Mba Educational Management Ignou Assignment

Distance Learning MBA offered by IGNOU, is one of the most “in Demand” distance learning courses in India.  It is also ranked at a very significant position among the universities offering Master of Business Administration course in the distance Learning mode, see rankings. Lets leave the stats behind and have a look at the  whole program at a glance.

All the information about the correspondence programs are given in the sections below. Read on to know more.

Distance MBA from IGNOU: At a Glance

For Distance MBA admission help, please fill your details over here.


You can watch the video below to know more:

Course Fee

₹ 31,500

See the detailed fee structure and comparison for further details and breakdown of fees for each semester or course.

Fee Structure



The basic eligibility is graduation.Get further details about eligibility criterion here:

Eligibility Criteria

Course Duration

2.5-8 years

The distance MBA can be completed within the minimum duration of 2.5 years and a maximum of 8 years. The course duration is pretty generous, but it is always recommended  that you stick on to the minimum time. This will help you stay focused and obtain your degree with the least delay.

Entrance Test


For admission to the correspondence MBA you have to qualify in OPENMAT Management aptitude test conducted by IGNOU. This test also serves as the entrance test to various other management programs offered by IGNOU. For more details visit:

Details about OPENMAT


The prospectus for IGNOU distance MBA and other management programs are available both online and offline. The details of how and where to get the prospectus is given here:

Get Prospectus

How to Apply & Application Forms

The application procedure involves applying  for entrance exam. After qualification in the exam you need to apply for admission. For the application procedure and Forms visit:

Application Procedure

Admission Procedure

To know how to get admission for MBA in the distance learning mode from IGNOU, please see our detailed how to guide article and video given here:

Admission Procedure

Important Dates

To make sure that you complete the admission application, attend the entrance exam on time, you need to keep check of the important dates.

Important Dates 2018-19

Colleges/Study Centers

Study centers are the institutions like colleges that offer counselling and classes for those admitted for MBA. You should choose your study center so that it is convenient for you to attend the sessions.

MBA Study Centers

Regional Centers

Regional Centers are the nodal centers of IGNOU. The study centers fall under the jurisdiction of their respective RCs. You have to submit the admission to application form (Form 2) to the RC chosen by you.

IGNOU Regional Centers

Specializations Available

The distance MBA program can allows you to specialize your MBA in any one of the following streams:

  1. Human Resource Management
  2. Financial Management
  3. Operations Management
  4. Marketing Management
  5. Financial Markets Practice

The specialization stream should be specified during the time of admission. There is a provision  for specifying your specialization during the time of admission to the distance MBA program.

Detailed Course Description

Learning Methodology

The mode of learning used is the Open Distance Learning Mode. Here the study materials are provided to you from time to time by IGNOU. You have to learn using these study materials and prepare assignments, projects etc. and finally prepare for the examinations.

Learning Materials

IGNOU uses a variety of means to provide the learning materials to the students, these include:

Printed Study Materials: The printed materials for learning will be sent by IGNOU, to the address opted by the students during the admission. The cost of these materials are covered in the course fee.

Audio and Visual Media Aids: The IGNOU university produces audio and video learning aids, to assist the students to comprehend the core concepts that are in the syllabus. These materials are created by subject experts at IGNOU aiming to enhance the learning experience and understanding of the subject. These materials are available through the following:

  • Broadcast Via DD1,AIR etc.
  • Screening during Counselling sessions at the Opted Study Centers.
  • Recordings which can be purchased from IGNOU Head Quarters on request.

Counselling Sessions: The counselling sessions for MBA are scheduled by the Study Center Coordinators. There would be 6 counselling sessions for each course. Usually these counselling sessions are conducted on Saturdays and Sundays.

Interactive Radio Counselling: The interactive sessions are conducted via AIR and are Phone-in programs. Schedules for the same can be obtained from the Study Centers.

Other sources of learning Material are: GyanDarshan Broadcasts, GyanVani and e-Gyankosh (An online digital repository for free course materials


The students must ensure a minimum attendance of 75% for counselling sessions of theory courses. If any practical counselling is involved, the attendance should be 95% for practical sessions.

Examinations and Assessments

Exams:  Exams are conducted in June and December of every year. 70% weightage is given to end term exams. If a student fails to achieve pass marks for any course, he/she may appear in the subsequent chances, till the end of the program duration.

