An article published in The New Indian Express - edex (Page, 04) Date: 23-11-2015

Even as we celebrate our democratic elections, openness and freedom of expression; the much-celebrated power politics and populist pandering by the bigoted jingoistic attitudes of soft fascism could establish and consolidate its hold through the structures and systems of democracy. Built on religiosity and right-wing national chauvinism, this is a tried-and-true tactic of fascism throughout history - ‘divide and rule’ opportunism, and suppression / exasperation that go together like hand and glove to keep the hegemony intact !  © RISHIKESH KB

Anything that's worth, and singular about India is its plurality. The customs, caste’s, costumes, cuisines, culture, consonants …. the very DNA of Indian philosophy lies in its diversity and acculturation - heterogeneity woven with strands and shades of varying textures and colours. In a fabric of cultural pluralism, we've owned a composite character with an accommodating ethos; wherein we agree to disagree, live and let live; eat and let eat. But how can (in such) a sovereign, secular democracy (and a) ban go together?   © RISHIKESH KB

The hope I find in the Dadri lynching (accident or incident) is the spirit of an Indian  and  Indian Air Force‬. Allegedly, over rumors that the family had consumed beef, in the broad daylight 200 neo-hinduvadis barged into the house of Mohammad Sartaj (a corporal-rank technician in the IAF); killing this serving air warrior's father. Sartaj’s family was immediately moved into the Air Force’s accommodation at the Subroto Park in Delhi. “We are with him and our people are there to assist the family” assured Air Chief Marshal Arup Raha.

Later Sartaj without any trace of cynicism delivered a powerful and poignant message "I can't blame everyone... Most people are good... only a handful is bad." "Saare Jahaan Se Accha, Hindustan Hamara, Mazhab Nahin Sikhaata, Aapas Mein Bair Rakhna". “I appeal to them for peace and communal harmony. It is not a time for politics, but for empathy” added Sartaj. The Indian Air Force has definitely been grooming the most secular nationalists with a true spirit of Indianness – live and let live!
© RISHIKESH KB

Can Learning Happen in 'Research Mode'?

How many teachers have thought “why do our students ask what they ask”?

A student having the potential trait to be a researcher once raised a question: “Why is it called re-search? Will ‘search’ not suffice?” Well, we all raises questions at different stages of progress. Every such question of intellectual curiosity is a serious mental adventure and a potential catalyst for search and re-search. And when every learner starts working on such an ethos to treat learning, as not yet wholly solved problems; we are in a ‘research mode’. We start inquiring – researching and learning!

Typically, it is argued that traditional teaching is dominated by cerebral, abstract, overly-analytical models that characteristically rely on teacher-talk and learners’ writing. Such a chalk-walk-talk teaching is often based on a teacher-dominated ‘information transmission’ with emphasis on understanding research findings rather than research process. And if a teacher continue to teach how they themselves were taught as learners - “with the assumption that what worked for them will work every time, for everyone”, learning becomes obsolete.  But if we aim at improving the quality of teaching-learning, and accept that current practice is probably based on questionable or unknown bases; a clear alternative solution lies in learning becoming research embedded.

When the element of a participatory approach between the teacher and the taught is set with a common pursuit of linking research and learning, we are set for Research Informed Teaching (RIT). In fact a research-led, research-oriented, research-based, or a research-informed teaching is far superior to teachers parroting textbook material.  As Hudson Maxim (1853-1927) said, “All progress is born of inquiry. Doubt is often better than over confidence, for it leads to inquiry, and inquiry leads to invention”.

