Global Exposure at its Best: JIMS Rohini’s International Immersion Program in Dubai

J IMS Rohini organised an International Immersion Programme in Dubai for its PGDM–International Business cohort from 3rd to 9th March 2025, hosted in collaboration with BITS Pilani, Dubai Campus.

Academic Engagement Inside a Regional Hub

The academic strand featured exclusive sessions by BITS Pilani faculty. Topics spanned the UAE economic landscape, shifts in the job market, the workings of financial markets, and the evolution of talent acquisition. The sequence mattered. Students first received a panoramic view of the economy, then examined how firms hire and how financial management channels the capital.

By the end of the classroom block, participants held a common language for policy, labour, and markets, which supports analytical work within both PGDM and MBA curricula.

Industry Immersion That Makes Operations Visible

Midweek, the cohort visited an UltraTech Cement plant near a limestone mining facility at Ras Al Khaimah. The site provided a direct look at large-scale manufacturing and business practices. Students traced workflow from raw material to finished output, paying attention to process discipline, safety norms, and the coordination that links plant schedules with logistics. Observing how teams manage capacity and time windows helps a future manager see why reliability is as important as cost.

That habit of mapping concepts to evidence is the kind of preparation recruiters seek during PGDM(MBA) placements.

The City As a Learning Space

The itinerary included the Dubai Mall, Burj Khalifa, Global Village, and a Desert Safari. These visits were framed as part of the socio-economic context rather than as stand-alone attractions. Footfall, retail clustering, visitor flows, and service intensity allowed students to read a market that blends tourism with high-end consumption. When placed alongside the classroom sessions and the plant tour, the city became a living case of how infrastructure, finance, and consumer behaviour reinforce one another.

Collaboration and Community

A friendly cricket match with the BITS Dubai team brought a community dimension to the week. Students spoke about teamwork and adaptability, noting how shared activity with peers from another campus created space for reflection. The programme closed with a Networking Tea Session and a Certification Ceremony.

The formal ending underlined professional etiquette, and the informal conversations gave participants a chance to thank hosts, compare notes, and build first links in a new geography. Such moments sit well with the ethos of a modern B-School that treats employability as a blend of knowledge, conduct, and communication.

Collaboration and Community

A friendly cricket match with the BITS Dubai team brought a community dimension to the week. Students spoke about teamwork and adaptability, noting how shared activity with peers from another campus created space for reflection. The programme closed with a Networking Tea Session and a Certification Ceremony.

The formal ending underlined professional etiquette, and the informal conversations gave participants a chance to thank hosts, compare notes, and build first links in a new geography. Such moments sit well with the ethos of a modern B-School that treats employability as a blend of knowledge, conduct, and communication.

Editorial Perspective on Pedagogy and Outcomes

Well-designed immersion follows a three-layer structure. First comes a clear academic spine that explains how an economy functions. Next is an operational window where processes are seen, timed, and discussed with practitioners. Last is a cultural lens that shows how people and institutions shape markets. The Dubai programme followed this arc.

Lectures provided the frame; the Ras Al Khaimah visit supplied operational texture; the city walk-throughs offered context. Together, they created a compact learning loop that moved from concept to observation to reflection.

For management education, this loop is significant. Students must learn to describe a system, identify the variables that move it, and articulate trade-offs. International immersion trains those skills by placing students where decisions are made and outcomes are visible. It also encourages a professional habit: to ask specific questions, listen carefully to operational staff, and relate observations to a syllabus. These are the same habits that underpin interview performance and early success in roles commonly pursued after PGDM(MBA) Placements.

Signals For Applicants

Applicants often ask three questions about international exposure. Who is the academic partner? What is the industry component, and how is the experience recorded? In this case, the collaboration with BITS Pilani, Dubai Campus is explicit; the plant visit to a large manufacturing site is identified; and the schedule outlines classroom, industry, and cultural elements.

The structure allows prospective students to assess the value without speculation and to compare it with opportunities they may see across other PGDM or MBA options.

Conclusion

JIMS Rohini’s International Immersion Programme in Dubai presented international business as an integrated field rather than a list of topics. Classroom lectures established the economic and labour backdrop; the Ras Al Khaimah visit made operations tangible; the city experiences connected services and consumption to investment and infrastructure.

For a learner considering a B-School pathway, or reviewing the signals associated with an NIRF Ranked B-School, the week illustrates how global exposure can be planned, purposeful, and well documented. Experiences of this kind complement and strengthen the PGDM and MBA programmes and support the practical readiness that employers seek nowadays.