Higher Education Digest – August 2023 – 10 Most Inspiring Leaders in Business Education – 2023

Managing Editor

Sarath Shyam

Consultant Editors

Dr. John Andrews

Emma James

Andrew Scott

Most Inspiring Leaders in Business Education - 2023

Naomi Wilson

Stanly Lui

Joseph Alex

Creative Consultants

Charlie Jameson

Edwards Gonzalez

Branding & Marketing Partnerships

Jennifer Anderson

Alice Smith Monica Davis

Anna Elza

Enquiry

admin@highereducationdigest.com

Free Subscription

International Representation

Americas 16192 Coastal Highway, Lewes, DE 19958, USA

Europe

27, Old Gloucester Street, London, WC1N 3AX, UK

Middle East & Africa P.O. Box 48299, Dubai Silicon Oasis, Dubai, UAE

Asia-Pacific

Ramanashree Arcade, 18 MG Road, Bangalore – 560001, India

Higher Education Digest is a digital magazine published by Connecta Innovation Private Limited. All rights reserved. The opinions expressed in the content and pictures provided are those of the authors. They do not purport to reflect the opinions or views of the Connecta Innovation Private Limited or any of its members and we do not assume any responsibility. The publisher does not assume any responsibility for the advertisements, its content, pictures, and all representation of warranties made in such advertisements are those of the advertisers and not of the publisher.

Higher Education Digest is a Free Subscription digital magazine strictly not for sale and has to be strictly for internal private use only. Publisher does not assume any responsibility arising out of anyone printing copy of this digital magazine in any format and in any country and all matters related to that.

Catalysts of Excellence: Unveiling India’s Most Inspiring Business Education Leaders of 2023

Leadership in the realm of business education plays an indispensable role in shaping the future of aspiring professionals, driving innovation, and steering organizations toward success in today’s dynamic economic landscape. As we step into the year 2023, the significance of visionary leaders in this field has never been more pronounced.

Business education transcends conventional learning, imparting not only knowledge but also the art of strategic thinking, problem-solving, and adaptability – qualities that are essential for navigating the complexities of a globalized business world. The leaders we will explore in this issue have not only embraced these principles but have also transcended them, becoming beacons of inspiration for both students and seasoned professionals alike.

In India, where the business ecosystem is vibrant and evolving, these exceptional leaders have orchestrated transformative changes, redefining the way education is approached. Their innovative approaches have bridged the gap between academia and industry, producing graduates who are not just job-ready but are also equipped to become trailblazers in their respective domains.

Through this special issue, we will delve into the lives and philosophies of these remarkable leaders, each of whom embodies the fusion of business acumen and educational excellence. By understanding their journeys, strategies, and achievements, we aim to gain insights into how leadership in business education can shape the leaders of tomorrow and contribute to the nation’s socioeconomic progress.

On the cover, we feature Dr. Kavita Powley, Head of Equality, Diversity & Inclusion at City, University of London. She is a distinguished senior leader with extensive experience in creating a significant cultural transformations within complex, large-scale businesses worldwide. She is passionate about driving equitable change for society and advocating for human rights and social justice.

Join us as we embark on a journey to uncover the stories behind these exceptional individuals whose commitment to nurturing talent and fostering growth has left an indelible mark on the landscape of business education in India. Their stories are a testament to the transformative power of education when paired with visionary leadership. Enjoy Reading.

Sarath Shyam

DR. KAVITA POWLEY

DRIVING EQUITABLE CHANGE FOR THE SOCIETY

HEAD OF EQUALITY, DIVERSITY & INCLUSION AT CITY, UNIVERSITY OF LONDON

DR. PURUSHOTTAM BUNG Director, RV Institute of Management

RADHIKA SHRIVASTAVA Executive Director, Fortune Institute of International Business

DR. S.R. SRIDHARAMURTHY Founder and President, NSB Academy

MENTOR’S MANTRA

FACILITATING A CULTURE OF ACADEMIC EXCELLENCE BEYOND BOUNDARIES

Dr. Satya Vir Singh, Vice Rector / Registrar, Sharda University – Uzbekistan

ACADEMIC VIEW

LEADING EFFORTS TOWARDS EDUCATING PEOPLE WITH LIFE SKILLS & CONNECTING EMOTIONALLY TOWARDS BUILDING A CREATIVE SOCIETY

Dr. Ruby Bakshi Khurdi, Educationist, Emotional Intelligence Expert, Author & Keynote Speaker

CREATING GLOBALLY DISRUPTIVE LEARNING OPPORTUNITIES IN THE HIGHER EDUCATION INDUSTRY

Dr. Chinmoy Sahu, Vice Chancellor, Manipal GlobalNxt University

LEVERAGING HR ANALYTICS TO IMPROVE DIVERSITY AND INCLUSION IN THE EDUCATION SECTOR

Ria Deshpande, Candidate of MSc in Human Resource Management, University of Edinburgh, Scotland

DR. KAVITA

DR. KAVITA POWLEY

HEAD OF EQUALITY, DIVERSITY & INCLUSION AT CITY, UNIVERSITY OF LONDON

DRIVING EQUITABLE CHANGE FOR THE SOCIETY

Dr. Kavita Powley is a distinguished senior leader with extensive experience in creating significant cultural transformation within complex, large-scale businesses worldwide. She is passionate about driving equitable change for society and advocating for human rights and social justice. Her goal is to promote equitable opportunities for all to thrive in every aspect of their life journey. As Head of Equality, Diversity, and Inclusion for the Office of Institutional Equity and Inclusion, Dr. Powley leads the development and implementation of the ED&I Strategy for over 2,000 staff and 20,000 students. Her approach to ED&I is intersectional, and she is accountable for the success of major culture change initiatives.

In addition to her leadership role, Dr. Powley is an award-winning writer, practicing Child Counsellor, and a qualified Personal Trainer. Recently, in an interview with Higher Education Digest, Dr. Kavita shared her valuable insights on diversity and inclusion, her professional background, personal inspiration, her definition of success, and much more. The following excerpts are taken from the interview.

What are your reflections on the concepts of diversity and inclusion?

In your opinion, how crucial is it to engage in genuine discussions with leaders, professionals, and changemakers to foster greater acceptance on a global scale?

Equity, Diversity, and Inclusion (ED&I) are at the heart of my core values, and I am deeply committed to promoting them. ED&I is instrumental in driving

engagement, creativity, diversity of thought, and innovation, which ultimately leads to respect, a true sense of belonging, and positive outcomes. As an advocate for human rights and social justice, my goal is to promote equitable opportunities for underrepresented groups throughout their life journey while empowering individuals to become ED&I champions and allies.

Authentic and at times uncomfortable conversations with global leaders are vital to

galvanizing them towards caring and committing to ED&I. Leaders serve as our role models, and their endorsement of ED&I can lead to positive, tangible, and sustainable culture change. When leaders embrace ED&I, it encourages others to follow suit, and work towards creating change within their own areas. I am passionate about supporting leaders, managers, and early-career colleagues in their ED&I journeys, and my approach is compassionate, meeting people

where they are and supporting them to reach their full potential.

Dr. Kavita, could you please provide insights into your professional background and your areas of expertise and interest?

My academic background and work experience have always been focused on advancing equity and social justice. My undergraduate degree

I am passionate about supporting leaders, managers, and early-career colleagues in their ED&I journeys, and my approach is compassionate, meeting people where they are and supporting them to reach their full potential

explored creative influencers and support for Neurodiverse authors, while my Masters thesis analyzed the impact of Islamophobia and proposed banning of the Niqab for Muslim women. My PhD research was the first UK study to explore how social media and social and cultural norms can influence positive behavior change. These experiences have heightened my self-awareness in the field of Equity, Diversity & Inclusion (ED&I) and led to a successful career in this critical area.

As a former Project Manager and Global Programme Manager, I have managed and delivered significant change projects and programs, including crisis management across eight different countries. I have also been recognized as an award-winning writer, published author, and scriptwriter for television. Even in the entertainment industry, I have prioritized diversifying storylines and representation on-screen.

I am also a child advocate and volunteer as a practicing Child Counsellor, working to safeguard children and young adults and providing support for victims of abuse, violence, and neglect. Additionally, I have volunteered as a support worker at a Centre for Women in harmful situations, helping vulnerable women build self-confidence, safety, and providing support on various equality issues.

My passion for advancing equity and social justice is my personal and professional vocation, and I strive to empower people from underrepresented groups to have access to equitable opportunities and create a sense of belonging where everyone can be their authentic selves and become leaders in their own right.

As Head of ED&I, I am responsible for executing the ED&I Strategy for the entirety of the organization, including all 20,000 students and over 2,000 staff members, throughout every level of the institution and the employee lifecycle

How engrained is diversity and inclusion in City, University of London’s culture and values?

City, University of London is a renowned institution dedicated to excellence in business, practice, and the professions. Our institution proudly serves a diverse student body of approximately 20,000 individuals hailing from over 150 countries, and a faculty and staff of over 2,000 members representing more than 75 countries. We are deeply committed to supporting our students in securing quality employment opportunities, while our research is characterized by its high-impact, engagement, and trailblazing nature.

City’s academic offerings are diverse and inclusive, with prominent areas of excellence in business, law, health sciences, mathematics, computer science, engineering, social sciences, and the arts, including journalism, dance, and music.

Recently, we have worked collaboratively to develop a new and unique Vision and Strategy, which places Equality, Diversity, and Inclusion at the forefront. As Head of ED&I, I am responsible for executing the ED&I Strategy for the entirety of the organization, including all 20,000 students and over 2,000 staff members, throughout every level of the institution and the employee lifecycle. It is my mandate to ensure that every individual thrives, feels a sense of belonging and inclusion in their place of work and study.

To further our ED&I agenda, I have established the ‘Office for Institutional Equity and Inclusion’, a new and innovative initiative aimed at centralizing and overseeing all ED&Irelated efforts for the entire University. The Office is a significant achievement for City, University of London, and a testament to our

unwavering commitment to ED&I principles. I envision the Office as a catalyst for inclusive excellence and culture change, renowned for successfully promoting greater equity, inclusion, and diversity through an intersectional lens for our staff, students, and the broader community.

What are some significant challenges

you encountered during your professional journey? Can you provide examples and offer advice to female entrepreneurs on effectively surmounting these obstacles?

Throughout my professional journey, I have encountered numerous obstacles that have undoubtedly shaped me as a person. For instance, during my PhD, I was diagnosed with a chronic illness, which required me to undergo surgeries and intensive treatment while simultaneously studying. Additionally, I was the primary caregiver for a seriously unwell family member when I first started my career. And to top it off, I had a baby during the pandemic’s peak. Life’s unpredictability can be overwhelming, but it also puts things into perspective, reminding us of how precious every moment is.

Despite these challenges, I’ve come to learn that perspective is everything, and how we approach roadblocks can make all the difference in how we overcome them. I’ve learned to reframe challenges as opportunities for growth and innovation, and I welcome them with open arms. Overcoming adversity has given me valuable experience in resilience and problem-solving. So, to all the female entrepreneurs out there, don’t shy away from challenges. Embrace them, for they may lead you to greater heights than you ever imagined.

What are your most career-defining moments that you are proud of?

Gaining my PhD was a true turning point in my career, and it’s a moment I’ll always cherish. Juggling illness while studying for a PhD was a daunting challenge, but it taught me that I’m capable of handling even the toughest of situations. That experience has given me the confidence to take on new opportunities fearlessly. After returning from my maternity leave, I applied for a more senior role as Head of ED&I within a month, and I was ecstatic to secure the position following a highly competitive process. Being a new mum and a senior leader is a balancing act, but it’s also incredibly rewarding.

I’m also proud to say that I’m a nationally acclaimed writer. I won a writing competition amidst thousands of entrants, and that success led me to writing storylines for television. It was a thrilling experience and a testament to the fact that hard work and dedication always pay off.

But perhaps my most exciting achievement to date was being named one of the top five D&I leaders in 2023 on International Women’s Day. This recognition has been a career-defining moment for me, as it acknowledges the vital role I play in driving cultural transformation every day. It’s given me the confidence to keep pushing boundaries and to keep fighting for inclusivity and equity in all aspects of life.

If you could give yourself one piece of advice at the start of your career, what would it be?

If I could go back and give myself one piece of advice at the start of my career, it would be to take more risks. To be bold, dive in, and follow

Some of the most rewarding and successful moments in my life have come from taking adventurous, disruptive, and uncomfortable leaps out of my comfort zone

my dreams. I’d tell myself to ask, “what’s the worst thing that can happen?” and if the answer isn’t catastrophic, to go for it. Life is short, and playing it safe won’t lead to the most fulfilling experiences. Some of the most rewarding and successful moments in my life have come from taking adventurous, disruptive, and uncomfortable leaps out of my comfort zone. So, to all those just starting out on their career path, take risks, and do what truly makes you happy, listen to your gut; it’s always right.

In your opinion, what qualities constitute a good leader?

Exceptional leaders have the ability to inspire others through their bravery, unwavering dedication to a purpose, and genuine connection with people. They unlock the full potential of those they lead and cultivate an environment where creativity and authenticity can flourish. Most importantly, they make their team members feel valued and appreciated.

As a senior leader, I wholeheartedly embrace Maya Angelou’s famous words: “People will

forget what you said, people will forget what you did, but people will never forget how you made them feel.” This philosophy guides my leadership approach, as I strive to empower people and celebrate their individuality by

How do you define success? What is your take on the ways to achieve longterm success?

Success to me is feeling fulfilled. Success is feeling joy and pride in what you do and making a tangible positive impact. Working on and improving yourself is the way to achieve long-term success; I am committed to being the best version of myself every day. I am a keen learner, and my development is a life-long journey. No can ever have too much knowledge or new skills, and they are imperative to success in all aspects of life.

Who is the one person you look upto and why?

I look up to one of my closest friends, Zai, who heartbreakingly passed away too young in June 2020. Zai’s outlook on life was incredibly inspiring; he was bold, courageous, and lived life to the fullest. He exuberated optimism, loyalty, and authenticity, and I will always look up to him as a true spirit of motivation that continually guides me in life. Whenever I am unsure of a major decision, I find myself thinking, ‘What would Zai do?,’ and he never fails me.

What piece of advice would you give to aspiring professionals across the globe?

creating an environment that fosters personal and professional growth. It’s vital that everyone feels comfortable being themselves and can realize their full potential. By doing so, we can create a culture of trust, respect, and excellence.

My advice to aspiring professionals across the globe is to believe in yourself, even when no one else will, have faith in your potential and your uniqueness; there is only one YOU.

Advocate for what you believe in and do something that brings you joy, fulfilment and makes a true impact and positive difference. And above all, be kind to yourself, and others.

Exceptional leaders have the ability to inspire others through their bravery, unwavering dedication to a purpose, and genuine connection with people

Facilitating a Culture of Academic Excellence Beyond Boundaries

Dr. Satya Vir Singh, Vice Rector / Registrar, Sharda University – Uzbekistan

Dr. Satya Vir Singh is the Vice-Rector & Registrar of Sharda University Uzbekistan and is responsible for Non-Academic and Academic operations and overall administration of Sharda UniversityUzbekistan.Hehas22yearsofglobalexperienceinthe areas of Student Handling, Students problem Solving, Parents handling, Accreditation, Affiliations, Tie-ups, Strategic Planning & Budgeting, Policy Formulation, Curriculum Planning & Design, Training, Recruitment, ITES and so on in leading Educational Institutions across Central Asia, Africa, Gulf, and India.

Dr. Singh is an expert in liaising with Regulatory bodies and accreditationagenciesbesidesthecreationandimplementation of Policies, Procedures and SOP’s. He has seen immense success in accreditation, administration, and supervision of academic & non-academic activities of leading educational institutions. He also has strong exposure in building strategic alliances and heading all aspects of channel partner relations fromthestageofdevelopmentofnewpartnerstoestablishment of partner programs & maintenance of ongoing coalitions to increase revenue & expand market presence of the institution.

Recently, in an exclusive interview with Higher Education Digest, Dr. Singh shared his insights on the changes that have occurred in the higher education sector over the last 5 years, his vision for Sharda University – Uzbekistan, his extensive experience as the Founder/Registrar of University campuses on the foreign land, and much more. The following excerpts are taken from the interview.

MENTOR’S MANTRA

As Uzbekistan is an emerging country in the Central Asia region, Sharda University Uzbekistan opened its campus in Uzbekistan, to not only serve students from Uzbekistan but students coming from the neighboring countries in Central Asia & CIS, Kazakhstan, Kyrgyzstan, Turkmenistan, and Tajikistan

You have so many years of experience in the field of education and academics. How do you see the changes which have taken place in the higher education sector over the last 5 years?

I believe that it is an undeniable fact that in the 21st century, success in development can only be achieved by those countries that have chosen to prioritize investment in human capital.

