Ever since its establishment in 2011 Indian Institute of Management Kashipur, has tried to surpass the ordinary academic standards and establish units that act as a platform to serve as a bridge between policymakers, government agencies, civil society, industry and academia by supporting scholarly research, public policy and administration training programs, and other capacity-building activities at the intersection of government and society. The centre addresses some of the most important public policy and governance issues. The faculty body here is a rich amalgam of experience and knowledge. In addition to teaching, they are also involved in ongoing research projects, which provide new perspectives and understanding of the present-day business milieu and socio-economical contemporaneity.
The Centre of Excellence on Public Policy and Government (COEPPG) is set up by the institute as a platform to serve as a bridge between policymakers, government agencies, civil society, industry and academia by supporting scholarly research, public policy and administration training programs, and other capacity building activities at the intersection of government and society addressing some of the most important public policy and governance issues. It combines educational programs with current research, training and advisory services based on thematic public policy analyses. The Centre hosts a diverse team on internal faculty as well as visiting scholars committed to interdisciplinary public policy research, teaching, and engagement addressing topics such as public administration, law, gender, environment, education, social engineering, migration, human rights, media, information society, conflict resolution, transitional justice, business and good governance.
Centre of Excellence in Public Policy and Government has made significant strides in its goal to build academic collaborations and undertake research in national and international contexts.
The United Nations Economic and Social Commission for Asia and the Pacific (ESCAP), Bangkok, in its second Steering Committee meeting held in August 2018 has accepted the proposal to lunch an Asia-Pacific Academia Network and IIM Kashipur will lead the project. Under the Asia-Pacific Information Superhighway initiative, our faculty Prof Baharul Islam has led the India-Bangladesh study on Co-deployment of Optical Fibre Highways and Railways which has been accepted by the United Nations. This major work has put our Public Policy Centre among the few regional policy research hubs. In tandem with this initiative, our faculty Prof Baharul Islam was invited to the United Nations Headquarters in New York with special consultative status at the fifty-seventh session of the Commission for Social Development in February 2019 to deliberate on “Addressing inequalities and challenges to social inclusion through fiscal, wage and social protection policies”.
This year IIM Kashipur has been accepted as an Indian Member of the prestigious Shastri Indo-Canadian Institute. The institute, in the very first year has received the Shastri Institutional Collaborative Research Grant to undertake a joint policy research with Ted Rogers School of Business Management, Ryerson University, Canada. Our faculty Prof Baharul Islam will work with his counterpart in Canada Prof Rupa Banerjee to study Gender Diversity in Academia and Industry in both the countries.
On the domestic front, Public Policy Centre continues to undertake research studies for various ministries and institutions of the Government of India. The Ministry of Law & Justice has sanctioned another major action research project on Continuing Legal Education for Advocates after the successful completion of a former project entitled, “Performance Indicators for Subordinate Courts and Suggestive Policy / Procedural Changes for Reducing Civil Case Pendency (2015-17). The National Commission for Women assigned us the task of convening an Academia-Industry dialogue to address the gender diversity in campus placements. The National Seminar was successfully held on 18th March, 2019 in the campus where delegates from various parts of the country came together to discuss various aspects of gender stereotypes from an academia-industry perspective on the career preferences and suggested ways to decrease such gender stereotypes. Preceding the seminar a Research Methodology Workshop was held at IIM Kashipur on 17th March, 2019 dealing specifically with the Gender Diversity in Boardrooms and Business Schools: Issues in Academia and Industry from India and Canada.
True to its founding principles, IIM Kashipur has started partnering with the government of our host state of Uttarakhand and our Public Policy Centre and the Uttarakhand Academy of Administration has agreed to collaborate in specialized administrative projects that will not only synergize our mutual strengths but also put IIM Kashipur’s knowledge resources in the greater service of the state of Uttarakhand.
Capacity Building Program on Environment Management
Funding: The World Bank
The World Bank has identified COEPPG as the key knowledge partner and decided to support as a Regional Centre of Excellence for Environment Management capacity building program in South Asia. Initial funding for Rs 4.00 Crores will be available in two phases starting from June 2014. The program will launch a set of special electives on environment management under the PGP and conduct short training programs and thematic workshops for the stakeholders both from public and private sectors.
Disaster Management and Development in Uttarakhand
Hilly regions of Uttarakhand are disaster-prone and have lacked development when compared to the plain regions. Except the state, civil society and the media have vital roles to play as far as this issue is concerned. Hence, it became important for Indian Institute of Management Kashipur (IIM Kashipur), to commence work in this vital area of study. Indian Council of Social Science Research (ICSSR) has recently sponsored a special project entitled, “Mitigating Disasters and Promoting Development in Uttarakhand: A Participatory Model for the State, Civil Society and Media” at the cost of Rs 12.00 Lacs. The aim of the project is to look at the relations between disasters and development at one hand and roles and responses of the state, civil society and media on the other. It also aims to explore the possible people participated, environment friendly and sustainable development model in the hilly districts of Uttarakhand.
Institute of Urban Transport – Uttarakhand Chapter
Funding: Ministry of Urban Development
The Institute of Urban Transport (IUT) was set up by Ministry of Urban Development in 1997 to advise the government on urban transport planning, development, operation, education, research and management. IUT has now identified different IITs, NITs and other national institutions to set up regional chapters in various states. COEPPG at IIM Kashipur has been identified as the designated Chapter for Uttarakhand. The chapter will feed into the national urban transport policy, conduct regular training for transport professionals and officials and act as the capacity building arm of the IUT in the region.
