Masters In Hotel Management

The University

The University established in 2018 under Madhya Pradesh Niji Vishwavidhyalaya (Sthapana Avam Sanchalan) adhiniyam 2007. The University campus is spread across a sprawling 51 acres of land of land at Bilkisganj Sehore (M.P.). The university is established by Sri Sai Gramothan Samiti, Bhopal which has vast experience of establishing educational institutions for the past 25 years. We offer our students a stress-free learning environment which encourages creativity and critical thinking. We are always open to refreshing views and suggestions which can add more value to the students of our university

Beyond philosophy, our principles and ethics are attributed to perfect execution and dedication. The ability is developed by analytical abilities, tolerant minds, wise decisions, and steady emotions. The vitality of the classroom, energy of the playing field, and an environment to reach one's full potential are stimulated by activities that value education, environment, health, games, sports, visual and performing arts, culture and heritage, and international experience and are woven into the fabric of the school curriculum. Students succeed, countries prosper, and society gains. Equitable contributions as a learner, a member of the community, and a person spread the ideals of truthfulness, decency, and shared understanding in support of balanced economic growth in place of a healthy world.

Our approach to polytechnic education:

The four pillars of the polytechnic educational paradigm are: technology-related education, experiential teaching techniques assessed on competency-based results, close linkages to industry, and applied research that aims to address issues encountered by industry and provide students work-integrated learning (WIL). Its courses emphasise technology-based abilities.

When compared to colleges, the most obvious distinction between our programmes is the degree to which our qualifications are relevant to the workforce. Our programmes go through annual consultations with a Program Advisory Committee (PAC), whose job it is to advise Mansarovar Global University on the curriculum of its programmes, in order to carry out our mandate to the Ministry of Advanced Education and Skills Development as a conduit for meeting emerging labour market needs. These yearly meetings give students the assurance that their curriculum is consistently updated to mirror changes in their sector and that they are becoming proficient in the abilities needed for gainful work.

Basic acknowledgment:

MGU is situated on Madhya Pradesh's traditional and treaty lands. The area, often referred to as Central India, is situated along the Narmada River, which historically served as a vital link between the Northern and Central areas.

Bhopal, which is now populated by residents from other states, continues to serve as a crucial point of connection for everyone. Our appreciation of our homeland and the connection building necessary to achieve so in a morally upright manner is a call to further in-depth reflection, interaction, and action. It fosters connections that are action-centered and make us consider how to go from acknowledgement to relationship.

What we do is an endeavor to make sure that our work, both now and in the future, reflects a dedication to indigenous voices, experiences, and perspectives.

Programmed advisory board (PAC)

To ensure that all Mansarovar programmes are pertinent and in line with industry demands, the PAC (Program Advisory Committee) holds meetings at least twice a year. Each PAC reviews each postsecondary degree, diploma, and certificate programme that Mansarovar offers. Each PAC is voluntary and is made up of eight to twelve members from outside the college (such as employers, graduates, business and industry leaders, and representatives from professional and accrediting bodies and agencies).

The task is to offer guidance on a variety of important factors, such as internships and field placements, job prospects, student honours and scholarships, curriculum, technology, and public relations. The programme advisory committees at Mansarovar are crucial to upholding the quality and strategic direction of the programming.

Work-integrated learning (WIL)

Applied research projects, co-ops, internships, field placements, and apprenticeships are just a few examples of educational and practise environments where students can engage in work-integrated learning (WIL). WIL tackles the lack of work experience that recent graduates have when they first enter the workforce by giving them relevant industry experience that they may use to their advantage for future career chances.

When exposed to WIL, students improve their ability to communicate both what they can accomplish for a company and how they can achieve it.

Different WILS

• Apprenticeship: A programme that combines classroom education and on-the-job training Field placement: Real-world experience gained in a working environment.

• Co-op: A programme designed by or recognised by the institution that combines academic study with paid work experience.

• Internship: Practical job experience in a professional environment. Applied research projects are those carried out by students to address current issues in industry. Service learning is the study of issues that affect the local or global society.

Certifications related to employment

Qualifications that are focused on building competencies (skills) that may be applied in the job are known as employment-related credentials. The connection between the curriculum and industry enables students to acquire the specific skills that businesses want them to bring to the workplace. Faculty work closely with industry to specify the competencies students should be able to demonstrate at graduation and to create reliable tests for monitoring progress.

By emphasising the need for students to acquire skills that are applicable to the industry and utilising a variety of strategies to help them synthesise and apply their knowledge, this approach differs from the traditional educational paradigm. Competency-based education, which strives to gradually increase students' capacities at their own pace, challenges the one-size-fits-all approach to teaching and learning.

Instructional Approach & Faculty

The faculty is focused on utilising their knowledge of the business to offer a comprehensive programme that fits with shifting corporate expectations. By assisting students' understanding of core concepts and learning goals and by establishing the ideal learning environment, the institutional teaching approach seeks to close the gap between the classroom and the workplace. Through a variety of activities, including group discussions and cooperation, applied research projects, industrial experience, and active learning initiatives, students and teachers work closely together to encourage learning. The foundation that faculty lay for students must connect learning goals to business needs through experimentation and implementation.

Get to know the six mansarovar global university faculties

• Mansarovar, is made up of 17 faculties, each with a reputation and extensive industry and community partnerships. Our programmes are taught by instructors with considerable real-world expertise in cutting-edge facilities and creative settings. It gives students the chance to work in multidisciplinary teams with faculty members and partners to address challenging real-world issues and earn significant experience.