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CBSE Class 11 Business Studies Syllabus

Here is the CBSE Class 11 Business Studies Syllabus to aid students in their test preparation. Students can directly access the term-by-term CBSE Physics Syllabus for Class 11 academic session 2022-23 through here.

Term Wise CBSE Class 11 Business Studies Syllabus 2022-23 PDF

CBSE Syllabus for Class 11 Business Studies Term 1

Theory: 40 Marks
Duration: 90 Minutes

Units

Term 1- MCQ Based Question Paper

Periods

Marks

Part A

Foundations of Business



1

Evolution and Fundamentals of Business

18

16

2

Forms of Business Organisations

20

3

Public, Private and Global Enterprises

10

14

4

Business Services

14

5

Emerging Modes of Business

05

10

6

Social Responsibility of Business and Business Ethics

08


Total

75

40


Project Work (Part 1)


10

Students would prepare only ONE project in the entire academic session, which is divided into 2 terms i.e. Term I and Term II.

Part A: Foundation of Business

Unit 1: Evolution and Fundamentals of Business

1) History of Trade and Commerce in India: Indigenous Banking System, Rise of Intermediaries, Transport, Trading Communities: Merchant Corporations, Major Trade Centres, Major Imports and Exports, Position of Indian Sub-Continent in the World Economy.

2) Business – meaning and characteristics

3) Business, profession and employment Concept

4) Objectives of business

5) Classification of business activities – Industry and Commerce

6) Industry-types: primary, secondary, tertiary Meaning and subgroups

7) Commerce-trade: (types-internal, external; wholesale and retail) and auxiliaries to trade; (banking, insurance, transportation, warehousing, communication, and advertising) – meaning

8) Business risk-Concept

Content

After going through this unit, the student/ learner would be able to:

History of Trade and Commerce in India: Indigenous Banking System, Rise of Intermediaries, Transport, Trading Communities: Merchant Corporations, Major Trade Centers, Major Imports and Exports, Position of Indian Sub-Continent in the

World Economy.

  • To acquaint the History of Trade and Commerce in India


Business – meaning and characteristics

  • Understand the meaning of business with special reference to economic and non- economic activities.

  • Discuss the characteristics of business.

Business, profession and employment-Concept

  • Understand the concept of business, profession and employment.

  • Differentiate between business, profession and employment.

Objectives of business

  • Appreciate the economic and social objectives of business.

  • Examine the role of profit in business.

Classification of business activities - Industry and Commerce

  • Understand the broad categories of business activities- industry and commerce.

Industry-types: primary, secondary, tertiary Meaning and subgroups

  • Describe the various types of industries.

Commerce-trade: (types-internal, external; wholesale and retail) and auxiliaries to trade; (banking, insurance, transportation, warehousing, communication, and advertising) – meaning

  • Discuss the meaning of commerce, trade and auxiliaries to trade.

  • Discuss the meaning of different types of trade and auxiliaries to trade.

  • Examine the role of commerce- trade and auxiliaries to trade.


Business risk-Concept

  • Understand the concept of risk as a special characteristic of business.

  • Examine the nature and causes of business risks.

Unit 2: Forms of Business organisations

1) Sole Proprietorship-Concept, merits and limitations.

2) Partnership-Concept, types, merits and limitation of partnership, registration of a partnership firm, partnership deed. Types of partners

3) Hindu Undivided Family Business: Concept

4) Cooperative Societies-Concept, merits, and limitations

5) Company – Concept, merits and limitations; Types: Private, Public and One Person Company – Concept

6) Formation of company – stages, important documents to be used in formation of a company

Sole Proprietorship-Concept, merits and limitations.

  • List the different forms of business organizations and understand their meaning.

  • Identify and explain the concept, merits and limitations of Sole Proprietorship.

Partnership-Concept, types, merits and limitation of partnership, registration of a partnership firm, partnership deed. Types of partners

  • Identify and explain the concept, merits and limitations of a Partnership firm.

  • Understand the types of partnership on the basis of duration and on the basis of liability.

  • State the need for registration of a partnership firm.

  • Discuss types of partners –active, sleeping, secret, nominal and partner by estoppel.