India’s Cyber Security: Policy and Legal Perspectives in Cyberspace Management
Management of information and communication technology (ICT) based communication systems, especially with the advent of web-based platforms like social media and micro-blogs, has come to the center of attention in the recent years. The fact that any information can be instantly disseminated to tens of thousands of people, and further have the same information spread exponentially by them, makes digital media a very powerful tool. Hence, governments, corporate houses and the academia are expressing the need for a well-grounded research study in this area that can offer strategic, tactical assistance and recommendations covering the domains of Information Technology, Telecommunications, and Media Management.
With this in mind, Center’s visiting scholar and country’s prominent cyber security expert Mr Subimal Bhattacherjee has undertaken this study in collaboration with the internal faculty at IIM Kashipur, on India’s Cyberspace Security, Social Network Monitoring, Government Communication and Public Relation issues. The report of the study will be present in coming months to the Government of India and other stakeholders.
Social Media in Protests and Policy Change
From Tahrir Square to Gezi Park
Nirbhaya, the 23 year old medical student who was gang-raped and murdered in a bus in Delhi, the national capital of India 16 December 2012, generated large scale public protests across the country. Facebook and Twitter played a vital role in not only expressing the collective anger of the public, it virtually became the melting pot for expressing the cumulative anger, frustration and outrage against the failure of the government in effectively responding to the incident. The demand for justice in the Delhi gang rape case was intensified many fold and joined by netizens from other smaller cities across India, after the government tried to block public gatherings that started since 21 December 2012 in various places like India Gate. The unnamed victim was given several names in social media as 'Damini' or 'Nirbhaya', and targeted campaigns like 'The Black Dot of Shame' gained momentum within days of the incident.
Days of protest followed and the victim eventually died in Singapore on 28 December 2012. In the meantime, a judicial committee headed by J. S. Verma, a former Chief Justice of India, was appointed by the central government to submit a report, within 30 days, to suggest amendments to criminal law to sternly deal with sexual assault cases. The committee invited input from the public in general, lawyers, jurists, NGOs, women's groups and civil society with respect to possible changes in criminal and other relevant laws to provide for quicker justice in such cases. The Criminal Law (Amendment) Ordinance, 2013 was promulgated by the President of India on 3 February 2013 which provides for amendment of Indian Penal Code, Indian Evidence Act, and Code of Criminal Procedure, 1973 on laws related to sexual offences.
While political protests social and political protest movements and the facilitating role of social media has been debated, studied and discussed in various countries and contexts, the contribution of a social media mediated protest and its impact on changes in national policy and law has not been examined critically in the present case. This paper, therefore, presents a comprehensive analysis of existing legal provisions and constitutional safeguards that exists in India, the regulatory mechanisms that prevails upon the social networks and goes beyond the catalytic role of the social networks in such protests in order to examine the impact of social networks in legal and policy change processes.
Through a detailed discussion on the existing laws on fundamental rights including freedom of speech and right to life, the paper goes on to track the role of social networks in generating the protests against ‘weak’ laws against rape in India, through comparative analysis of texts and photographs added to various social networks, especially the Facebook and Twitter. The study concludes with the post-protest impact that propelled the government to bring harsher punishment and changes in criminal laws and highlights the role of social networks in that policy changes process. In a nutshell, this paper presents a curious case on ‘cycle of change’ that starts with protest in social networks but eventually leads to policy/legal changes without going to the extent of regime change as happened elsewhere.
Dr K M Baharul Islam, Chair, CoEPPG and Mr Bidu Bhusan Dash, the then Academic Associate (Communications) lead the study. The result of the study formed a part of the forthcoming book entitled “From Tahrir Square to Gezi Park: Social Networks as Facilitators of Social Movements” edited by Prof Juliet Dee, Department of Communication, University of Delaware (USA).
Frontiers of New Media: Reconstructing our Ideas of Culture and Society
The understanding of player involvement is inextricably linked to the way the game interacts with the player and the player interacts with the game through the ludic interface. Video games as situated cultures have become an intrinsic part of the way the digital universe is permeating the real world, thereby influencing and reconstructing our ideas of culture and society.
Roger Caillois’ defines mimicry as ‘becoming an illusory character oneself, and of so behaving. One is thus confronted with a series of manifestations, of which the common element is that the subject makes believe that he is someone other than himself’. The idea of make believe is etymologically linked to the idea of play. The word illusion is derived from Latin illusio, meaning deceit. Illusio comes from the Latin phrase illudere, meaning 'in play'. Play and illusion are units of différance, operating from within the centre of the structure and deferring meaning and ‘truth’ forever. Immersion is rendered a problematic term since it refers to a complete identification, to a union of consciousnesses whereas the player can only form supplements in play. The ludic interface operates as a tool of creating différance. And it is the combination of the ludic interface and the narrative element in play which creates illusion in the game world. Neither, on its own, can create a powerful magic circle, creating kairos out of chronos.
The Indian classical idea of the Sutradhar binds the concepts of interface and narrative. It looks at how the physical interface between the puppets and the puppeteer becomes, literally, the strings which hold the narrative together. The literal sutradhar is said to have preceded the symbolic sutradhar. The sutradhar is also a performer. Each rendition of a story, be it an oral narrative or an authored text, is different at the hands of the sutradhar, who becomes part author of the narrative. The use of the interface is particular to each sutradhar, thereby making each performance different from the previous one. The videogame player as a participant in the game with AI is a performer. In multiplayer environments, the gamer is an interacting performer, improvising and rendering the game differently as both participant and audience.
