Abstract
The attempt here is to earnestly reflect on the fate of the communication discipline in a premier management institute in India. The reflection is more a response to the conflicting voices from the industry, the institutions and the instructors themselves. And hence, the reflection is even more significant because the demands, obligations and the dreams are not on the same page. What worries the instructor of managerial communication? This question seems to lose its way amidst the cantankerous noise. This is an attempt to be heard and understood along with the powerful voices that have had opinions on the subject and the teacher and the institute which provides a sanctuary for all.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
I am using “disciplines” and “academic subjects” synonymously here, rather than getting into the philosophical and institutional differentiation between the uses of the terms.
- 2.
There have been instances when instructors of communication have been requested to edit and check language in fellow colleagues’ research papers. Even as a PhD student, I was requested by technical stream guides to help correct “English” in the thesis written by their students.
- 3.
But the obvious debate must be kept in mind: for instance, Foucault is a literary theorist, a sociologist? Such interdisciplinary contributions from well-known theorists are plenty.
- 4.
We jump the debate about philosophy being the ultimate destination of academics.
- 5.
How American steel industry developed the managerial class to protect traditional priorities. See Stone (2015).
References
Christopher, F. (1998). Liberal arts and liberal education. On Principle, V6N3. John M. Ashbrook, Center for Public Affairs. Ashland University. 12 Jan. 2015 http://www.ashbrook.org/publicat/onprin/v6n3/flannery.html
Grant, H. (1999). Mathematics and the liberal arts. The College Mathematics Journal, 30(2), 96–105.
Jones, E. (1984). Post-positivist social geography. Geo Journal, 9(3), 241–245
Lyotard, J. F. (1984). The postmodern condition: A report on knowledge. Manchester UP
McNeely, I. F. (2009). The renaissance academies between science and the humanities. Configurations, 17(3), 227–258
Munter, M. (2012). Guide to managerial communication: Effective business writing and speaking (9th ed.). NJ: Upper Saddle River.
Stone, K. (2015). Origins of the job structure in the steel industry. In Text from www.prole.info, originally from Root & Branch (Eds.), The rise of the workers movement, April 21, 2015. https://libcom.org/history/origins-job-structure-steel-industry
Wierzbicka, A. (2011). Defining the ‘Humanities’. Culture & Psychology, 17(1), 31–46, 31–32.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Rath, P. (2017). Keeping up with the Finishing School Myth: The Role of Communication in Contemporary Indian Management Education. In: Thakur, M., Babu, R. (eds) Management Education in India. Springer, Singapore. https://doi.org/10.1007/978-981-10-1696-7_9
Download citation
DOI: https://doi.org/10.1007/978-981-10-1696-7_9
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-1695-0
Online ISBN: 978-981-10-1696-7
eBook Packages: EducationEducation (R0)