LUMS provides a rich educational environment to its students. The prime responsibility for learning rests with the students. As part of the collective learning experience, students are responsible not only for their own development, but also for the personal and professional growth of their peers. The MBA Programme is designed to enhance the ability to analyze a business situation, make appropriate decision and, communicate it. This is facilitated through the extensive use of cases in the classroom.

2.1 The Case Method A case is a description of a real-life business situation. By identifying the problems in a given situation, analysing preferred solutions, and devising implementation strategies, the students learn skills that equip them for their future role as managers. Bringing real-life business problems into the classroom: this is at the heart of the LUMS experience and the essence of the case method. The primary form of instruction at LUMS, the case method, places the student in the role of the decision maker. It presents the greatest challenges confronting leading companies today—complete with the constraints and incomplete information found in a real business situation. The case method is particularly demanding of students. When students are presented with a case, they place themselves in the role of the decision-maker as they read through the situation and identify the problem they are faced with. The next step is to perform the necessary analysis—examining the causes, considering alternative courses of actions—to come to a set of recommendations. To get the most out of cases, students read and reflect on the case and then often meet in small study groups before class to "warm up" and discuss their findings with other classmates. In class, under the questioning and guidance of the professor, students probe underlying issues, compare different alternatives, and finally, suggest courses of action in light of the case objectives. Students prepare for class through individual study and group discussion.

2.1.1 Individual Preparation Individual preparation is the first step in the learning process and includes extensive study from textbooks and other assigned reading materials, along with a rigorous analysis of the case. This crucial step in case preparation is the key responsibility of the students. Each student is expected to have read and prepared the case thoroughly before coming to the discussion group or the class.

2.1.2 Discussion Groups Before the class session, collective learning and interaction in discussion groups augment individual preparation. Intensive interaction with the members of the group enhances team spirit. These groups meet between sessions to prepare for the next class. In these meetings, each member contributes individual analysis and personal point of view for the issues in the case. Through sharing of diverse views and insights, the overall understanding of the case is enhanced, validity of arguments is determined, and new dimensions are added to the problems and prescribed solutions. Discussion groups provide an important peerbased support mechanism to students, especially in first year. It helps the students to develop intellectual and emotional support systems, which are crucial in a high-pressure environment at LUMS. Discussion groups, however, should not be used as a substitute for individual preparation. Participation requirements in discussion groups for various subjects are identified in the weekly schedule sheets as either mandatory or optional. For mandatory discussion groups, students must ensure punctuality, attendance and active participation. Failure to do so will result in disciplinary action. For optional discussion groups, students are strongly encouraged to use the time for group discussions, but they are allowed individual discretion regarding attendance. 

2.1.3 Class Session The individual and discussion group preparation of a case culminates in a collective classroom discussion under the guidance of an instructor. Contribution to classroom discussion is extremely important and constitutes a significant portion of the course grade. Effective class contribution requires active listening by a student in the classroom. The case-study method used extensively by LUMS enables participants to question conventional thinking, test ideas, and brainstorm solutions using reallife examples. Lively peer interaction is an integral part of the learning process, and the LUMS classroom provides a rich climate for discussion. The dynamic exchange of knowledge and experience among successful individuals from different cultures and academic backgrounds encourages shared insights and enhances learning. Lectures, videos, and computer exercises complement the classroom experience. To facilitate class discussions, students must occupy the seats assigned to them at the beginning of each term, and their nameplates must always be in place. During the Summer Orientation Programme, students are required to wear their identification badges while on campus. Students are not allowed to leave the auditorium during a class session without prior permission from the instructor.

2.1.4 Written Analysis of a Case An important component of the MBA Programme is the weekend assignment, Written Analysis of a Case (WAC). Students receive the WAC assignment in their mailboxes usually on the last working day of the week. The WAC should be completed and submitted on the virtual university website on Sunday at the time mentioned below: • First year students – by 1100 hours • Second year students – by 1100 hours A WAC is an individual effort and any deviation will result in disciplinary action. Occasionally, an instructor may assign a group WAC. The WAC assignment must meet the requirements specified in the weekly schedule. Both content and style are important in grading of a WAC. In addition to case analysis, students should also pay attention to elements of style such as grammar, spellings, structure and presentation of the report. A late WAC is not accepted.

2.2 Curriculum Requirements All first year courses are compulsory. The second year curriculum is of elective courses. From the courses offered in the second year, “Competency and Professional Development” (CPD) and the “MBA Project” are compulsory for all students. The University reserves the right to limit enrolment in second year elective courses and drop courses with low enrolment.