Research educates the intellect to doubt, educate, inquire and reason well in all matters, to reach out towards truth, and to grasp it. While it is reasonably self-evident, that being research-informed warrants greater learner attention than justifications based on hearsay, tradition, reputation, intuition, or bookish knowledge; there are strong arguments to justify RIT. Academic researchers like Spencer, Detrich and Slocum argue that RIT should be based on the best available evidence, “irrespective of its paradigm and chosen according to what is (a) most relevant to the decision and (b) has the highest degree of certainty.” Only such a learning provide learners with an understanding of knowledge creation (the research process and research methods) and its application (in economic, social, political, local and global contexts) stimulating key skills of critical analysis, respect for evidence and informed decision-making. Also for social processes be alive for radical change, one must continue to ask that vital question: ‘Why do I believe what I believe?’ One would thus go about finding the roots of beliefs and challenge conventional assumptions. Research therefore is inevitable for better learning outcomes and outputs.  

In a ‘knowledge society’, all learners – certainly all – have to be researchers. Not only should they be engaged in the production of knowledge, but also be educated to cope with the risks and uncertainties generated by the advancements of it. So I believe the understanding of the research process – asking the right questions in the right way; conducting experiments; and collating and evaluating information – must be a key part of any learning.  To doubt, to inquire, to invent, we need to make conscious efforts to move research from a marginal, privileged role to make it a significant structured curriculum experience for all learners. To quote Zora Neale Hurston (1891-1960) “Research is a formalized enquiry. It is poking and prying with a purpose”. Through such a purposive research and RIT, learning must flourish in academic centers of excellence, by becoming centers of experience; and enhance transferable and lifelong independent learning skills. Our students must therefore stay in ‘research mode’ and keep asking the question: ‘Why do I believe what I believe?’!

© RISHIKESH KB

Sight and Insight !

Helen T Keller, a blind and deaf, was a terror, wily and mean.  Helen was also animal like. Nevertheless, her teacher Anne Sullivan who transformed her lived the philosophy: "learning is all about instilling confidence of the student in his or her own abilities" !

Sullivan pioneered the teaching of individuals without sight and without hearing. Today we speak of deaf culture, but this term was not used in the era of Anne Sullivan.  "Teacher" as Helen always called her, is credited with making it possible to reach students who were thought to have mental retardation.

The daughter of Irish immigrants, Sullivan was born in Feeding Hills, Massachusetts, on April 14, 1866 and entered the almshouse at eight when her mother died and her father abandoned her and her brother.  Half-blind herself, she went to the Perkins School for the blind in Boston at age fourteen without a toothbrush, hat or coat.  Her only possessions were a shirt and stockings tied in a bundle.

At age twenty one, Sullivan took a job offered by the Keller family in Tuscumbia, Alabama to teach the Keller's daughter, Helen.  Helen Keller was an angry and frustrated child, but she was not stupid.  Sullivan quickly realised this fact and began her assault on Helen's locked mind.  Within a month she made contact with Helen in the the now-famous pump story, immortalised in the drama The Miracle Worker.  Sullivan finger spelled words into Helen's hand with each word suiting an action.  Finally, Helen, feeling water over hand, realised the connection between word and object.  She had broken the code and realised that everything had a name.

Sullivan's methods were practical.  She taught Helen to play through games and exercises stimulating her to ask the names of the motions.  She kept a menagerie of animals for Helen to help her understand movement.  She progressed to abstractions like peace and God as soon as Helen was prepared to grasp it.  Sullivan wanted to make Helen as normal as possible, giving her every experience she could.  She worked at reaching her to sit, stand and walk properly.  As soon as Helen could distinguish between right and wrong, Teacher sent her to bed for misdeeds.  Laziness, carelessness, untidiness and procrastination were dealt with by ingenuity, humour and light sarcasm, and not judged by the marks and remarks.

Helen used the manual alphabet for three years before she began to speak.  When Helen was nine, Sullivan was rewarded with the words "I am not dumb now".  It was one of the most dramatic achievements in the history of teaching. Sullivan's great discovery was that a child should not be taught each word separately by a separate definition but instead should be given endless repetition of language he or she does not understand all day long.  Sullivan continually spelled words into Helen's hand to mimic the way a hearing child in the cradle absorbs words.  The method had never before been put into practice in the education of a deaf child, especially a deaf-blind one.