The present project on “New Media” is a new area of research in society and communication that will examine the changing nature of player involvement in videogames with respect to existing and emerging technologies of gameplay and the synergies which exist between the ludic interface and narrative structure of videogames. The element of performativity in gaming is also crucial to our understanding of how a game unfolds, both in terms of its ludic specificities and narrative qualities. The idea of the puppeteer is all the more relevant now, with video game consoles of the eighth generation introducing gameplay where the player herself becomes the ludic interface. Games like these demand a new understanding of interfaces, narratives and player involvement. The 3D environment moulds the player's action and thereby makes the player's choices a crucial part of the game narrative itself. The gamer is both a puppeteer and a narrator, wielding the joystick and controlling the narrative in a bid to finish the game.
Center’s then appointed Visiting Scholar Ms Nandita Roy who is at present a professor in Communication area at the Indian Institute of Management, Lucknow conducted the research in an attempt to better understand human interactions with virtual space and the cultural exchanges between the digital and the real. It tried to answer the question: How does human interaction with ludic interface and narrative impact player involvement?
Performance Indicators for Subordinate Courts and Suggestive Policy / Procedural Changes for Reducing Civil Case Pendency
A research project funded by Department of Justice, Ministry of Law and Justice, Government of India under the Plan Scheme for Action Research and Studies on Judicial Reforms to promote research and studies on the issues related to the National Mission for Justice Delivery and Legal Reforms (2015-17) was undertaken. This action research (evaluation / monitoring studies, organizing seminars conferences / workshops, capacity building for research and monitoring activities, publication of report/material promotion of innovative programmes / activities in the areas el Justice Delivery, Legal Research and Judicial Reforms) aimed to promote research and studies on the issues related to the National Mission for Justice Delivery and Legal Reforms being implemented by the Department of Justice.
Gender Diversity in Boardrooms and Business Schools: Issues in Academia and Industry from India and Canada
According to a recent Grant Thornton study (Women in business: New perspectives on risk and reward, March 2017), the proportion of senior management roles held by women in India is among the lowest in the world. It is found that women have reluctance to raise their hands to take up the challenges and rigours that a top management job brings considering the social-cultural limitations and expectation requirements take their toll on women managers. A study (Catalyst) found that nearly 50 per cent of Indian women drop out of the corporate employment pipeline between junior and mid-levels, compared with 29 per cent across Asia. The best way to bite the bullet, say human resources experts, is to build on gender diversity across the organisation and create a supply chain of well qualified women managers from our business schools.
The issue of missing women in our corporate boardrooms therefore also relates to the gender dimensions of our management classrooms. In spite of a pro-women admission policy adopted by top management schools in India like Indian Institutes of Management (IIMs) whereby an affirmative bonus points are awarded to the women applicants, the number of women participants in management classrooms are strikingly low. The number of female students in the country’s top B-schools has decreased despite ongoing efforts of these institutes to shore up gender diversity in classrooms. Only around 649 women are part of the 2016-18 batch at the top six IIMs of Ahmedabad, Bangalore, Calcutta, Lucknow, Kozhikode and Indore - an almost 19% drop from the 2013 high when close to 800 women were admitted in these institutes (The Economic Times, 27 Aug 2016). While diversity levels have improved since 2012, what is worrying is that despite no lack of effort, overall gender diversity percentages at these six IIMs have been on a downward slide since 2013: from 32% then to 28% in 2014, 27% in 2015 and around 26% this year. Same scenario also seems to prevail in other new IIMs also as the percentage of women applicants for admission to IIMs has remained more or less the same. IIM Lucknow has seen the representation of women plunge from 46% in 2014 to 32% in 2015 and 25% in 2016. IIM Kozhikode, once the flag bearer of the gender diversity push with 54% female students in 2013, the institute got just 26% women in 2016 batch down from 35% in 2014 and 27% in 2015. Apparently the top management institutes are struggling for an answer to this disappointing trend.
Considering the Canada Scenario, way back in 2011, a study found that the women's progress in reaching senior management teams of business was stagnant over the previous two decades. Men are found to have two or three times higher chances to reach the boardrooms. As of 2014, nearly 20.8% of corporate board positions at Canadian stock index companies are held by women in Canada. (Catalyst, October 2014). According to another report, women held 21.6% of board seats in 2016. That is almost double from 10.9% in 2001. According to a more recent study, women held 34.8% of all management positions and 37.1% of all senior management positions in 2017. At the same time, Canada has a national mission to have 30% women at the board level by 2019. The Government of Canada announced, through Economic Action Plan 2015, its intention to amend the Canada Business Corporations Act to promote gender diversity among public companies, using the “comply or explain” model of disclosure. The Global Gender Gap report (2017) of the World Economic Forum found that while women worldwide are closing the gap in critical areas such as health and education, significant gender inequality persists in the workforce and in politics. Given current rates of change, this year’s Global Gender Gap Report estimates it will be another 217 years before we achieve gender parity. In the global context, it is found that the average representation for women at top 20 US MBA programs is currently at 38%. The top 10 schools have 41% women and schools ranked within 10-20 have 32% women. Schools are pushing for greater representation by encouraging more women candidates (The Economic Times, 8 July 2016). The Grant Thornton study on women in leadership roles in businesses found that in emerging Asia Pacific countries while 29% of senior roles are held by women, 26% of businesses have no women in senior roles. China remains above the global average, with a spot in the top ten economies worldwide at 31% of senior roles held by women while India (17%) continues to rank in the bottom ten countries (Women in Business, 2017).