Over the past six years, considerable changes have taken place in the sphere of higher education in Uzbekistan. For instance, the enrollment quotas have been increased, bringing the total coverage to 28% (five years ago this indicator was only 9%). The number of state grants has increased. Besides, for the second year in a row, girls from families in need are being given two thousand places at universities. Furthermore, university entrants now have the opportunity

to choose five state universities for enrollment, test exams are now staggered, and the scores are announced promptly. Besides, it is now possible to submit documents to a university online, as well as to take an admission test to Tashkent universities, while staying in the region.

At the same time, the switch to a hybrid form of education (full-time, part-time, evening and distance studying) and the increase in the number of universities operating in the country, including private and branches of foreign universities can be considered an important innovation as well.

President of Uzbekistan, Shavkat Mirziyoyev has proposed to name the 2023 year as “The Year of Caring for People and Quality Education,” while pointing out that “improving the quality of education is the only right way to develop the New Uzbekistan.”

Dr. Singh, can you tell us about your vision for the university, and how you plan to achieve it?

As Uzbekistan is an emerging country in the Central Asia region, Sharda University Uzbekistan opened its campus in Uzbekistan,

to not only serve students from Uzbekistan but students coming from the neighboring countries in Central Asia & CIS, Kazakhstan, Kyrgyzstan, Turkmenistan, and Tajikistan. Sharda University Uzbekistan also foresees itself to establish multiple Centres of Excellence

to promote research and innovation for the benefit of the entire region.

Sharda University in India has been delivering excellence in healthcare since 2006 through its medical & dental schools and, a 1200+ bedded super-specialty hospital.

Sharda University Uzbekistan will leverage this advantage to train doctors and nurses so that they can upscale their skills. In the near future, Sharda University Uzbekistan has plans to establish a multi-specialty hospital in the Andijan region.

How do you balance the needs and expectations of students, faculty, staff, and external stakeholders?

Faculty & Staff members at Sharda University are selected because they have expertise in their field. We expect them to contribute to their scholarly discourse and maintain appropriate professional growth and development. As such, we expect all faculty to attend all mandatory professional growth and development opportunities offered. It is expected that faculty members will seek out and accept reasonable opportunities

to serve on committees, support extra/cocurricular activities, institutional activities, and community service.

Every day, thousands of students in Uzbekistan rely on faculty to provide them with robust and engaging learning experiences that support them in developing and pursuing their dreams. Faculty is expected to enter the classroom with both strong content knowledge (a body of conceptual and factual knowledge) and pedagogical content knowledge (understanding of how learners acquire knowledge in a given subject) And, their work involves connecting new learning experiences to the previous knowledge and experiences of the learner. Therefore, teachers need to understand who their students are, where they come from, and the ideas and experiences they bring into the classroom.

Please tell us about your experience as the Founder/Registrar of University campuses in a foreign land. What have been the biggest lessons taken by you throughout this journey?

Knowledge remains international. Crossnational research collaboration continues

Diversity in and out of the classroom will continue to grow, so it’s essential we prepare students to adapt to an evolving world and embrace those different from themselves

to increase. Most universities recognise that providing an international perspective to students is central in the 21st century. It’s not enough to simply find four walls, put up a shiny new university sign and expect international students to find their way to your pop-up learning centre or campus abroad. Investments of time, capital and, most importantly, care and consideration must be made at each step along the way to develop a successful overseas campus.

Sharda University Uzbekistan carries forward the illustrious legacy of Sharda University India which has positioned itself as – The World is Here, Where are You?

Establishing Sharda University Uzbekistan has been full of challenges with language being one of them. But, in just few years of inception, Sharda University Uzbekistan has become a gateway to students from Eurasia.

Sharda University – Uzbekistan aspires to be India’s first campus in Eurasia, not only serving students from Uzbekistan but students coming from the neighboring Eurasian countries. Tell us about some of the initiatives taken by the University in this direction.

Sharda’s focus is to act as a bridge between India & Uzbekistan to bring world class education to the students in Uzbekistan at a highly affordable cost. We are encouraged by the fact that currently, the higher education institutions of Uzbekistan cooperate with more than 10 Indian universities and research institutions and centres. A number of research institutions of Uzbekistan interact and conduct joint research projects with academic centres in Delhi, Mumbai and Pune.

We are also looking forward to collaboration with the Govt. of Uzbekistan in Software Development & IT solutions. In fact, Sharda University Uzbekistan has already established a Software Development Cell wherein students get an opportunity to work on innovative software development projects.

I believe that the cooperation between Uzbekistan and India has a huge unused potential and high opportunities based on the strong and firm basis - centuries of friendship, trust and mutual understanding between Uzbek and Indian people.

As the Vice Rector / Registrar of Sharda University – Uzbekistan, what are the challenges do you face and how do you overcome them?

As countries and institutions emerge from the pandemic at different rates, existing economic and social challenges have intensified, while new environmental, political and technological issues emerge. Leadership needs to be more adaptive and flexible because you can’t just stick with what you’re used to. In such a rapidly changing environment, senior management needs to work together. We also need to learn from others.

How does your university approach diversity, equity, and inclusion, both within the student body and among faculty and staff?

Diversity in and out of the classroom will continue to grow, so it’s essential we prepare students to adapt to an evolving world and embrace those different from themselves.

Fostering inclusion and awareness around multicultural education and taking a

culturally responsive approach to teaching benefits all students. Not only does creating greater multicultural awareness and inclusion help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially diverse world.

What are your suggestions, to integrate quality at all levels of higher education?

The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation, and good governance.

At Sharda University Uzbekistan, we are focused on Creating Program Differentiation; Increasing Student Engagement; Designing Competency Based Curriculum and Improving Data Accuracy.

What are your views on leadership? How should university vice-chancellors and administrators ensure that their faculty members and students transform into world-class leaders?

Sharda University Uzbekistan believes that supporting and encouraging faculty with the right to participate in the determination of University’s goals and policies is one of the ways one can empower them. After all, it is the empowered faculty that will lead to empowered students.

Faculty members are given freedom to come up with innovative ideas during staff meetings and on University’s websites and social media. Moreover, interactive seminars & training are organized for their development where they are exposed to technological advancements and

innovative ways to impart education to the students. Faculty are trained to use cutting edge tools and devices that helps them teach well and enable learning in faster and better way.

How does your university collaborate with other institutions or organizations, both locally and globally, to achieve shared goals or address shared challenges?

An international experience is a must in today’s environment and offers students a new perspective to meet real world challenges. Sharda’s Study Abroad Programme is the passport to the world.

Sharda University Uzbekistan has tie-ups with top universities including University of

Rozario, East Kazakhstan State Technical University, Groupe 3iL University, University of Cordoba, University Finis Terrae and United International University.

What would be your advice to engineering and management students looking to pursue career opportunities across the globe?

Getting a degree in engineering/management opens doors for bright growth opportunities irrespective of trends in the markets. There is always a high demand for good engineer’s/management professionals with logical and mathematical skills to work with multinationals, government offices, PSUs, corporates, medium enterprises.

LEADER IN ENGINEERING EDUCATION

Dr. S. K. Ukarande

Principal, K. J. Somaiya Institute of Technology (KJSIT)

Revolutionizing Engineering Education through Visionary Leadership

In the bustling city of Mumbai, where dreams take shape and aspirations soar high, there exists a luminary whose leadership has left an indelible mark on the landscape of engineering education.

Meet Dr. S. K. Ukarande, an esteemed figure in the field, currently serving as the Principal of the esteemed K. J. Somaiya Institute of Technology (KJSIT) in Sion and the Associate Dean of the Faculty of Science & Technology at the prestigious University of Mumbai (UoM).

“To shape young minds, ignite curiosity, and empower individuals to reach their full potential is what I cherish, and that is how my journey started,” reflects Dr. Ukarande. With an illustrious academic background, he obtained his undergraduate degree from the esteemed

At the helm of K. J. Somaiya Institute of Technology (KJSIT), Dr. Ukarande combines his visionary leadership with the institution’s commitment to delivering the highest standards of academic excellence

Dr. S. K. Ukarande Principal, K. J. Somaiya Institute of Technology (KJSIT)

College of Engineering, Pune, before pursuing a Master’s degree and a Ph.D. from the renowned IIT Bombay. Armed with knowledge and a passion for imparting quality education, he embarked on a journey that would span over three decades, leaving an indelible impact on countless lives. His unwavering dedication and expertise have earned him numerous accolades and positions

of distinction within the education community. “To me, leadership means not only guiding an institution but also actively contributing to the growth and development of the engineering education ecosystem,” shares Dr. Ukarande. As the Principal of engineering colleges affiliated with the University of Mumbai for over 20 years, he has contributed significantly to the development and growth of these institutions.

Under Dr. Ukarande’s visionary leadership, KJSIT has received numerous awards and accolades at the state and national levels

Moreover, his leadership roles as the Dean, Faculty of Technology and Dean, Faculty of Science & Technology at the University of Mumbai have further cemented his influence in shaping academic policies and institutional advancements.

“Awards and recognition serve as a testament to the collective efforts of the institution and the individuals who work tirelessly to achieve excellence,” humbly acknowledges Dr. Ukarande. Noteworthy among his accolades are the Bhartiya Vidya Bhavan National Award for Best Engineering College Principal (201819) by ISTE, the Best Principal of the Year Award (2018-19) by the Computer Society of India (CSI) - Mumbai Chapter, and the Best Engineering College Principal Award (2016-17) by ISTE - Maharashtra and Goa Section.

At the helm of K. J. Somaiya Institute of Technology (KJSIT), Dr. Ukarande combines his visionary leadership with the institution’s commitment to delivering the highest standards of academic excellence. Guided by the motto “Knowledge alone Liberates” set by the founder, Padmabhushan (Late) Pujya Shri Karamshibhai J. Somaiya, he aims to shape young minds, foster interdisciplinary collaboration, and inspire innovation.

“Together, we can create a significant change and empower individuals to make a positive impact on society,” opines Dr. Ukarande. His dedication to empowering individuals and driving societal progress through education shines as a beacon of hope and transformation in the ever-evolving field

of engineering education. In the words of Dr. Ukarande, “The true essence of leadership lies in shaping the minds of the next generation, fostering innovation, and creating a positive impact on society.” With his visionary leadership, unwavering commitment, and remarkable achievements, Dr. S. K. Ukarande continues to inspire and elevate the field of engineering education, leaving an indelible legacy for generations to come.

Empowering Innovation and Holistic Development in Engineering Education

“For a leader, it is crucial to embrace and cater to the changing needs of today’s technological generation,” emphasizes Dr. Ukarande. “I am happy to have taken several initiatives for the holistic development of students, faculties, and contribution to society.”

One of the major initiatives Dr. Ukarande has spearheaded is the establishment of a vibrant

“learning by doing” ecosystem through the implementation of Project-Based Learning (PBL). This approach addresses societal and industrial need-based problems, providing students with practical experience and realworld applications. Additionally, the institute has introduced Skill-Based Learning (SBL), ActivityBased Learning (ABL), and Technology-Based Learning (TBL) courses. These courses focus on developing graduate attributes such as work responsibilities towards society, problem-solving ability, communication skills, motivation for lifelong learning, leadership, and teamwork.

To foster innovation, startup culture, and entrepreneurship, he has taken several initiatives. “We have established the Institution’s Innovation Council (IIC) under the directions of the Ministry of Education’s Innovation Cell (MIC),” shares Dr. Ukarande. “We have also formulated the National Innovation & Start-up Policy (NISP) and established an extension center of SVV’s Research Innovation Incubation Design Lab (RiiDL).” These efforts provide a platform for students to explore their entrepreneurial spirit and transform innovative ideas into impactful ventures.

KJSIT is committed to making significant contributions to research and innovation in emerging areas of technology. By focusing on scientific breakthroughs, technological advancements, and the development of new ideas, the institution aims to improve various sectors such as health services, agriculture, climate, and education.

Furthermore, the institute has established various clubs and cells to promote technological development and extension activities. These include the Rethinking Engineering Designing and Execution - Artificial Intelligence Club (REDX-AI), Developer Students’ Club, New Leap Initiative club, and the Centre for University of Mumbai’s Department of Life Long Learning and Extension (DLLE). These platforms encourage students to enhance their technical skills, engage in cutting-edge research, and contribute to societal development.

Achievements and Recognition: Fostering Excellence in Engineering Education

Under Dr. Ukarande’s visionary leadership, KJSIT has received numerous awards and accolades at the state and national levels. “These recognitions are a testament to the collective efforts of the Somaiya management, faculties, staff, students, alumni, and all the stakeholders of KJSIT,” acknowledges Dr. Ukarande. Some notable awards include the Best College Award (2018-19) in the Urban Region by the University of Mumbai, Outstanding College Award (202021) by Somaiya Vidyavihar, Best Institute of the Year Award (2017-18) by the Computer Society of India (CSI) - Mumbai Chapter, and Best Engineering College Award (2017-18) by the ISTE Maharashtra & Goa Section.

His unwavering commitment to excellence and his collaborative approach has played a pivotal role in KJSIT’s achievements. With the support and contributions of the Somaiya management, faculties, staff, students, alumni, and all stakeholders, he continues to lead the institution towards its desired vision and mission, making a lasting impact in the field of engineering education.

“With my experience, I have been able to establish several platforms for collaboration between academia and industry,” says Dr. Ukarande. Recognizing the importance of understanding changing industry trends, he has created avenues that facilitate joint research projects, technology transfer, international conferences, internships, and student and faculty development programs conducted by industry experts.

To ensure a strong connection between academia and industry, Dr. Ukarande has formed an Industry Advisory Board comprising leaders, experts, and alumni from various industries. This board plays a crucial role in curriculum

development, providing insights into industry trends and job market demands. Additionally, internships have been integrated into the curriculum, ensuring that graduates are wellprepared and industry-ready.

By fostering collaboration between academia and industry, he aims to promote research and innovation and meet the demands of the rapidly evolving job market. KJSIT’s strong industry interaction has been recognized, and the institute has achieved the prestigious Platinum Category ranking in the All India Council for Technical Education and Confederation of Indian Industries (AICTE-CII) Survey of Industry-Linked Technical Institutes.

One of the significant achievements of KJSIT under Dr. Ukarande’s leadership is the conferment of Autonomous Status for 10 years from A.Y. 2021-22 by the University Grants Commission (UGC) and the University of Mumbai. This recognition highlights the institute’s commitment to academic excellence and administrative autonomy.

Furthermore, KJSIT has been awarded an ‘A’ grade with a 3.21 CGPA by the National Assessment & Accreditation Council (NAAC) for two cycles of accreditation from 2017 to 2026. The institute has also received accreditation from the National Board of Accreditation (NBA) for 04 programs, including two cycles

Dr. Ukarande, a visionary leader in education, has always emphasized the importance of leading by example and embodying the values and ethics one seeks to promote

of accreditation for Computer Engineering and Electronics & Telecommunication Engineering, as well as first cycle for Information Technology and Electronics Engineering.

The Institution’s Innovation Council (IIC) of KJSIT has consistently been recognized as a top-performing IIC in the Western Zone and has achieved national-level recognition in the Annual IIC Ratings conducted by the Ministry of Education’s Innovation Cell (MIC) since 2018-19.

In national rankings, KJSIT has made its mark. The institute was placed in the Rank Band 251-300 in the NIRF - India Rankings 2020 conducted by the Ministry of Education (MoE) among engineering institutes across the country. In NIRF - India Rankings 2023, KJSIT was positioned in the Rank Band 51100 in the Innovation Category. Additionally, in the Atal Ranking of Institutions on Innovation Achievements (ARIIA) by the MoE and AICTE, KJSIT was placed in Rank Band ‘B’ for 2019-20 and recognized as a ‘Performer’ for 2020-21 in the category of Private/Self-Financed Institutes.

Dr. Ukarande acknowledges the support of the Somaiya management, forward-thinking leadership, and the inclusive approach to fostering innovation through education. These elements have been instrumental in the institute’s remarkable accomplishments and its commitment to creating a dynamic and impactful learning environment.

Driving Curriculum Reforms and Examination Excellence: Empowering Students for Success

“I am proud to have driven three revisions in the curriculum for Engineering, Pharmacy, MCA, and Architecture programs at the University of Mumbai as Rev. 2012, Rev. 2016, and Rev. 2019,” says Dr. Ukarande. His leadership has

led to significant changes in the curriculum, starting with the introduction of the Credit and Grading System in the year 2012-13 for the first time in University of Mumbai, followed by the implementation of the Choice-based Credit and Grading System in the year 2016-17 with ProjectBased Learning and increased elective courses at the institute as well as department levels. Further, the recent revision in 2019-20 incorporates Project-Based Learning from Second Year of engineering, Skill-based Learning, incorporation of Online Contents from SWAYAM Platform, and more.

These curriculum revisions have embraced Outcome-based Education (OBE), emphasizing active engagement, critical thinking, and problem-solving skills. He believes in empowering students to demonstrate mastery of the intended learning outcomes and promoting transparency in education. The OBE-based curriculum ensures that students are equipped with the necessary knowledge, skills, and competencies to succeed in their chosen fields and adapt to the rapidly changing world.