Hindu Undivided Family Business: Concept

  • Understand the concept of Hindu Undivided Family Business.


Cooperative Societies-Concept, types, merits, and limitations.

  • Identify and explain the concept, merits and limitations of Cooperative Societies.

  • Understand the concept of consumers, producers, marketing, farmers, credit and housing co-operatives.

Company - Concept, merits and limitations; Types: Private, Public and One Person Company – Concept

  • Identify and explain the concept, merits and limitations.

  • Understand the concept of private and public companies and one person company.

  • Understand the meaning of one person company.

  • Distinguish between a private company and a public company.

Formation of company - stages, important documents to be used in the formation of a company

  • Highlight the stages in the formation of a company.

  • Discuss the important documents used in the various stages in the formation of a company.

Unit 3: Public, Private and Multinational Company

1) Public sector and private sector enterprises – Concept

2) Forms of public sector enterprises: Departmental Undertakings, Statutory Corporations and Government Company

Public sector and private sector enterprises – Concept

  • Develop an understanding of Public sector and private sector enterprises

Forms of public sector enterprises: Departmental

Undertakings, Statutory Corporations and Government Company.

  • Identify and explain the features, merits and limitations of different forms of public sector enterprises

Unit 4: Business Services

1) Business services – meaning and types. Banking: Types of bank accounts – savings, current, recurring, fixed deposit and multiple option deposit account

2) Banking services with particular reference to Bank Draft, Bank Overdraft, Cash credit. E-Banking meaning, Types of digital payments

3) Insurance – Principles. Types – life, health, fire and marine insurance – concept

Business services – meaning and types. Banking: Types of bank accounts - savings, current, recurring, fixed deposit and multiple option deposit

account

  • Understand the meaning and types of business services.

  • Develop an understanding of different types of bank accounts.

Banking services with particular reference to Bank Draft, Bank Overdraft, Cash credit. E-Banking meaning, Types of digital payments

  • Develop an understanding of the different services provided by banks

Insurance – Principles. Types – life, health, fire and marine insurance– concept

  • Understand Utmost Good Faith, Insurable Interest, Indemnity, Contribution, Doctrine of Subrogation and Causa Proxima as principles of insurance

  • Discuss different types of insurance-life, health, fire, marine insurance

Unit 5: Emerging Modes of Business

1) E – business: concept, scope and benefits

E - business: concept, scope and benefits

  • Give the meaning of e-business.

  • Discuss the scope of e-business.

  • Appreciate the benefits of e-business

  • Distinguish e-business from traditional business.

Unit 6: Social Responsibility of Business and Business Ethics

1) Concept of social responsibility

2) Case of social responsibility

3) Responsibility towards owners, investors, consumers, employees, government and community

4) Role of business in environment protection

Concept of social responsibility

  • State the concept of social responsibility.

Case for social responsibility

  • Examine the case for social responsibility.

Responsibility towards owners, investors,

consumers, employees, government and community.

  • Identify social responsibilities towards different interest groups.

Role of business in environment protection

  • Appreciate the role of business in environment protection.

CBSE Syllabus for Class 11 Business Studies Term 2

Theory: 40 Marks
Duration: 2 Hours

Units

Term 2 Subjective Question Paper

Periods

Marks

Part B

Finance and Trade



7

Sources of Business Finance

28

20

8

Small Business and Entrepreneurship Development

16

9

Internal Trade

22

20

10

International Business

04


Total

70

40


Project Work (Part-2)


10

Part B: Finance and Trade

Unit 7: Sources of Business Finance

1) Business finance: Concept and Importance

2) Owners’ funds- equity shares, preferences share, retained earnings, Global Depository receipt (GDR), American Depository Receipt (ADR) and International Depository Receipt (IDR) – concept

3) Borrowed funds: debentures and bonds, loan from financial institution and commercial banks, public deposits, trade credit

Business finance: Concept and Importance

  • State the meaning, nature and importance of business finance.

Owners’ funds- equity shares, preferences share, retained earnings, Global Depository receipt (GDR), American Depository Receipt (ADR) and International Depository Receipt (IDR) – concept

  • Classify the various sources of funds into owners’ funds.

  • State the meaning of owners’ funds.