Today, women are almost as likely as men to fill the seats of medical school and law school classrooms. Yet the share of women enrolled in MBA programs hasn’t risen above 37.2 percent in the past decade, according to the more than 100 schools providing full-time MBA enrolment figures in surveys by AACSB International (Natalie Kitroeff, Bloomberg, 17 March 2016). According to Forbes women leaders represent only 25% of senior roles globally. At S&P 500 companies approximately 5.8% of CEO positions are held by women and 19.9% of board seats are filled by women. This means that men hold the power relative to talent and succession (Cindy Wahler, Forbes, 17 Oct 2017). As part of its workforce gap analysis based on LinkedIn data, the World Economic Forum found that the proportion of women hired has remained relatively flat over the past decade. It raises another important question that if the proportion of women in leadership is growing too slowly, and these leadership positions are important for closing the overall economic opportunity gap, it is clear that we need to increase and accelerate female representation at the highest level. The study found a strong correlation between the representation of women in leadership positions in a given industry and hiring rates for additional women leaders. The Global Gender Gap Report clearly indicates that though significant progress has been made over the past decade, we still have a long way to go, especially when it comes to economic participation of women. Encouraging more female leadership is one of the levers for increasing gender equality in the workforce.
The presence of women in top management of businesses is obviously more encouraging in Canada than in India. The challenge therefore is to study this phenomenon in depth from three angles: comparative national policies on women and education, corporate response to gender diversity and the presence women students in top management schools in the country. The underlying questions might be: Are women attracted by different things or choosing different pathways? In India it is a matter of great concern that at a time when the government is trying to take steps to include more women in corporate boards, the number of women at B-schools is actually going down. Can our business schools work with companies to build a pipeline of highly qualified women through specific academia-industry partnerships? A comparative study of the policies and initiatives in India and Canada with respect to increasing the number of women in management of businesses and the way the issue is addressed at policy level and in the academia will have very important lessons to learn for both for ensuring gender diversity in corporate world.
Against this backdrop an India-Canada collaborative research project has been undertaken with the following objectives:
a. To understand the trends in enrolment of women students in top management schools in India and Canada.
b. To examine the challenges and issues concerning lack of gender diversity in management classrooms as seen through the stakeholders.
c. To understand the corporate sector’s attitude and response in both the countries towards women in top management roles though a survey of industry.
d. To undertake a review of various gender related policies of the governments in India and Canada with reference to women, corporate management and higher education.
e. To make specific policy recommendations for the consideration of the governments, educational administrators and corporate sector to increase the number of women in top management
Prof K M Baharul Islam (Professor and Chairperson, Center for Public Policy & Government, Indian Institute of Management Kashipur) is leading the project along with Prof Rupa Banerjee (Associate Professor of Human Resource Management and Organizational Behavior. Ted Rogers School of Business Management, Ryerson University).
International Conference on "Educational Reforms: The Changing Paradigms", New Delhi, 25-26 March 2013
Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, good judgement and wisdom. Education has as one of its fundamental goals: the imparting of culture from generation to generation. An Education Policy "refers to the collection of rules, both stated and implicit, or the regularities in practice that govern the behavior of persons in schools.” On the other hand an Education Policy Analysis will focus on “scholarly study of education policy.” Based on these assumption, any Education Reform agenda should include a plan, program, or movement which attempts to bring about some positive change in education, usually within a given nation, province, or community. What is construed as a positive change may vary widely, as may the means which seem sensible to achieve such change, so reforms and reformers are often in conflict, and what was perceived as a reform at the time of its inception may later be itself opposed by reformers as reactionary. Education Reform is said to be a process of “Learning in the Present, from the Past, to invent a Future”, as imagined by the governing elite. It typically begins with bold proclamations, wrapped in most persuasive rhetoric and delivered with revolutionary fervor, and sense of urgency, promising passionate pursuit of plans for transformation of existing educational systems into new systems of the future – more Just, more Fair, and of high Quality. For Education Reform to be more than an exercise in wishful thinking, the rhetoric of reform must ultimately be brought face to face with realities surrounding the design and delivery of reformed education on the ground. Over the last two decades, many developing countries have embarked on large education reforms aimed at rapidly expanding the supply of education, achieving equity in the provision of education; and significantly improving the quality of education. Some of these reforms have been far-reaching, transforming the budget priorities of many countries and altering in a fundamental way the manner in which governments have traditionally made education services available and how the public sector has operated in partnership with private sector. In the process, new relationships of accountability have been introduced. A number of developments have served as catalysts for reform: Changes in the world economy, the general dissatisfaction with the state of education in the 1980s and findings emerging from academic research on economic growth. Specifically, a more market-oriented world economy has encouraged initiatives aimed at creating a more market-oriented environment for the provision of education, including measures to foster public-private approaches.
In an environment characterized by low education attainment and inequitable access to, developing countries have typically implemented education policy reform to improve access to education and also to expand coverage among poorer households. Such is the rationale for significant additions to budgets for primary education, construction programs and many compensatory programs targeted at the poor. Efficiency considerations are also important. A substantial body of literature has emerged over the last three decades on the rate of return to education. Since the returns are relatively high in primary education, thus suggesting that spending should be switched from higher to lower education levels.
Some reforms are designed to improve public finances. Cost recovery schemes, for example, are designed to supplement government revenues when rapid education expansion had created significant pressure on budget. The resources raised may also be used to improve quality and boost demand for education. Some reforms such as voucher schemes, aim to create a market-oriented environment that encourages competition between public and private schools, enhances school quality, reduces costs, and adds to the choices available to students. Management and institutional reforms, such as, decentralization programmes, are designed to improve efficiency, accountability and responsiveness in education service provision. Decentralization reforms are meant to encourage local participation and ultimately improve coverage and quality.
