Relevant bibliographies by topics / Indian leadership

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Indian leadership'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Indian leadership"

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Suppiah, S. Maartandan A/l, Dr Mohd Khairie Ahmad, and Assoc Prof Dr Norhafezah Yusof. "Leadership Communication Conception of Malaysian Hindus and its Relevancy to Mahathir’s Leadership." Jurnal The Messenger 11, no. 1A (June 2, 2019): 94. http://dx.doi.org/10.26623/themessenger.v11i1a.827.

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<p><em>Literatures proposed that culture does influence the success of leadership communication. Mahathir was criticised to be a leader who promotes the betterment of the majority community and marginalised the Indians. Despite of that, the Indians in Malaysia showed advancement in various sectors including politics, economy and social. Therefore, this exploratory study aims to bridge the gap by investigating the attributes that link between Mahathir’s leadership communication and Indian community. Qualitative methodology was utilized and data were collected through a series of intensive interviews with 15 informants consists of Indian political, non-governmental organisation and community representatives. Based on the thematic analysis, two main attributes that strongly link to Indian culture were identified: leadership communication conception (Sattva Guna) and characteristics of good leadership communication (Sattva characteristics). This study has contributed to enhance understanding of leadership communication from multi-cultural context, specifically about the Indian’s cultural conceptions.</em></p>
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Ritu, Anon. "Indian Leadership Mantras." MERI-Journal of Management & IT 12, no. 2 (April 1, 2019): 55. http://dx.doi.org/10.25089//meri/2018/v12/i2/182838.

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Daruwalla, Vistasp, Gurbaag Chandok, and Wonyoung Jeong. "The Influence of Cultural Factors on Leadership Perceptions." Journal of Management World 2021, no. 4 (October 1, 2021): 171–80. http://dx.doi.org/10.53935/jomw.v2021i4.170.

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The purpose of the study was set as to explore cultural influence on leadership perceptions in South Korean organizations in India. The results indicated that South Korean leadership style is perceived as task oriented, while Indian leadership as relationship oriented. Significant factors which made Indian respondents prefer to relationship-oriented leadership were a leader's concern for subordinates, general supervision, two-way communication, delegation, which related to the leader-leaders' concern for individual growth of subordinate. The findings also imply two distinct subcultures, which are one of Indian and the other of South Korean within the South Korean organization in India, in addition to common practices between Indian and South Korean. Therefore, the present study contributes to practicing researchers, managers, professionals, and management practitioners who are concerned with business in India or business with Indians as providing the information with respect to Indian or South Korean cultures, particularly their working cultures.
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Sandefur, Gary, and Philip J. Deloria. "Indigenous Leadership." Daedalus 147, no. 2 (March 2018): 124–35. http://dx.doi.org/10.1162/daed_a_00496.

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A short contextual overview of the past and present opens up a discussion of the challenges surrounding American Indian leadership in the contemporary world and into the future. We survey some of the literature on Native American leadership and consider leadership issues in institutional settings such as academia, tribal governments, pan/inter-Indian organizations, public interest and NGO groups, and global Indigenous structures, suggesting ways in which non-Native organizations can better recognize, respect, and partner with American Indian leaders.
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Mary Jo Tippeconnic Fox, Eileen M. Luna-Firebaugh, and Caroline Williams. "American Indian Female Leadership." Wicazo Sa Review 30, no. 1 (2015): 82. http://dx.doi.org/10.5749/wicazosareview.30.1.0082.

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Alok, Kumar. "Sāttvika Leadership: An Indian Model of Positive Leadership." Journal of Business Ethics 142, no. 1 (July 31, 2015): 117–38. http://dx.doi.org/10.1007/s10551-015-2790-2.

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Muniapan, Balakrishnan, and Patrick Kim Cheng Low. "Asian Leadership Wisdom." International Journal of Asian Business and Information Management 2, no. 4 (October 2011): 10–19. http://dx.doi.org/10.4018/jabim.2011100102.