In addition, Dr. Ukarande has spearheaded the introduction of 18 Honours and Minor Degree Programs at the University of Mumbai in emerging areas of technology, recognized by the All India Council for Technical Education (AICTE). These programs offer students additional credits, specialization in their chosen domains, job-ready skills, and multidisciplinary knowledge.

Dr. Ukarande’s contributions extend beyond curriculum revisions. He has served as a member of the committee appointed by the University of Mumbai to prepare the proposal for the School of Engineering and Sciences at the UoM Sub-Center located in Kalyan. He has also played a pivotal

role in the inception of new courses at the School of Engineering and Sciences, including M.Tech. programs in Computer Engineering, Chemical Engineering, Transportation Engineering, and others in the Science discipline.

In his role as the Dean at the University of Mumbai, Dr. Ukarande is committed to keeping the curriculum relevant and adaptable. His aim is to ensure that graduates and postgraduates are well-prepared to tackle emerging challenges through research and innovation, making significant contributions to society.

“I strongly believe in ensuring precision and transparency in the evaluation process,” affirms Dr. Ukarande. At the University of Mumbai (UoM), he strongly supported the Vice-Chancellor for implementing examination reforms to enhance the credibility of the evaluation process and ensure the timely declaration of results to students. His aim has been to contribute to a fair, faster, and more accurate evaluation system.

During his tenure as the Dean, and under the able guidance of the then Vice-Chancellor Dr. Rajan Welukar, several examination reforms have been introduced at UoM. These reforms include the implementation of online assessment, moderation, and revaluation of answer sheets at the university level. This ensures a standardized and unbiased evaluation process. Additionally, the confidential e-delivery of university exam question papers has been implemented to maintain the integrity of the examination process during his tenure.

Promoting Research and Innovation: Cultivating a Culture of Excellence at the University of Mumbai

Dr. Ukarande has been instrumental in promoting research through the establishment of various research centers across affiliated colleges at the University of Mumbai (UoM). Initially, only two colleges had research centers, but during his

tenure as the Dean, the number of research centers and the intake capacity has continued to grow to meet the evolving needs of the educational system. Currently, there are approximately 50+ research centers in 25 colleges affiliated with UoM, offering around 800 seats in various specializations. This expansion has led to the conferment of over 300+ doctorate degrees, highlighting the significant contribution of these research centers to the field of higher education and research.

In addition to research centers, Dr. Ukarande has also taken initiatives to promote robotics in the education domain. He organized several workshops for faculty and students of engineering colleges affiliated with UoM, focusing on robotics and leveraging the e-Yantra initiative. e-Yantra is a robotics-focused educational outreach initiative of IIT Bombay, funded by the Ministry of Education, Government of India, under the National Mission on Education through Information and Communication Technology (NMEICT). The aim of these workshops was to share embedded systems domain knowledge and the hardware developed at IIT Bombay with faculties, empowering them to solve real-world problems related to robotics.

Through these efforts, Dr. Ukarande has fostered a research-oriented culture and promoted innovation in higher education, providing valuable opportunities for faculty and students to engage in cutting-edge research and contribute to the advancement of knowledge in their respective fields.

Harnessing the Power of Technology and Collaboration

Dr. Ukarande has recognized the transformative benefits of integrating Information and

Looking towards the future of higher technical education, Dr. Ukarande envisions a dynamic and interdisciplinary approach that integrates emerging fields such as AI, IoT, and Robotics

Communication Technology (ICT) in education. During the challenging times of the COVID-19 pandemic, he successfully supervised the conduction of online examinations and evaluations using ICT across all engineering institutes affiliated with the University of Mumbai under the able guidance of the Vice-Chancellor, Pro Vice-Chancellor, and Dr. Ajay Bhamare – Dean, Faculty of Commerce and Management at the University of Mumbai. This smooth and effective transition to online platforms demonstrated the institution’s adaptability and commitment to ensuring continuous learning for students.

At KJSIT, Dr. Ukarande has championed an ICT-integrated pedagogy, leveraging online teaching and learning through Learning Management Systems (LMS), Virtual Labs, and Massive Open Online Courses (MOOCs) such as SWAYAM. This integration of technology has enhanced the learning experience and provided students with access to a wide range of educational resources.

Recognizing the importance of efficient data management, Dr. Ukarande has mentored the development of various automation software within the institute. These in-house developed software, including Student Information Management System, Event Management System, E-Transcript portal, Examiner Appointment System, Placement Information Management System, and Faculty Profile Management System, have streamlined administrative processes and accelerated decision-making.

Dr. Ukarande has also fostered collaborations with various industries, government organizations, private companies, and NGOs, creating a symbiotic relationship that benefits both KJSIT and the collaborating organizations. These collaborations

have facilitated software development, consultancy, joint educational activities, and research projects to address real-world challenges. Partnerships with organizations such as the India Meteorological Department (IMD), Godavari Biorefineries Ltd., Tata Power, IBM, and Michigan State University have provided a shared pool of expertise and contributed to highquality research publications.

Notable collaborations include the development of the “Heatwave Watch System” in partnership with IMD, aimed at benefiting both the organization and society at large. KJSIT has also developed the “ISTE Membership Portal,” launched by the Chief Minister of Maharashtra State during the Indian Society for Technical Education’s 50th National Annual Convention Award Function.

Furthermore, KJSIT has established MoUs with over 40 companies for internships, placements, student and faculty development programs led by industry experts, as well as initiatives to promote innovation, entrepreneurship, and start-ups. The institution has even established an IBM Centre of Education (ICE) to offer value-added courses to students, combining academic expertise with industrial knowledge to enhance the relevance and applicability of research outcomes and promote high-quality research and development aligned with industry needs.

Unleashing the Power of Research, Education, and Innovation

KJSIT is committed to making significant contributions to research and innovation in emerging areas of technology. By focusing on scientific breakthroughs, technological advancements, and the development of new ideas, the institution aims to improve various

sectors such as health services, agriculture, climate, and education. These efforts contribute to scientific progress, economic development, and the overall improvement of quality of life for individuals and society as a whole.

In addition to research and innovation, KJSIT places great importance on providing high-quality education and promoting lifelong learning. By imparting knowledge and skills to its students, the institution aims to create a skilled workforce that understands its social responsibility and actively contributes to society. Through community initiatives and efforts toward social change, KJSIT aims to foster a sense of social responsibility and engagement among its students.

As KJSIT strives to become a role model for institutes across the nation, Dr. Ukarande believes in the efficient execution of neoteric educational practices with hi-tech wizardry

Under the conferred autonomy, the curriculum offered by KJSIT is designed to meet the demands of the rapidly changing industry and equip students with the necessary knowledge and skills to excel in their chosen fields. The diverse exposures and practical experiences provided by KJSIT contribute to shaping the next generation of leaders and professionals.

As part of its future plans, KJSIT intends to establish Centers of Excellence in domains such as Artificial Intelligence, the Internet of Things, and Cyber Security. These centers will concentrate expertise and facilitate the development of innovative solutions, exploration of cutting-edge technologies, and provision of specialized services. Additionally, the institution plans to establish an industrymentored Idea Lab to promote research and innovation aligned with the requirements of Industry 4.0.

KJSIT also intends to undertake more major research projects aimed at developing sustainable solutions to real-world problems. Collaborations with national and international organizations will be sought for joint research endeavors, and the institution plans to apply for research grants from funding bodies such as the Department of Science and Technology (DST), Department of Biotechnology (DBT), All India Council for Technical Education (AICTE), and others.

Aligned with the National Education Policy (NEP) 2020, KJSIT has planned many more initiatives for its overall development and the development of the educational system in India. These initiatives are aimed at promoting excellence, fostering innovation, and contributing to the nation’s progress.

Nurturing Visionary Leadership and Ethical Values

Dr. Ukarande, a visionary leader in education, has always emphasized the importance of leading by example and embodying the values and ethics one seeks to promote. He firmly believes that leaders should demonstrate integrity, accountability, and ethical decision-making in their actions and interactions, stating, “Leaders should walk the talk and demonstrate integrity, accountability, and ethical decision-making.” With this philosophy in mind, he has played a pivotal role in shaping the educational landscape at KJSIT and beyond.

Under Dr. Ukarande’s guidance, KJSIT has fostered an inclusive and supportive environment, providing equal opportunities for growth and development to all team members. He understands that by creating an environment where everyone has a chance to thrive, the organization as a whole flourishes. Dr. Ukarande states, “When we foster an environment of inclusivity, the organization thrives and values and professionalism soar high.” This commitment to inclusivity has not only nurtured the talents of the team but has also instilled strong values and ethics in the younger generation.

Looking towards the future of higher technical education, Dr. Ukarande envisions a dynamic and interdisciplinary approach that integrates emerging fields such as AI, IoT, and Robotics. He believes that blending traditional and online learning, personalizing education, and emphasizing continuous skill development are essential to meet the demands of a rapidly evolving job market. He wisely states, “Interdisciplinary approaches and the integration of emerging fields will shape the future of education.”

Collaboration with industries and international organizations is another key aspect of Dr.

Ukarande’s strategic approach. He understands that partnerships enrich the educational experience and foster innovation. He emphasizes, “Collaborating with industries and international organizations enriches the educational experience and fosters innovation.” By aligning programs with industry needs, providing applied learning opportunities, and nurturing entrepreneurship, KJSIT prepares students to thrive in a globalized world.

As KJSIT strives to become a role model for institutes across the nation, Dr. Ukarande believes in the efficient execution of neoteric educational practices with hi-tech wizardry. He emphasizes, “Efficient execution of neoteric educational practices with hi-tech wizardry sets us apart as a role model for institutes across the nation.” By staying at

the forefront of technological advancements, facilitating interdisciplinary collaborations, and mentoring other institutions, KJSIT aims to shape the future of higher technical education and make a significant impact on society.

With Dr. Ukarande’s visionary leadership, KJSIT is committed to empowering individuals with skills, knowledge, and an innovative mindset. As he rightly puts it, “Education should empower individuals with skills, knowledge, and an innovative mindset.” Through strategic planning, the implementation of cutting-edge educational practices, and a strong emphasis on values and ethics, KJSIT is dedicated to preparing the next generation of leaders and professionals who will contribute positively to society and create a brighter future for all.

Prof. (Dr.) Daviender Narang Director, Kirloskar Institute of Advanced Management Studies Professor and Director, Jaipuria Institute of Management, Ghaziabad

Dr. Biplab Kumar Biswal

Website: https://www.kiams.ac.in/

Location: Harihar, Karnataka

About the Institute: Kirloskar Institute of Management (KIM) was set up in 1991 by the Kirloskar Group in Harihar to put its illustrious leader Mr. Shantanurao Laxmanrao Kirloskar’s thoughts to practice.

Website: https://jaipuriapgdm.com/

Location: Ghaziabad, Uttar Pradesh

About the Institute: Jaipuria School of Business – JSB’s flagship AICTE-approved PGDM program brings you the best of both – solid theoretical knowledge and experiential learning.

Website: https://www.spjain.org/

Location: Mumbai, Maharashtra

About the Institute: With campuses in the dynamic business hubs of Dubai, Mumbai, Singapore and Sydney, SP Jain is renowned for offering multi-city undergraduate and postgraduate programs.

Website: https://glfbusinessschool.com/

Location: Kolkata, West Bengal

About the Institute: The Global Leadership Forum (GLF), since its very inception in 2005 acts as a catalyst to the evolution of management education in the 21st century from traditional model to ‘Business Leadership’.

Website: https://www.nldalmia.in/

Location: Mumbai, Maharashtra

About the Institute: Established in 1995, N. L. Dalmia Institute of Management Studies and Research has been at the forefront of building Corporate leaders who excel at not only adding but, in fact, creating value-based entrepreneurial legacies.

Director, R. V. Institute of Management

Website: https://rvim.edu.in/

Location: Bengaluru, Karnataka

About the Institute: Benefiting from RV Institute of Management’s distinguished faculty members equipped with extensive industry backgrounds, alongside exceptional infrastructure, a student-centered orientation, steadfast placement support, and robust connections with both domestic and international industries and institutions, the institution consistently achieves its mission and vision.

Dr. MA Khan

Dr. Purushottam Bung Professor & Director, N. L. Dalmia Institute of Management Studies and Research

Dr. Debashis Guha Director – MAIB, S P Jain School of Global Management

Prof. Lopamudra Bhattacharyya Founder, CEO & Professor, GLF Business School

Radhika Shrivastava Executive Director, Fortune Institute of International Business

Website: https://www.fiib.edu.in/

Location: New Delhi, Delhi

About the Institute: Established in 1995, FIIB has emerged as one of the top B-schools in Delhi NCR, focusing on delivering a holistic, futurefocused education.

Verma Faculty and Placement CoordinatorMBA and BBA Programs, RICS School of Built Environment

Website: https://www.ricssbe.org/

Location: Noida, Uttar Pradesh

About the Institute: India’s premier RICS Accredited Institution, the RICS School of Built Environment, shaping future leaders in real estate, construction, and infrastructure through specialized education, dual accreditation (RICS, PMI-GAC), and UGC recognition since 2013.

Website: https://www.nsb.edu.in/

Location: Bengaluru, Karnataka

About the Institute: Standing proudly among Bangalore’s top MBA colleges, NSB Academy is championed by a consortium of distinguished global educators and industry leaders, united by the mission to cultivate global intellectual capital.

Institute of Management Development and Research (WeSchool)

Website: https://www.welingkar.org/

Location: Mumbai, Maharashtra

About the Institute: As a part of the esteemed S.P. Mandali Trust, WeSchool stands as a beacon of forward-thinking higher education, successfully bridging the gap and illuminating the path of progress.

Dr. S.R. Sridharamurthy Prof. Dr. Uday Salunkhe President, NSB Academy Group Director, S.P. Mandali’s Welingkar

Dr. Saurabh

Lead your institution through the new normal and beyond

Today’s learners and faculty have high expectations, requiring an integrated and exible learning experience that operates seamlessly and intuitively. By partnering with Blackboard, you can enhance your institution’s brand by providing students and faculty with a holistic and integrated modern learning ecosystem.

Blackboard brings together the technologies and services you need to lead your institution through this digital transformation.

GLOBALBESTPRACTICES

LEARNINGAPPROACH RESULT INTEGRATED

EFFECTIVETEACHING

MEASUREMENT TECHNOLOGIES

To learn more, visit blackboard.com

Dr. Biplab Kumar Biswal

Director, Kirloskar Institute of Management

The Master of Building HighPerforming Teams

Dr. Biplab Kumar Biswal, the Director of Kirloskar Institute of Management (KIM), attributes his success to a wealth of diverse experiences. Throughout his career, he has honed his leadership skills by working alongside people from all walks of life at all levels of the organizational hierarchy. He has never shied away from taking on new challenges and has embraced each opportunity as a chance to learn and grow. By cultivating self-awareness and leveraging his strengths to benefit his career, Dr. Biswal has become a master at building high-performing teams.

With a career spanning over 22 years, Dr. Biswal has made a name for himself as a dynamic and accomplished manager in both corporate and academic spheres. He is a skilled project leader, having directed numerous complex projects from concept to successful implementation. Dr. Biswal’s impressive track record includes launching the PLANETWORKZ program of NIIT across major towns in Orissa, as well as handling the

With a career spanning over 22 years, Dr. Biswal has made a name for himself as a dynamic and accomplished manager in both corporate and academic spheres

Radhika Shrivastava Executive Director, Fortune Institute of International Business

Training & Placement for ICFAI for five years. He has also made significant contributions to academic institutions, having overseen academics and placement for Krupajal for two years and BIITM for four years.

Creating Student-Driven Institution

Dr. Biswal’s first month at KIM was marked by keenly observing the institution’s functioning style. He noticed that the campus was heavily influenced by a strict, staff-driven approach, which led him to focus on transforming it into a student-driven campus. Dr. Biswal says,

“Today, KIM is a student-driven campus, and it runs better that way. If they cannot manage their college, how will they manage a business.” A student-driven approach fosters a sense of responsibility and ownership among students, which is crucial for their future success in managing a business. Dr. Biswal’s mantra for success, “Don’t Compete, Don’t Compare, Don’t Hate, and Don’t Judge,” encourages individuals to focus on their own growth and progress rather than getting caught up in unproductive and negative behaviours. His efforts have resulted in a more efficient and effective campus, where

students are empowered to take charge of their own education and future success.

As the Director of KIM, Dr. Biswal faces a range of challenges on a daily basis. Tying people together is one of the most difficult and, yet, the most critical tasks. Some of the challenges that he faces include enabling students with social development, maintaining positive relationships with stakeholders, helping faculty members with their self-development, setting goals for employees, maintaining a peaceful work environment, gaining the confidence of both students and employees, providing maximum

facilities for students, keeping up with new educational policies and changes in the industry, maintaining rapport with students and staff, and providing support for the betterment of the institution. Despite these challenges, Dr. Biswal remains dedicated to his work and strives to create an environment that promotes learning, growth, and success for all stakeholders.