Assignments: Assignments have a weightage of 30%, in the final program result. The assignment questions comprise of Case Studies, Multiple Choice Questions, Objective Type, Short Answer and Long Answer questions. Assignments help you to summarize everything learned during each course.

Why Choose IGNOU For Distance MBA?

IGNOU is one of the largest providers of Distance Education in the world. There are many advantages unique to IGNOU as far as distance learning MBAs are concerned. Some major advantages are listed below:

Authenticity: The university was established by the Government of India and is an autonomous institution under it. This makes the courses offered by IGNOU very legit. The courses offered by IGNOU are considered for recruitment to various government agencies.

Affiliations: The MBA from IGNOU is affiliated to both AICTE (All India Council of Technical Education)as well as the UGC (University Grants Council).

Modularity of the MBA Program: The distance  education MBA by IGNOU is designed in such a way that the learner has multiple exit points. This means that if you drop out at some point, there is a high chance you get at least a Diploma in Management or similar diplomas because you might have completed the course combinations required for being awarded a diploma. This is because the syllabus of correspondence MBA from IGNOU is a super set of all the diploma programs. To know more about this feature, see: Course Structure

Low Cost: The fee for the course is comparatively less compared to other Indian universities offering distance MBA. See the full fee comparison between IGNOU and other distance education universities for MBA.

Validity of IGNOU Distance Learning MBA

The program is approved by the University Grants Commission and AICTE. This makes it acceptable anywhere in in India, that being said, the recruiters might have their own set of norms for the candidate they prefer and varies widely from company to company. The placement prospects for the program varies from company to company. If you have the right set of skills along with a distance MBA, you are always a contender for a better job.

Last Updated: January 2, 2018

Processing of Assignments in the UKOU

(A) Tutor-Marked Assignments

A student, on completing an assignment, will enter his name address and the assignment number on Form PT3—a four part form supplied by the University and attach this form to the assignment script. Form PT3 is shown on the other page. The student will then post the assignment to his tutor-counsellor (Foundation Courses) or course tutor (Higher Level Courses). On receiving the assignment, the tutor, using the Tutor Notes (making guide) provided by the Course Team, and in his dual role of both teacher and assessor, will (1) enter appropriate teaching comments on the script (2) enter the question grades and an overall grade for the script on the PT3 from and (2) enter an overall comment regarding the script on the PT3 form. The tutor in the case of most Arts; Social Sciences, Education and some Technology courses will use a six-point letter scale. In the case of Mathematics, Science and the majority of Technology courses, the tutor will use the numeric scale.

When the assignment is marked and graded, the tutor will retain one copy of the PT3 for his personal record and send the script, together with the remaining three parts of the form, to the Assignment Handling Office in Walton for processing. On receipt, the script and the three parts of the form are processed as follows:

The script plus one copy of the PT3 form are returned to the student. One copy of the PT3 form will be sent to Management services where the grades/scores will be recorded by the computer and stored on the student record file. One copy will be sent to the student's Counsellor. The diagram given on the other page summarises the operation involved in the marking and processing of tutor-marked assignments.

(B) Computer-Marked Assignments

On completing a CMA, the student posts it to the Assignment Records Office in Walton Hall. The forms are processed through a document reader which validates the date on the forms and outsorts automatically those which contain errors such as incorrect personal identifiers and those received after the appropriate cut-off-date. Using parameters provided by the Course Team, the assignments are scored numerically from 0–100 but the results of a CMA are not despatched to students until the cut-off-date for that assignment. The letters are produced according to which level(s) the Course Team has requested. The diagram given on the other page summarises the operations involved in the processing of computer-marked assignments.

The number of assignments set, and the way in which the grades/scores are combined, varies from course to course. In some cases 'formative assignments are set, which are used purely for teaching purposes and not for assessment. No grades are recorded for these assignments.

If a student wishes to appeal against the grade awarded or to query any comments made by the tutor, he/ she will return the assignment to the tutor for review. If the student is not satisfied with the action taken by the tutor regarding the appeal/query, he/she is required to send it to the regional Staff Tutor for consideration.

(C) Feedback to Course Teams

Analyses of the results of each TMA are provided by the computer and sent to the Course Team concerned, so that they can (1) identify assignments that have proved to be too difficult, too lenient or ineffective for assessment purpose and (2) areas of the course that are not being taught effectively. The Course Team, on receiving the computer analyses for the assignments and also reports from tutors and Staff Tutors on TMAs, can take remedial action designed to help both the present students (through the tuition and counselling service, through television and radio broadcasts, and through printed 'Stop-press' items) and also students taking the course in future years (through revision of course materials).

