The MJMC programme offers the student scope to explore a variety of specialized pursuits, which are functionally different, and require common competencies. and both common and different skill sets. The school’s degree programmes share foundational courses, incorporating numerous practice-based modules. During this initial phase, students will be exposed to diverse learning methods and resources, such as lectures, lab sessions, independent and field work, library access, guest speakers, and self-directed learning. Students will soon grasp the complexities of practical application and learn to analyse existing practices while solidifying their understanding of core concepts in journalism, filmmaking, and communication management. This combination produces graduates who are technologically proficient and ethically grounded, conceptually sound, and practically skilled.

Subjects in the curriculum offer the following strands of study:

The academics of the MJMC student are completed by exposing them to industry and society practices. Additionally, practitioners help the student simulate situations that are common in the “real world”. This exposure takes the following forms:

Hence, in this programme, the model of pedagogic and investigative objectives takes on the shape of five “programme goals.” Although these goals are applicable across the undergraduate and postgraduate offerings, their contours and definitions will vary with the sophistication of the student’s level of academic pursuit. These general goals are as follows:

The MJMC programme adopts flexibility within broad structures and systems. Thus, a student’s journey is not only an academic one but a professional one, allowing them to experiment and bring out unique outcomes. To that end, the following is the process:

Of the four semesters of on-campus input, the first two semesters will cover a broad variety of subjects. The subsequent two semesters are both specialized and increasingly output-driven—that is, a student is expected to invest in making independent or group products that are tangible showcases of thoughts, ideas, competencies, skills, and project management.

One way to prepare the student is by filling practical gaps that occur between academic input and professional practice, and the school believes that the most effective way to cover those gaps is by embedding the student in the professional workspace. The student performs a professional role, usually to fulfil the criteria of a proposed and accepted project. The school will make all efforts to secure internships; however, the student is expected to participate and actively search and network to unlock it.

A social sector internship or initiative, a mandatory industry internship and an optional internship are included in the programme:

1. One for-credit social sector internship or initiative for 4-6 weeks at the end of the first semester.
2. One for-credit industry internship for 10-12 weeks at the end of the second semester. This internship is exploratory, reaffirming a preliminary strand a student chooses.
3. One optional, not-for-credit industry internship during the final semester or following it. An internship in a specialised field or in place of a campus placement may be advantageous to the student.

The social sensitization internship is special and rather unique. In a nation where the economics and model of private higher education favour the affluent elite, the school believe that understanding society in all its diversity is essential for any professional or researcher, which is why it comes before most other field activities. This environment can assist, though, by providing the student with exposure to the “other side of society,” an experience that privilege frequently excludes. The school hopes that a potential changemaker finds this encounter to be transformative. It is the hope that this experience turns out to be transformational for a potential changemaker. These exposures to “real-world experiences” are aimed to solidify the concepts-to-practice relationship. In the social sensitization immersion, the student learns to relate with communities, social organizations, government agencies, institutions, and industries.

The second internship in the industry in which the student has made a preliminary choice to specialize. A third optional internship may be in the student’s desired industry, even if they have chosen one that is different from the second internship.

Ample feedback from the organization and the student is obtained. Assessment is computed based entirely on systematic feedback from the organization and the student’s presentation to demonstrate the competencies and experiences during their internship.

Generally, assessment is continuous in the courses. Sometimes, an instructor external to the school may reasonably decide to assess using another pattern. Class participation is a necessary element in the grading pattern. While best efforts are made to evaluate the student on individual initiation of or participation in class discussions, attendance itself can be a good measure of class participation. In that case, the individual instructor takes the responsibility of driving individual student participation.