Political pressures from within and outside a country have profound effects on educational policies, such as Free Primary Education or Education for All (EFA). The call for EFA and for measures to meet the Millennium Development Goals (MDGs) in the international community has been particularly influential. The enhanced Heavily Indebted Poor Countries Initiative – Fast Track – has also led to a reallocation of public resources toward the social sector.
It is, therefore, critical that programs aimed at expanding the supply of education, by constructing schools in or targeting spending toward poorer communities, also identify the necessary complementary resources. Country experiences with the elimination of user fees suggest that the private costs (informal costs) are still high even after user fees have been abolished. This reflects problems in implanting policies for free primary education. There is also an issue of capacity within decentralization reforms, because local governments may not be fully prepared for their new responsibilities. The mechanism to determine teachers’ wages may undermine reforms that aim to introduce competition and rewards for good performance. In countries as large as China, India, Indonesia, Pakistan and Bangladesh, generating local solutions to educational problems and mobilizing local energies and resources can yield dividends for all.
This conference was organized in March 2012 at New Delhi to review the experiences of Indian and other neighboring Asian countries in decentralizing their education systems, with the goal of understanding the challenges in designing reforms, distilling lessons on implementation, examining the impact on educational development. More the seventy-five participants from Australia, India, Bangladesh, China, Nigeria and UK attended the conference and discussed the nature and design of education reforms in these countries, as well as their implementation focusing on the overall legislative processes. The papers were presented on the following sub-themes within the context of overall Education Reform Process:
- Education for Development: International Perspectives and National Experiences
- Teachers’ Professional Development: Issues and Challenges
- Impact of the Financial Crisis on Education
- Managing Education for Results – Skills Development
- Internationalization of Education.
- Management education reforms
- Disconnect between K to 12 and Higher Education
Professor Gautam Sinha, Director, IIM Kashipur and Dr Ashish Jaiswal from the Oxford Center for Higher Education Policy Studies jointly chaired the conference.
"National Conference on Media and Public Policy In India” CoEPPG 21-22 Jan, 2016
The Centre of Excellence in Public Policy and Government at Indian Institute of Management Kashipur organized its First Annual National Conference on Public Policy on 21 and 22 January 2016. The conference intended to enhance knowledge domain in media as well as public policy in Indian context.
The conference covered following areas along with other variations. Print Media and Public Policy, Electronic Media and Public Policy, New Media and Public Policy, Social Media and Public Policy, Community Media and Public Policy. Papers addressed either public policy in general or any specific policy such as health, education, sanitation, gender, conflict resolution, natural resources and development.
National Seminar on Gender Stereotyping in Campus Placement: An Industry-Academia Perspective
Against the backdrop of gender differences and gender stereotyping in career counselling, choices, and placement processes in professional institutes, National Commission for Women sponsored a National Seminar at IIM Kashipur to discuss various aspects of gender stereotypes from an academia-industry perspective on the career preferences of graduates of these institutions and suggest ways to decrease such gender stereotypes.
Along the seminar, a research methodology workshop was also held on 17 Mar 2019 for research scholars and academics. The workshop looked into latest research methods in gender area that can help scholars identify roots and mechanisms with which gender stereotypes are created and sustained, simultaneously suggesting methods to withdraw gender stereotype. The proceedings of the seminar will soon be published in the form of a book under a reputed publishing house with an ISBN.
Special Session on Gender Diversity entitled, “Women in Business, Entrepreneurship and Management Schools
As a part of the India-Canada collaborative research project funded by the Shastri Indo-Canadian Institute, a special session on Gender Diversity was held on 5th April 2019 during the International Symposium at Aligarh Muslim University, India.
The Companies Act, 2013 and guidelines issued by Securities and Exchange Board of India (SEBI) made it mandatory for all listed companies to have at least one woman on their boards. According to a KPMG survey (2017), proportion of women directors in National Stock Exchange (NSE) listed companies jumped 180% between 2013 and 2016 but this increase translates actually to a 13.7% representation of women in 2016 from a meagre 4.9% in 2013. The Global Gender Gap Report (2017) of the World Economic Forum found that while women worldwide are closing the gap in critical areas such as health and education, significant gender inequality persists in the workforce and in politics. Given current rates of change, the report estimates that it will be another 217 years before we achieve gender parity in the workplace. The issue of missing women in our corporate boardrooms therefore also relates to the gender dimensions composition of our management classrooms. In spite of a pro-women admission policy adopted by many top management schools in India, the number of women participants in management classrooms is strikingly low. A review of the policies and initiatives with respect to increasing the number of women in management of businesses and a focussed discussion on challenges for women in pursuing management education formed the backdrop of the symposium. Participants discussed various issues around Gender Diversity in corporate sectors and management education. Specifically highlighting the issues like: Enrolment of women students in top management schools, Challenges and issues of gender diversity in commerce / management streams, corporate sector’s response towards women in top management roles, Gender related policies of the governments with reference to women, corporate management and higher education. , Collaboration on gender diversity between academia and industry.
Book on Gender Stereotyping In Campus Placement: An Industry-Academia Perspective
Please note that the Call for Chapters for the book - Gender Stereotyping in Campus Placement: An Industry-Academia Perspective is now open. We are seeking individual or co-authored submissions of chapters for publication. Participants are invited to submit full papers by 20th July 2019. Preliminary submission of abstracts is not required. Further details for the book volume are given below.
Book on Gender Stereotyping In Campus Placement: An Industry-Academia Perspective
The issue of gender differences and gender stereotyping play an important role in career counselling, choices, and placement processes in professional institutes. An urge to simplify the social reality tends to create gender stereotypes which deliver two consequences:
(a) A simplified version of complex reality,
(b) A resistance to change reinforced by a series of cognitive, behavioural, and linguistic mechanisms.