In the case of CMAs an early warning analysis is produced based on those assignments sent in well before the cut-off-date. The purpose of this analysis is to identify possible errors in the scoring parameters, or ambiguities in the questions, so that amendments to the scoring parameters may be made if necessary before the results are sent to students on the cut-off-date. In addition, an Item Analysis is produced for each computer-marked assignment on the forth working day after the published cut-off date for the assignment.

Processing of Assignments in IGNOU

On completing a TMA a student submits it to his Study Centre which in turn sends it to the concerned academic counsellor (tutor). The academic counsellor, writes tutor comments on the script enters the grade for the script and writes global comments on the Assessment Sheet which is in triplicate, The study centre receives the assessed script from the academic counsellor, notes grade in its records and returns the script to the student with a copy of Assessment Sheet. One copy of Assessment Sheet is sent to the University headquarters and the one retained at the study centre. So far CMAs are concerned they are directly sent to University headquarters by the students. Assessment Sheet is shown on the other page. Assignment work in IGNOU is a complete affair. The environment of assignment is diagrammatically shown on the other page.

Monitoring of Assignments

The work of commenting, grading or marking assignments needs to be monitored for ensuring effective distance teaching learning. Monitoring serves many purposes

  • uniformity of marking standards
  • feedback to part-time staff on the work they are doing
  • feedback to course teams on students progress on their work
  • rescheduling assignments
  • reducing/increasing the number of assignments in the course
  • modifying the advice and guidance given to learners on how to answer
  • changing the tutor notes
  • modifying the course material

Monitoring system is prevalent in all the developed distance teaching institutions. One of the aspects of the British Open University teaching system frequently praised is the monitoring system. In this system, samples of each tutor's marked scripts are reviewed by full time academics responsible for course presentation or for tutor appointments and supervision. Monitors write reports on the tutors' work and these reports are communicated to tutors in a variety of ways via staff tutors in the Regional Centres of the University. The system provides opportunity for rendering an academic's teaching visible to another; thus enabling staff to learn from each other's work and advice. Each Academic Faculty of the University has its own monitoring procedure.

Nature of Monitoring Comments

In general, monitoring comments should be positive, constructive and supportive if they are to enhance performance. This would include according to Cole, Coats and Lentell:

  • linking comments to tuition skills and not simply to academic content. Remembering that the role of the correspondence tutor is to help the student to improve, monitors' comments should embrace all aspects of teaching and not just the handling of content. For instance this might include commending the relationship the tutor is seeking to establish, the tone of the tutor's comments etc;

  • commending and reinforcing the strengths of the tutors teaching-not simply picking up on any deficiencies;

  • giving positive guidance where appropriate eg: not just passing judgements but indicating why a grade or a point is inappropriate;

  • explaining and clarifying evaluative comments eg: not just passing judgements but indicating why a grade or a point is inappropriate;

  • making reasonable and realistic demands which are likely to lead to improvement and not be regarded as excessive or exploitive;

  • generally showing respect for the tutor's professional skill, judgement and knowledge. This might include adding supportive comments such as, I'm sure this student will benefitted from your skill/expertise.

Assignments must be a Compulsory Component

Though assignments play a significant role in distance teaching—learning, many distance education institutions including the well established open universities have not yet recognised and assigned proper role for student assignments for submission.

The National Workshop on Academic Counselling in Distance Education recently organised by Dr. B. R. Ambedkar Open University, Andhra Pradesh, India, in collaboration with the Commenwealth of Learning suggested the following action for making students assignments as an effective instrument for distance teaching—learning, particularly keeping Indian Open Universities in mind:

  1. Every distance teaching university must necessarily have a component of assignments because only through the distance learners can progress in their studies. Assessment of assignments must count for final score of courses

  2. There should not be any place for adhocisism in planning and implementing assignments work.

  3. Economic factors should not be the criteria to neglect the assignments component.

  4. Delay in the preparation and despatch of assignments to students should be avoided. As far as possible they should be sent to students along with the first despatch of the course materials.

  5. It is desirable to have a assignments question bank to reduce delay in the preparation of assignments every semester or year. Question banks can be evolved at study centres and Regional Centres besides the university headquarters.

