How are academic projects structured at IILM Gurugram?
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3 Answers
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At IILM Gurugram, academic projects are industry-oriented and research-based, involving case studies, group work, live projects, presentations, and practical problem-solving to link theory with real-world application.
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Academic projects at IILM Gurugram are structured to be practical, continuous and closely linked to real-world learning, rather than just one final assignment at the end of the course.
Built into continuous evaluation
Most subjects include at least one major project as part of internal assessment, along with quizzes, assignments, case studies, and presentations, typically carrying 40–60% weightage.
Projects can be industry-oriented or research-based and often require fieldwork, surveys, interviews, coding or full presentations, with faculty guiding students step by step so the workload is rigorous but manageable.
Across differen
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Most subjects require at least one major project.
These projects are usually industry-oriented or research-based.
For example:
In management, it could be analysing a company's strategy, doing financial analysis, or conducting a consumer survey.
In psychology, it could be running experiments or administering psychometric tools.
In B.Tech, students may build prototypes or code-based applications.
Projects often require fieldwork, interviews, coding, or creating full presentations, but the professors guide you and are helpful.
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While the course does not train students to diagnose or counsel professionally at an undergraduate level, it builds awareness and sensitivity.
Students learn how mental health issues are understood academically, the difference between common misconceptions and clinical realities, the importance of ethics, consent, and professional boundaries, and why self-diagnosis and casual labelling are discouraged.
This knowledge helps students become more informed and responsible, both personally and professionally.
Psychology can be challenging for students who are not used to analytical thinking. Faculty usually recognise this early and offer support.
Support often includes:
Additional explanations during or after class.
Feedback on where students are going wrong.
Guidance on how to structure answers better.
Encouragement rather than discouragement.
Students who seek help early generally see improvement over time.
The course balances both theoretical and practical learning.
Practicality is achieved through:
Case discussions to understand real psychological situations.
Assignments that involve observation and analysis.
Exposure to applied areas like counselling, organisational behaviour, or mental health.
Discussions around ethics and professional boundaries.
- Internships and industrial exposure
e.t.c
Design is not completely free from writing, but it's very different from theory-heavy courses.
Students usually write:
Short project descriptions explaining concepts and processes.
Design rationales for juries and submissions.
Occasional theory answers for subjects like design history.
There are usually no long, memorisation-based answers. Writing is mainly used to support visuals. Even students who dislike writing generally find this manageable.
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