Question 11. Performance of the candidates was satisfactory. Some candidates had
erroneously outlined the procedure of shifting of registered office from one State to another
whereas the question was regarding the procedure of shifting the registered office from one
jurisdiction to another jurisdiction within the same State.
Question 12. Performance of the candidates was highly satisfactory.
Question 13. In both the parts of the question i.e. (a) and (b), performance of the candidates
was average. With regard to part (a) some candidates did not have a clear idea about the various
committees; and with regard to part (b) candidates could not explain fully the “self” interest threats
“to auditors and employees”.
Question 14. Majority of the candidates avoided this question, which related to “ethical
behaviour in marketing”. The performance of those, who attempted was average.
Question 15. Performance of the candidates was satisfactory.
Question 16. Performance of the candidates was satisfactory.
PROFESSIONAL COMPETENCE EXAMINATION : MAY, 2008 52
Question 17. (a) This part of the question was attempted by almost all the candidates and
performance of the candidates was highly satisfactory. The candidates understood the language of
the question well and attempted the question in a dignified manner.
(b) Drafting of the Power of Attorney was not satisfactory. It appears that the most of the
candidates were ignorant about the art and principles of drafting Power of Attorney. Some
candidates authorized ‘a firm of Chartered Accountants’, whereas it was required to authorize
‘Chartered Accountant’s. The candidates are advised to practice the drafting of legal deeds and
documents.
Question 18. Overall performance of the candidates was not satisfactory. Most of the candidates
were not able to distinguish between General Meeting and Extraordinary General Meeting of the
Company. The concept of the notice was not clear to the candidates. Mostly, the candidates did
not know the Resolution in the notice. The candidates lacked professional approach in attempting
such a practical question.
Question 19. Notice for calling the meeting of the Board of Directors was not properly and
satisfactorily drafted by the candidates. Most of the candidates did not mention time, date, address,
agenda, signature etc. in the notice. This question was attempted by a few candidates.
Question 20. Performance of the candidates was outstanding. By and large, the candidates
explained clearly the Process of the Communication.
PAPER – 1 : ADVANCED ACCOUNTING
General Comments
The overall performance of the candidates was average. Most of the examiners complained that
understanding of accounting standards and conceptual clarity of theoretical portion of the subject is
not upto the level of knowledge expected at PCC. It is advised that the candidates should go
through the study material thoroughly. Also candidates should append their solutions with proper
working notes. Short length questions with reasoning, intricately test the candidates’
understanding of the topics covered under the study material. Therefore, candidates are advised
to work hard on such questions. Candidates are also suggested to strictly follow the instructions
given in the question paper.
Specific Comments
Question 1. Partnership Accounts:
Performance of the candidates in this question was satisfactory. Few candidates did not give the
required treatment of goodwill on the basis of AS 10, hence, not calculated the gaining and
sacrificing ratio. Also some candidates had not increased the value of investment to its market
value and some had not transferred investment fluctuation reserve and contingency reserve to
partners’ capital accounts. Consequently, they could not prepare the capital accounts of partners,
and balance sheet of the firm after reconstitution in the correct manner.
Question 2. Accounting for Amalgamations:
The performance of candidates specifically on this question was very poor. Most of the candidates
were not able to compute the purchase consideration correctly. Thus they failed to pass the journal
entries with correct amounts, in the books of AB Ltd., for acquisition of A Ltd. and B Ltd. Also
many candidates were not able to draw the balance sheet of AB Ltd. after amalgamation.
Candidates were able to fetch step wise marks in this question but no candidate was able to fetch
more than 50% marks. Candidates require lots of practice on this topic.
Question 3. (a) Insurance Claim:
Candidates were not able to perform well in this part of the question. It is noted that candidates got
confused with the treatment of damaged goods and thereby calculated wrong closing stock
destroyed by fire and insurance claim on it.
Question 3. (b) Self Balancing Ledgers:
Overall performance was good and most of the candidates secured full marks in this part of the
question.