  • Understand the meaning of Global Depository receipts, American Depository Receipts and International Depository Receipts.

Borrowed funds: debentures and bonds, loan from financial institution and commercial banks, public deposits, trade credit

  • State the meaning of borrowed funds.

  • Discuss the concept of debentures, bonds, loans from financial institutions and commercial banks ,public deposits&Trade credit

  • Distinguish between owners’ funds and borrowed funds.

Unit 8: Small Business and Entrepreneurship Development

1) Entrepreneurship Development (ED): Concept, Characteristics and Need. Process of Entrepreneurship Development: Start-up India Scheme, ways to fund start-up. Intellectual Property Rights and Entrepreneurship

2) Small scale enterprise as defined by MSMED Act 2006 (Micro, Small and Medium Enterprise Development Act)

3) Role of small business in India with special reference to rural areas

4) Government schemes and agencies for small scale industries: National Small Industries Corporation (NSIC) and District Industrial Centre (DIC) with special reference to rural, backward areas

Entrepreneurship Development (ED): Concept and Need. Process of Entrepreneurship Development: Start-up India Scheme, ways to fund startup.

Intellectual Property Rights and Entrepreneurship

  • Understand the concept and need of Entrepreneurship Development (ED), Intellectual Property Rights

  • Understand the process of Entrepreneurship Development

Small scale enterprise – Definition

  • Understand the definition of small enterprises

Role of small business in India with special reference to rural areas

  • Discuss the role of small scale business in India with special reference to rural areas

Government schemes and agencies for small scale

  • Appreciate various schemes of NSIC and

industries: National Small Industries Corporation

(NSIC) and District Industrial Centre (DIC) with special reference to rural, backward areas

DIC with special reference to rural, backward area.

Unit 9: Internal Trade

1) Internal trade – meaning and types services rendered by a wholesaler and a retailer

2) Large scale retailers-Departmental stores, chain stores – concept

Internal trade - meaning and types of services rendered by a wholesaler and a retailer

  • State the meaning and types of internal trade.

  • Appreciate the services of wholesalers and retailers.

Large scale retailers-Departmental stores, chain stores – concept

  • Highlight the distinctive features of departmental stores, chain stores

Unit 10: International Trade

1) International trade: concept and benefits

International trade: concept and benefits

  • Understand the concept of international trade.

  • Describe the benefit of international trade to the nation and business firms.

GUIDELINES FOR PROJECT WORK IN BUSINESS STUDIES IN CLASSES XI & XII

MARKS:    20 Marks (10 + 10 MARKS FOR TERM 1 AND TERM 2)

Introduction

The course in Business Studies is introduced at Senior School level to provide students with a sound understanding of the principles and practices bearing in business (trade and industry) as well as their relationship with the society. Business is a dynamic process that brings together technology, natural resources and human initiative in a constantly changing global environment. With the purpose to help them understand the framework within which a business operates, and its interaction with the social, economic, technological and legal environment, the CBSE has introduced Project Work in the Business Studies Syllabus for Classes XI and XII. The projects have been designed to allow students to appreciate that business is an integral component of society and help them develop an understanding of the social and ethical issues concerning them.

The project work also aims to empower the teacher to relate all the concepts with what is happening around the world and the student’s surroundings, making them appear more clear and contextual. This will enable the student to enjoy studies and use his free time effectively in observing what’s happening around.

By means of Project Work the students are exposed to life beyond textbooks giving them opportunities to refer materials, gather information, analyze it further to obtain relevant information and decide what matter to keep.

One Project to be done throughout the session, as per the existing scheme.

1. The objectives of the project work:

Objectives of project work are to enable learners to:

  • probe deeper into personal enquiry ,initiate action and reflect on knowledge and skills, views etc. acquired during the course of class XI-XII .
  • analyse and evaluate real world scenarios using theoretical constructs and arguments
  • demonstrate the application of critical and creative thinking skills and abilities to produce an independent and extended piece of work
  • follow up aspects in which learners have interest
  • develop the communication skills to argue logically

2. Role of the teacher:

The teacher plays a critical role in developing the thinking skills of the learners. A teacher should:

  • help each learner select the topic after detailed discussions and deliberations of the topic;
  • play the role of a facilitator to support and monitor the project work of the learner through periodic discussions;
  • guide the research work in terms of sources for the relevant data;
  • ensure that students must understand the relevance and usage of primary evidence and other sources in their projects and duly acknowledge the same
  • ensure that the students are able to derive a conclusion from the content; cite the limitations faced during the research and give appropriate references to help used in research work
  • prepare the learner for the presentation of the project work 
  • arrange a presentation of the project file

3. Steps involved in the conduct of the project:

Students may work upon the following lines as a suggested flow chart:

Choose a title/topic

Collection of the research material/data

Organization of material/data

Present material/data

Analysing the material/data for conclusion

Draw the relevant conclusion

Presentation of the Project

  • The project work can be in the form of PowerPoint Presentation/Exhibition/Skit /albums/files/song and dance or culture show /story telling/debate/panel discussion, paper presentation and so on. Any of these activities which are suitable to visually impaired/differently-abled candidates can be performed as per the choice of the student.

4. Expected Checklist for the Project Work:

  • Introduction of topic/title

  • Identifying the causes,events, consequences and/or remedies

  • Various stakeholders and effect on each of them

  • Advantages and disadvantages of situations or issues identified

  • Short-term and long-term implications of strategies suggested in the course of research

  • Validity, reliability, appropriateness and relevance of data used for research work and for presentation in the project file

  • Presentation and writing that is succinct and coherent in project file

  • Citation of the materials referred to, in the file in footnotes, resources section, bibliography etc.

5. Term-Wise Assessment of Project Work:

  • Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data Analysis and Interpretation, Conclusion.
  • The aspects of the project work to be covered by students can be assessed during the two terms.

TERM-I PROJECT WORK (Part 1): 10 Marks

The teacher will assess the progress of the project work in the term I in the following manner:

Month

Periodic Work

Assessment Rubrics

Marks

1-3


July-September

Instructions about Project Guidelines, Background reading Discussions on Theme and Selection of the Final Topic, Initiation/ Synopsis

Introduction, Statement of Purpose/Need and Objective of the Study, Hypothesis/Research Question, Review of Literature, Presentation of Evidence, Key Words, Methodology, Questionnaire, Data Collection.

5

4-5

October- November

Planning and organisation: forming an action plan, feasibility or baseline study, Updating/modifying the action plan, Data Collection

Significance and relevance of the topic; challenges encountered while conducting the research.

5

October- November

Midterm Assessment by internal examiner


10

TERM- II - PROJECT WORK (Part 2): 10 Marks

The teacher will assess the progress of the project work in the term II in the following manner:

Month

Periodic Work

Assessment Rubrics

Marks

6-7

December- January

Content/data analysis and interpretation.

Conclusion, Limitations, Suggestions, Bibliography, Annexures and Overall Presentation of the project.

Content analysis and its relevance in the current scenario.

Conclusion, Limitations, Bibliography, Annexures and Overall Presentation.



5

8

January/ February

Final Assessment and VIVA by both Internal and External Examiners

External/ Internal Viva based on the project

5



TOTAL

10

6. Viva-Voce

  • At the end of the stipulated term, each learner will present the research work in the Project File to the External and Internal examiner.
  • The questions should be asked from the Research Work/ Project File of the learner.
  • The Internal Examiner should ensure that the study submitted by the learner is his/her own original work.
  • In case of any doubt, authenticity should be checked and verified.

CLASS XI

The teacher should help students to identify any one project from the given topics. The project may be done in a group or individually.

20 marks assigned for Project Work will be divided into two terms for 10 marks each.

I. Project One: Field Visit

The objective of introducing this project among the students is to give a first hand experience to them regarding the different types of business units operating in their surroundings, to observe their features and activities and relate them to the theoretical knowledge given in their textbooks. The students should select a place of field visit from the following: – (Add more as per local area availability.)

  1. Visit to a Handicraft unit.
  2. Visit to an Industry.
  3. Visit to a Wholesale market (vegetables, fruits, flowers, grains, garments, etc.)
  4. Visit to a Departmental store.
  5. Visit to a Mall.

The following points should be kept in mind while preparing this visit.