A Modern B-School

KIM is a leading B-School in India, consistently ranked as A++ by Business India. Founded by the Kirloskar Group in 1991 in Harihar,

Karnataka, it has a second campus in Talegaon Dabhade, Pune. Both campuses are AICTE approved and offer two-year fully residential Management programmes such as PGDM, Industry 4.0 and Global PGDM with a 96% placement success rate. KIM is known for its world-class infrastructure, academic excellence, and higher placement percentage compared to other colleges in South India. In 2021, KIM started its undergraduate program named Kirloskar Institute of Advanced Management, which is affiliated with Davangere University and offers BBA and B. Com courses.

KIM, Harihar is located on a 6.3-acre campus along the banks of the River Tungabhadra. The institute is easily accessible by road and rail, situated on the NH48 between Bangalore and Pune. The campus has modern amenities, including air-conditioned lecture halls, syndicate rooms, a well-stocked library, computer labs, a gymnasium, and an in-house medical clinic. Sports facilities include a swimming pool, indoor games, and a playground. Separate

executive-style hostels for males and females provide comfortable accommodation. The institute has a standby 125 KVA power generator and an internet facility of 75 Mbps provided by two service providers. Canteen facilities are available for students, staff, and guests.

Spearheading the KIM-way of Holistic Learning

Dr. Biswal believes that one of the major problems with Indian B-schools is their obsession with the West. He opines, “Schools often focus too much on metrics such as average salary and return on investment, rather than prioritizing the holistic development of students and ensuring they are rich in terms of content. Additionally, there is a tendency to use jargon when talking about employability, which can create confusion and miscommunication.” However, the Kirloskar Institute of Management has a different approach. Their motto,

||” emphasizes the importance of knowledge and humility, and how they lead to capability, wealth creation, and ultimately, the upliftment of society.

Kirloskar Institute of Management focuses on creating knowledgeable, empathetic managers who contribute to the betterment of society rather than just chasing numbers and rankings. Under Dr. Biswal, the institute has achieved significant international collaborations, with over 10 partnerships with top-ranked universities in the US, France, Spain, UAE, and Malaysia. This has provided opportunities for course upgrades, international internships, and placements. “I have been able to pull up a three-tier institution to a premier institution in Odisha. With ICFAI, I have been able to facilitate multiple locations in India and set up B-Schools with repute. In KIM, within the last four years of my tenure, we have been able to get several important recognitions,” shares Dr. Biswal.

KIM has received numerous awards and recognitions for its excellence in education

KIM is a leading B-School in India, consistently ranked as A++ by Business India.

Founded by the Kirloskar Group in 1991 in Harihar, Karnataka, it has a second campus in Talegaon Dabhade, Pune

and innovative pedagogy. The B-School has been ranked among the top B-schools in India by various prestigious organizations such as Business World, Careers 360, and The Week. It has also received awards for its industry-related curriculum in marketing, leadership, and knowledge management.

KIM has been recognized for its corporate connectedness, faculty profile, infrastructure, and accreditation and linkages. The institute has also received awards for its outstanding performance in virtual knowledge delivery during the pandemic. Additionally, KIM has been recognized as one of the top colleges offering business analytics by CEO Insights and India’s 10 Best Business Analytics College by The Academic Insights.

A Democratic Leader

Dr. Biswal is basically a democratic leader who has been able to build effective teams from existing resources wherever he has worked. He does not believe in having a group of his own and moving around with them. He pinpoints, “I keep my faculty members always motivated. I believe in recognizing their potentiality and giving them tasks in their field to bring out their best.” Dr. Biswal encourages them to work independently unless they need his interference. He has complete faith in his faculty members, and they keep him posted on their work.

Being insightful is a valuable trait that an educator can possess. Dr. Biswal believes that an insightful teacher can quickly and accurately assess student work and provide timely

constructive feedback. “They evaluate student work based on understanding what is right and what needs improvement, rather than simply marking errors or giving praise. This approach allows the student to understand the reasoning behind their work and encourages them to think creatively.” According to Dr. Biswal, a good teacher always seeks to understand the student’s reasoning rather than just the answer. Through student assessment, the insightful teacher can evaluate their performance and identify improvement areas. “Ultimately, being insightful is a valuable trait for educators as it allows them to provide effective feedback and helps students to progress in their learning,” adds Dr. Biswal.

For his dedication and hard work as an academic leader, Dr. Biswal has received several

KIM, Harihar is located on a 6.3-acre campus along the banks of the River

Tungabhadra. The institute is easily accessible by road and rail, situated on the NH48 between Bangalore and Pune

awards and recognitions, including being recognized as one of Business Sight’s 10 Most Trusted Brands of the Year 2021, Asia One’s Global Indian of the Year 2020-21, and receiving the CSR Eminent Director of Leading Institute Award and the CSR Excellence in Higher Education Award from Competition Success Review. He was also awarded the Intellectual of the Year 2020 by Rifacimento International and the Asian Achievers 2021 award for meritorious achievements by Reguard Inc.

The Power of Good Education

Dr. Biswal’s student life was primarily spent in premium government institutions, which contributed significantly to his growth and development. During his school days, he was

recognized as the “Best All-rounder student” for his exceptional performance in academics and extracurricular activities. His school provided him a platform to hone his communication and multi-tasking skills, making him more confident and stage-free.

During his college days, Dr. Biswal went to one of the best colleges in his state, where he focused on building strong fundamentals and conceptual clarity and emerged as a leader. He served as the Secretary of his department and successfully organized an International Seminar on “Emerging Trends in Finance.” In addition to his graduation and post-graduation, Dr. Biswal pursued three more post-graduations, one in commerce, one in law, and one in Labor Law (IR&PM), which added to his education and knowledge base. He credits NIIT for his technical proficiency and adaptability, which have helped him stay up-to-date with the latest technological advancements in his field.

Today, Dr. Biswal has a positive approach towards handling pressure and believes he performs his best when facing challenges. He follows healthy habits, such as meditation, eating healthy, and deep breathing, to calm himself down during stressful situations. He prioritizes his work and takes short breaks after completing tasks to avoid burnout. Dr. Biswal’s top priority is giving his best without any mistakes. He focuses on the present and stays organized to manage pressure effectively.

The Future

Dr. Biswal and his team at KIM are currently working on expanding the course base and aiming for international accreditations. They are also involved in multiple research projects

with the industry and focusing on Industry 4.0 awareness across educational institutions in the country. “We have launched two new courses, BBA and B. Com, affiliated to Davangere University as per the NEP. Our first lot of students for both summer internship and course equivalence are leaving for different global destinations. So, we are closely monitoring the same to make it successful,” shares Dr. Biswal. KIM is planning for certification courses and expanding buildings to create a niche in the market with a focus on value education in management. “We are also planning to bring in a couple of innovative courses in the upcoming academic year through our global partnership,” adds Dr. Biswal.

Today, as an experienced academic administrator, Dr. Biswal would like to see several changes in the current business education system. One of the major changes he wants to see is an increase in the availability and accessibility of virtual learning platforms. He believes that it will make it easier for people to access education from anywhere and at any time. He also wants to create a scope for an interdisciplinary approach, where various departments collaborate and integrate insights from diverse fields. Another change he would like to see is the encouragement of project-based and experimental learning, where students learn through practical experience. He believes that classrooms should be made entirely computerbased, allowing for blended learning. Dr. Biswal wants to bring more flexibility to the education system by giving students more choices when selecting subjects. These changes would make the education system more inclusive and accessible to everyone.

Prof. Lopamudra Bhattacharyya Founder CEO of GLF Business School

Building Bridges and Creating Harmonies in Business Education

Prof. Lopamudra Bhattacharyya, the Founder CEO of GLF Business School, has made an indelible mark as a trailblazer in the field of business education. She stands as the first woman B-School founder in the country, breaking barriers and paving the way for aspiring women leaders.

Her career journey began in 1998 when she started teaching at the prestigious Gokhle Memorial School in Kolkata while pursuing her Ph.D. Later, she joined the West Bengal State Marketing Board as a Nodal Officer, where she played a crucial role in managing publicprivate partnership projects, including the renowned Metro Cash &

Prof. Bhattacharyya’s career journey is a testament to her determination, vision, and commitment to empowering aspiring entrepreneurs

Prof. Lopamudra Bhattacharyya Founder CEO of GLF Business School

For nearly a decade, GLFBS has been at the forefront of integrating knowledge, research, industry experience, and international exposure to offer comprehensive management programs

Carry Project. This experience deepened her understanding of strategic management and entrepreneurship, fueling her ambition to create something extraordinary.

Embracing the world of academia, Prof. Bhattacharyya served as an Associate Professor at a prominent B-School and also worked as a Managing Consultant at a leading consulting

firm. These experiences not only enriched her knowledge but also honed her skills as a visionary leader. Driven by her passion for institution building and a desire to bridge the gap between academia and industry, she took the bold step of founding GLF Business School in 2013, affiliating it with the prestigious West Bengal State University.

Under Prof. Bhattacharyya’s visionary leadership, GLF Business School has emerged as one of the leading B-Schools in India. The institution has garnered numerous nationallevel awards, including the ASSOCHAM Best B-School Award, Technology Excellence Award for Social Impact, and the Innovative Institute Award, to name a few. These accolades testify to her commitment to academic excellence and innovative approaches to education.

One of the notable initiatives spearheaded by Prof. Bhattacharyya is the Women Innovation & Startup Hub (WISH), established in 2019 at GLF Business School. This hub provides a platform and support system for aspiring women entrepreneurs, empowering them to turn their dreams into reality. Even during challenging times like the lockdown, WISH continued to serve and support women entrepreneurs across the country, showcasing Prof. Bhattacharyya’s unwavering dedication to fostering entrepreneurship and innovation.

Under her guidance, GLF Business School has achieved significant recognition and rankings. It currently holds the 26th rank among all B-Schools in India under the non-IIM category. The institution has also been acknowledged as one of the Top-10 Business Analytics Institutions in India by Higher Education Review Bangalore. Notably, GLF Business School is the first institution in

the country to offer management courses in Biotechnology, Valuation, and Data Science, further cementing its reputation for innovation and pioneering spirit.

Prof. Bhattacharyya’s career journey is a testament to her determination, vision, and commitment to empowering aspiring

entrepreneurs. As a pioneering woman leader in business education, she continues to inspire and make a lasting impact on the industry. With her unwavering dedication and relentless pursuit of excellence, she has created a path for future generations of women leaders to follow and achieve their dreams.

We are committed to providing an enriching learning experience that aligns with industry requirements and equips our graduates with the necessary skills and behavioral competencies

Pioneering the Evolution of Management Education in India

“Management education in India has witnessed a significant transformation over the past seven decades. With the rapid economic development and liberalization in the 1990s, there was a substantial demand for MBA education. MBA

became a coveted qualification, perceived as a solution to address various business challenges. As a result, a multitude of public and private institutions sprouted across the country, offering MBA programs. However, the mushroom growth of B-schools in India failed to meet industry expectations due to inherent structural weaknesses,” opines Prof. Bhattacharyya.

Amidst this landscape, GLF Business School (GLFBS) emerged with a unique vision and approach. For nearly a decade, GLFBS has been at the forefront of integrating knowledge, research, industry experience, and international exposure to offer comprehensive management programs. Recognizing the growing importance of technology in the industry, GLFBS became the first B-School in India to integrate Business Analytics into its curriculum. It also introduced specializations in highly sophisticated areas such as Data Science & AI, and Biotechnology, enabling students to stay abreast of the technology-driven landscape.

Another pioneering initiative by GLFBS was the introduction of specialization in Valuation Studies for all three classes of assets, making it the first B-School in India to offer this specialization. This unique offering showcases GLFBS’s commitment to providing specialized knowledge and catering to the diverse needs of the industry.

In recognition of its innovative and industryrelevant approach, GLFBS was acknowledged by the Ministry of MSME, Government of India, as a Host Institute/Business Incubator for entrepreneurship development and promoting startups. This recognition highlights GLFBS’s commitment to fostering entrepreneurial leadership and providing a platform for aspiring entrepreneurs to nurture their ideas.

The accolades and rankings received by GLFBS further validate its commitment to excellence. Being ranked among the Top-10 Management Institutes in India and a consecutive recipient of the prestigious ASSOCHAM Best B-School Award showcases the institution’s dedication to providing quality education and preparing future leaders.

The Vision of GLFBS is to act as a catalyst in transforming management education from the traditional Business Administration model to Business Leadership. Prof. Bhattacharyya elaborates on this vision: “We strive to create a new breed of leader-managers who possess Strategic Leadership, Innovative Leadership, Entrepreneurial Leadership, Sustainable Leadership, and Ethical Leadership skills.”

Through its mission, GLFBS aims to foster business leadership by equipping students with the essential skills and mindset required in the dynamic business landscape. Prof. Bhattacharyya explains, “Our mission is to nurture business leaders who can drive change, embrace innovation, foster entrepreneurship, promote sustainability, and uphold ethical values.”

GLF Business School continues to push boundaries and redefine the landscape of management education in India. With its innovative programs, focus on specialized knowledge, and commitment to nurturing leadership, the institution plays a pivotal role in shaping the next generation of business leaders.

Fostering Entrepreneurship and Addressing Industry-Academia

Disconnect

GLF Business School (GLFBS) understands the importance of nurturing entrepreneurship among

students, not only to foster new startups but also to prepare corporate entrepreneurs for the job market. With this vision in mind, the institution has established various centers for industry-specific study and research, including valuation, biotechnology, data science, and AI. The recognition of GLFBS as an innovation and incubation center affiliated with the

At GLF Business School (GLFBS), the curriculum is designed to be multidisciplinary and practical, incorporating regular updates in consultation with subject experts through the Board of Studies

Ministry of MSME, Government of India, further solidifies its commitment to promoting innovation and entrepreneurship.

As a member institute of FITT, IIT Delhi, GLFBS leverages its affiliations to enhance the learning experience for students and stay abreast of the latest industry trends. The institution has launched initiatives like the Start-up Bootcamp,

Innovation Studio, and Start-up Launchpad under the Nation Ahead Initiative, emphasizing the importance of innovation and entrepreneurship in the corporate and business world.

Prof. Bhattacharyya shares, “We believe that learning for leadership is not limited to any specific walk of life. We encourage girls and students from economically weaker sections to

pursue management education so that they can actively participate in societal development in the near future.”

In the face of the current wave of turbulence caused by technology disruption and the

pandemic, the weaknesses in the education system have become more apparent. The challenges extend beyond skill and knowledge gaps and encompass behavioral aspects as well. One critical issue is the disconnect between

Prof. Bhattacharyya firmly believes that students are the stepping stones to success, and investing time in building their knowledge base and developing their skills is paramount

academia and industry. Program curricula often fail to keep pace with rapidly evolving industry requirements, including the essential skills in emerging technologies. Additionally, students are not adequately equipped with the behavioral approaches needed in corporate environments. Consequently, business graduates may find themselves unprepared when embarking on their careers.

Prof. Bhattacharyya identifies three root causes for these issues. She explains, “The lack of commitment from B-School management, a shortage of high-quality and energetic faculty members, and the enrollment of poorquality students who are not ready to take on challenges contribute to the disconnect.” Talented professionals often prefer joining the industry rather than pursuing a career in teaching, making it challenging for management institutions to attract high-quality faculty. As a result, many B-Schools rely on guest faculty from the industry, who are already burdened with their workplace responsibilities, leading to compromised knowledge delivery.

However, since its inception, GLFBS has been consciously addressing these issues and prioritizing quality over quantity. The institution’s model focuses on tackling these challenges from the selection process itself, whether for undergraduate or postgraduate courses.

Prof. Bhattacharyya asserts, “We have implemented a comprehensive approach that ensures the quality of our student intake. We are committed to providing an enriching learning experience that aligns with industry requirements and equips our graduates with the necessary skills and behavioral competencies.”

By proactively addressing the industryacademia disconnect and prioritizing quality education, GLF Business School sets itself apart, ensuring that its students are wellprepared to meet the demands of the everevolving business landscape.

A Pragmatic and Industry-Oriented Curriculum

At GLF Business School (GLFBS), the curriculum is designed to be multidisciplinary and practical, incorporating regular updates in consultation with subject experts through the Board of Studies. Recognizing the dynamic nature of the business world, the syllabus is designed to be pragmatic and practical-oriented.

Management being a professional course, GLFBS emphasizes the importance of imparting essential skills that are required to thrive in the business world, whether as an employee or an entrepreneur. The institution offers a wide range of specialization subjects, classified into two broad categories: Function-Specific and Industry-Specific. This comprehensive approach ensures that students acquire both a strong theoretical foundation and the practical skills necessary to excel in their chosen field.

To further enhance practical learning, GLFBS mandates a compulsory internship project for students. This allows them to gain hands-on experience and become familiar with industry practices. In addition to practical exposure in the industry, the institution places a strong emphasis on experiential learning, peer learning, teamwork, lab-based learning, and the development of analytical, diagnostic,

problem-solving, and decision-making abilities. These elements are incorporated using the latest pedagogy in management education.