SUMMARY OF EXAMINERS’ COMMENTS 49
Question 4. Financial Statements of Not-for-Profit Organisations:
Satisfactory performance has been noted by the examiners in this question. However, sufficient
working notes were not found for calculation of insurance, stationery, sports material etc.
Question 5. Short Answers:
This question was based on short answers and has been asked in 10 parts out of which candidates
have option to answer any 8 parts (2 Marks each). These parts are an appropriate blend of theory
and practical problems to judge the conceptual knowledge of the candidates on various topics.
The performance of the candidates was satisfactory. Few candidates solved all the 10 parts
although only 8 parts were required to be answered and this should be avoided.
Question 6. Questions based on Accounting Standards and Theory of the Subject:
This question was asked in 6 parts out of which candidates were required to answer any 4 parts (4
marks each) only. These questions are also a mix of theory and practical problems. In part (c) of
this question, candidates were not able to explain the circumstances when the Garner v/s Murray
rule is not applicable. This shows their lack of understanding of the topic. However, overall
performance of the candidates was satisfactory.
PAPER – 2 : AUDITING AND ASSURANCE
General Comments
Performance of the examinees in general was average. Students should be conscious that this is
a technical paper requiring answers to the point.
Specific Comments:
Question 1. All the 12 parts of the question were straight forward and within the syllabus. The
students generally answered well and majority has scored more than 50%.
Question 2. (a), (b) and (c) These are application oriented questions, testing the knowledge of
students with regard to objective and scope of audit of financial statements, going concern and
relying upon the work of internal auditor .Generally the approach was good with proper reference to
AAS.
Question 3. (a) Most of the students were very much confused with regard to the term “assertions
an auditor is concerned with”. The answers were below average and many of the students did not
attempt this question.
(b) Many candidates answered this question well. While some other students’ answers were akin
to beating about the bush.
Questions 4. (a) Students were not clear about reliability of internal control system in a
computerised information system. Majority of the students answered wrongly.
(b) Answers to this part of the questions were average.
PROFESSIONAL COMPETENCE EXAMINATION : MAY, 2008 50
Question 5. (a) Some students were confused the term “interest out of capital” with “interest on
capital”. Some students wrote about AS 16, which was totally irrelevant. Very few students have
written correct answer.
(b) Answers were generally average and some answers were mainly out of imagination.
Question 6 (a) Many students attempted this part fairly well. However, some students left out the
important points to be kept in mind while verifying the correctness of bank balance of an
Educational Institution which deposits all its collection/receipt in separate collection account of a
bank.
(b) Majority of the students answered correctly but a few students gave inaccurate answer.
Question 7. (a) It is good to note that many students attempted this part keeping practical
aspects in their mind.
(b) Many students answered well by covering all the relevant points on vouching and verification of
Sale of Scrap/Borrowings from Bank.
(c) Answers to this part were below average.
Question 8. (a) Most of the examinees gave correct answer.
(b) Answers to this part of question were poor.
(c) Answers were generally good except some students wrote on Contents of Permanent and
Current Audit File.
PAPER – 3 : LAW, ETHICS AND COMMUNICATION
General Comments
The performance of the examinees in general was average. The following improvements are
required:
1. Examinees to provide case-laws and specific provisions in their answers.
2. Examinees to make use of Bare Acts.
3. Examinees to improve their English language skills such that their answers make clear sense.
4. Examinees to focus on certain Acts such as Negotiable Instruments Act, 1881, and Payment
of Bonus Act, 1965.
Specific Comments
Question 1. The answer, in general, was highly satisfactory though some candidates displayed
only a mediocre knowledge of law of agency. Some candidates had answered that ‘the principal
can sue the agent’ instead of correctly answering that ‘the principal can repudiate the contract’.
SUMMARY OF EXAMINERS’ COMMENTS 51
Question 2. Candidates’ performance in Part (a) was satisfactory. The performance in Part (b)
(based on objective type questions in Company Law) was poor. It seems that the candidates were
not aware of the fundamental principles of Company Law.