  6. Assignments should be accompanied by tutor guides or notes to guide tutors on the ways and methods of assessment of assignments.

  7. Evaluators of assignments must necessarily be oriented and reoriented on the methods of evaluation.

  8. Monitoring on assignment evaluation is essential. In the British Open University full time senior counsellors at Regional Centres and in IGNOU full time academic staff undertake monitor work. These models can be adopted by state open universities in India with necessary modifications.

  9. Coordinators of study centre should get deeply involved for ensuring proper assessment of assignments. They should check samples of evaluated assignments to provide feedback to the evaluators.

  10. Coordinators of study centres should insist on evaluators on the need to observe time schedules for returning evaluated assignments.

  11. Scope for appeal to the students against the marks and grades given by teachers must be provided.

  12. Manuals for evaluators should be available.


  1. IGNOU Handbook 4: Assessment of Assignment Responses. 1989. Division of Distance Education, Indira Gandhi National Open University.

  2. Thorpe, Mary. 1988. "Student Assignments." In Open Learning for Adults. ed. Mary Thorpe and David Grugen. London; Longman Group.

  3. Ganor, Margalit. 1988. "Assignment Construction in Distance Education." In Developing Distance Education, eds. David Sewart and John Daniel. Oslo: ICDE 14th World Conference Papers.

  4. Mackenzie, M. 1976. "Student Reaction to Tutor Comments on the TMA." Teaching at a Distance No. 5.

  5. Lewis, PL 1984. How to Tutor and Support Learners: Open Learning Guide 3. London: Council for Educational Technology.

  6. Beyth, Maron, Ellise, S and Ganor. 1988. "Tutor and Course Coordinator Hierarchical Relationships and Mutual perceptions." In Developing Distance Education, eds. David Sewart and John Daniel. Oslo: ICDE 14th World Conference Papers.

  7. Baath, J. A. 1980. Postal Two Way Communication in Correspondence Education. Lund: Gleerup.

  8. Race, Phil. 1989. The Open Learning Handbook 1: Selection Designing and Supporting Open Learning Materials. London: Kogan page.

  9. Lewis, Roger. 1987. The Open Learning Handbook 2: How to Help Learners Assess Their Progress. London: Council for Educational Technology.

  10. Ibid.

  11. Ibid.

  12. Race, Phil. 1989. The Open Learning Handbook 1: Selection Designing and Supporting Open Learning Materials. London: Kogan page.

  13. Ibid.

  14. Rowntree, Derek. 1989. Teaching through Self-Instructions: A Practical Handbook for Course Developers. London: Kogan page.

  15. Race, Phil. 1989. The Open Learning Handbook 1: Selection Designing and Supporting Open Learning Materials. London: Kogan page.

  16. Rekkedel, T. 1973. The Written Assignments in Correspondence Education: Effects of Reducing Turn Around Time—An Experimental Study. Oslo: NKI.

  17. Child, G. B. 1963. "Supervised Correspondence Education at USAFI." In Brandenburg Memorial Essay 1. Madison: University of Wisconsin.

  18. Holmberg, B. 1977. Distance Education: A Survey and Bibliography. London: Kogan Page.

  19. Thompson, D. and Castro, F. 1988. "Assignments Turn Around Time—Perceptions and Processes". In Developing Distance Education, eds. David Sewart and John Daniel. Oslo: ICDE 14th World Conference Papers.

  20. Rekkedel, T. 1983. "Research and Development Activities in the Field of Distance Study at NKI." In Distance Education: International Perspectives, eds. David Sewart, Desmond Keegan and Holmberg. London Croom Helme.

  21. Cole, S., Coats, M., and Lentell, H. 1986. "Towards Teaching by Correspondence," Open Learning No. 1.

  22. IGNOU Handbook 4: Assessment of Assignment Responses. 1989. Division of Distance Education, Indira Gandhi National Open University.

  23. Ibid.

  24. Satynarayana, P. 1990. Assignments: Nature, Role and Operation. Hyderabad: IGNOU Regional Centre.

  25. Handbook for Part-time Tutorial and Counselling Staff. 1986. UKOU.

  26. Cole, S., Coats, M., and Lentell, H. 1987. "Towards a New Emphasis in Monitoring." Open Learning. Vol. 2. (3).

  27. National Workshop on Academic Counselling in Distance Education 25 June - 3 July 1992: A Report. Hyderabad: Dr B. R. Ambedkar Open University.

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