Development Management Education A Holistic Learning

There is an urgent need for striking an optimal balance between societal and individual orientation through a synergetic alliance among the multiple stakeholders. DMI aims at meeting this dire need by developing managerial and leadership competencies through the processes of integral learning, professionalisation, trans-disciplinary research, and conscientisation, as explained below:

Integral learning aims to leverage various forms of knowledge such as conceptual knowledge, experiential knowledge, factual and procedural knowledge, and propositional knowledge to evolve a coherent world view and embraces the 4D cycle ‘Discovery, Dream, Design, and Doing’ phases of Appreciative Inquiry. This encompasses both tacit and explicit knowledge.

Trans-disciplinary research connotes a strategy that transcends many disciplinary boundaries to create a holistic approach. It applies to efforts focused on problems that transcend the boundaries of two or more disciplines and helps comprehend the ever-growing complexities of an inter-dependent world. This also involves self-transcendence and ever-widening inclusive perspectives.

Professionalisation is the social process by which any trade or occupation transforms itself into a true ‘profession of the highest integrity and competence’. Professionalisation demands inculcating academic qualifications; expert and specialised knowledge in the field; excellent practical and literary skills; high-quality work output; high standard of professional ethics; efficient work habits, and motivation to working independently.

Conscientisation means an awakening of consciousness - a change in a person involving critical awareness of his or her own identity and situation in nature and in society; the capacity to analyze causes and consequences; and to act logically and reflectively so as to transform reality. Praxis, or cycles of reflection-action, as Freire calls, are essential to this process leading to spiral learning.