When Helen attended a school for deaf in New York, Anne Sullivan went along.  At Cambridge School and Radcliffe College, Sullivan attended classes, interpreting instruction and looking up words for Helen.  She made herself into Helen's eyes and ears and supplied knowledge to a starving mind as she fired her drive to study hard and answer her questions.  Because awakening happens not in the length of our answers but in the depth of our questions through reflective thinking.  After college, Sullivan also accompanied Helen on worldwide lecture tours as Helen became a famous author and personality.

Extraordinarily close, here the teacher and student spent much of their lives together to realise that sight is a function of the retina of the eye while insight is a function of a refined mind.   And that the role of a teacher is not to teach, but to make students realise their ignorance and instil confidence in his or her own abilities. The name "Teacher" has thus been enriched by Anne Sullivan's dedicated life, persistent high standards and creative instruction.

© RISHIKESH KB

Redrafted and posted by the author on 04-09-2015 celebrated as Teachers Day. 

"खाना कहां मिलेगा?"

ഹോട്ടലുകളും കടകളും അടച്ച് സമരം / പണിമുടക്ക് എന്നിവ ഏതു കക്ഷിക്കും പ്രഖ്യപിക്കാം. കക്ഷികൾക്ക് സംയുക്തമായും പ്രഖ്യപിക്കാം. പക്ഷെ നഗരത്തിൽ വച്ച് കണ്ട അന്നന്നത്തെ അന്നത്തിനധ്വാനിക്കുന്ന വടക്കേ ഇന്ത്യൻ തൊഴിലാളിയുടെ ചോദ്യത്തിന് മുന്നിൽ ഞാനിന്നലെ ഉത്തരംമുട്ടി. "खाना कहां मिलेगा?" ഏതൊരു കക്ഷിയും മുട്ടും. കാരണം എല്ലാ ജീവിത സമരങ്ങളും ഈ ഒരുത്തരത്തിനുള്ളതല്ലേ?????
© RISHIKESH KB

CHALANAM - Leadership In Motion

Read!! In the name of thy Lord who createth; 

Createth man from a clot 

Read!! And thy Lord is the most bounteous, 

Who teacheth by pen; 

Teacheth man that which he knew not 

Hundreds of loudspeakers carried the voice to nooks and corners of the sprawling Mananchira ground in Kozhikode. There was jubilation in the air as the state celebrated a unique feat - achieving cent percent literacy, as it announced the tour de force to the entire world 20 years ago (April 18, 1991). 

In no other state has any literacy mission met with such overwhelming success as the one in Kerala, initiated by the National Literacy Mission (NLM). The drive elicited much passion and mass participation. Many youths, especially educated Muslim women, came forward to carry out the historic mission. Forty-year-old Rabia who won the UNESCO award for- social work is a typical example. This purdah-clad handicapped Muslim woman in Tirurangadi in Malappuram district had taught the basic alphabet to over 130 people including her mother and grandmother. "It was a great pleasure to see many people in their 60s and 70s coming to the class with slates and pencils. I was really thrilled when my grandma called me teacher," says Rabia.

Confined to the wheelchair, Kariveppil Rabia, through sheer determination, has single-handedly brought literacy and change to her village. Paralysed below waist, she moves around in a wheelchair. A deadly cancer attack made her life more miserable. Again, slipping on the floor broke her vertebral column and brought movements to a virtual halt. Despite all these odds, with an indefatigable spirit, she remains the moving force behind a voluntary organisation called ‘Chalanam’ (motion). Committed to the cause of women and differently-abled children, it runs five special schools for mentally disabled children and a publishing house with more than 30 books to its credit, of which she herself has penned a many. It also runs a number of projects for the empowerment of poor women. This is Rabia, a woman of outstanding grit and boundless energy with no parallels in her community or anywhere else.