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This paper is on comparative leadership philosophy. It explores the ancient Asian wisdom for leadership development from the Kautilyan and Confucian perspectives. Every now and then, there is a need for us to look and re-look at ancient wisdoms to be applied effectively in the modern context. In this paper, the authors provide an inside-out leadership development approach. This has practical implications and lessons for contemporary leadership development from an Indian and Chinese cultural perspective. It is also becoming highly relevant due to the growth of both the Indian and Chinese economy. The reference in the Indian context is made from the Arthashastra by Kautilya, while reference in the Chinese context is made from the teachings of Confucius.
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Mahesh, Anuradha, and Gopal Mahapatra. "Rediscovering Indian Womens' Leadership Potential." NHRD Network Journal 2, no. 2 (April 2008): 99–104. http://dx.doi.org/10.1177/0974173920080223.

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Lurie, Nancy Oestreich. "Money, Semantics, and Indian Leadership." American Indian Quarterly 10, no. 1 (1986): 47. http://dx.doi.org/10.2307/1184155.

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Hill, Margo, and Mary Ann Keogh Hoss. "Reclaiming American Indian Women Leadership: Indigenous Pathway to Leadership." Open Journal of Leadership 07, no. 03 (2018): 225–36. http://dx.doi.org/10.4236/ojl.2018.73013.

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Dissertations / Theses on the topic "Indian leadership"

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Johnson, Wayne Martin Barbara N. "Leadership experiences of an American Indian education leader serving Indian students in an Indian community." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6141.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara N. Martin. Vita. Includes bibliographical references.
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Iorio, Timothy W. "The relationship between Indian transformational leadership and the job satisfaction of Indian followers." Thesis, Indiana Institute of Technology, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251590.

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Transformational leadership research has been extensive over the last several decades (Bass & Stogdill, 2008). While there have been a number of studies of transformational leadership within the Indian culture, there are less which explore the Indian transformational leadership and Indian follower relationship from the follower’s perspective. The researcher has not come across research which measures the relationship, if any, between the Indian transformational leader and job satisfaction of the Indian follower. Research has been conducted on overall Indian employee job satisfaction but none which includes the variables of Indian manager and Indian follower. A quantitative study is proposed to examine on whether a relationship exists between the variables of Indian transformational leadership and the job satisfaction of Indian followers. To measure Indian transformational leadership, the researcher will be using the Multifactor Leadership Questionnaire (MLQ) which has been used by researchers for many decades (Avolio & Bass, 2004). To measure job satisfaction, the researcher will be using the Job Satisfaction Survey (JSS) which also has been used by researchers for many years (Spector, 1997). Further methodology of the study can be found in Chapter 3. The findings and conclusions of the study will be reviewed in Chapter 4 and Chapter 5 respectively.

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Ramkumar, Shravni. "The Definition of Leadership in the Indian Entertainment Industry." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1621.

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The Indian entertainment industry has firmly cemented its place on the global map of cinema. With more than 1000 multilingual films being produced every year, it has had great impact upon the world of fashion, music and dance. The Indian entertainment industry is in a favorable phase right now driven by ground-breaking changes such as the advent of new leaders, increased usage of technology, new ways of storytelling and new stories being told. Though it started out by being dominated by a handful of people, it has evolved to allow the growth of leaders who shaped its progress. This paper analyses the transformation of leadership styles within the industry and explores how the change in audiences’ tastes and expectations, nepotism, the role of fashion designers, the role of women and the Indian diaspora have produced leaders through the years and how this has resulted in the continuous transformation of its definition of leadership and leadership.
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Squetimkin-Anquoe, Annette. "Urban Indian Perspectives of Traditional Indian Medicine." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370380339.

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Manning, Amy. "Evaluation of the Junior Leader Organization in Southwestern Indian." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2560.

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Samples from three groups--Junior Leaders, 4-H members, and Non-4-H members--were compared to determine the effectiveness of the Junior Leader organization in Southwestern Indiana. Each sample in the three groups was given the Michigan Leadership Scale and a background information sheet. Comparisons were made between the groups and within each group. The study indicated that the Junior Leader group did not show a significant difference on enough of the variables in the study to conclude the members' skills could be directly attributed to the organization. The Junior Leader group was found to be significantly higher on some of the variables and in regard to involvement in other organizations. The Junior Leader group had a higher grade point average than the Non-4-H members group. The 4-H member group was significantly higher when the means were compared on leadership skills and involvement in other organizations than the Non-4-H member group. The 4-H member group had the highest grade point average of the three groups.
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Killsback, Leo Kevin. "The Chiefs' Prophecy: The Destruction of "Original" Cheyenne Leadership During "the Critical Era" (1876-1935)." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/204273.