  1. Select a suitable day free from rush/crowd with lean business hours.
  2. The teacher must visit the place first and check out on logistics. It’s better to seek permission from the concerned business- incharge.
  3. Visit to be discussed with the students in advance. They should be encouraged to prepare a worksheet containing points of observation and reporting.
  4. Students may carry their cameras (at their own risk) with prior permission for collecting evidence of their observations.

1. Visit to a Handicraft Unit

The purpose of visiting a Handicraft unit is to understand nature and scope of its business, stakeholders involved and other aspects as outlined below

  1. The raw material and the processes used in the business: People /parties/firms from which they obtain their raw material.
  2. The market, the buyers, the middlemen, and the areas covered.
  3. The countries to which exports are made.

  4. Mode of payment to workers, suppliers etc.
  5. Working conditions.
  6. Modernization of the process over a period of time.
  7. Facilities, security and training for the staff and workers.
  8. Subsidies available/ availed.
  9. Any other aspect that the teachers deem fit.

2. Visit to an Industry.

The students are required to observe the following:

  1. Nature of the business organisation.
  2. Determinants for location of business unit.
  3. Form of business enterprise: Sole Proprietorship, Partnership, Undivided Hindu Family, Joint Stock Company (a Multinational Company).
  4. Different stages of production/process
  5. Auxiliaries involved in the process.
  6. Workers employed, method of wage payment, training programmes and facilities available.
  7. Social responsibilities discharged towards workers, investors, society, environment and government.
  8. Levels of management.
  9. Code of conduct for employers and employees.
  10. Capital structure employed- borrowed v/s owned.
  11. Quality control, recycling of defective goods.
  12. Subsidies available/availed.
  13. Safety Measures employed.
  14. Working conditions for labour in observation of Labour Laws.
  15. Storage of raw material and finished goods.
  16. Transport management for employees, raw material and finished goods.
  17. Functioning of various departments and coordination among them (Production, Human Resource, Finance and Marketing)
  18. Waste Management.
  19. Any other observation.

3. Visit to a wholesale market: vegetables/fruits/flowers/grains/garments etc.

The students are required to observe the following:

  1. Sources of merchandise.
  2. Local market practices.
  3. Any linked up businesses like transporters, packagers, money lenders, agents, etc.
  4. Nature of the goods dealt in.
  5. Types of buyers and sellers.
  6. Mode of the goods dispersed, minimum quantity sold, types of packaging employed.
  7. Factors determining the price fluctuations.
  8. Seasonal factors (if any) affecting the business.
  9. Weekly/ monthly non-working days.
  10. Strikes, if any- causes thereof.
  11. Mode of payments.
  12. Wastage and disposal of dead stock.
  13. Nature of price fluctuations, reason thereof.
  14. Warehousing facilities available\availed.
  15. Any other aspect.

4. Visit to a Departmental store

The students are required to observe the following:

  1. Different departments and their layout.
  2. Nature of products offered for sale.
  3. Display of fresh arrivals.
  4. Promotional campaigns.
  5. Spaces and advertisements.
  6. Assistance by Sales Personnel.
  7. Billing counter at store Cash, Credit Card/ Debit Card, swipe facility. Added attractions and facilities at the counter.
  8. Additional facilities offered to customers
  9. Any other relevant aspect.

5. Visit to a Mall.

The students are required to observe the following:

  1. Number of floors, shops occupied and unoccupied.
  2. Nature of shops, their ownership status
  3. Nature of goods dealt in: local brands, international brands,
  4. Service business shops- Spas, gym, saloons etc.
  5. Rented spaces, owned spaces,
  6. Different types of promotional schemes.
  7. Most visited shops.
  8. Special attractions of the Mall- Food court, Gaming zone or Cinema etc.
  9. Innovative facilities.
  10. Parking facilities. Teachers may add more to the list.

II. Project Two: Case Study on a Product

  1. Take a product having seasonal growth and regular demand with which students can relate. For example,

    • Apples from Himachal Pradesh, Kashmir.

    • Oranges from Nagpur,

    • Mangoes from Maharashtra/U.P./Bihar/Andhra Pradesh etc.