The remarkable performance of her literacy centre caught the attention of the State authorities as the officials visited her classroom in June 1992. To their surprise, from an eight-year-old child to an 80-year-old, neo-literates were able to read and write within a few weeks of training at her classroom. They learnt not just the letters but basic science, mathematics, history and general knowledge through her unique style of participatory teaching.  Seizing the opportunity, she convinced the authorities about the pathetic conditions in her village. The village, with two hundred families, had no basic facilities like road, electricity and telephone and water connection. The then district collector immediately sanctioned a road and it was constructed within three days with the participation of the villagers. The one-and-a-half km road was aptly named Akshara (word) Road. Electricity, telephone, and water connection came to the village on a war footing. Her small literacy classroom had turned into a pivotal centre of social and economic development of the village, Vellilakkadu in Malappuram district in Kerala. 

The heartfelt support of the poor villagers inspired her to launch the ‘Chalanam’. It has initiated a number of women empowerment programmes for neo-literates. A small-scale manufacturing unit, a neo-literate mahila samajam, and a reading room were the first one to start off. Apart from literacy activity, she took up various awareness programmes for villagers on alcoholism, dowry, superstition, and communalism. Counselling centres for women and children, school health clubs, employment training centres were set up. She could also achieve an emotional integration with the village folks as she gave Counselling in family life and relations. 

News about her efforts crossed the boundaries of her small village when she won the National Youth Award in 1993. It was just the beginning. Awards and honours flowed one after another. She was the first recipient of Kannaki Sthree Sakthi award in 2000 instituted by the child welfare department of the government of India. She also won the Youth Volunteer against Poverty, jointly instituted by the Central Youth Affairs Ministry and UNDP in 2000. The Junior Chamber International selected her for the Ten Outstanding Young Indians award in 1999. A documentary film on her life ‘Rabia’ has been translated into 14 languages was named the best educational, motivational, and instructional film in India.

A devoted Muslim, she ascribes the credit for her success to the Almighty. “He is the sole source of my energy, and I am bound to work for the awards in the life hereafter”, she asserts. Afflicted with polio at the age of 12, Rabia continued her studies with sheer willpower, but was forced to give up after matriculation. However, she loved letters and became a voracious reader, which became the firm foundation for her later activities. Her deteriorating health did not come in the way of her struggles to lighten the life of poor villagers, predominantly Muslims, women and the lower caste potters… and continues to be the drive behind a mission with a cause. 

© RISHIKESH KB

The author prepared this caselet for an MDP (Management Development Programme) on LEADING SCHOOLS (Academic Leadership) held at IIM Kozhikode on April 21-23 2011

Leadership With A Moral

R, Anandkumar

He wanted her to know the grass roots or may be set a trend.  Erode District Collector R, Anandkumars decision to admit his daughter A Gopika in a government primary school did take the district by a pleasant surprise.  More so, when the queue of parents with their wards in town outside private schools seem to just wind and wind to eternity.

On 15-06-2011, the collector and his wife Dr. M. Shrividya went to the Tamil medium Panchayat Union (government) school at Kumalankuttai near the Collectorate, stood in the queues along with other parents, and got their daughter Gopika admitted in the school in standard Two.  His surprise presence created a stir as some teachers thought he was there on an inspection.  Later as soon as it was known that his daughter was studying there, officials of Veerappanchatram Panchayat inspected the school to ensure that it had all basic facilities in place.

Gopika, who was initially seen crying, soon got along well with other children in the class. Sitting cross-legged on the floor with her classmates, six year old Gopika, a student of Class II slowly traced alphabets on a slate, unaware of the attention she is drawing. Gopika's schoolmates were children of dyeing unit workers, auto drivers, daily-wage labourers and weavers.

Rather interestingly, of the nearly 250 students in classes I to V of that school, there were no children of government officials.  Even teachers of that school didn't send their children to this Tamil medium school.  However while taking admission the Collector also told headmistress, S. Rani that his child would take the midday meal served in the school rather than eat lunch sent from home.