The revision of the syllabus is driven by a focus on recent industry trends, the digital economy, and market requirements. Inputs from key stakeholders in management education, benchmarking with reputed Indian and foreign institutions, and consideration of the fundamental needs of employers all contribute to the modification of the syllabus. This ensures that the curriculum remains up-to-date and in line with industry demands.

Prof. Bhattacharyya emphasizes the importance of the curriculum, stating, “We believe that a strong curriculum that reflects the needs of the industry is vital in preparing our students for successful careers. By incorporating the latest trends, technology advancements, and industry practices, we equip our students with the knowledge and skills they need to excel in the ever-evolving business landscape.”

The focus on a pragmatic and industryoriented curriculum at GLF Business School ensures that students are well-prepared to

navigate the complexities of the business world upon graduation. Through a blend of theoretical knowledge, practical exposure, and experiential learning, GLFBS strives to develop well-rounded professionals who can positively impact their chosen fields.

Empowering Students with Emerging Technologies and Innovation

GLF Business School (GLFBS) takes pride in its state-of-the-art technology-based labs, recognized by the Ministry of MSME, Government of India, as a Host Institute and Business Incubator for government schemes promoting startups. These labs provide students with access to new technology platforms and disruptive technologies that challenge the current landscape of management education.

The technology-based labs at GLFBS are designed to equip students with the necessary skills and knowledge to thrive in an everchanging business environment. They offer facilities and resources that enable students to delve into emerging technology areas, including 3D Printing, Robotics and Automation, Artificial

GLF Business School (GLFBS) takes pride in its state-of-theart technology-based labs, recognized by the Ministry of MSME, Government of India, as a Host Institute and Business Incubator for government schemes promoting startups

Intelligence and Machine Learning (AI-ML), Blockchain, Biotechnology, the Internet of Things (IoT), and more.

Prof. Bhattacharyya affirms, “We understand the importance of staying ahead of the curve when it comes to technology and its impact on business. Our labs serve as a bridge between theoretical knowledge and practical application, allowing students to gain hands-on experience with cutting-edge technologies.”

These technology platforms provide a dynamic learning environment where students can explore, experiment, and develop innovative solutions. By engaging with disruptive technologies, students develop a deep understanding of their implications and potential applications in various industries.

Moreover, the labs act as a catalyst for entrepreneurship and innovation. By providing access to advanced technologies and resources, GLFBS encourages students to think outside the box, fostering their entrepreneurial spirit. The institution actively supports startups and promotes a culture of innovation through its business incubation initiatives.

Prof. Bhattacharyya asserts, “We believe that exposure to emerging technologies and innovation is crucial in preparing our students for the future. By embracing disruptive technologies and encouraging entrepreneurial mindsets, we empower our students to become trailblazers in their respective fields.”

The technology-based labs at GLF Business School symbolize the institution’s commitment to staying at the forefront of technological advancements and preparing students to navigate the challenges and opportunities of a rapidly evolving business landscape. Through these

By providing access to cutting-edge technologies and fostering a culture of innovation, GLF Business School is shaping future leaders who can thrive in the digital era and contribute to the advancement of society

labs, students gain hands-on experience, develop problem-solving skills, and cultivate a mindset of continuous learning and adaptation.

As technology continues to reshape industries, GLFBS ensures that its students are equipped with the knowledge and skills to leverage these advancements effectively. By providing access to cutting-edge technologies and fostering a culture of innovation, GLF Business School is shaping future leaders who can thrive in the digital era and contribute to the advancement of society.

The Journey Continues with a Strong Foundation and Personal Motivations

Building an institution is a process that requires dedication and perseverance. Prof. Bhattacharyya firmly believes that students are the stepping stones to success, and investing time in building their knowledge base and developing their skills

is paramount. Above all, she emphasizes the importance of nurturing them to become good human beings.

Prof. Bhattacharyya asserts, “I firmly believe that placement is a natural outcome of the institution’s brand value, as well as the knowledge and skills acquired by our students during their professional course. By focusing on holistic development and providing a conducive learning environment, we strive to equip our students with the tools they need to succeed in their careers.”

Beyond her role as an academic administrator, Prof. Bhattacharyya is also a Professor who finds inspiration in various aspects of her life. Her sense of music serves as a motivating force, helping her maintain rhythm and balance in both work and family life. She finds immense joy and rejuvenation in the presence of young and cheerful students who continually inspire her.

However, her family holds a special place in her heart, as they provide unwavering support and encouragement. Being part of a joint family, Prof. Bhattacharyya experiences the strength of unity and finds solace in their collective support. Her family members are pillars of strength, empowering her to take on new endeavors with confidence.

Prof. Bhattacharyya cherishes the moments with her little daughter, who teaches her the art of channelizing eternal energy into meaningful work. These interactions serve as a constant reminder of the importance of harnessing one’s energy and dedicating it to productive pursuits.

She reflects, “My family and the vibrant energy of my daughter inspire me on a daily basis. They remind me of the importance of balance, passion, and finding joy in both personal and professional spheres.”

With her unwavering dedication and the support of her family, Prof. Bhattacharyya continues to shape the future of GLF Business School, empowering students to become not only successful professionals but also compassionate individuals who contribute positively to society.

As she looks ahead, Prof. Bhattacharyya remains committed to the institution’s vision of nurturing business leaders and fostering innovation, guided by her passion for education, music, and the invaluable support of her family.

A Harmonious Conclusion and a Musical Comeback

Prof. Bhattacharyya’s journey has always been infused with a deep love and passion for music, particularly Bengali songs, and Rabindra Sangeet. Since her childhood, music has been a source of inspiration and solace for her. However, her musical career took a backseat as she dedicated herself to building GLF Business School into a world-class institution.

In the year 2021, a turning point arrived for Prof. Bhattacharyya as she embarked on a much-awaited comeback to her musical roots. With her own YouTube channel, “Lopar Gaan,” she reintroduced herself to the world of original Bengali songs and Rabindra Sangeet. Her YouTube channel became a platform where she could express her love for music and share her renditions with a wider audience. Through her soulful performances, she rekindled the magic of Bengali music, touching the hearts of listeners and reviving her own artistic spirit.

Prof. Bhattacharyya reflects, “Music has always been an integral part of my life, and it

brings me immense joy to share my passion with others. The comeback to my musical journey has been a fulfilling experience, allowing me to reconnect with my artistic side and express myself through the mesmerizing melodies of Rabindra Sangeet and Bengali songs.”

Her dedication to both her institution and her musical aspirations demonstrates her unwavering commitment to pursuing her passions and balancing multiple facets of her life. Just as she has nurtured the growth of GLF Business School, she now renews her commitment to nurturing her artistic talents.

As she concludes her inspiring journey, Prof. Bhattacharyya stands as a true embodiment of resilience, passion, and the pursuit of excellence. Through her entrepreneurial spirit, educational leadership, and now her musical comeback, she continues to inspire others to embrace their passions, follow their dreams, and create a harmonious balance in life.

Prof. Bhattacharyya’s story reminds us that true fulfillment lies not only in professional accomplishments but also in nurturing the aspects of our lives that bring us joy and fulfillment. With her renewed dedication to music, she continues to inspire others to embrace their passions and find harmony in their personal and professional pursuits.

As the journey of Prof. Lopamudra Bhattacharyya, Founder CEO & Professor of GLF Business School, continues, her accomplishments in the world of education and her rekindled musical endeavors stand as testaments to her remarkable journey as a pioneering woman leader and an inspiration to all.

Leading Efforts Towards Educating People with Life Skills & Connecting Emotionally Towards Building a Creative Society

Dr. Ruby Bakshi Khurdi, Educationist, Emotional Intelligence Expert, Author & Keynote Speaker

Dr Ruby Bakshi Khurdi is a highly acclaimed Powerful Speaker on Emotional Intelligence and Women Empowerment in the global market. She is the only verified Kahoot educator in Switzerland & popularly known as Kahoot Professor by her students. Her teaching style focuses on gamification and perceptual learning. As an Educationist, she is always looking for creative ways to connect with her students in an actual as well as Virtual Learning Environment!

Dr Ruby’s selfless contributions towards Education & Society have been recognized by the World Book of Records, UK. She has been featured on Cover page of Elite Businesswomen Magazine, The Ambassador, Career Beacon as 50 Elite Exemplary Women, Swiss Star in The Explore Journal & WOW India. She received a standing ovation for her first TEDx talk titled – “Learning Human Values via Emotional Intelligence”. She has also been interviewedonDoordarshanKashmir,SwissRadio,SwissRTS,LocalTVchannel&variousinternationalmagazines as a Global inspirational Educationist creating an Impact. She wants to leave a rich legacy in education – she has been working consistently for a few years to make her vision a reality.

In a recent interview with Higher Education Digest Magazine, Dr Ruby sheds light on the biggest challenges facedbyteacherstoday,theuniquetechniquesimplementedbyherasaKahooteducator,professionalmilestones, and a lot more. Following are the excerpts from the interview.

In your opinion, what is the biggest challenge facing the teaching profession today?

I think the biggest challenge the teaching profession is facing today is to consistently

update their teaching skills. The role of efficient teachers is not just limited to delivering lectures and following their syllabus BUT customizing their courses according to their learners needs & demands. Post pandemic, the new normal of

Teachers are expected to do lot of extra things like coaching, mentoring, tutoring, customizing courses, learning innovative methods of teaching, keeping pace with technology etc. but are paid a meagre salary

education industry is conducting classes in hybrid mode, which is very challenging. Teachers need to follow-up with the latest trends of teaching with technology and also to engage students in the learning process. They need training, they require modern equipment to enhance their skills...it is a big hole in the pocket!

Teachers are expected to do lot of extra things like coaching, mentoring, tutoring, customizing courses, learning innovative methods of teaching, keeping pace with technology etc. but are paid a meagre salary.

I still can’t believe my TEDx talk got a standing ovation! The tag line “EQ over IQ” went viral with the audience! My dramatic entry on the stage with Red Sunglasses became iconic! The rest is history

How does gamification motivate learners? Tell us about some of the techniques that you implement as a verified Kahoot educator for high learner engagement.

Gamification is an educational approach to motivate learners to learn by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement through capturing the interest of learners and inspiring them to continue learning. Today students have a very

short span of attention, they get bored easily and do multi-tasking. BUT as an educator if we apply game-like situations for teaching, they become ALERT, they FOCUS more as they want to WIN the healthy competition!

Being a verified Kahoot educator in Switzerland is a big responsibility; the expectations are much more! During my teaching as well as training sessions I employ different creative methods to engage my learners for maximum participation!

For me, following techniques have been highly successful:

Simulations

Creating Playful barriers

Role playing

Using levels

Checkpoints

Live Progressions

Leaderboards

Can you share a moment of professional success that you are particularly proud of?

When I was appointed as the Academic Dean of a prestigious all girls boarding College in Switzerland, I was bit unsure if I could handle this big responsibility! I was the first Indian, under 30 heading the role, I did not have any role models to guide me. Till date, I am super proud of that life changing moment in my career!

Can you tell us about your professional background and areas of interest?

I am frequently invited as Keynote Speaker & for conducting training sessions for teens, adults & industry professionals internationally

on Emotional Intelligence, Public Speaking, Leadership & Personality Development.

Expert Trainer, Swiss Education Group

Professional

Expert Trainer, Swiss Education Academy

I have been teaching Doctorate, Masters & Bachelor students courses related to Human Resource Management, Sales & Marketing, Business Communications, Introduction to Hospitality, Luxury Marketing Communication, Business Ethics, Principles of Management, Performance Management, Aligning HR Policy, Mediation & Workplace Conflict.

Professor at Hotel Institute Montreux

Lecturer, American Institute of Applied Sciences in Switzerland

Lecturer, Sustainability Management School

Academic Dean, Surval Mont Fleuri

Women’s College, Switzerland

Principal, Mahanagar Girls Inter College, Lucknow, UP, India

Lecturer, Delhi College of Fashion, IIFT, Lucknow, UP, India

Can you briefly tell us your book, ‘How To Engage Learners In A Virtual Learning Environment? Shift In Paradigm Due To Covid-19’? What was the inspiration behind writing this book?

Becoming a published Author & writing my Book was a beautiful accident that was never planned! But I am happy it happened & today I am a successful author & my book is like a bible for educators, trainers, anyone & everyone who are struggling on virtual network!

During pandemic, when everything came to a standstill; education industry was hugely impacted as the schools & colleges were shut

down with immediate effect. Gradually online classes started on various virtual platforms, but it was very difficult for both teachers as well as students. Students were struggling to stay active & pay attention for long hours and for teachers it was a big challenge to keep them motivated & participate during their sessions. I was pursuing PGCERT from University of Derby, UK to update my teaching skills. I started experimenting with different online teaching methodologies and also did brainstorming with other international educators to find out what was working in their classes. Some of my colleagues took a term break as they were uncomfortable teaching & adapting to new methods. Since I had been taking notes practically every day, I ended up writing a book to help all the people across the world who were struggling to conduct virtual classes. My motive was to reach out as many people as possible as we were not sure how long covid will last, or how long classes will be in virtual or hybrid mode. My book is available in different countries on Amazon.

How was your experience like at your first TEDx talk? Please walk us through the journey.

November 2018 was a game changer for me - Each weekend I was in a different country delivering a keynote! I was invited by H.E. Princess Sabika & His Majesty King Hamad Bin Al-Khalifa of Kingdom of Bahrain to speak at Supreme Council of Women, Second weekend I was at University of WolverHampton, UK speaking at the Music Conference, Third Weekend in Zurich speaking on Emotional Intelligence for Women & Finally at TEDx!

It is like a dream for every speaker to speak at the prestigious TED Platform; you can imagine I was going through a roller coaster of emotions travelling through different countries, different time zones and temperatures! I was so exhausted approaching the final day that I had fever & severe eye infection. I felt I might be disqualified on medical grounds; I was feeling very weak & could literally hear a murmur in my voice while trying to practice. I told my inner self, “You can do it! You are almost there, don’t give up. Just do it!”

I still can’t believe my TEDx talk got a standing ovation! The tag line “EQ over IQ” went viral with the audience! My dramatic entry on the stage with Red Sunglasses became iconic! The rest is history.

What are the most important qualities you think an educator should have?

As an educationist I feel it is very important to be empathetic, passionate, confident and resilient. An educator should focus on time management & keep working consistently. They should try innovative methods of learning & teaching to motivate their students.

You have been a recipient of numerous awards and accolades over the years. What is the secret mantra behind your success?

I am very proud of each & every Award that I have received for my professional & social work. Frankly I never worked for receiving any recognition or awards BUT I worked consistently every day to make myself a better person. I took inspiration from various Global

role models to evolve as an individual. My mantra for success - You can do anything if you Believe in yourself & work passionately to achieve your goals. Never say never, just do it!

What are your personal goals in the next 5 years?

Education is the continuous mission of my life! I want to develop my e-learning platform www.rubybakshikhurdi.com I am looking for collaborators who can help me achieve this milestone. I already have two courses

available on my website, but I want to learn more. My No.1 personal goal is to nurture a strong brand & educate the world!

What piece of advice would you give to aspiring female professionals?

Dear aspiring professionals, remember there is no magic formula to success, you need to create the magic yourself! Learn from your mistakes, it’s okay to fail, fall and then rise with double energy! No shortcuts please, work hard consistently every single day.

Dr. Maqsood Khan Professor & Director,

N. L. Dalmia Institute of Management Studies and Research

Promoting Academic Excellence Through Visionary Leadership

Dr. Maqsood Khan is a Professor and the Director at the N. L. Dalmia Institute of Management Studies and Research (NLDIMSR). He embarked on his educational career as a lecturer in management studies and subsequently assumed numerous esteemed leadership roles in both the corporate and academic spheres. Through his exceptional leadership at NLDIMSR, he has elevated its reputation, rendering it one of India’s most respected and sought-after business schools. Furthermore, his extensive three-decade experience, coupled with his strong industry-institute interface and practical approach to management

Dr. Khan has been guided by strong values, ethics, and principles throughout his career. He consistently strives for excellence in all aspects of the institution’s functioning, ranging from academics to infrastructure and facilities

Dr. Maqsood Khan Professor & Director, N. L. Dalmia Institute of Management Studies and Research

NLDIMSR places great emphasis on research and actively encourages both students and faculty members to engage in cutting-edge research endeavors that contribute to the advancement of management theory and practice

education, has profoundly influenced the career trajectories of numerous students throughout the years. Undoubtedly, he serves as an exemplary role model for the younger generation.

Guiding Values, Ethics, and Principles

Dr. Khan has been guided by strong values, ethics, and principles throughout his career. He consistently strives for excellence in all aspects of the institution’s functioning, ranging from academics to infrastructure and facilities. Moreover, his unwavering

commitment to innovation, a student-centric approach, an industry-institute interface, and inclusivity is truly commendable.