    • Strawberries from Panchgani,

    • Aloe vera from Rajasthan,

    • Walnuts/almonds from Kashmir,

    • Jackfruit from South,

    • Guavas from Allahabad,

    • Pineapples from North East India,

    • Tea from Assam,

    • Orchids from Sikkim and Meghalaya,

    • Pottery of Manipur,

    • Fishes from coastal areas.

Students may develop a Case Study on the following lines:

  1. Research for change in price of the product. For example, apples in Himachal Pradesh during plucking and non plucking season.
  2. Effect on prices in the absence of an effective transport system.
  3. Effect on prices in the absence of suitable warehouse facilities.
  4. Duties performed by the warehouses.
  5. Demand and supply situation of the product during harvesting season, prices near the place of origin and away.

Students may be motivated to find out the importance of producing and selling these products and their processed items along with the roles of Transport, Warehousing, Advertising, Banking, Insurance, Packaging, Wholesale selling, Retailing, Co-operative farming, Co-operative marketing etc.

The teacher may develop the points for other projects on similar lines for students to work on.

The teacher may assign this project as ‘group’ project and may give different products to different groups. It could conclude in the form of an exhibition.

III. Project Three: Aids to Trade

Taking any one AID TO TRADE, for example Insurance and gathering information on following aspects

  1. History of Insurance Lloyd’s contribution.
  2. Development of regulatory Mechanism.
  3. Insurance Companies in India
  4. Principles of Insurance.
  5. Types of Insurance. Importance of insurance to the businessmen.
  6. Benefits of crop, orchards, animal and poultry insurance to the farmers.
  7. Terminologies used (premium, face value, market value, maturity value, surrender value) and their meanings.
  8. Anecdotes and interesting cases of insurance. Reference of films depicting people committing fraudulent acts with insurance companies.
  9. Careers in Insurance.

Teachers develop such aspects for other aids to trade.

IV. Project Four: Import /Export Procedure

Any one from the following

1. Import /Export procedure

The students should identify a product of their city/country which is imported /exported. They are required to find the details of the actual import/export procedure. They may take help from the Chambers of Commerce, Banker, existing Importers/Exporters, etc.

They should find details of the procedure and link it with their Text knowledge.

The specimens of documents collected should be pasted in the Project file with a brief description of each. They may also visit railway godowns/dockyards/ transport agencies and may collect pictures of the same.

Presentation and submission of project report.

At the end of the stipulated term, each student will prepare and submit his/her project report. Following essentials are required to be fulfilled for its preparation and submission.

  1. The total project will be in a file format, consisting of the recordings of the value of shares and the graphs.
  2. The project will be handwritten.
  3. The project will be presented in a neat folder.
  4. The project report will be developed in the following sequence-

    • Cover page should project the title, student information, school and year.

  • List of contents.
  • Acknowledgements and preface (acknowledging the institution, the news papers read, T.V. channels viewed, places visited and persons who have helped).
  • Introduction.
  • Topic with suitable heading.
  • Planning and activities done during the project, if any.
  • Observations and findings while conducting the project.
  • News paper clippings to reflect the changes of share prices.
  • Conclusions (summarised suggestions or findings, future scope of study).
  • Appendix (if needed).
  • Teachers report.
  • Teachers will initial preface page.
  • At the completion of the evaluation of the project, it will be punched in the centre so that the report cannot be reused but is available for reference only.
  • The projects will be returned after evaluation. The school may keep the best projects.

Project Five: A visit to any State Emporium (other than your school state).

The purpose of this project is that it leads to -

  • Development of deeper understanding of the diversity of products in the states like Assam, Tripura, Nagaland, Mizoram, Manipur, Meghalaya, Sikkim, Arunachal Pradesh, Jammu and Kashmir, Kerala, Chhattisgarh, Telangana, Andhra Pradesh and other states of the country.
  • Sensitization and orientation of students about other states, their trade, business and commerce,
  • Understanding the cultural and socio-economic aspects of the state by the students,
  • Developing the understanding of role of folk art, artisanship and craftsmanship of the state in its growth and economic development
  • Understanding the role of gifts of nature and natural produce in the development of trade, business and commerce
  • Understanding the role of vocational skills and abilities on the livelihood of artisans/ craftsman
  • Understanding of entrepreneurial skills and abilities of the artisans/craftsman
  • Understanding of the unemployment problem of the state and role of art and craft of the state in generating employment opportunities
  • Value aspect -
  • Sense of gratitude - by appreciating the contributions made by others in the betterment of our lives
  • Appreciating the dignity of work
  • Sensitivity towards social, cultural, ethical and religious differences Benefits of social harmony and peace
  • Understanding and appreciating the unity in diversity in India
  • Appreciating differences in race, skin colour, languages, religion, habits, festivals, clothing coexistence