If all those on the government payroll – officials, Members of Parliament, Members of the Legislative Assembly, Minister, members of the judiciary and, of course, teachers of schools, colleges and universities – take the cue and get their children admitted in neighbourhood government schools, it is bound to bring about two revolutionary changes. 

First, this expression of trust by the powerful elite and its allies will set the entire government school system on a decisive course of recovery to its heyday of the 1970’s – before the middle class began its “grand” escape from the government schools to private schools.  The talk of poor infrastructure, teacher absenteeism, vacant teacher posts, ill paid and untrained para-teachers, unfavourable pupil-teacher ratios, multi-grade teaching, lack of teaching / learning material and mission or non-functional toilets will in the foreseeable future become passée. A democratic decentralised and participative system of governance will replace the colonial mode.  The curricular and pedagogic quality of teaching will improve, and the teachers will begin to innovate, create and even question Macaulayian texts, content and evaluation norms.  The state even its neo-liberal state, will stop spreading the falsehood of “resource crunch” and begin to increase allocations for education as a political priority since the children of the ruling class and its beneficiaries are studying there.

Second, in tandem with the transformation, the prevailing phenomenon of privatisation and commercialisation of school education will begin to beat a hasty retreat – a logical outcome of the shrinking market as children of the powerful and articulate sections of society begin to return to government schools.  Also Human Resources Development Minister Kapil Sibals pro-corporate policy of public-private partnership (PPP) in education (including higher eduction) and bank loans to finance children's eduction will not be required any more.  A by-product would be a significant saving of fuel, as school buses will stop plying, since all children, irrespective of their socio-economic status will be studying in neighbourhood schools, government or private.

For those who know him, Anandkumars decision was not surprising.  Having studies at a government Tamil-medium school himself, he went on to complete Bachelor of Veterinary Science from the Veterinary College and Research institute Namakkal district and obtained his masters degree from the Central Avian Research Institute near Bareilly in Uttar Pradesh.  A university gold medallist, Anandkumar started his career as an Assistant Veterinary Surgeon before joining the civil service.  He also received a silver medal for land reforms while on training as Assistant Collector in Pudukkottai.

Together if we think we can – make a a change by join hands to carry forward the trend set by Anandkumar ahead and patronise what government schools deliver to the public.  Will YOU??????

This caselet was developed by the author for GIFT (Governance Insights For Transformation) A Thought Leadership Workshop on High Performance for Council of Minsters, Government of Kerala held at IIM Kozhikode on 18-08-2011

© RISHIKESH KB

An attempt by the author in 2000 (Vaathil - College Magazine, GASC Meenchanda, Calicut)

© RISHIKESH KB

FEATURED FACULTY – INTERVIEW: PART II (http://researchblog.iimk.ac.in/?p=511)

Prof. Arqum Mateen

Prof. Sidhartha S. Padhi

• What suggestions do you have for the research scholars who aspire to publish in A * Journals?

Sidhartha S. Padhi: I strongly believe in two personal traits. Patience and a never give up attitude.  Because in publishing, a normal review would take one to two years, and even up to four years for approval or rejection in an A category or A* journal.  So I would suggest to work, work and work till the last moment, and be genuine. Let’s call it ‘Beat the Odds’ attitude.  But if you want to publish on a fast track process, one needs to look at the number of volumes and number of issues of that journal. For example EJOR has 54 issues, so is the case with IJPR. But in publishing, be genuine so much that even your failures are reported with a footnote as that increases the credibility of your research. It is also good to present the research concepts / ideas in as many conferences and seminars so as to get multi-varied perspectives and viewpoints. More importantly, try to understand the scope of journals.  Every journal has a scope and objective. So try to frame and draft research papers meeting these scope and objectives.