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Inconsistent modern tribal government political leadership standards are common throughout Indian Country. There is an urgent need to address the causes and effects of tribal political instability and the root of this instability which lies in the lack of leadership and the absence of a realistic leadership identity, specific to nations like the Northern Cheyenne. The modern concepts of tribal leadership are inconsistent, undefined, and if they do exist these concepts are incompatible with traditional Indian culture, spirituality, and community needs. Traditional Cheyenne concepts of leadership are rooted in the oral tradition and the Cheyenne ceremonial practices.This is a study of the Northern Cheyenne change in leadership concepts and the loss of traditional concepts of leadership during the time after their last armed resistance and before the establishment of the Northern Cheyenne Tribal Constitutional government. The history of Northern Cheyenne Nation is comprised of heroic triumphs and tragedies. Throughout this rich history, there have been spiritual and political leaders who have contributed to the survival of the Northern Cheyenne people. Leadership, from the perspective of the Cheyenne, and the traditional Cheyenne governing system were rooted in spiritual teachings, ceremonies, and sustained through serving the people. These ancient concepts of leadership allowed for stability. These traditional concepts were destroyed through colonization, and this led to political dysfunction.The goal of this study is to first identify the traditional concepts leadership, then identify the significant changes in these concepts of leadership to discuss how these changes have led to the current political instability of the Northern Cheyenne government. What were the major changes in traditional Cheyenne leadership and governance that occurred between 1876 and 1935? How did these changes in traditional leadership and governance occur? What traditional political, spiritual, and economic institutions of the Cheyenne were changed and how were they changed? What was Cheyenne leadership and governance like after the establishment of a reservation and after the establishment of an Indian Reorganization Act (IRA) constitutional government? What can the Northern Cheyenne people expect in the future of tribal leadership and government?
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Barros, Lima Eduardo, and Munigala Vivek Noel Dinker. "The influence of self-leadership on an entrepreneur : A Qualitative Content Analysis of Brazilian and Indian Entrepreneurs." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75157.

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In this research, we have investigated the entrepreneur and how he or she can use self-leadership in order to exercise leadership. An entrepreneur is a global phenomenon and entrepreneurship is part of it, in both as being developed or underdeveloped. On how entrepreneurs engage with passion in the creation of a business venture is something that is somehow similar for each individual despite the different nationalities. However, how he or she develops the needed tools and develops leadership skills to conduct his or her business venture. To study this, we have conducted a qualitative content analysis with interviewees who are entrepreneurs either from Brazil or India to investigate on how being an entrepreneur can benefit through self-leadership. We therefore derived from the existing construction of self-leadership and its dimensions in order to use the abductive approach in the qualitative content analysis. We have therefore collected data through semi-structured interviews. Then we analyzed the content of the answers and linked the emerging data to the existing literature review on the entrepreneur and self-leadership. Furthermore, we analyzed how an entrepreneur can benefit him or herself from self-leadership as an individual and how he or she can use it in order to develop leadership skills. Our findings link the literature of the entrepreneur as an individual and his or her use of self-leadership in order to achieve and succeed.
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McDonald, Ryan. "Outsides-in insides-out, a leadership system case study of one Canadian Indian Reserve." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58360.pdf.

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Lipkind, Erin Robin. "TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10092009-134244/.