Presentation and Submission of Project Report

At the end of the stipulated term, each student will prepare and submit his/her project report. Following essentials are required to be fulfilled for its preparation and submission.

  1. Nature of the business organisation (emporium)
  2. Determinants for location of the concerned emporium
  3. Is the space rented or owned
  4. Nature of the goods dealt in
  5. Sources of merchandise of the emporium
  6. Role of co-operative societies in the manufacturing and/or marketing of the merchandise
  7. Role of gifts of nature or natural produce in the development of goods/merchandise
  8. Types of buyers and sellers
  9. Modes of goods dispersed, minimum quantity sold and type of carrying bag or package used for delivery of the products sold
  10. Factors determining the pricing at the emporium
  11. Comparison between the prices of goods available at the emporium with the prices in the open market. Also highlight probable causes of variations if any.
  12. Kind of raw material available naturally, used in making the products
  13. The technique used in making the products i.e., hand made or machine made
  14. Has the child labour being used in making the products sold at the emporium
  15. Are the products eco-friendly, in terms of manufacturing, disposal and packing
  16. Seasonal factors if any affecting the business of the emporium
  17. Weekly/ Monthly non-working days
  18. Mode of billing and payments - Cash, Credit Card/ Debit Card, Swipe facility.
  19. Does the emporium sell its merchandise in installment / deferred payment basis
  20. Do they provide home delivery and after sales services?
  21. Different types of promotional campaigns / schemes
  22. Assistance by Sales Personnel
  23. Export orientation of this emporium and procedure used
  24. Policies related to damaged/ returned goods
  25. Any government facility available to the emporium
  26. Warehousing facilities available / availed
  27. Impact of tourism on the business of emporium
  28. Additional facility offered to customers
  29. Any Corporate Social Responsibility (CSR) assumed by the emporium
  30. Contribution made by the emporium to its locality

BUSINESS STUDIES (Code No. 054)

Rationale

The courses in Business Studies are introduced at + 2 stage of Senior Secondary Education as formal commerce education is provided after the first ten years of schooling. Therefore, it becomes necessary that instructions in these subjects are given in such a manner that students have a good understanding of the principles and practices bearing in business (trade and industry) as well as their relationship with the society. Business is a dynamic process that brings together technology, natural resources and human initiative in a constantly changing global environment. To understand the framework in which a business operates, a detailed study of the organisation and management of business processes and its interaction with the environment is required. Globalisation has changed the way organizations transact their business. Information Technology is becoming a part of business operations in more and more organizations. Computerized systems are fast replacing other systems. E-business and other related concepts are picking up fast which need to be emphasized in the curriculum. The course in Business Studies prepares students to analyze, manage, evaluate and respond to changes which affect business. It provides a way of looking at and interacting with the business environment. It recognizes the fact that business influences and is influenced by social, political, legal and economic forces. It allows students to appreciate that business is an integral component of society and develops an understanding of many social and ethical issues. Therefore, to acquire basic knowledge of the business world, a course in Business Studies would be useful. It also informs students of a range of study and work options and bridges the gap between school and work.

Objectives:

  • To inculcate business attitude and develop skills among students to pursue higher education, world of work including self employment.
  • To develop students with an understanding of the processes of business and its environment;
  • To acquaint students with the dynamic nature and interdependent aspects of business;
  • To develop an interest in the theory and practice of business, trade and industry;
  • To familiarize students with theoretical foundations of the process of organizing and managing the operations of a business firm;
  • To help students appreciate the economic and social significance of business activity and the social cost and benefits arising there from;
  • To acquaint students with the practice of managing the operations and resources of business;
  • To enable students to act more effectively and responsibly as consumers, employers, employees and citizens;