Another thing is that every research must come with a storyline.  Then try to fit all variables or characters just as we script a movie.  Your role of a researcher is that of a script writer and a director who develops a realistic theme enacted by talented actors (variables). Then identify the variables that need to be stretched upon.  So if the script is presented in a conference, it is easy to clean up, refine and report from the feedback of the reviewers, as the comments from the experts become the first hand review for your paper. This therefore needs to be reported as a footnote as it increases your papers credibility.  Once it is so documented, no one else can claim the originality of your idea.  It also minimizes the possibility of others copying your idea. Therefore getting an understanding of the review process is very important.  Whichever be the journal, the reviewer comments are very significant in clarifying and evolving research clarity. Here we leverage on the collective wisdom, and then create our research impact with clarity. Such clarity comes from the reviewer’s comments and editors.  Knowledge wise input, and the character and structural inputs also benefit in refining your paper.

It is also challenging to publish single handedly in A* journals.  So network and develop a good pool of researchers who can contribute.  It is not about increasing the number of co- authors. Because there are journals which asks for the percentage contributions by each author. Therefore network with people who can factually contribute to your research efforts.  And these disclosures are also to be made by the authors themselves as it augments your genuineness.  To make a paper further valid, every researcher must write two aspects in minimum of thousand words.  1. The academic contribution and 2. The practitioner point of view.  This brings in the authenticity and the conviction of the researcher, as the absence of these would make the paper of no use for either.  And how do we finally analyse the relevance of your research?  It is eventually through the number of references and citations that you get after publishing, which reflects in the H-index and the I-index.

Arqum Mateen:  Considering the multi-disciplinary nature evolution of the area, I would suggest to keep tab on not only top-rated OM journals, but also those related to one’s area of research and/or interest.  There will of course be overlaps, and each journal has its own language, intended audience and issues of debate. Understanding all this is extremely crucial, especially from a publishing viewpoint. Most importantly, there is no substitute for extensive reading of both academic and practitioner publications. As we start reading more and more, we start to get more ideas.  Coupled with diligent work, all this would definitely bear fruit sooner than later. In summary, based on my limited exposure and understanding I would say (a) Read extensively, (b) Develop core competencies, and (c) Have tenacity to make up with your failures. One must be prepared for repeated rejections, and must have the motivation to keep improving.

• Now let’s talk of something different.  What according to you is the future of research in Operations Management in India?

Sidhartha S. Padhi: Empirical researches with both scientific and practitioner utility that contributes to existing literature and practice has tremendous value as per the changing trends seen in OM research.

Arqum Mateen: I find huge potential for research on the impact of human behavior on operations management. For example of motivational aspects, reward systems, knowledge acquisition etc., are now being actively investigated by OM researchers. Behavioral OM is indeed emerging as one of the defining trends of our area. Other merging areas include humanitarian logistics, social OM and risk management. One fascinating thing is that much of this emerging literature in OM is now incorporating multi-disciplinary inputs. This is making the research process all the more challenging, and at the same time more interesting and illuminating.  Another thing positive happening is that people who were doing research abroad and who have been exposed to cutting edge research are coming back to work in India. They have made an important contribution in enriching the research culture back at home. The ecosystem they have developed along with the local researchers is a positive change for quality research initiatives.  With this there is also an air of healthy competition and a ‘can do’ attitude that is developing among peers. More people are therefore getting confidence in pursuing research and hopefully we will also be contributing to the cutting edge of OM and management research at a global level.

• What are the pros and cons of research in Operations Management discipline in India? Do you think OM has gained prominence in research and academic journals?

Sidhartha S. Padhi: We have this habit of chasing the possible.  But in research, we need to chase the impossible, the unexplored.  In India we still lack quality resources and its accessibility for research.  Library and online resources aren’t matured, so are the software’s used for data analysis.  And above all, availability of qualified expertise in this domain is less as compared to other disciplines.  And most management researches are closed chamber research.  But in OM we need to identify real life problems to link with the reality. These limitations itself should become a con as there are humungous possibilities still to develop, explore and experiment.  I would suggest not keeping switching interests in research.  Be specific and focused to stay hungry and stay foolish. 