These tendencies result in misinterpretation of social reality. Beliefs formed on the basis of the attitude of simplification accentuate the association between particular professional categories and gender. In other words, certain professions are considered appropriate for female professionals and certain others are regarded as good for their male counterparts. It is generally assumed that that gender stereotypes diminish when academic excellence is given primary importance in our premier institutions like Indian Institutes of Management (IIM). Against this backdrop the upcoming volume intends to collect and present a book with following Sub-themes
1. Gender stereotypes and recruiters (Industry)
2. Career preferences in campus placements
3. Gender bias in occupations/professions.
4. Industry and academia collaboration in reducing gender stereotyping in campus placement processes
The book is targeted to be suitable for: policy makers, academicians, researchers, advance-level students, Industrialists, HR committees, placement makers, educators working with civil society and education institutions and government officials. They will find this book useful in furthering their research and exposure to pertinent topics related to gender. The book will elaborate on the contemporary situation related to gender disparity at all levels and will help in creating awareness among different groups.
In addition, it can serve as a reference book for research and supplementary reading for students of Gender studies, Communications, Sociology and Humanities. The expected audience will use this book as a reference for comparative education as well as to learn more about new trends of employment and industry based environment.
Guidelines and Thematic Sections
Gender is the social structuring of ideas that define expectations, values, images, behaviors, belief systems and roles of society from men and women. Different cultures have different ideas about gender, what is appropriate for women and men, and what needs to happen. Gender does not only differ from culture to culture, it can change over time or during the crisis of a society. The idea shifts to different parameters when discussed under industrial heads, choice and scale of profession.Gender stereotypes are frequently found in Academics and Industry. Gender patterns are frequently encountered in employment sector, management stream, and technical sections, posts related to management, leadership and human resources. There are slight studies available in literature, statistical surveys about the representation of gender at industry academia perspective. However, this study considers the industry-academia as a whole and will provide a statistical output within the academic world and industrial environment, thereby generating awareness among different age groups.
We welcome empirical papers (qualitative or quantitative), theoretical discussions, comparative analyses, and in-depth case studies. Topics for submission may fall under the following thematic divisions, but are not limited to the same:
- Hiring/Employment Policy
- Gender Studies in Education
- Role of NGO’s in spreading awareness of existing policies
- Reforms in Employment strategies and policies
- Workplace hindrance
- Educating workplace employers
- Post 2015 Policy Development
Authors may submit a chapter capturing the theme of the book title, preferably falling under one of the mentioned thematic divisions. CoE-PPG, Indian Institute of Management Kashipur shall publish this book by a reputed publisher with an ISBN Number.
Deadline of Submission
- Full chapters are expected to be submitted by 20th July, 2019. All submitted chapters will be reviewed on a double-blind peer review basis.
- Full chapters should be emailed at: firstname.lastname@example.org with the subject head reading as “Chapter Proposal for Gender Stereotyping In Campus Placement: An Industry-Academia Perspective”
Word Limit and Chapter Format
- The chapter’s length should be not less than 6000 words and not more than 9000 words with minimal use of tables, graphs, figures or pictures.
- The authors are required to send a short biographical sketch (less than 250 words) about themselves to the editor.
- The chapter may be an individual submission or a co-authored submission.
- Font used should be Times New Roman and font size 12pt with 1.15pt line spacing.
- The chapters should follow MLA 8th ed. style of referencing.
Notification for acceptance
- Authors of accepted chapters will be notified by 31st July 2019, regarding the acceptance of their chapters.
- Manuscripts must be submitted in word format.
The Centre of Excellence in Public Policy and Government at Indian Institute of Management Kashipur is a leading policy think tank dedicated to extensive and cutting-edge international research, teaching, training and capacity building on current economic, social, and political issues. The Centre is set by IIM Kashipur as a platform to serve as a link between policymakers, government agencies, civil society, industry and academia. In this capacity the centre supports scholarly research, public policy and administration of training programs, and other capacity building activities at the intersection of government and society addressing some of the most important public policy and governance issues. The Center also provides research; training and advisory services based on thematic public policy analyses.
Any queries may be sent to email@example.com
Or can be mailed at the address below:
1) Prof K. M. Baharul Islam
Dean, IIM Kashipur
2) Sana Fatima
Academic Associate (COEPPG)
Indian Institute of Management
Kundeshwari, Kashipur 244713 (Uttarakhand) India
Tel (Office) 74659-74659
Cell: +91 7895172915
Managerial Training of Judges of Uttarakhand State (India)
Justice Sabharwal, former Chief Justice of Supreme Court of India (2007) in his article “My Dream of an Ideal Justice Dispensation System” suggested that introducing case and court managements with other measures are necessary for speedy and affordable quality justice. He also recommended that the training needs of judges and judicial staff needs to include court and case managements besides methods to improve their skills in hearing case, taking decisions and writing judgments. Thirteenth Finance Commission Report of Government of India (2009) suggested engagement of professionally qualified court managers for improving case disposal.
Uttarakhand Judicial and Legal Academy, India commissioned an in-service training program for the Judicial Officers of the state to provide managerial and administrative training to the judges of district judiciary. The first batch of thirty-four judges was trained from 9 to 13 Feb 2014. Thirty-four judges were trained in the first batch and they enjoyed participatory method of training conducted by the internal faculty of CPPG as well as external resource persons.