Question 3. The performance of the candidates was found highly satisfactory. Most of the
candidates stated correctly the entitlement of bonus under the Payment of Bonus Act, 1965.
Question 4. Performance of the candidates was not satisfactory. Most of the candidates did not
state the conditions whereunder presentment of Bill of Exchange is not necessary under the
Negotiable Instruments Act, 1881.
Question 5. In general, the performance of the candidates was satisfactory. But many
candidates had not mentioned the relevant provisions of the Employees’ Provident Fund and
Miscellaneous Provisions Act, 1952 that were required to answer this question.
Question 6. Performance of the candidates was not satisfactory. Most of the candidates did not
answer the problem correctly, especially the second part of the question.
Question 7. This question was well attempted. Candidates’ performance was highly
satisfactory. Some candidates failed to discuss properly the conditions when gratuity is paid even
when the employee is not working.
Question 8. Candidates’ performance was satisfactory.
Question 9. Performance of the candidates was average. Most of the candidates did not
explain the power of Registrar of Companies to permit registration of charge after expiry of
prescribed period under Companies Act, 1956. Some candidates mentioned the time required for
registration as ‘one month’ instead of as ‘thirty days’.
Question 10. Candidates’ performance was satisfactory.
Question 11. Performance of the candidates was satisfactory. Some candidates had
erroneously outlined the procedure of shifting of registered office from one State to another
whereas the question was regarding the procedure of shifting the registered office from one
jurisdiction to another jurisdiction within the same State.
Question 12. Performance of the candidates was highly satisfactory.
Question 13. In both the parts of the question i.e. (a) and (b), performance of the candidates
was average. With regard to part (a) some candidates did not have a clear idea about the various
committees; and with regard to part (b) candidates could not explain fully the “self” interest threats
“to auditors and employees”.
Question 14. Majority of the candidates avoided this question, which related to “ethical
behaviour in marketing”. The performance of those, who attempted was average.
Question 15. Performance of the candidates was satisfactory.
Question 16. Performance of the candidates was satisfactory.
PROFESSIONAL COMPETENCE EXAMINATION : MAY, 2008 52
Question 17. (a) This part of the question was attempted by almost all the candidates and
performance of the candidates was highly satisfactory. The candidates understood the language of
the question well and attempted the question in a dignified manner.
(b) Drafting of the Power of Attorney was not satisfactory. It appears that the most of the
candidates were ignorant about the art and principles of drafting Power of Attorney. Some
candidates authorized ‘a firm of Chartered Accountants’, whereas it was required to authorize
‘Chartered Accountant’s. The candidates are advised to practice the drafting of legal deeds and
documents.
Question 18. Overall performance of the candidates was not satisfactory. Most of the candidates
were not able to distinguish between General Meeting and Extraordinary General Meeting of the
Company. The concept of the notice was not clear to the candidates. Mostly, the candidates did
not know the Resolution in the notice. The candidates lacked professional approach in attempting
such a practical question.
Question 19. Notice for calling the meeting of the Board of Directors was not properly and
satisfactorily drafted by the candidates. Most of the candidates did not mention time, date, address,
agenda, signature etc. in the notice. This question was attempted by a few candidates.
Question 20. Performance of the candidates was outstanding. By and large, the candidates
explained clearly the Process of the Communication.
Direct enquiries Through Mails and Phone no.s for CPT, PCC and Final Students { CA}
August 27, 2008
SOLUTIONS TO STUDENTS’ QUERIES THROUGH TOLL FREE MODE AND DIRECT E-MAIL
The Board of Studies is happy to inform the CA students that the following facilities have been provided by the Board of Studies for facilitating quick solutions of CA students’ queries:
1. Toll Free Number : 1800-200-2501
2. Individual telephone numbers of respective faculty members
3. Individual e-mail i.d. of respective faculty members
4. Facilitating of answering through Gyandarshan Lecture Channel – Toll free number 1800-11-2345 and e-mail i.d. gyandarshanbos@icai.org (during studio timings only)
Students may ask queries of general as well as technical nature through toll free number (on Monday to Friday between 2.00 P.M. to 4.00 P.M.). Students are advised to use toll free facility for short answer questions. Queries requiring elaborate answers should preferably be addressed to the respective faculty members through e-mail.