Arqum Mateen: There is a huge gulf between industry and academia, especially in the Indian context. Practitioners sometimes think that academic studies are not particularly relevant for them. At the same time academicians often complain of access to data and key resource persons from industries who are willing to contribute to the research process. I have experienced some of these problems first hand. Fortunately, things have definitely improved and I hope that the future shall be bright for management researchers.

• What are the possibilities of inter-disciplinary research in your subject domain of research?  Have you ever explored it?  Cite a few examples.

Sidhartha S. Padhi:  I feel almost all disciplines have reached a point of saturation.  Now it is the time to explore the interrelationship and analogy across the disciplines. I normally select co-authors from other disciplines and extend research to delve into such inter-relationships.

Arqum Mateen:  I don’t want to restrict myself to some rigid, albeit misinformed, boundaries of OM as a discipline. No discipline should be compartmentalized; it restricts understanding and does not lead to comprehensive and integrated learning. OM as a discipline is all about optimization of resources and making tomorrow better than today.  And this is relevant in every management discipline.

What is interesting about this interdisciplinary approach is that it keeps me fresh and on my toes.  And there is always an opportunity to learn from people of other disciplines which in turn is a mutually beneficial exercise. Just to cite an example, in one of our projects we are trying to explore how supply chain networks can learn from one another across multiple tiers. We are trying to integrate literature from supply chain management, organizational learning, network theory and human resource management.

• What are your research plans for the next 5 years?  / What do you think are major directions of future research in OM?

Sidhartha S. Padhi: I would like to shift focus towards theory based research. Challenge existing theories, explore and experiment the applicability and synergy of foreign theories and concepts in Indian context.

Arqum Mateen:  As mentioned earlier, my current research projects include those related to supply chain coordination, sponsored search marketing, capability development in networks, and organizational learning.

• Tell us something about how you keep your free time engaged?

Sidhartha S. Padhi:  I am presently writing a book that would make the OM core concepts simpler and easy to digest for a layperson.  Also I am a technology freak, and I co spend time and money in getting updated by gathering all new software’s for data analysis.  In a way I must say that I am biased towards technology and methodology. Whatever I can acquire or learn from new methodologies that make my research relevant and updated, I try to own it. I also try to integrate totally unrelated methodologies in research.  This at times has also resulted in couple of rejections to my paper as the reviewer fails to understand the interconnections. However I still continue my passion of doing experiments with new methodologies and data analysis tools.

Arqum Mateen:  I try to read as much as possible in diverse areas, not necessarily related to management. This often takes a major chunk of my time. Besides these, I play a variety of computer games. I am also a passionate football fan, so try to watch as many matches as I can, whenever I get some time.

• One Last question.  What will be your advice to young research scholars who are willing and aspire to take up research in OM?

Sidhartha S. Padhi:  Well I would like to put this in bullet points.  1. Respect others research.  Even if it sounds mean, I normally go with the state of mind that we could learn something new and find scope for improvement from someone else’s odd thinking. So appreciate every research effort 2. Refine and retune your conventional wisdom through asking critical and challenging questions in your domain.  Try not being a master of all, but one – Focus and specialize. 3. Have an in-depth knowledge in the area you specialized. Then network – join hands with people from other disciplines. 4. Look at the possibilities of inter disciplinary and intra disciplinary topics of contemporary relevance.  5. And above all, never settle.  Never lose heart till the last minute.  Because research is never an overnight assignment.  It’s like a KAIZEN – a process of continuous improvement and discovery.

Arqum Mateen: I would suggest to (a) always stay abreast of the latest developments in the field, (b) keep writing and attempt to publish it in good journal quality journals, (c) never lose heart at a rejection. As an editor of a top quality journal once said at a seminar I attended, “If you are not getting rejected, perhaps you are not aiming high enough”, and (d) don’t wait for a moon shot publication. Keep writing and it shall come!