Development Program on Islamic Banking & Finance
Recognizing the growing interest in interest-free banking popularly termed as Islamic banking in various parts of the world, especially in counters where a large population of Muslims live, we have launched a special training program on Islamic Banking & Finance (IBF). The first training was organized in August, 2013 in New Delhi, The program is the first such executive course offered by a leading management school in the country on Islamic banking, which is considered the largest alternative financial system in the world today, growing at double digit growth rates with a presence in 75 countries and a total size of approximately of $2 trillion. IIM Kashipur decided to offer the programme in view of the huge interest in this subject among various sections and the growing demand for Islamic finance and banking solutions in the country.
According to Prof Zafar U Ahmad, from Lebanese-American American University, Beirut attended the program as a Guest of Honor. According to him - “The programme generated substantial interest and the participants. The search for alternatives to conventional interest-based banking has raised many questions around the world. In the aftermath of the global financial crisis that we encounter today, a number of alternative ways are being discussed. Islamic banking which is basically interest-free banking has thus attained global acceptance in many countries.”
During the program, the participants were introduced to key concepts and principles of IBF including a detailed overview of the rules governing all IBF products and their practical applications besides developing an understanding of the global IBF industry, its key growth drivers, ongoing developments and challenges faced. Participants were able to identify the relative strengths of the IBF system in comparison to the conventional interest based system and will have learn about new growth sectors and opportunities in IBF industry worldwide and in India. The programme was delivered jointly by IIM Kashipur with their knowledge partner Infinity Consultants, Bangalore.
Lebanese American University – IIM Kashipur Continuing Education
The Lebanese American University (LAU) in Beirut has proposed to conduct its forthcoming Continuing Education Program (CEP) with CPPG. Led by Prof Zafar U Ahmad of LAU, the India Immersion Program brings together a number of stakeholders as follows:
• Indian Chamber of Commerce
• New Delhi State Chamber of Commerce
• NOIDA Chamber of Commerce
• Gurgaon Chamber of Commerce
The major aim of the program is to bring to the foreign students the story of growth and opportunity that emerges from countries like India as one of the fastest growing economies in the world with a sustained annual growth of 8-9%. This program aims at describing and analyzing the key managerial and entrepreneurial challenges for international and multinational firms across India. It will deepen their understandings of the managerial realities of business enterprises extending internationally, and increase their ability to deal systematically with the strategic and operating issues, problems, and opportunities facing them.
A key challenge facing the overall women’s rights scenario in any remote region like Northeast India is availability of trained lawyers in local courts to assist the aggrieved women to fight their rights violation cases or otherwise guard their interests in a dispute. Such legal services, embracing both individual access to justice and public interest law transcending individual needs, contribute to the rule of law, good governance, human rights, empowerment of the poor and poverty alleviation.
CoEPPG has been instrumental in producing a resource book that may be used as a Women’s Rights Lawyers’ Handbook or a manual which is readily available for adoption by law schools to conduct similar programs and also act as a ready-reckoner for the lawyers, police officers, administrators, corporate human resource managers and chief executives of organizations. The contents of the resource book contains training materials used at the training workshop, individual research studies by the authors and a compilation of some important reference documents from difference sources. The Book mainly covers issues like social security legislations, free legal aid, constitutional remedies, marriage laws, separation, divorce, maintenance, offences of dowry, violence against women, rights at work place, sexual harassment at work place, Vishaka Guidelines etc.
Environmental Assessment Capacity Building in South Asia
(Proposed Augmentation of the Post Graduate Program in Management at IIM Kashipur)
Background and Rationale
Economic development activities while improving the quality of life, could lead to negative impacts on environment and natural resources. It is important that these negative impacts are addressed in a timely, comprehensive and sound manner across the project cycle on a proactive basis. In response to above, Environmental Assessment (EA) is used by national governments all over the world as a tool to ensure a balance between development and environment.
The challenge of environmental management and regulation is immense in a country as large and diverse as India. Over the years the legislative framework addressing environmental management has evolved, with the enactment of the Environment Protection Act 1986, which is an umbrella act encompassing air, water, land and natural resources management. The framework is completed through various Policies, Acts Notifications and Regulations/Rules. As a result, India has a credible policy and legislative base to foster environmental sustainability. However gaps are evident in the institutional mechanisms - primarily in enforcement and compliance, as well as implementation and mainstreaming of environmental issues across various sectors of the economy. The operationalization has not been as effective or at par with the evolution of legislation and policy.
The institutional entities (the governance mechanisms and entities, implementing agencies, educational institutes, other formal and informal groups) in their current form seem inadequate for responding to the emerging and critical environmental challenges adversely affecting public health, services and infrastructure. There is no end in sight for river pollution; generation of wastes, hazardous substances and plastics; chemical contamination, and so on. Although the number and complexity of projects received for environmental clearance by the MOEF has increased several fold in the recent years, its capacity has also remained limited. In the same token, the Central Pollution Control Board (CPCB) and the State Pollution Control Boards (SPCBs) are limited in their capacity or resources to ensure compliance with various environmental regulations.
Environmental sustainability (including wise use of natural resources and social responsibilities) is the most important consideration if India needs to continue on her growth path. Business as usual: where unchecked pollution, depletion of natural resources, low-quality processes were all acceptable practices, today appear as risky, due to improved public awareness and expectation, judicial and civil society activism, and above all a national agreement to avoid long-term disasters. Businesses at every level, projects or programs, individual activities, business and manufacturing processes all will need to change to be able to grow and expand. This will require improved application of various EA methods and tools to improve the stages of planning, designing, implementation and operation of projects and programs.