S.NO
SUBJECT
NAME
CONTACT NO.
EMAIL-ID
DAY
COMMON PROFICIENCY TEST
1.
Fundamentals of Accounting
Aditya P. Tripathi
0120 3045937
tkaditya@icai.org.in
Monday
2.
Mercantile Law
Ms. Nisha Gupta
0120 3045923
giridharan@icai.org.in
Tuesday
3.
Economics
Mrs. Prem J. Bhutani
0120 3045911
prem@icai.org.in
Tuesday
4.
Mathematics& Statistics
Dr. N.V. Ravi/T.Muthu Kumar
0120 3045939
tmkumar@icai.org.in
Tuesday
PROFESSIONAL COMPETENCE COURSE
5.
Advanced Accounting
CA. Shilpa Aggarwal
0120 3045921
shilpa@icai.org.in
Monday
6.
Auditing & Assurance
CA. Vikas Gupta
0120 3045925
vikas.kumar@icai.org.in
Wednesday
7.
Business Corporate Laws
Mr. Alexander Samuel
0120 3045939
giridharan@icai.org.in
Tuesday
8.
Business Ethics
Mr. Alexander Samuel
0120 3045939
giridharan@icai.org.in
Wednesday
9.
Business Communication
Dr. Naveen Mehta
0120 3045938
giridharan@icai.org.in
Wednesday
10.
Cost Accounting
Dr. N.N. Sengupta / Mr. A.P. Kar
0120 3045919
nnsengupta@icia.org.in
Thursday
11.
Financial Management
CA. Ashish Gupta
0120 3045914
ashish.gupta@icai.org.in
Thursday
12.
Taxation
CA. Priya Subamanian / CA. Ruchika Sabharwal
0120 3045913
priya@icai.org.in
ruchika@icai.org.in
Friday
13.
Information Technology
Mr. Manna Dey
0120 3045924
mannadey@icai.org.in
Wednesday
FINAL COURSE
14.
Strategic Management
Mr. Shaleen Suneja /
Dr. Ruchi Gupta
0120 3045912
0120 3045926
ssuneja@icai.org.in
Wednesday
15.
Financial Reporting
CA. Seema Gupta / CA. Shilpa Agarwal
0120 3045916
seema@icai.org.in
shilpa@icai.org.in
Monday
16.
Strategic Financial Management
Dr. S.Z.H. Zaidi
0120 3045910
zaidi@icai.org.in
Thursday
Wednesday
Tuesday
17.
Advanced Auditing
CA. Vikas Gupta
0120 3045925
Vikas.kumar@icai.org.in
18.
Corporate & Allied Laws
Ms. Megha Goyal
0120 3045935
giridharan@icai.org.in
19.
Advanced Management Accounting
Mr. A.P. Kar / Dr. N.N. Sengupta
0120 3045919
nnsengupta@icia.org.in
Thursday
20.
Information Systems Control & Audit
Mrs. Indu Arora
0120 3045904
indu@icai.org.in
Wednesday
21.
Direct Tax Laws
CA. Priya Subamanian / CA. Ruchika Sabharwal
0120 3045913
priya@icai.org.in
ruchika@icai.org.in
Friday
22.