• There is a saying ‘shoot for the moon, even if you miss, you’ll land among the stars’. Perhaps even the A*’s. Getting inspired from you both, hope more researchers will come forward and take the research forward in Operations Management.  I thank both of you for your share of time and wealth of knowledge and experience; and wish a bigger, better and brighter future for all your research and teaching endeavors. Thanks once again.

Interview concluded.

as updated in IIMK research blog http://researchblog.iimk.ac.in/?p=481 as on 03-08-2015

The Elements Of Karnāṭaka Saṅgītam

Imbued with the emotion and spirit of improvisation, Karnāṭaka Saṅgītam embraces a scientific approach wherein the scholars over a period of years codified this school of music and gave a clear format as a medium of teaching, performing, prayer and therapy.  Although there are stylistic differences, with the basic elements of Śruti, Swara, Rāga, and Tala the foundation of improvisation and compositions are well set. 

Śruti or the pitch - Every individual has a natural pitch which is his/her very own level or range at which one can produce notes of best quality with optimum level of tonal ease.  While there are an infinite number of sounds falling within a scale (or raga), the number that can be distinguished by auditory perception is 22 micro tones. 

Swara or the sound of a single note - refer to the solfege of Carnatic music, which consist of the seven notes - Sapta Swaras "Sa-Ri-Ga-Ma-Pa-Da-Ni" the abbreviations of the longer names  Shadja, Rishabha, Gandhara, Madhyama, Panchama, Dhaivata and Nishada. Every member of the solfege (called a swara) has three variants. The exceptions are the drone notes Shadja and Panchama (also known as the tonic and the dominant), which have only one form; and Madhyama (the subdominant), which has two forms.  In one raga, there is usually only one variant of each note present. The exceptions exist in "light" rāgas, in which, for artistic effect, there may be two, one ascending (in the Arohanam) and another descending (in the Avarohanam).

Rāga the specific rules (the DNA) for building a melody - movement of notes ascending (Aarohanam) and descending (Avarohanam) pattern, which notes may be sung with Gamaka   (ornamentation), which phrases should be used or avoided, and so on.  The Sampoorna Rāgas (those with all 7 notes in their scales) are classified into an elaborate scheme or system called the 72 Melakarta Rāgas (melodic scales). 36 Madhyama’s (subdominant) is Sadharana (perfect fourth from the tonic), the remaining 36 Madhyama’s (subdominant) is Prati (an augmented fourth from the tonic). The Rāgas are grouped into sets of 6, called Chakras (wheels) grouped according to the supertonic and mediant scale degrees. All such Rāgas may broadly be divided into two classes: Janaka Rāgas (i.e. melakarta or parent rāgas) and janya rāgas (descendant / derived / child Rāgas of a particular Janaka Rāga). 

Tala refers to a beat set, fixed time measure cycle or a metre - rhythm set for a particular composition having cycles of a defined number of beats and rarely changes within a song.  Tala is formed with 3 basic parts (called Angas) which are Laghu, Dhrtam, and Anudhrtam. A Laghu has 5 variants (called Jaathis) based on the counting pattern. 5 Jaathis, 7 Tala groups give 35 basic Talas, although use of other Angas results in a total of 108 Talas.  

While a structure is set by the composers and musicians who passed them through generations, the improvised variations differ to musicians.  Whilst adding to the practical and aesthetic appeal, these basic elements in the emotion and spirit of improvisation in Karnāṭaka Saṅgītam is the proud heritage not simply of academic interest, but also of immense practical value to all musicians, musicologists and students. And these elements form the sense & essence of Karnāṭaka Saṅgītam.

https://www.youtube.com/watch?v=XtkHAp8NyuY

Life Member, Sadguru Sangeetha Sabha, Calicut

Written by the author for the souvenir published on 50th year of Sabha celebrations in 2015

© RISHIKESH KB