There is a notable shortage of basic skills in the country and specifically at the state levels to conduct quality environmental impact assessments and to develop environment management plans. To begin with, there is a dearth of graduate level programs dedicated to environmental impact assessments, and very little exposure of future infrastructure specialists to the theory and practice of environmental risk analysis and management. Whereas basic skills (among a moderate number of professionals) and specialized skills among the few (regulators and advisors) were seen to be sufficient a few years ago to prepare and accept EA reports of projects and programs, the complex realities mean that (a) skill levels among the professionals will need to improve; (ii) the number of expert professionals needs augmentation. Further, the global advances in techniques, newer subjects to be covered (climate change, cumulative impact analysis to name a few), and expectations from general public continuously require augmentation of capacity to carry out robust EAs across the entire spectrum.
However, there is a strong need to build capacities of key stakeholders on EA in India. These stakeholders include regulators, policy planners, project proponents, consultants, contractors, investors, environmental NGOs, research and academia. Building of capacities should essentially address the stakeholder "ecosystem". Importantly all these efforts need to be carried out on a sustained and strategic basis.
The objectives of this assignment are as follows:
1. To develop a sustainable program within the mainstream two year Postgraduate Program in Management (PGP), which is equivalent to an MBA, to systematically address the dearth of environment management skills in India by offering specialized environment management courses and onsite internships.
2. To develop curriculum, elective courses and training modules for specific target groups in areas like Cumulative Impact Analysis and Climate Change related impacts.
3. To deliver modular training programs by various modes (regular/distance learning) of various duration: short courses, Management Development Programs (MDPs) and workshops on thematic areas.
4. To build a centre of excellence in the country with its network of partner institutions and training faculties, for delivering effective training on Environment Impact Assessments on regular basis to the stakeholders from government, industry and civil society.
5. To support experience exchanges across sectors and across the region and to foster communities of EA practice in the South Asian Countries.
6. The overall vision is to develop the IIM Kashipur as a Regional Centre of Excellence for EA and to expand the program to other countries in South Asia subject to successful completion of the activities in Phase I (2014-2016) and availability of support from the World Bank and the Government of India.
Scope of Work
The entire program is proposed to be carried out in two phases:
Phase IA: Establishment of the EIA Training and Knowledge Hub (June 2014- May 2015):
Following activities will be covered under this phase:
• Establish the academic mechanism within IIM Kashipur for EA training / capacity building activities.
• Identification and development of collaboration agreements with partner institutions working in environment management areas.
• Preparation of an EA curriculum, courses and training modules and prepare a calendar for the regular training programs of various durations for different target groups.
• Identify faculty, experts, and academic panel to develop and finalize the required curriculum, specialized (elective) course content, pedagogy and delivery mechanisms for the proposed for 2 year PGP and other training and capacity building activities.
• Develop an implementation plan for sustainability of training and capacity building program
• Planning for the web-based and other forms of distance education.
• To undertake content review training modules and conduct at least 4 (four) Short Courses and 2 (Two) thematic workshops.
• Identification and development of collaboration agreements with industry and corporate houses for internship of the PG students in various environment management functions/areas.
Phase IB: - Operation of the Selected Training and Knowledge Hub & Planning for Long-Term Sustainability (July 2015 – March 2016)
Following activities will be covered under this phase:
• Content review of elective courses prior to the launching of the “environment management” concentration / specialisation in the second year of the PGP in management at IIM Kashipur.
• To undertake content review training modules and conduct at least 4 (four) Short Courses and 2 (Two) thematic workshops.
• Operationalize the web-based and other forms of distance education;
• Assessment by collating feedback from trainees;
• Reports for each training event and one final report with recommendations;
• Review of the implementation plan prepared for sustainability of the training and capacity building program;
• Preparation of a business model to ensure financial viability of the long-term training and capacity building program;
• Incorporation of the two year program as a regular institutional program within the IIM Kashipur academic plan so that the Institute can take over implementation of the long-term training and capacity building program based on the experience, feedback and operating procedures and business model developed during the Phase I.
• Revisit the scope of the Institute as a center of excellence; and establish support linkages (e.g., with MoEF, NABET, NSDC etc.) as relevant;
• Facilitate development of Business and Operational Plan of the program for the institute;
• To put in place all the prerequisites, academic as well as administrative, to ensure sustainability of the entire long-term training and capacity building program in environment management.
Phase II: - Support to Long-term Operation of the Training Hub and Experience Exchanges across South Asia (April 2015 – March 2017)
Following activities are envisaged to be covered under this phase:
• Full-fledged operation of the web-based and other forms of distance education;
• To implement the entire long-term training and capacity building program scale it up across sectors / countries;
• Create platforms for collaboration of the Community of EA Practice; and facilitate such communities to develop regular interactions;
• Support experience exchange among the stakeholders in the countries of South Asia.
For further details contact:
Dr K M Baharul Islam
Professor and Chair, Center for Public Policy & Government,
Program Director, The World Bank Program on Green Management,
Indian Institute of Management (IIM)
Kashipur 244713 (Uttarakhand)
Tel (Direct) Off: +91 63997-63997
Fax: +91 5947 262177 / 262820
Cell: +91 83928-11111
Skype ID: kmbislam
Our vision is to be recognized across the world as an Institute that addresses the needs of society through innovative interdisciplinary research. We’re proud that our work is already making a positive impact on people’s health, education and well-being, and we’re working hard to do even more through research that is embodied within three major themes: Cultures, Communities and Society; Global Security and Resilience; and Living Well.
The range of projects undertaken and events organized represent the diverse interdisciplinary research taking place at our center and underscores our commitment to carrying out work that can truly impact lives and simultaneously assist government in policy planning and execution.