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This study examines the teacher, leader, and curriculum variables predictive of student achievement in Indian Education for All (IEFA). IEFA, a Montana educational mandate based on Montana constitutional law, was first funded in 2005, and little research had previously been conducted on the effectiveness of implementation efforts. While compulsory, implementation had been piecemeal and wrought with misunderstanding, differences in opinion, prejudice, and questions about its legitimacy. The challenges inherent in the implementation of an ambiguous educational reform with no state-adopted curriculum or benchmarks for student achievement have become evident. With the dearth of research, it was not known how well students were learning what was mandated, nor was it known which precise variables impact or measure this learning. To determine this, second through fifth grade elementary school teachers and school leaders located in Missoula County completed a survey questionnaire, and Missoula County fifth grade students completed a student assessment based on the Essential Understandings of Montana Indians and the Montana Standards for Social Studies. Descriptive data provided information on mean fifth grade student IEFA scores, teacher and leader demographics, professional development participation, and implementation needs, and frequency of use of materials provided to all schools by the Montana Office of Public Instruction. Multiple regression analysis was used to determine if relationships exist between the predictor variables (teacher, leader, and curriculum variables) and the outcome variable (student achievement). However, none of the independent variables was found to have significant predictive value. Educators, including the Montana Office of Public Instruction, may use these findings to determine strategies that might most successfully impact IEFA implementation and to direct the course of further research.
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Talbert, Rachel. "Urban American Indian Students Negotiating Civic Identity." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28259738.

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This critical participatory ethnographic study examines the negotiation of civic identity by urban Indigenous students in public high school social studies classes, a Native youth council, and the civic environment of a school in Washington State, where the Since Time Immemorial curriculum is mandated in social studies classes. Using Safety Zone and Tribal Critical Race theories to understand the experiences of students, stories from observations, participant interviews, and focus groups are employed as data. This study found that connections between students’ land/s and Nation/s, participation in service and activism with other Nation/s, a caring teacher, family civic connections, curricula that centers American Indian history and current events, and school were vital to these negotiations. These spaces were zones of sovereignty (Lomawaima & McCarty, 2014) forwarding survivance and self-determination for students. Student understanding of the Indigenous civic constructs of sovereignty, self-determination, dual citizenship and an understanding of federal Indian policy are explored as sites where they created and sustained their own civic identities inside and outside of school.
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Books on the topic "Indian leadership"

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Ghosh, Rajashi, and Gary N. McLean, eds. Indian Women in Leadership. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9.

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Singh, K. Kuldip. Overcoming crisis in leadership: Indian Army. New Delhi, India: Manas Publications, 1998.

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Goulbourne, Harry. West Indian political leadership in Britain. Coventry: Centre for Research in Ethnic Relations, University of Warwick, 1988.

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Indian Institute of Management, Bangalore., ed. Leadership challenges in Indian software industry. Bangalore: Indian Institute of Management Bangalore, 2007.

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Jha, Shiva Chandra. Indian party politics: Structure, leadership, programmes. New Delhi: Deep & Deep Publications, 1989.

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Gahlawat, Dalvir Singh. Indian policing: Significance of intelligent leadership. New Delhi, India: Authorspress, 2016.

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Indian Institute of Management, Bangalore., ed. Leadership challenges in Indian software industry. Bangalore: Indian Institute of Management Bangalore, 2007.

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Agrawal, Narendra M. Leadership challenges in Indian software industry. Bangalore: Indian Institute of Management Bangalore, 2007.

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Legislative leadership in Punjab. Patiala: Madaan Publishers, 2002.

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Balasubramanian, S. The art of business leadership: Indian experiences. Thousand Oaks: Response Books, 2007.

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Book chapters on the topic "Indian leadership"

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Ghosh, Rajashi, and Aindrila Chatterjee. "Indian Women in Leadership: An Introduction." In Indian Women in Leadership, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_1.

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Misra, Pradeep Kumar, and Garima Singh. "Indian Women’s Leadership in the Government Sector." In Indian Women in Leadership, 171–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_10.

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Sagaram, Madhulika, and Prabhjot Kaur Mahal. "Women in Leadership in the Education Sector in India." In Indian Women in Leadership, 191–210. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_11.

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Abichandani, Yogita, and Vimal Babu. "Indian Women Leaders in the NGO Sector." In Indian Women in Leadership, 211–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_12.

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Mehta, Madhavi. "Women Leaders in Indian Agriculture: Grassroots Perspective." In Indian Women in Leadership, 235–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_13.

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Chaudhuri, Sanghamitra, Sunyoung Park, and Gertrude I. Hewapathirana. "Indian Women in Leadership in an Asian Context." In Indian Women in Leadership, 259–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_14.

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McLean, Gary N. "From Darkness into Light: Hope for the Future of Women in Leadership in India." In Indian Women in Leadership, 283–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_15.

