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 recognised 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.

तमसो मा ज्योतिर्गमय (Tamso Ma Jyotirgamaya) meaning “From darkness, lead us to light”

The motto of the University is taken from Brhadaranyaka Upanishad – I.III.28. The second line of the Pavamana Mantra explains how to lead the life towards knowledge from ignorance that obscures our mind in understanding the reality. As the only remedy from darkness is light, the only remedy from ignorance is knowledge.


Shaping a better future for mankind by developing effective and socially responsible individuals & organisations.

Nirma University emphasises 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, recognising their potential and ensuring that they receive the best preparation and training for achieving their career ambitions and life goals.

Core Values

Student Centricity

  • Emphasise on holistic development of the students through extra and co-curricular activities
  • Pursue student-centered teaching-learning process
  • Focus on employability and entrepreneurship
  • Nurture lifelong learning skills
  • Use of ICT tools and technology

Contribution to the Society

  • Align curricula and pedagogy to cater to societal needs and demands
  • Conduct applied research to address organisational and societal problems

Quest for Academic Excellence

  • Develop and retain outstanding employees
  • Use inter-disciplinary approach in the teaching-learning process and research
  • Think creatively and do relevant research
  • Establish strong linkages with the industry, academia, research organisations, alumni and civil society
Quality Statement

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.

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