Indirect Tax Laws
CA. Smita Mishra / Mr. Ashish Bhansali
0120 3045920
smita@icai.org.in
ashish.bhansali@icai.org
Friday
SOLUTIONS TO STUDENTS’ QUERIES THROUGH TOLL FREE MODE AND DIRECT E-MAIL
The Board of Studies is happy to inform the CA students that the following facilities have been provided by the Board of Studies for facilitating quick solutions of CA students’ queries:
1. Toll Free Number : 1800-200-2501
2. Individual telephone numbers of respective faculty members
3. Individual e-mail i.d. of respective faculty members
4. Facilitating of answering through Gyandarshan Lecture Channel – Toll free number 1800-11-2345 and e-mail i.d. gyandarshanbos@icai.org (during studio timings only)
Students may ask queries of general as well as technical nature through toll free number (on Monday to Friday between 2.00 P.M. to 4.00 P.M.). Students are advised to use toll free facility for short answer questions. Queries requiring elaborate answers should preferably be addressed to the respective faculty members through e-mail.
S.NO
SUBJECT
NAME
CONTACT NO.
EMAIL-ID
DAY
COMMON PROFICIENCY TEST
1.
Fundamentals of Accounting
Aditya P. Tripathi
0120 3045937
tkaditya@icai.org.in
Monday
2.
Mercantile Law
Ms. Nisha Gupta
0120 3045923
giridharan@icai.org.in
Tuesday
3.
Economics
Mrs. Prem J. Bhutani
0120 3045911
prem@icai.org.in
Tuesday
4.
Mathematics& Statistics
Dr. N.V. Ravi/T.Muthu Kumar
0120 3045939
tmkumar@icai.org.in
Tuesday
PROFESSIONAL COMPETENCE COURSE
5.
Advanced Accounting
CA. Shilpa Aggarwal
0120 3045921
shilpa@icai.org.in
Monday
6.
Auditing & Assurance
CA. Vikas Gupta
0120 3045925
vikas.kumar@icai.org.in
Wednesday
7.
Business Corporate Laws
Mr. Alexander Samuel
0120 3045939
giridharan@icai.org.in
Tuesday
8.
Business Ethics
Mr. Alexander Samuel
0120 3045939
giridharan@icai.org.in
Wednesday
9.
Business Communication
Dr. Naveen Mehta
0120 3045938
giridharan@icai.org.in
Wednesday
10.
Cost Accounting
Dr. N.N. Sengupta / Mr. A.P. Kar
0120 3045919
nnsengupta@icia.org.in
Thursday
11.
Financial Management
CA. Ashish Gupta
0120 3045914
ashish.gupta@icai.org.in
Thursday
12.
Taxation
CA. Priya Subamanian / CA. Ruchika Sabharwal
0120 3045913
priya@icai.org.in
ruchika@icai.org.in
Friday
13.
Information Technology
Mr. Manna Dey
0120 3045924
mannadey@icai.org.in
Wednesday
FINAL COURSE
14.
Strategic Management
Mr. Shaleen Suneja /
Dr. Ruchi Gupta
0120 3045912
0120 3045926
ssuneja@icai.org.in
Wednesday
15.
Financial Reporting
CA. Seema Gupta / CA. Shilpa Agarwal
0120 3045916
seema@icai.org.in
shilpa@icai.org.in
Monday
16.
Strategic Financial Management
Dr. S.Z.H. Zaidi
0120 3045910
zaidi@icai.org.in
Thursday
Wednesday
Tuesday
17.
Advanced Auditing
CA. Vikas Gupta
0120 3045925
Vikas.kumar@icai.org.in
18.
Corporate & Allied Laws
Ms. Megha Goyal
0120 3045935
giridharan@icai.org.in
19.
Advanced Management Accounting
Mr. A.P. Kar / Dr. N.N. Sengupta
0120 3045919
nnsengupta@icia.org.in
Thursday
20.
Information Systems Control & Audit
Mrs. Indu Arora
0120 3045904
indu@icai.org.in
Wednesday
21.
Direct Tax Laws
CA. Priya Subamanian / CA. Ruchika Sabharwal
0120 3045913
priya@icai.org.in
ruchika@icai.org.in
Friday
22.
Indirect Tax Laws
CA. Smita Mishra / Mr. Ashish Bhansali
0120 3045920
smita@icai.org.in
ashish.bhansali@icai.org
Friday
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