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Chaudhuri, Sanghamitra, Ashutosh Muduli, and Ridhi Arora. "Family Roles Posing Challenges for Women Leaders in India." In Indian Women in Leadership, 13–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_2.

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Murthy, Venkatesh, and Sangeeta Roy. "Indian Women in Leadership: Engaging with the Terrain of Constraints Rooted in Religion and Traditions." In Indian Women in Leadership, 31–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_3.

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Smetana, Judy B., Misha Chakraborty, and Rimjhim Banerjee-Batist. "Career Development Challenges for Women Pursuing Leadership in India." In Indian Women in Leadership, 47–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_4.

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Conference papers on the topic "Indian leadership"

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Bagga, Manpreet. "Exploring Teacher Leadership Among Indian Teacher Educators." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2012218.

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Nikore, Mitali, Manvika Gupta, Poorva Prabhu, and Vidhi Narang. "India’s Missing Working Women: How COVID-19 Pushed Women out of Formal Labour Markets." In 12th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/wlec.2021.004.

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Abstract India’s women were disproportionately impacted by COVID-19 induced lockdowns and economic disruptions. Recent high frequency data demonstrates that that women suffered massive job and income losses. In December 2020, nine months into the lockdown, there were still 11.5 million fewer persons in the labour force vs. December 2019, 4 million men and 7.5 million women. The overall size of the labour force shrunk by 2.6% between December 2019 to December 2020, yet the size of the female labour force shrunk by 14%, vs. 1% for men. Women faced stricter mobility restrictions, limiting their access to workplaces. Across income strata, women’s unpaid domestic responsibilities increased, with some estimates showing a 30% increase in carework, leaving them little time for seeking renumerated employment. Gender digital divides worsened, leaving women without access to digital business and online education, increasingly important in a post-COVID-19 economy. Most importantly, women faced the scourge of the shadow pandemic of domestic violence, rendering them insecure and unable to work. Despite being one of the world’s fastest growing emerging economies, only a quarter of Indian women were in the labour force even pre- COVID-19. Analysis of time series data over the last five decades (1970-2018), shows that women’s labour force and workforce participation rates have secularly declined to their lowest levels since Independence. Given this disparate impact of COVID-19, in the absence of targeted policy interventions designed to support retention and promote women’s workforce participation, women are likely to continue being excluded from India’s spectacular growth story. Keywords: Women, labour force, wage gaps, India, post-COVID-19 recovery
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"Why Change Management Fails in Indian Organizations: Learning from Cases." In 15th European Conference on Management, Leadership and Governance. ACPI, 2019. http://dx.doi.org/10.34190/mlg.19.024.

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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.
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Bhullar, Mandeep. "Leadership for Diversity, Inclusion, and Equity: Perspectives of Indian Women Leaders." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2018993.

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Honda, Hiroshi, and Hephzibah Kumpaty. "Raising Global Leaders in Science and Engineering Under Trilateral Collaboration." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36755.

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This paper discusses on how globalization affects industry, business and engineering practice, and what kind of education is considered and attempted at selected high schools and colleges to raise global leaders from the United States, India and Japan. Case studies for selected schools in the United States, India and Japan are also presented. In particular, details on the participation of undergraduate students in an integrated, global research culminating in global leadership and outlook with specific examples from the ongoing collaboration of the University of Wisconsin-Whitewater and Indian Institute of Chemical Technology, Hyderabad, India are presented to corroborate the beneficial effects of globalization. With the goal of effectively raising global leaders in science and engineering fields, the authors propose a scheme for the trilateral collaboration between the U. S., India and Japan, with a focus on difference in education, characters of the peoples, and preferred models of global leaders among these nations.
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Mitra, Toorban, and Krushna Mohan Pattanaik. "LINKING LEADERSHIP INTEGRITY - DEPRESSION, ANXIETY AND STRESS (DAS) AMONG SAILING INDIAN MARINE ENGINEERS DURING COVID-19." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2024. http://dx.doi.org/10.5821/mt.12832.

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Modern-day leadership demands competencies to embrace challenges and uncertainties as a part of a working career. Uncertainties bring in many unknown outcomes and a loss of direction to any team. This is much acknowledged when the unknown outcomes are affecting the team spirit and, in turn, organisational sustainability. Leadership integrity is a watershed to handle such uncertainties with positive outcomes. Like in any other business domain, uncertainties are part of the business in shipping. However, there are specific instances in the nature of COVID-19 that came with many challenges, like extended work contracts, no shore leaves, infrequent crew change, quarantine rules before sign-in, online surveys, etc. Such an uncertain and challenging work environment on board a ship (which itself is an organisation) results in anxiety, stress and depression. In this context, leadership integrity provides much-needed direction and can create a healthy work environment in any organisation. It is in this context that this paper tries to measure this hypothesis in an explorative study, particularly among active marine engineers who worked on board ships during the COVID-19 pandemic. Such knowledge facilitates the understanding of organisational behaviour during challenging times and provides a timely prescription for organisational success during uncertainties and challenging times with much significant focus on the integrity of leaders.
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Agnihotri, Alka, and Shikha Kapoor. "Scale development and factorial analysis of shared leadership in the context of Indian IT sector." In 2017 International Conference on Infocom Technologies and Unmanned Systems (Trends and Future Directions) (ICTUS). IEEE, 2017. http://dx.doi.org/10.1109/ictus.2017.8286020.

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Raha, A. "ISEC, Calcutta: The pioneer centre for statistical training of government sponsored statisticians from developing countries of the third world, mainly from Asia and the Far East." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93406.

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In 1916 W.T. King in his book (King, 1916) attributes the appellation "Father of Statistics" to Gottfrid Achenwall fo Germany who first applied the perm "statistics" in 1746 to a series of lectures primarily about data concerning the the land, its procures, the Government, state resources and the like. But it was Karl Pearson and R.A. Fisher who laid down the theoretical foundations of modern statistics which enabled statistical development, the name that comes up first in the context of statistical education, in Asia is that of P.C. Mahalanodis with the first scientific Meeting of the newly formed IASE provides a suitable forum to assess his contribution towards dissemination of statistical knowledge in Asia. Mahalanobis realized the importance of statistics in the twenties during the nascent stage of its development in the West and recognized statistics as the "key technology" in planning for the economic development in India, in fact in Asia at large, but founding the Indian Statistical Institute in 1931, the National Sample Survey (NSS) and the International Statistical Education centre (ISEC) in 1950. He truly guided India to assume the leadership in the spreading and development od statistical education amount Asian countries. last but not least, the influence of Fisher and Mahalanobis and the interdependence of these two statistical gains of this century have the greatest impact on the statistical system in India and, Ipso facto, on the statistical education of Asia as a whole.
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Awal, Manan. "Shattering Stereotypes: The Power of Women in Indian Sports for Societal Transformation." In 2nd International Conference on Women. iConferences (Pvt) Ltd, 2024. http://dx.doi.org/10.32789/women.2023.1003.

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Abstract: The research paper talks about the exploration of women's empowerment through sports as a tool in India. It addresses the various problems that sportswomen in India face: lack of media representation, visibility, recognition, funding, opportunities, and gender inequality. It uses the method of literature review to analyze the empowerment of women through sports through four themes in the form of a thematic analysis: breaking gender stereotypes, economic empowerment, media representation and visibility, and health and well-being. The paper discusses the advantages of women in sport and the benefits of sport in general. Previous findings by UN Women and the IOC show that there was a large percentage increase in women considering themselves leaders after a sports programme held to empower women. The results of this research paper show that there is clear evidence that there has been a step forward in terms of women’s participation in sports. Due to positive social and cultural change to reduce gender inequality, more women can now become athletes. Also, recent scholarship programmes and financial aid are great ways of boosting the development of women through sports. Additionally, sport provides athletes with the determination to keep going, resilience to never back down, and mental strength to show that they are strong and capable. Sportspeople like P.V. Sindhu, Deepika Kumari, and Mithali Raj have worked extremely hard to become visible, gain recognition, make their country proud, and do economically well for themselves. Through this research paper, sport as a tool for women's empowerment was explored. Keywords: Women empowerment, gender inequality, leadership, women in sport
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Reports on the topic "Indian leadership"

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Hedberg, David-Paul. "As Long as the Mighty Columbia River Flows": The Leadership and Legacy of Wilson Charley, a Yakama Indian Fisherman. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5400.

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Panwar, Nalin Singh. Decentralized Political Institution in Madhya Pradesh (India). Fribourg (Switzerland): IFF, 2017. http://dx.doi.org/10.51363/unifr.diff.2017.23.

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The change through grassroots democratic processes in the Indian political system is the result of a growing conviction that the big government cannot achieve growth and development in a society without people's direct participation and initiative. The decentralized political institutions have been more participatory and inclusive ensuring equality of political opportunity. Social exclusion in India is not a new phenomenon. History bears witness to exclusion of social groups on the bases of caste, class, gender and religion. Most notable is the category of Scheduled Castes, Scheduled Tribes and Women who were denied the access and control over economic and social opportunities as a result they were relegated to the categories of excluded groups. It is true that the problems of the excluded classes were addressed by the state through the enactment of anti-discriminatory laws and policies to foster their social inclusion and empowerment. Despite these provisions, exclusion and discrimination of these excluded groups continued. Therefore, there was a need to address issues of ‘inclusion’ in a more direct manner. Madhya Pradesh has made a big headway in the working for the inclusion of these excluded groups. The leadership role played by the under privileged, poor and the marginalized people of the society at the grassroots level is indeed remarkable because two decade earlier these people were excluded from public life and political participation for them was a distant dream. Against this backdrop, the paper attempts to unfold the changes that have taken place in the rural power structure after 73rd Constitutional Amendment Act. To what extent the decentralized political institutions have been successful in the inclusion of the marginalized section of the society in the state of Madhya Pradesh [India].
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Menon, Shantanu, Aruna Pandey, and Kushagra Merchant. U&I: Nurturing Empathy for Effectiveness. Indian School Of Development Management, February 2022. http://dx.doi.org/10.58178/2203.1001.

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U&I is a volunteer-driven charitable organization based in Bengaluru, Karnataka, India. It provides non-formal education to underprivileged children in 25 cities around India, through a network of over 2,300 volunteers. The case study engages with the ways in which conscious design can nurture structures, spaces and processes that enable the integration of an organization's mission and volunteer model with the leadership’s core principles of empathetic care and authentic relationships. It provides an opportunity for learners to reflect on how designing for empathy can produce tangible programmatic impact, develop in-house leadership and build a self-sustaining organizational culture and volunteer ecosystem.
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Menon, Shantanu, and Kushagra Merchant. Quest Alliance: Learning how to learn. Indian School Of Development Management, January 2023. http://dx.doi.org/10.58178/2301.1016.

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Quest Alliance began its organizational journey as digital technology was about to unfold sweeping changes in India, including in the areas of education and employment. As if to symbolize its tryst with technology, it is nestled in India’s “silicon valley” city of Bengaluru. Today, it also happens to enjoy the patronage of an enviable list of marquee donors ranging from leaders in the financial services industry and information technology to multilateral development agencies and Indian Government. Over the course of its work with these partners, Quest Alliance has come to serve as an interesting node in the arena of skill development and operates at the intersection of education, technology and youth employment. Established in 2005, it started as an earnest but modest enterprise. From 2009—when it had seven people and a sudden crisis of funding at hand—till 2022, it saw rapid acceleration. By the end of 2022, it had a team of 234 handling over INR 62 crore worth of annual funding. What Quest was working on—“Enabling self-learning”—was highly topical and certainly aided its growth, but amidst this growth something unusually remained steadfast: the extent of its investment on learning, development and capacity building of its own team. This holds significance for civil society where sourcing and building talent is a continuous pre-occupation for leadership. The case engages with the journey of Quest and its founder Aakash Sethi, and explores what it takes to put in place the internal scaffolding to hold together this deliberate and sustained focus on self-learning and development of its own people. It also engages with Quest’s work towards evolving a model of talent-building of young people in schools as well as those in transition from education to employment: anchored in the notion of young people as self-learners equipped with 21st century skills. The latter part of the case explores how Quest has crafted its own people management practice around the “self-learner” and gives learners the opportunity to reflect on the challenges of building and maintaining a way of being, doing and relating in a rapidly growing organization.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Menon, Shantanu, Kushagra Merchant, Devika Menon, and Aruna Pandey. Youth for Unity and Voluntary Action (YUVA): Instituting an ideal. Indian School Of Development Management, March 2023. http://dx.doi.org/10.58178/2303.1021.