Dr. Khan’s leadership style can be best described as transformational, as he emphasizes the encouragement and empowerment of his team to realize their full potential. He says, “I believe in fostering an environment characterized by openness, collaboration, and mutual respect, where every individual’s opinions are valued, and everyone is provided with an equal opportunity to contribute to the institution’s success.”

NLDIMSR: Nurturing, Transforming, and Creating Global Leaders Since 1995

Situated in Mumbai, NLDIMSR is an esteemed institute recognized for its excellence and has received multiple awards. The institute offers postgraduate programs in management and PhD. It is approved by AICTE, New Delhi, and is affiliated with the University of Mumbai. NLDIMSR’s core objective is to nurture, empower, and enhance the skills of future business leaders through the provision of value-based quality education.

Furthermore, NLDIMSR places great emphasis on research and actively encourages both students and faculty members to engage in cutting-edge research endeavors that contribute to the advancement of management theory and practice.

Dr. Khan articulates the institute’s vision: “At NLDIMSR, our vision is rooted in the commitment to consistently foster a vibrant learning environment. We achieve this by providing state-of-the-art facilities, access to the latest resources, and cultivating an invigorating atmosphere. All this is accomplished without compromising the rich tradition and impeccable ethical standards that have become our hallmark over the decades.”

The Most Preferred Business School

Due to several compelling factors, NLDIMSR distinguishes itself as one of the most preferred business schools. The institute boasts a range of exceptional facilities that draw students from across

India to its campus. These include a state-of-theart infrastructure, a center for excellence, guest lectures delivered by industry leaders, a dedicated placement cell, and various student clubs.

Moreover, NLDIMSR prides itself on its diverse student community, which offers a

distinctive and enriching learning experience. The presence of students from various backgrounds and cultures exposes learners to different perspectives and enhances their understanding of global dynamics. The institute also prioritizes inclusivity, ensuring

NLDIMSR prides itself on its diverse student community, which offers a distinctive and enriching learning experience

all students have equal opportunities for growth and success. These unique facilities and the emphasis on diversity and inclusivity collectively contribute to NLDIMSR’s status as one of the most preferred business schools. It appeals to students seeking a high-quality management education and a well-rounded academic experience.

Key Roles and Responsibilities

As the Director at NLDIMSR, Dr. Khan assumes a vital role in the comprehensive management and administration of the institute. His responsibilities encompass various key areas. Firstly, he is tasked with formulating and executing the institute’s overarching strategic plan, encompassing

its long-term vision, mission, goals, and objectives. Dr. Khan develops strategies to achieve these objectives, ensuring alignment with the institute’s mission.

In addition, Dr. Khan supervises academic affairs, which includes curriculum development, teaching methodologies, research initiatives, and student affairs. He strives to maintain academic excellence and fosters an environment conducive to learning and personal growth for students.

Financial management is also under Dr. Khan’s purview. He takes charge of the institute’s finances, ensuring the organization’s fiscal stability and devising strategies to maximize resources while maintaining a strong financial position. Moreover, Dr. Khan

plays a crucial role in engaging with various stakeholders, such as students, faculty, staff, alumni, and industry partners. He actively seeks funding and donations from diverse sources to support the institute’s operations and initiatives, enabling its continued growth and development.

Furthermore, Dr. Khan is responsible for recruitment, hiring, and managing faculty,

staff, and other employees of the institute. He ensures a supportive work environment and promotes a culture of collaboration and excellence among the institute’s personnel. Through his multifaceted responsibilities, Dr. Khan demonstrates effective leadership in steering NLDIMSR toward its goals and upholding its reputation as a leading educational institution.

Staying Ahead of the Curve

Dr. Khan emphasizes the crucial role of business schools in India in shaping an employable global workforce. He believes these institutions should prioritize providing an industry-relevant curriculum emphasizing practical exposure, enabling students to acquire domain knowledge and professional skills. Moreover, business schools are

responsible for fostering collaboration with industry leaders and ensuring that their curriculum reflects the latest best practices.

NLDIMSR, recognizing these challenges, has undertaken significant initiatives to address them. One such initiative is actively engaging with business leaders and practitioners in the design of relevant course curricula. This ensures that the education provided aligns closely with the needs and demands of the industry. The institute has also developed a corporate bridge program (CBP) to bridge the gap between academia and industry. This program equips students with the necessary skills and knowledge to succeed in the corporate world.

Due to his strong academic and research background, Dr. Khan is frequently invited to serve as a guest speaker and judge at various national and international conferences, workshops, and seminars

NLDIMSR has embraced a blended learning model that focuses on practical learning by implementing the flipped classroom approach. This innovative approach allows students to engage with course materials before class, enabling more interactive and applicationbased learning experiences during classroom sessions. Recognizing the significance of effective communication and language

proficiency, the institute has established a language lab. This facility assists students in improving their communication skills and language proficiency, enhancing their employability. Through these strategic initiatives, NLDIMSR strives to stay ahead of the curve and ensure its students are wellprepared for the dynamic and competitive global job market.

Through his dedication to research and his role in promoting a collaborative and supportive research environment, Dr. Khan contributes to the advancement of knowledge and the overall research excellence of NLDIMSR

Promoting Innovative Teaching & Active Learning

As a research supervisor, Dr. Khan plays a pivotal role in guiding and mentoring his students in their academic and research endeavors. He assists them in selecting appropriate coursework and helps shape and refine their choice of sub-discipline within their field of study. Dr. Khan emphasizes the importance of timely data collection and tracking progress, encouraging students to stay updated on current research trends by regularly reading high-impact factor journals.

Additionally, Dr. Khan supports his students in drafting manuscripts and teaches statistical analysis techniques to derive meaningful conclusions from their research data. This comprehensive guidance enables students to publish valuable research manuscripts in peer-reviewed, high-impact factor national and international journals, contributing to the advancement of knowledge in their respective fields.

Due to his strong academic and research background, Dr. Khan is frequently invited to serve as a guest speaker and judge at various national and international conferences, workshops, and seminars. His expertise and insights further enrich these academic platforms, fostering knowledge exchange and collaboration among researchers and scholars.

Moreover, Dr. Khan recognizes and appreciates the contributions of the faculty members at NLDIMSR. He empowers them to pursue scholarly pursuits and engage in continuous professional development, which ultimately translates into improved educational outcomes for students. By fostering a supportive environment for

faculty members, Dr. Khan ensures that they can excel in their respective fields and provide high-quality education to the students of NLDIMSR.

Fostering a Positive Institutional Culture

Dr. Khan consistently takes the lead in driving positive changes that promote the growth and development of his students and the wider community. Whether it involves addressing educational challenges, supporting faculty in curriculum design, implementing policies and regulations, or enhancing overall management and governance of the education system, he is always eager to support, mentor, and encourage his team and colleagues.

Additionally, Dr. Khan and his team actively seek external perspectives to improve the quality of education at NLDIMSR. They identify and address gaps and shortcomings within the education system, collaborating with industry experts to introduce innovative practices and solutions that enhance teaching and learning outcomes. Moreover, Dr. Khan ensures the efficient and effective utilization of institutional resources, thereby contributing to the institution’s capacity to provide better support to students and deliver academic excellence.

Through these collective efforts, Dr. Khan fosters a culture of continuous improvement and capacity building within the faculty. This ultimately translates into enhanced student support and enables the institution to deliver high-quality education consistently.

Balancing Responsibilities with Personal Interests

Dr. Khan recognizes the importance of balancing his directorial responsibilities with

his passion for research. To achieve this balance, he consciously dedicates specific time during the day or week to focus on writing manuscripts and engaging in research activities. By managing his time effectively, he can stay focused on his research work and meet his personal goals and priorities within the given time frame.

Moreover, at NLDIMSR, Dr. Khan actively encourages faculty members and students to participate in collaborative research projects with scholars from other institutions. He emphasizes the significance of sharing knowledge and resources, ultimately leading to impactful research outcomes. As an academic leader, Dr. Khan plays a pivotal role in mentoring and supporting junior

researchers, nurturing a research culture within the institution, and advocating for policies and funding to facilitate research initiatives.

Through his dedication to research and his role in promoting a collaborative and supportive research environment, Dr. Khan contributes to the advancement of knowledge and the overall research excellence of NLDIMSR.

Leveraging Challenges as Growth Opportunities

Dr. Khan recognizes the significant challenges present in the education system in India, particularly the need to ensure access to quality education for all, including those

Dr. Khan encourages aspiring educators to embrace a growth mindset, continuously seeking opportunities for improvement

from underprivileged and marginalized communities. Additionally, he acknowledges the importance of developing an education system that is more practical and job-centric, aligned with the requirements of the industry. However, Dr. Khan’s optimistic outlook allows him to view these challenges as opportunities for growth and improvement.

NLDIMSR, under his leadership, takes a proactive approach to address these challenges. The institution strives to provide students with quality education and practical skills that prepare them for the job market and equip them with the necessary competencies to thrive in a rapidly evolving world.

Furthermore, NLDIMSR is committed to promoting equitable access to education. The institution provides scholarships or fee waivers to students in need, ensuring that financial barriers do not hinder deserving students from accessing quality education. By actively addressing these challenges and working towards solutions, Dr. Khan and NLDIMSR demonstrate their commitment to creating a more inclusive and industry-relevant education system where all students have equal opportunities to succeed and contribute to society.

Teacher Contributions Go Beyond the Classroom

According to Dr. Khan, educators are the backbone of democracy as they foster curiosity, creativity, and skill development among students, shaping them into informed citizens. He believes teachers have a larger role beyond the classroom, contributing to education in various ways. They can develop innovative teaching methodologies, promote active learning and critical thinking, conduct research to advance knowledge, provide mentorship to students, and participate in professional development activities to stay updated with teaching technologies and practices. Dr. Khan emphasizes the importance of educators in creating a wellrounded and empowered generation, driving the progress of education, and shaping the future of society.

As a respected educationalist, Dr. Khan offers valuable advice to aspiring educators. He emphasizes the importance of developing a genuine passion for learning and teaching, recognizing that teaching goes beyond transmitting knowledge—it involves inspiring

and motivating others to learn and grow. To succeed as an educator, Dr. Khan highlights the qualities of patience, empathy, and flexibility, which are essential for catering to the diverse learning needs of students.

Dr. Khan also advises aspiring educators to acquire the necessary educational qualifications, such as a degree in education or specialized training in a specific subject area. Continuous professional development is crucial to stay updated with the latest advancements in the field and to enhance teaching skills. Additionally, strong communication and interpersonal skills are essential for creating a positive and engaging learning environment.

Furthermore, Dr. Khan encourages aspiring educators to embrace a growth mindset, continuously seeking opportunities for improvement. This mindset will not only contribute to personal growth but also enable educators to make a lasting impact in their careers.

Roadmap to the Future

Moving forward, NLDIMSR remains committed to delivering value-based, highquality management education that equips students with a global perspective and a strong sense of social responsibility. The institute will continue its mission of nurturing and developing tomorrow’s leaders who can positively impact on a global scale. By providing a comprehensive educational experience that combines academic rigor, practical exposure, and ethical values, NLDIMSR strives to empower students to become global leaders who drive sustainable and inclusive growth in the ever-changing business landscape.

NLDIMSR remains committed to delivering valuebased, high-quality management education that equips students with a global perspective and a strong sense of social responsibility

Dr. Purushottam Bung Director, RV Institute of Management

An Achiever Aiming Big in the Management Education Space

“Think Big and Achieve Big” - a motto that Dr. Purushottam Bung firmly believes in. As Director of R.V. Institute of Management located in the CBD of Bangalore, he strives to make his mark in management education, aiming to be recognized as a renowned academic leader - a researcher, consultant, and teacher. Initially, he began his career as an electronic engineer, but his unwavering desire for entrepreneurship led him to venture into the business world. With a wealth of experience gained from his entrepreneurial pursuits, Dr. Bung soon discovered his passion and a keen interest in academics. From there, he decided to pursue a career in Academics. Today, Dr. Bung boasts a remarkable 28-year experience in academia and industry.

Dr. Bung is not only an accomplished professor but also an accomplished researcher and author. He has published over 28 articles in some of the most prestigious journals in his field, in addition to writing two books that have received critical acclaim

Dr. Purushottam Bung Director, RV Institute of Management

As a leader in the education industry, Dr. Bung understands the importance of empowering faculty members and giving them the freedom to express their visions, views, and perspectives

Dr. Bung’s ultimate goal is to create his own unique identity in the world of management education. He is a true trailblazer who is not afraid to take risks and make bold decisions to achieve his aspirations. With his unwavering determination, dedication to his craft, and

passion for teaching, Dr. Bung has become a shining example for all aspiring business school Professors.

Dr. Bung is not only an accomplished Professor but also an accomplished researcher and author. He has published over 28 articles

in some of the most prestigious journals in his field, in addition to writing two books that have received critical acclaim. His impressive body of work has earned him numerous accolades and awards. Recently, he was recognized as the “Best Academic Leader of the Year – 2022” by the Bangalore Management Association (BMA) for his exceptional contributions to the field of management education.

In addition, Dr. Bung is a distinguished fellow of the World Academy of Productivity Sciences (WAPS), Canada and a research fellow of the Institute of Productivity (IOP), UK. These achievements are a testament to Dr. Bung’s commitment to his profession and his passion for driving positive change in the field of management education. His strong business acumen, entrepreneurial spirit and empathy for the learning community as a whole has earned him widespread recognition and inspired countless others to follow in his footsteps.

Experience - the true teacher

Dr. Bung has a wealth of academic experience, having served as a Professor and Director at the Karnataka Law Society’s Institute of Management Education and Research for seven years. During his tenure, he oversaw all aspects of the institute’s operations. Dr. Bung’s responsibilities included managing the admissions process, recruiting topnotch faculty members, strengthening research, organizing campus placements, maintaining academic rigour, fostering alumni relationships, empowering faculty members, obtaining accreditations and rankings, and establishing collaborations with industry and educational institutions - both domestic and international.

Dr. Bung gained invaluable insights into the intricacies of running an educational

institute through extensive involvement in these activities. His comprehensive knowledge and experience have positioned him as a leading expert in management education, inspiring many others to follow in his footsteps. Dr. Bung says, “A true leader is not someone who stands above the rest but, rather, is the first among equals.” He firmly believes in participative leadership, where everyone can voice their opinions and ideas.

As a leader in the education industry, Dr. Bung understands the importance of empowering faculty members and giving them the freedom to express their vision, views and perspectives. He recognizes that they are the ultimate pillars of an educational institution and that giving them autonomy and freedom is a hallmark of a great institution. Dr. Bung’s leadership style is characterized by trust, openness and transparency. He believes that a leader’s role is to create a conducive environment which is diverse, equitable and inclusive and where everyone feels valued and respected. By encouraging dialogue and creating space for diverse viewpoints, he has fostered an environment of collaboration and innovation, leading to the success of the institutions he has led.

Dr. Bung strongly advocates the hybrid model and believes it works better for an educational institution than a pure collegial model. Traditionally, colleges followed the collegial model, where teachers were solely responsible for administrative and academic work. He explains, “A more effective approach is to have managers for administrative work and teachers for academic-related work. Hence, education institutions must hire specialized professionals for administrative tasks, while teachers can focus on curriculum design, teaching, research, training and consultancy.”

Leading the Transformation – Hallmark of a good leader

For Dr. Bung, the most important aspect of being in an educational institution is the transformation of students. At the RV Institute of Management, students undergo rigorous training and transformational process from day one. “To prepare them for the demands put forth by the industry, we have introduced a range of valueadded courses such as business analytics, cloud computing, IoT, digital marketing, blockchain, AI, and many more. In addition, every Saturday, students undergo training in basic skills, soft skills, people skills, IT skills, pre-placement training, aptitude, health, and wellness, among others,”

explains Dr. Bung. This echoes with the motto of RVIM which says “We prepare you for life”.

Dr. Bung understands that today’s job market demands much more than just academic excellence. Hence, he has made it a priority to equip his students with practical skills and competencies that are essential for success in the industry. By providing a holistic learning experience, way beyond the class room and the campus, that includes ability to work on realworld projects, access to world class MOOCs and e-resources, immersion programs, internships, etc., Dr. Bung has created a truly transformative educational institution. He also recognizes the importance of creating an inclusive and welcoming

environment for students who come from different races, economic backgrounds, and academic levels. Dr. Bung says, “Diversity is a key strength of any educational institution, and I am committed to making RV Institute of Management a more diverse and inclusive place.”

To achieve this goal, RVIM plans to attract students from different states of India and even from other countries. With the recent grant of autonomy by the UGC for 10 years, RVIM can now follow its own curriculum and academic calendar, which will help in attracting international students. Dr. Bung has also been actively participating in educational fairs and other forums to promote the institute’s brand in India and abroad. His vision

For Dr. Bung, the most important aspect of being in an educational institution is the transformation of students. At the RV Institute of Management, students undergo rigorous training and transformational process from day one

is to make RVIM well-known internationally and to create a reputation for the institute as a leading educational institution that is open and welcoming to students from diverse backgrounds. By promoting inclusivity and diversity, RVIM is creating a more welcoming environment for students and also preparing them for success in today’s globalized world.

