Assessment is designed to track each student’s evolving understanding throughout the programme. Continuous evaluation helps measure learning progress while providing constructive feedback. These assessments contribute to the final grade and are based on clearly defined, measurable outcomes.

Regular class participation and attendance are important components of learning, as they enable students to engage actively with concepts and discussions. While examinations are conducted, the programme places greater emphasis on continuous learning and practical engagement.

Course instructors, in consultation with the Dean, determine the syllabus and grading structure. Each assessment component contributes to the final grade to encourage consistent student engagement throughout the semester.

Typical grading distribution

• Research / role-play / debate / presentations / flipped classes – 20%
• Class quizzes / in-class tests / assignments – 25%
• Midterm examination – 15%
• Semester-end examination or final project – 30%
• Class participation – 10%

Assessment methods may vary depending on the course and instructor. Participation is an essential component of evaluation, and attendance may be used as an indicator of active engagement in class discussions.

The programme uses percentage-based evaluation rather than fixed score points. Each graded component—such as assignments, presentations or examinations—is evaluated initially as if it were out of 100 and later weighted according to its assigned percentage.

This approach encourages balanced responses and avoids unnecessary emphasis on answer length or scoring structure. It also allows instructors flexibility in designing meaningful assessments that prioritise learning outcomes rather than rigid grading formats.

With the increasing availability of AI-generated content, the programme emphasises assessment formats that reflect genuine student understanding. Greater focus is placed on in-class evaluations, including presentations, discussions, tests and examinations.

While plagiarism detection tools are available, the primary objective of assessment is to understand each student’s individual learning progress. Faculty members are encouraged to design innovative evaluation methods that prioritise original thinking and authentic student work.

The pedagogical and investigative framework of the programme is guided by five overarching goals. While these goals apply across undergraduate and postgraduate offerings at the School of Media and Communication (SDMC), their depth and application vary according to the academic level.

1. Building competencies
Develop professionals with strong critical thinking, ethical grounding and rigorous practice. The programme emphasises competency beyond technical skills, enabling students to analyse problems, question established practices and develop innovative solutions.

2. Understanding contemporary media practices
Adopt a student-centred approach that connects academic learning with real-world media environments. Engagement with industry practitioners, internships and applied learning activities help students bridge the gap between theory and professional practice.

3. Nurturing communicative societies
Prepare students to understand social realities and the rapidly evolving communication ecosystem. Social sensitisation initiatives expose students to diverse communities and perspectives, encouraging responsible and socially aware communication practices.

4. Practising interdisciplinarity
Integrate media and communication studies with insights from social sciences, humanities and technology. This interdisciplinary perspective equips students to address complex challenges in modern communication environments.

5. Progressive learning approach
Adopt a structured learning model that moves from broad foundational concepts to specialised knowledge. This progressive approach enables students to develop deeper understanding and practical expertise over time.

Aligned with the broader programme philosophy, the MJMC programme aims to achieve the following outcomes:

1. Critical thinking: Develop professionals and researchers who challenge conventional approaches and explore innovative solutions.

2. Understanding change: Equip students to navigate evolving technological, social, cultural and policy environments within the media ecosystem.

3. Interdisciplinary learning: Encourage broad-based knowledge combined with specialised expertise across communication domains.

4. Enabling emerging media societies: Leverage new technologies to support interactive, personalised and diverse communication systems.

5. Diverse learning methods: Promote experiential learning through classroom engagement, fieldwork and student-led projects.

The MJMC programme combines structured academic learning with professional exploration. Over four semesters, students progress from foundational coursework to specialised and output-driven learning.

• Semesters 1 and 2: Broad foundational courses across media and communication domains.
• Semesters 3 and 4: Specialised learning with increasing emphasis on independent or collaborative projects that demonstrate analytical and creative competencies.

Internships form an essential component of the programme and help bridge academic learning with professional practice. Students gain hands-on experience through structured industry and social engagements.

The programme includes:

• Social sector internship or initiative (4–6 weeks) at the end of the first semester
• Mandatory industry internship (10–12 weeks) at the end of the second semester
• Optional industry internship during or after the final semester

The social sensitisation internship provides students with exposure to diverse social environments, enabling them to understand broader societal contexts and responsibilities as communication professionals.

Internship performance is assessed through organisational feedback and student presentations reflecting their learning and professional experience.

The school supports students in transitioning to professional careers through structured placement assistance. A dedicated placement committee facilitates industry connections and recruitment opportunities. While placements are not guaranteed, students receive guidance to prepare for careers in the communication industry.

The MJMC programme prepares graduates for three broad pathways: industry practice, research careers and entrepreneurship.

Many careers in media and communication involve project-based work. Whether in journalism, filmmaking, advertising, public relations or digital communication, professionals are expected to manage projects from ideation to execution. As a result, graduates develop strong skills in coordination, storytelling, analysis and production.

Research training is an integral component of the programme. Students develop the ability to investigate problems systematically, apply analytical methods and generate new insights. This research-oriented approach encourages independent thinking and prepares students for both professional practice and advanced academic pursuits.

Graduates may pursue roles across a wide range of organisations and sectors, including: