The design of the traditional B. Com program in India is age-old. The design stems from the definition of commerce, namely: "the conduct of trade amongst economic agents”. Commerce generally is understood to mean the exchange of goods, services or something of value, between businesses or entities on a large scale. Being confined to this definition has curbed the all -round growth of the program. As a result, most Chartered Accountants (CAs) who have evolved from being a Commerce graduate have a blinkered perspective. They view Accounting as the be all and end all of business, forgetting that it is only an instrument. Eminent experts and academicians feel that B. Com students should get a much broader perspective and the education should be humanised. They should also be inculcated appropriate value systems. Commerce education should prepare students to imbibe ‘conscientious capitalism’ practiced by role models such as Ratan Tata, Narayanmurthy, Azim Premji, Nanadan Nilekeni, Devi Shetty, Kiran Mazumdar Shaw.

Program objectives:

At the end of the program students shall:

  1. Inculcate a broad perspective of commerce, economics and management
  2. Learn the fundamentals and nuances of commerce, accounting and taxation as a prerequisite to the management of business
  3. Imbibe a deep sense of ‘conscientious capitalism’ based on ethics and appropriate value systems
  4. Get a holistic perspective of commerce in industry, society and the global arena and the roles of various entities viz., Government, Business & NGOs
  5. Learn to appreciate the geo-political environment and its linkages with international relations and on commerce and the economy.

The program has three elective streams in Banking, Financial Services and Insurance; Taxation and Laws and Digital Business keeping in view the contemporary developments and job opportunities.


The pedagogy would include interactive classroom sessions, group work, role plays, case studies and live internships. A learner centric environment would be created wherein the student is the fulcrum around whom the teaching-learning process is organised. Every faculty would articulate learning outcomes for each course and assess the achievement of the outcomes in the process of evaluating students. Value added courses (VAC) have been included in 4 out of 6 semesters, while VAC do not carry credits they are as important as the credit courses and a student would have to successfully pass these courses. Overall the emphasis is on providing the learning ambience that challenges the students’ mind and enables him/her to enjoy learning.

Admissions Open 2024



Important Dates
Admission Handout


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