The Vision for RVIM

As the Director of RVIM, Dr. Bung shoulders various crucial roles and responsibilities, from admissions and placements to strengthening alumni relations, research, consultancy, collaborations, and overall grooming of the students. Under his leadership, RVIM has been re-accredited by the National Assessment and Accreditation Council (NAAC) with an A+ grade. Now, he is focused on achieving international accreditation, which involves a lot of hard work and dedication. RVIM’s recent achievement of the “DIAMOND” rating from QS-I Gauge, an international accreditation agency, is a testament to its relentless efforts towards excellence.

Talking about his vision, Dr. Bung emphasized the need for RVIM to continuously evolve and

adapt to the changing needs of the industry and society. He envisions making RVIM an Institution par excellence and gaining a series of international accreditation. “In the next 10 years, our top priorities will be: adding new programmes, increasing the intake, building international collaborations, attracting international students, and introducing innovative courses in line with NEP. RVIM should be known not just for teaching but also for the research, consultancy and extension,” pinpoints Dr. Bung.

Today, Dr. Bung wishes to focus on niche areas like entrepreneurship, business analytics and healthcare management. He aims to organize more industry-oriented programs, conferences, workshops, seminars, MDPs, FDPs, and student internships. These initiatives will help students to gain practical insights and hands-on experience, thereby improving their skills and employability. He also wants to focus on research and consultancy work in these niche areas, which can help RVIM gain more credibility and recognition.

“We want all our students and staff to be Healthy, Entrepreneurial and Happy (HEH RVIM). This is what we believe in” concludes Dr. Bung.

As the Director of RVIM, Dr. Bung shoulders various crucial roles and responsibilities, from admissions and placements to strengthening alumni relations, research, consultancy, and overall grooming of the students

Creating Globally Disruptive Learning Opportunities in the Higher Education Industry

Dr. Chinmoy Sahu, Vice Chancellor, Manipal GlobalNxt University

Dr Chinmoy Sahu is an accomplished educator. He has been instrumental in creating globally disruptive learning opportunities in the higher education industry over the past two and half decades. Widely recognized for his contributions, he has also been featured in the global list of ‘uLektz Wall of Fame’ as “Top 50 Thought Leaders in Higher Education”.

Dr Chinmoy holds a PhD in Business Administration and has been duly certified by Harvard Business Publishingfor“TeachingwithCasesOnline”.Hisareasofresearchareinlearningtechnology,corporatefinance, financial reporting, and financial markets. Dr Sahu’s work has been widely published in international scholarly journals. He is the Vice Chancellor of Manipal GlobalNxt University and is based in Kuala Lumpur, Malaysia. Recently, in an exclusive interview with Higher Education Digest, Dr. Sahu shared his insights on some of the changes that have occurred in the higher education sector over the last 5 years, his vision as the Vice Chancellor of Manipal GlobalNxt University, the key initiatives taken by the University to enable technologyenabled learning, and much more. The following excerpts are taken from the interview.

You have so many years of experience in the field of education and academics.

How do you see the changes which have taken place in the higher education sector over the last 5 years?

Education, like many other areas, has beyond doubt undergone significant transformation in

the last few years. The pandemic has forced the entire sector to adopt digital transformation initiatives, that otherwise would have taken decades to percolate as widely as it has recently. At Manipal GlobalNxt University, it has been business as usual considering that we were well ahead of the transformation curve, having

We strongly believe that the education sector must continuously make concerted efforts to leverage technology while making learning affordable and inclusive for all

pioneered transborder, technology leveraged online learning more than twenty years ago. It was therefore quite heartening, especially for us to witness these changes throughout the globe. We were also approached by many other educational universities with requests to train their staff in adopting the best practices in digital transformation. In that context, I am pleased to note that a lot of institutions benefited from our FCOT program (Faculty Certificate in Online Teaching), which was earlier a closed program for onboarding our internal resources specifically. We strongly believe that the education sector must continuously make concerted efforts to leverage technology while making learning affordable and inclusive for all.

Dr. Sahu, can you tell us about your vision for the university, and how you plan to achieve it?

Our vision has always been to offer world class affordable learning experience that is completely flexible to cater to the needs of learners across geographic boundaries. This precisely echoes the original vision with which we were established 20 years ago as U21Global by the collaborative efforts of some of the top 200 universities of the world back then.

We have been on track to achieve this vision over the last twenty years, making a difference to the lives of 12000+ adult learners from 72 countries. We shall continue the good work by remaining the pioneers in what we do best and at the same time demonstrating the best practices for the rest to follow.

How do you balance the needs and expectations of students, faculty, staff, and external stakeholders?

Stakeholder management deserves due priority for all organizations. Considering the important role of educational institutions like us, in the socio-economic progression of the world at large, it is paramount that expectation alignment among all stakeholders is achieved effectively. Thanks to our basic functional model, we are able to use technology to enable this vital alignment. Whether it’s flexible learning needs of the learner or flexible working requirements of the faculty and staff, technology if used appropriately, can offer a flexible and scalable model to satisfy our varied needs quite effectively. Our growth and success over the last twenty years is a testament to the fact that we have done most of the things right, achieving the fine balance that is required in this process.

As the VC of Manipal GlobalNxt University, what are the challenges do you face and how do you overcome them?

Challenges are always welcome, as they allow us to demonstrate our core strengths and create opportunities to shift to a higher growth trajectory in the process. In the prepandemic days, the major challenge used to revolve around how to make our prospective stakeholders realize the true benefits of online learning. Post-pandemic, there are a plethora of options available in that space. However, not all options available to learners are truly authentic and may not adhere to the basic quality norms that are so critical in online learning. Therefore, the challenge now is to

Our growth and success over the last twenty years is a testament to the fact that we have done most of the things right, achieving the fine balance that is required in this process

educate stakeholders in being able to discern the good from the ordinary options.

The other challenge is the regulatory support internationally for online learning. While countries like Malaysia have been very proactive in recognizing the importance of online learning, regulations in many countries are yet to keep pace with the changing realities and preferences of learners and their employing organizations. We really need some consistency in global regulatory perspectives to avoid sending the wrong signals unintentionally.

How does your university approach diversity, equity, and inclusion, both within the student body and among faculty and staff?

I am pleased to share that our current full-time staff composition can proudly boast of having 80 percent female employees. Similarly, our current student base represents 56 countries, and our faculty is spread across the world as well. What is even more noteworthy is that we have achieved this diversity without even consciously attempting to do anything specific in that direction. This tells us that if our organizational model is unrestrictive and we work towards democratizing learning without any discrimination then diversity, equity and inclusivity are bound to follow.

Manipal GlobalNxt University is passionate about technology-enabled learning. Tell us about the key initiatives the University has taken in this direction. That’s right, we are very passionate about technology-enabled learning, having pioneered into online learning when not many were seriously looking at this space at all.

When we started twenty years ago, we couldn’t even find an off-the-shelf Learning Management System (LMS) that could meet the needs of a fully online University like ours. We therefore had to build our own customized LMS using a dedicated team of software engineers. Today, post-pandemic however, we do find LMSs which can support a fully online learning environment. This has eased our efforts considerably in maintaining captive systems and therefore now we can focus on our core function of offering effective learning opportunities.

Many believe that empowerment can be ensured regardless of the structure, but in my view a flat structure makes the task much easier. Having said that, academic leadership needs a lot of attention to foster the right talent at the right time

We continue to leverage technology to create asynchronous learning opportunities that break barriers such as time zones, thereby making social learning achieve its true potential. We have also adopted AI based interventions within

our LMS such as sending automated alerts and notifications based on different trigger points. Using AI to deliver customized content and engaging learning experience is also quite transformational to say the least.

We do collaborate with other institutions to create opportunities for collaborative research as well as faculty and student mobility. Some of our recent pathways offer opportunities for mobility to Germany and France

What are your suggestions, to integrate quality at all levels of higher education?

Quality is a very important aspect of higher education. There may be several possible connotations of quality. For instance, an institution might have developed a huge physical infrastructure, but quality goes beyond visual appeal. As we all know, during the pandemic, physical infrastructure was thrown completely out of the equation. Quality has to be embedded deep within the mindset of all stakeholders to make it a reality. It goes without saying that quality needs to be an obsession right from the point a stakeholder makes the first contact and all the way till the final interaction.

What are your views on leadership? How should university vice-chancellors and administrators ensure that their faculty members and students transform into world-class leaders?

Leadership is about empowering all the stakeholders if we are to develop an army of worldclass leaders. Many educational institutions still

follow a very tall organizational structure when the world is moving to a flat structure for a reason. Many believe that empowerment can be ensured regardless of the structure, but in my view a flat structure makes the task much easier. Having said that, academic leadership needs a lot of attention to foster the right talent at the right time.

How does your university collaborate with other institutions or organizations, both locally and globally, to achieve shared goals or address shared challenges?

We do collaborate with other institutions to create opportunities for collaborative research as well as faculty and student mobility. Some of our recent pathways offer opportunities for mobility to Germany and France. Similarly, many students from other Institutions across the world take some of our elective subjects for a specific term since we are able to offer a wider choice of 40+ electives every term and the credits are accepted by their home institutions quite seamlessly. We are actively looking to

create more such opportunities for different stakeholders. Collaboration is all set to gain further significance in the new post-pandemic world order.

What would be your advice to Ph.D. students and early-stage researchers looking to pursue career opportunities, especially from Asia?

My first piece of advice to doctoral students is to develop a passion for in-depth study and not simply enroll into a PhD program for the sake of getting the privilege of using the “Dr” prefix. Secondly, doctoral students must chase

their interest and not get unduly confused by others’ opinion in the early stages. I usually get approached by a number of students who get confused with the topic of their thesis, for instance. Matching their interest with the research gaps in existing literature is often the right approach to this problem. Finally, we must realize that qualitative research can be as powerful as quantitative research and it all depends on the selected research problem. Recent advances in big data analytics and Artificial Intelligence provide a great levelling field in both types of research, making mixed mode quite popular as well.

Radhika Shrivastava

Executive Director, Fortune Institute of International Business

Empowering Students to Transform Lives and Build Sustainable Futures

Ms. Radhika Shrivastava is the Executive Director at the Fortune Institute of International Business (FIIB). She brings over two decades of unique past experiences and achievements to this role, with nearly 14 years dedicated to leadership in business education. With a bachelor’s in mechanical engineering from Tufts University, USA, and an MBA from the Indian Institute of Management, Bangalore (IIMB), Radhika began her career with the global consulting firm Deloitte Consulting in Philadelphia, PA. Radhika later worked with the International Finance Corporation in Washington, DC, for over 9 years as an investment professional in the manufacturing sector. She is presently a Doctoral candidate at the Henley Business School, UK. As the executive director, Radhika has been providing strategic direction and vision at FIIB since 2009.

The biggest lesson Radhika has taken throughout her career trajectory is that there is no substitute for hard work. The next lesson was learning is a continuous process. Even today,

In the last 20+ years, Radhika has emerged as an inspiring leader and has passionately contributed to improved standards of management education in the Indian context through her school and work

Radhika Shrivastava Executive Director, Fortune Institute of International Business

Established in 1995, FIIB has emerged as one of the top B-schools in Delhi NCR, focusing on delivering a holistic, future-focused education

she continues to learn from everyone she meets, believing that learning can come from anybody and anywhere. She also considers having a very strong value system to be important as it acts as a moral compass while facing conflicts at any point in life. To sum it up, Radhika’s core values and unique past experiences have helped shape her into the extraordinary leader she is today.

FIIB: Empowering the Next Generation of Business Leaders

Established in 1995, FIIB has emerged as one of the top B-schools in Delhi NCR, focusing on delivering a holistic, future-focused education. In addition to being approved by AICTE and

accredited by NBA and equivalent to MBAs by the Association of Indian Universities (AIU), and a proud member of AACSB Business Education Alliance, USA, and EDAMBAEuropean Doctoral Programmes Association in Management & Business Administration, all of FIIB’s programs (PGDM, Ph.D., and Executive Development Program) share the advantages of the institution’s unique combination of rigor and relevance. An eminent network of advisors, an engaged alum community, deep corporate connections, game-changing experiential opportunities, a flexible and industry-driven curriculum, a faculty cohort that combines academic prestige with real-life experience, and

above all, a highly collaborative community of peers, supporters, and mentors define FIIB’s modern campus located in the heart of Delhi.

Reflecting on FIIB’s successful journey, Radhika shares, “FIIB has achieved a 25year plus tradition in delivering a learning experience that is rigorous, relevant, and rewarding. And I am sure that FIIB will continue to advance the practice of management through its programs, centers, and partnerships and, ultimately, become the leading global business school recognized for excellence in management education.”

Major Initiatives Taken Towards Making FIIB a World-Class Business School

In the last 20+ years, Radhika has emerged as an inspiring leader and has passionately contributed to improved standards of management education in the Indian context through her school and work. As a result of her untiring efforts, FIIB has been recognized by various prominent academies for its unique

initiatives. To name a few; launching a studentfirst, working-executive doctoral program that is the first of its kind in India, transitioning FIIB from teaching-based to research-based by revitalizing the research ecosystem at FIIB and making it impact-driven, establishing a highperformance work culture within an academic setting, and installing a truly women-led organization.

Besides these initiatives, Radhika has imbibed sustainability as a thought, philosophy, and action point to FIIB. She firmly believes that an educational institute is for the greater good of society and has thus been facilitating responsible management education practices, increasingly linking business education with social objectives.

Educational Reforms: The Need of the Hour

The first thing Radhika considers essential is to shift the focus from simply memorizing and regurgitating information to a more holistic approach that emphasizes critical thinking, problem-solving, and creativity. This would require a shift in the assessment methods that are currently used, as well as a greater emphasis on project-based learning and experiential learning. The second thing she believes is to be more supportive and provide resources for teachers and professors to improve their teaching skills and stay current with technological advancements. This would involve more investment in professional development opportunities and incentives for educators to continuously improve their teaching practices.

Thirdly, there needs to be more focus on equity and access in education. The education system

Radhika firmly believes that an educational institute is for the greater good of society and has thus been facilitating responsible management education practices, increasingly linking business education with social objectives

needs to address the disparities that exist among different communities and ensure that every student has access to high-quality education regardless of socioeconomic status, race, ethnicity, gender, or other factors. Lastly, there should be more emphasis on interdisciplinary learning and collaborations that advance the practical side. The complex challenges leaders face today require a multifaceted approach that draws on knowledge and skills from different areas. Hence, the education system needs to be structured to foster and encourage this type of learning.

Turning Mistakes into Learning Opportunities

Over the course of her career, Radhika agrees to have made a few errors, but each of them has made her journey more meaningful. The most unexpected lesson she learned was during the early days of her career when she was leading a small team on a critical project. Looking back in time, Radhika states, “As a ‘good’ leader facing a stiff timeline, I jumped into the task and made all the decisions. However, that was a mistake as I needed to listen to my team members and empower them to make decisions and take ownership of their work.” This lesson has continued to stay with her throughout her career

Radhika keeps up with the trends by reading, attending relevant conferences, and interacting with like-minded people on several forums and committees at the national and international levels she is a part of

and has helped her become a better leader for career growth.

Learning from this and other mistakes that she has made, Radhika has emerged as an inspiring leader with a talent for rallying teams around a shared purpose, creating a strong sense of belonging and collaboration, as well as encouraging stretch thinking with a deep focus on action, and leading to proven organizational successes and results.

Thoughts on the Status of Women in Leadership

In Radhika’s opinion, women bring a unique perspective to the field of education. They should be celebrated for their accomplishments and given the support they need to reach their full potential. As a woman in the education sector, she draws attention to the fact that there are still disparities between men and women

regarding access to resources and opportunities. It is, therefore, essential to continue highlighting and addressing these issues to create a more equitable environment for women.

Therefore, to increase the number of Indian women in leadership roles, Radhika highlights the need for a shift in attitudes and recognition of women’s value in leadership roles. This can be done through programs and initiatives to raise awareness of the importance of gender parity in leadership positions. Additionally, there needs to be more investment in the education of women. This includes creating more scholarships and fellowships for women in higher education and providing mentorship and training programs for women.

A Day in the Life of a Leader

Radhika’s day at work differs as per the demands and priorities that need her urgent attention. However, her typical day is usually filled with spending quality time with family over breakfast and dinners, team huddles on ambitious projects, meetings with external stakeholders, review of proposals, and other

documentation with a decent amount of baking and gardening time.

Keeping Up with the Technological Trends

Radhika keeps up with the trends by reading, attending relevant conferences, and interacting with like-minded people on several forums and committees at the national and international levels she is a part of.

Students’ Enthusiasm & Passion for Learning is the Biggest Inspiration

“My interactions with our students have influenced my own values and approach to education. Their enthusiasm and passion for learning inspire me to be more dedicated to my work, and their diverse perspectives and experiences have broadened my understanding of different cultures and backgrounds. They have helped me to become a more effective and empathetic administrator and teacher, thus strengthening my commitment to the profession and to the success of my students,” concludes Radhika.