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This case study traces the journey of Youth for Unity and Voluntary Action (YUVA), an NGO which was co-founded in Mumbai (erstwhile Bombay) in 1984 by a young graduate Minar Pimple along with a group of his lecturers and peers from the Nirmala Niketan College of Social Work, together looking to evolve an indigenous model of social work practice. To say that times have changed in India since YUVA’s inception 38 years ago would be an understatement. Despite this, the organization’s spirit continues to echo its founding purpose and values, and provide a space in which the most marginalised of young and like-minded people can come together, understand their rights and responsibilities as citizens, and work together towards shared ideals. Even today, the majority of the people who work with YUVA (meaning “youth”) come from marginalised backgrounds. Such talent composition is not the norm, even in civil society. Seeded with feminist ideals—in particular that of nurturing a careful and life-long sensitivity for the socio-politically marginalised, and standing by them in their strive for social justice—YUVA’s historical record is a statement of how a steadfast commitment to principles can eventually find home in a settled and satisfying practice. This case study lays out both what that historical record speaks and what it speaks between the lines. What the record directly speaks of is the radical milieu in which YUVA came into being, how it became a significant civil society presence in its own right, how it multiplied new initiatives, and how it underwent a difficult leadership transition and financial stresses, yet strived hard to remain relevant. Between the lines, the record hints at how an alert, attuned and active academic milieu constitutes a real treasure—a reminder that perhaps seems appropriate for the times; and narrates the story of how a feminist organization deeply committed to social justice operates from the inside, of the people who make it and how they make and remake it. organizations of this nature have an important place in the annals of Indian civil society but have not received a proportionate space within the documented field of organizational development and talent management. This case study provides an opportunity for learners to explore the idea, relevance and practices of a feminist organization, through the travails and triumphs of one of the oldest ones in India.
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Joseph, Jacquleen, Garima Jain, Suchita Awasthi, Theimneizho Gangte, Sriram A, Gargi Sen, Teja Malladi, et al. Leadership for Disaster Resilience: Learning from the Current Practices in India. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/drla.2018.

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Goswami, Amlanjyoti, Deepika Jha, Sudeshna Mitra, Sahil Sasidharan, Kaye Lushington, and Mukesh Yadav. Land Records Modernisation in India: Gujarat. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/9788195489381.

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This work provides an institutional, legal and policy review of crucial aspects of land records modernisation systems in Gujarat. Recognising the significance of land and its management for the state economy, Gujarat was among the early states to computerise its land records and processes and integrate them. In 2009, the state introduced resurveys using modern technology, which resulted in promulgation of updated records in more than sixty percent of villages, before being paused in 2018. Apart from political leadership, administrative initiatives such as documenting procedures and operational guidelines, incentivising of regular progress and reporting, and regular capacity building helped the state in making a significant progress. Gujarat is among the most urbanised and industrialised states in the country, and this volume presents case studies on the state of land and property records in urban and industrial areas, and the attempts to modernise them.
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Menon, Shantanu, Aruna Pandey, and Kushagra Merchant. The grassroots and the grass tree: Humana People to People India (HPPI). Indian School Of Development Management, June 2022. http://dx.doi.org/10.58178/2206.1002.

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Humana People to People India (HPPI) is a non-profit organization working for the holistic development of marginalized populations in rural and urban India. Established in 1998, today it is an organization with an organizational strength of over 4,000 people, and working in 7,000 villages across 92 districts. As of 2020-21, through its work, it had reached out to 2.8 million individuals. Its considerable experience offers opportunity for learners to reflect upon how an organization with a wide footprint across thematic sectors and geographies has managed to remain connected and relevant to its founding grassroot ethos. The case engages with how HPPI evolved a structure, culture and organizational leadership to hold together multiple kinds of talent as well as work closely with the State and public delivery system that inform the current development narrative. The case can also inform learners of principles of design that can help organizations calibrate how they formalize and professionalize as they grow to scale.
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