Cummins India launches REDEFINE 2026 business-school case competition

October 1, 2026 /Posted byPrajwal EW / 0

Cummins in India has launched REDEFINE 2026, the ninth edition of its business-school case study competition, inviting students from 11 B-schools across India to identify growth opportunities for industrial businesses.

The competition is designed to help students apply classroom learning to real-world business challenges while developing strategic thinking, analytical and problem-solving skills. Participants will explore growth opportunities across products, technologies, services, applications, customer segments, geographies and business models.

REDEFINE 2026 is open to first- and second-year students enrolled in PGP, PGDM, PGDBM and MBA programmes at the participating institutions. Following multiple rounds, finalists will compete in a two-day grand finale at the Cummins India Office Campus in Pune on November 17–18, 2026.

The winning and runner-up teams will receive cash prizes and pre-placement interview opportunities with Cummins in India.

The 2025 edition saw 6,453 students participate across 2,151 teams from 19 institutions. A team from IIM Ranchi won the competition, while a team from the Indian School of Business, Mohali, was the runner-up.

The participating B-schools for REDEFINE 2026 are Indian School of Business, Hyderabad; IIM Lucknow; IIM Indore; IIM Mumbai; IIT Delhi; XLRI Jamshedpur; NMIMS Mumbai; Symbiosis Institute of Business Management, Pune; Symbiosis Centre for Management and Human Resource Development, Pune; K J Somaiya Institute of Management; and S.P. Jain Institute of Management and Research, Mumbai.

Also Read: HITK students win at CII Eastern Region Hackathon 2026

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“Every teacher must aspire to provide the highest level of learning. Many exams in Indian higher education fall under the lowest category in Bloom’s hierarchy: remember and recollect. With the technological revolution, students approaching an exam have easy access to an abundance of information, while surveillance technology struggles to keep pace. The question is not whether technological development is desirable, but how, as a teacher and writer, I am going to grapple with new technology. Do I really rethink the questions I ask in the exam? How can I ask questions that focus on understanding, analysis, evaluation and creativity rather than rote learning? I am incapable of making a definitive judgment. My critical self-examination ends with more questions than answers. Who would help me find answers to seemingly ‘nonsensical’ questions — my old teachers, colleagues, students, parents, employers, the state, or a chatbot?”

- Malish C M, The Indian Express, (30/9)

“Students are treated as adults when fees, performance, and responsibility are demanded from them, but as children when autonomy, voice, or due process become inconvenient. Harshness is then defended as character-building, and obedience is conflated with ‘respect’. We have built educational experiences around discipline and dizzying hierarchies, where dissent is likely to be labelled as indiscipline, political activism, or disrespect. Distress is then located inside the student, while the university itself appears as a neutral background, but is not. Counselling may help a student respond to these pressures, but it cannot remove them. Time management cannot solve an impossible workload; mindfulness cannot make an opaque grading system transparent; positive thinking cannot make a compromised grievance process trustworthy. Students should be treated as rights-bearing adults and should be made active participants in institutional governance. The harder question is whether universities are willing to examine the conditions they create.”

- Jaison Manjaly, The Indian Express, (22/9)

Cummins India launches REDEFINE 2026 business-school case competition

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