Dr. S.R. Sridharamurthy Founder and President, NSB Academy

Breaking Barriers, Inspiring Minds: A Leader’s Impact on Higher Education

Dr. S.R. Sridharamurthy is the Founder & President of NSB Academy. He brings over 25 years of entrepreneurial, administrative, consulting, teaching, and research experience with key specializations in international business, cross-cultural management, and corporate strategy to the table. Before his current role, he held leadership positions at various prestigious academic institutions such as Ohio-Manipal School of Business, Acharya Group of Institutions, and Bhavan-SIET Institute of Management. He has also served as a consultant for the American Soy Association –International Marketing and ESC-Pau, France, and as Director

In 2008, Dr. Sridharamurthy founded NSB Academy (formerly known as the National School of Business) with a simple vision – to enhance management education and establish itself as one of the top MBA colleges in Bangalore

Dr. S.R. Sridharamurthy Founder and President, NSB Academy

NSB’s commitment to delivering quality education has earned it a favorable reputation within the Indian management education community, solidifying its position as one of India’s most sought-after management colleges

at Educare Consultancy Services Private Limited and Jaika Ventures Hospitality Private Limited.

Due to his relentless determination, dedication, and discipline, Dr. Sridharamurthy has been bestowed with distinguished awards and recognition. He was a University Gold Medalist, winner of several best management faculty awards across B-schools, and the recipient of the Shiksha Bharati Puraskar by All India Achievers’ Foundation. Today, his success is a source of inspiration for those who aspire to positively impact higher education.

Humble Beginnings

Dr. Sridharamurthy was born and raised in a remote village in India that had almost no connection with the outside world. Most of his childhood was spent in a small agricultural field owned by his father, where he assisted with farming. However, he was an academically bright student who attended a local single-classroom, single-teacher government school. Even at a young age, he realized that education was the key to success and that nothing was impossible. Remaining true to his beliefs, Dr. Sridharamurthy excelled in his studies year after year. His distinction in class 10th led him to secure a National Merit Scholarship, which continued until his graduation, followed by an ICAR fellowship during his post-graduation.

He completed his master’s degree in Veterinary Science from the University of Agricultural Sciences, Bangalore.

Throughout his academic years, Dr. Sridharamurthy worked hard, actively participated in extracurricular activities, and won numerous prizes and awards in debate and elocution competitions. These experiences gave him an open mind, a strong foundation in research methodology, and a platform for developing an influential personality. Reflecting on his college days, Dr. Sridharamurthy shares, “The opportunity to excel as a public speaker helped me immensely in shaping my teaching skills, and the leadership opportunities I had as a student aided me in becoming who I am today.”

Answering the Career Call

“I believe that every individual is born with a specific purpose, a talent or gift that is unique, and each of us searches for that purpose in life,” asserts Dr. Sridharamurthy. In this modest yet supportive environment, Dr. Sridharamurthy developed a strong desire and aspiration for the field of education. While his peers played games, he would role-play as a teacher. His mother still recalls how he would transform their house into a classroom and deliver endless lectures to his sisters and parents. As a young child, he would collect caterpillars from the garden and observe the miraculous transformation from black, creepy worms to vibrant, magnificent butterflies. These childhood instincts gradually shaped his academic interests, and when the time came, he answered the calling of his career and became a teacher.

Remarkable Professional Background

During his first teaching job at the State Department in India, Dr. Sridharamurthy found the process of knowledge transfer to be highly gratifying. He firmly believes that a good teacher, akin to a good parent, plays an incredibly significant role in shaping students. As a result, his greatest reward as a teacher lies in instilling values such as out-of-the-box thinking, curiosity, and lifelong learning in his students.

While working, Dr. Sridharamurthy’s interest shifted from biology to business. He made a significant discovery during that time –he was living in a country that was a dream for every entrepreneur. He also realized that in the business world, technological advancements, changing fashion trends, and evolving tastes create challenges and excitement in the marketplace. These observations not only intensified his interest in business but also motivated him to pursue a postgraduate program in business administration. “My

MBA at the University of North Carolina, USA provided me with a much-needed global outlook, a comprehensive understanding of businesses, a receptive mindset, and served as a platform for developing my personality as a future academician,” reveals Dr. Sridharamurthy.

To excel in the academic realm of business education, Dr. Sridharamurthy embarked on doctoral studies at VIT University and successfully completed his Ph.D. with distinction. His international exposure and experience opened doors to multiple teaching opportunities in management programs at leading universities worldwide.

NSB Academy’s Mission & Vision

In 2008, Dr. Sridharamurthy founded NSB Academy (formerly known as the National School of Business) with a simple vision – to enhance management education and establish itself as one of the top MBA colleges in Bangalore. Right from its inception, NSB’s mission has been to nurture impactful, collaborative, articulate, and socially conscious graduates through innovative teaching, research, and outreach initiatives. The institute’s commitment to delivering quality education has earned it a favorable reputation within the Indian management education community, solidifying its position as one of India’s most sought-after management colleges.

Taking education a step further, NSB Academy offers numerous international learning opportunities to equip students for future careers. Impressively, NSB has set a new benchmark among business schools in India by sending approximately 75% of its students abroad for various programs, including immersion programs, exchange programs, and international MBA programs, among others.

By bringing together students with diverse educational experiences, NSB encourages a crosspollination of ideas and a broader mindset among its student body

Furthermore, NSB’s graduates can be found working in over 36 countries across the globe, exemplifying the global reach and impact of the institution.

Fostering Culturally Diverse Learning Environments

NSB Academy is truly a melting pot of diverse cultures, as it attracts students from every state and union territory of India. The institution is committed to creating a safe and inclusive environment where diverse cultures can flourish on its campus. NSB has implemented various initiatives to promote diversity and inclusivity to achieve this.

One of these efforts is promoting gender diversity by ensuring a balanced representation of males and females in each class. By striving for gender equality, NSB fosters an environment that values and respects the perspectives and contributions of both men and women.

NSB also promotes regional diversity by welcoming students from all states and union territories of India. This inclusive approach allows students from different regions to interact, share their unique cultural backgrounds, and develop a broader understanding of the country’s diverse heritage.

Additionally, NSB embraces academic diversity by admitting students from various academic backgrounds. By bringing together students with diverse educational experiences, the institution encourages a cross-pollination of ideas and a broader mindset among its student body. These conscious efforts by NSB Academy to embrace and celebrate diversity contribute to the overall development and growth of its students, preparing them to thrive in an interconnected and diverse global society.

Turning Challenges into Growth Opportunities

Dr. Sridharamurthy highlights four significant challenges that many business schools worldwide face. The first challenge involves attracting a high-quality and diverse student population. As a national player, NSB Academy admits students from all states and union territories of India, creating a cultural melting pot within its classrooms. Dr. Sridharamurthy emphasizes the importance

of seeing India’s diversity reflected in the student body, stating, “When I walk into a classroom, I would like to see India and not just any state(s).”

The second challenge revolves around maintaining gender balance in higher education. NSB Academy takes pride in creating more opportunities for female students, striving to foster a more diverse, equitable, and inclusive learning environment.

The third challenge lies in hiring and retaining talented faculty members. Fortunately, NSB Academy has successfully recruited and retained well-qualified academicians from across India who possess excellent teaching and research capabilities.

The fourth major challenge involves technology adoption in the classroom and keeping up with evolving pedagogical methods. NSB Academy has consistently remained at the forefront of providing cutting-edge classroom technology, enabling the institution to train its students for the demands of modern business management education.

By addressing these challenges headon, NSB Academy aims to continuously improve and provide an enriching educational

In addition to supporting professional development, NSB Academy offers incentives to faculty members for publishing their work in journals of high impact and quality

experience for its students while also contributing to the overall development of the business education landscape.

Keeping the Team Motivated

NSB Academy has a unique philosophy of providing complimentary breakfast, meals, and beverages to all faculty, staff, and visitors on campus. Dr. Sridharamurthy has observed that faculty members who eat together often engage in discussions about their classroom experiences and share new knowledge with each other during meals. This practice not only caters to their basic needs but also fulfills their emotional need for connection and collaboration.

Furthermore, NSB Academy places significant emphasis on the professional development of its faculty members. The institution actively encourages them to attend international and national seminars, conferences, Faculty Development Programs (FDPs), and various exchange programs. These opportunities enable faculty members to stay updated on the latest developments in their fields and expand their professional networks.

In addition to supporting professional development, NSB Academy offers incentives to faculty members for publishing their work in journals of high impact and quality. The academy recognizes the value of research and rewards faculty members accordingly. Moreover, faculty members are allowed to retain a significant portion of their earnings from consultancy or projects, providing them with additional motivation and financial benefits.

As the Founder and President of NSB Academy, Dr. Sridharamurthy has personally developed and internalized the institution’s curriculum, which focuses on action-led learning

Major Initiatives Taken to Strengthen NSB’s Reputation

As the Founder and President of NSB Academy, Dr. Sridharamurthy has personally developed and internalized the institution’s curriculum, which focuses on action-led learning. Under his leadership, NSB Academy has forged partnerships and signed Memorandums of Understanding (MOUs) with ten leading business schools worldwide. These collaborations aim to create international learning opportunities for NSB students, providing them with a global perspective on the business environment. As part of this effort, Dr. Sridharamurthy is leading a group

of over 140 students on a trip to the UAE to immerse them in the understanding of the global business landscape.

Furthermore, Dr. Sridharamurthy has played a pivotal role in the construction of world-class infrastructure at NSB Academy. The institution’s learning spaces have been designed to facilitate various teaching methodologies, including simulations, case studies, role plays, classroom debates, and more. Driven by his belief in student-led learning, he has emphasized the importance of engaging students in the learning process and providing opportunities for them to take an active role in their education.

A Day in the Life of Dr. Sridharamurthy, a Leader

Dr. Sridharamurthy approaches each day as an opportunity for learning and growth. As soon as he wakes up, he visualizes the tasks and goals that lie ahead. He applies his focused mind to prioritize and delegate work, ensuring that all essential responsibilities are addressed. Motivating students through engaging classes is always a priority for him. Throughout the day, he makes it a point to connect with all stakeholders of NSB Academy, including students, employees, and corporate partners who recruit students. This constant engagement allows him to stay connected with the pulse of the institution and address any challenges or concerns that arise.

Significant Milestones:

For Dr. Sridharamurthy, the most significant milestone is seeing NSB Academy become one of the largest MBA colleges in Bangalore, with the maximum allowed intake of students. This achievement is coupled with the pride of ensuring a diverse student body representing every state in India. Another notable milestone

is NSB Academy providing international exposure to over 75% of its students, facilitating educational experiences abroad for more than 400 students in a single calendar year. Additionally, Dr. Sridharamurthy considers the construction of a state-ofthe-art learning facility at NSB Academy as a significant accomplishment, creating a conducive environment for innovative and effective teaching and learning.

Roadmap to the Future:

Looking ahead, Dr. Sridharamurthy envisions recruiting elite faculty members at NSB Academy who can provide life-changing learning experiences for the students. He recognizes the importance of exceptional educators in shaping the academic journey of students. Furthermore, he aims to achieve international accreditations for NSB Academy, which would establish the institution as a global player in the field of business education. By setting these goals and pursuing them with dedication, Dr. Sridharamurthy envisions a bright future for NSB Academy and its students.

Leveraging HR Analytics to Improve Diversity and Inclusion in the Education Sector

Ria Deshpande, Candidate of MSc in Human Resource Management, University of Edinburgh, Scotland

RiaDeshpandeisafreelancehighereducationconsultantpursuinganMScinHumanResource Management at the University of Edinburgh, Scotland. With over 2.5 years of experience in the highereducationindustry,Riaispassionateabouthelpingeducationalinstitutionsincreasestudent success through HR analytics and EdTech. She strongly advocates using data-driven insights to increaseefficiencyandeffectivenessintheeducationsector. Her enthusiasm for HR management is only surpassed by her interest in EdTech and its potential to transform how universities and schools operate. Outside of academia, she loves reading and exploring the Edinburgh art scene.

The equity crisis that the education industry is currently experiencing is one of the most urgent problems of our day. Because of the COVID-19 pandemic, institutional racism—present since the formation of many countries—has recently come to the fore. Institutions of higher learning are

increasingly turning to HR analytics to improve diversity and inclusion to address this problem. Organisations can utilise HR analytics to better understand their workplace dynamics, pinpoint the reasons for systemic inequality, and create and carry out action plans suited to their workforce’s requirements. This evidence-based, data-

Organisations worldwide have long worked to create and maintain diverse and inclusive workforces. The education sector is no exception; however, setting measurable goals and determining how to achieve them can be challenging

Recruitment,

driven, and continuing approach to diversity and inclusion is important for fostering an inclusive culture and changing organisations into equal and equitable settings. In any society, education is one of the most critical sectors. It significantly impacts individuals’, nations’, and the world’s quality of life. As a result, diversity and inclusion must be promoted and encouraged in this sector. Organisations can use HR analytics to identify opportunities to close diversity gaps, develop actionable plans to improve diversity and track their progress. The educational sector has made significant progress in this area in recent years. However, there is still a long way to go. Organisations worldwide have long worked to create and maintain diverse and inclusive workforces. The education sector is no exception; however, setting measurable goals and determining how to achieve them can be challenging.

What is HR Analytics?

A data-driven strategy for managing an organisation’s human resources is HR analytics. It evaluates the effectiveness of the organisation’s past and present operations, identifies development opportunities, and suggests tactics for enhancing the workforce’s performance, growth, and productivity by utilising big data and predictive analytics. Recruitment, employee performance management, training, benefits and pay, and succession planning are just a few of the HR tasks that can benefit from using HR analytics, which also gives businesses a greater understanding of employee behavior and helps them make better decisions about their workforce.

employee performance management, training, benefits and pay, and succession planning are just a few of the HR tasks that can benefit from using HR analytics, which also gives businesses a greater understanding of employee behavior and helps them make better decisions about their workforce

Why are Diversity and Inclusion Important in the Education Sector?

An environment where everyone feels welcome and appreciated can be created with the help of a diverse and inclusive education sector. This can create an environment more favorable for learning and development and more likely to draw in and keep the top talent. The education industry impacts a big part of society. Education of those who will influence society’s future is another duty. To develop an inclusive atmosphere and respect for all people, the educational sector must represent the diversity of culture. In the academic field, diversity and inclusion can help to foster social harmony and lower the likelihood of social unrest. By reducing marginalisation and inequality, DEI can aid in the reduction of social unrest. Finally, inclusion and diversity in education can promote creativity, innovation, and critical thinking. A varied variety of perspectives can help in the creation of fresh concepts and methods for problem-solving.

Bridging the Gap

Developing key performance indicators is the first step in utilising HR analytics to increase diversity and inclusion in the education sector. (KPIs) KPIs need to be based on existing diversity data, such as gender and racial/ ethnic distributions, to serve as a baseline for improvement. The analysis of employee demographic data and the identification of improvement opportunities can be made by firms using HR analytics once KPIs have been defined. This can include looking at hiring practices, employee career trajectories, and

trends in salary and promotions. Organisations should use HR analytics to create workable solutions after detecting challenges. If there is a shortage of women in a particular position, for instance, organisations might create focused recruitment drives to support gender equity.

If there are pay differences between demographic groups, organisations may also establish efforts to close the gap. A focus on the company’s demands can be ensured with HR analytics. Finally, companies should use HR analytics to track and gauge their success in achieving diversity and inclusion goals. A review of organisational policies to make sure they are achieving the desired goals can also be included, as can comparing assessments of employee data collected over time to gauge the impact of efforts. Organisations can guarantee that their diversity efforts are sensible and well-targeted by regularly assessing and revising their diversity plan. It can help keep tabs on how diversity and inclusion initiatives change over time. By identifying areas where pupils need more help, HR analytics can also enhance educational achievements. Data, for instance, can be utilised to pinpoint and rectify academic success gaps and better comprehend the requirements of various student populations. By doing so, educators would be able to better cater their services and courses to the needs of every student.

Conclusion

The problems posed by diversity and inclusion are at a crossroads in the education sector, and it must leverage the power of HR analytics to navigate this. The ability of HR

Organisations should use HR analytics to create workable solutions after detecting challenges. If there is a shortage of women in a particular position, for instance, organisations might create focused recruitment drives to support gender equity

analytics to increase diversity and inclusion in the educational sector is now something that can be acknowledged. HR analytics-enabled solutions improve everyone’s educational experience while also fostering the growth of a diverse and inclusive workforce. Those working in the education sector can now identify, gauge, and track how different industry stakeholders may improve the environment for equity and inclusion. This is made possible by extracting relevant insights

from vast amounts of data. By fostering a more vibrant learning environment and utilising the power of analytical insights, the education sector can set the foundation for a more just world. By doing this, substantial, long-lasting change advantageous to both professors and students can be brought about. Only by using the power of HR analytics can we ensure future success and educational equity. We should all work toward this, and HR analytics can help.