Chanakya - the oriental doctrine creator, the modern management 'guru': an examination of the context
The modern world corporate management and corporate governance is dominated by the theories and practices of the US management system, Japanese management system and European management system. The Japanese have established the dynamics of human capital and knowledge management as the best practices for any organisation. The soundness of Japanese management is derived from its treasure. European and the US management system are known for their contributions in the industrialisation process of the world in the 19th and 20th centuries in the pre and post colonialism era. Indian oriental texts, gospels, practices, concepts, doctrines and arguments through logic are the sources of many Japanese management philosophies. India is a store house of pragmatic management and flawless applications in its ancient history phases. Proved and applied management of Chanakya during the Maurya Dynasty is historically evident as the best ever management practice India has followed. Arthasastra and Chanakya Sutras are the two gospels of Indian management, enough to establish (IMS) the Indian management system for the modern corporate world of 21st century.
The enneagram system for enhancing workplace spirituality
The notion of “spirituality in the workplace” continues to receive growing attention in practitioner as well as academic circles. Realizing that a spiritual workplace is not just a more harmonious workplace but a more profitable workplace as well, companies are looking at means and methods to fulfill spiritual needs of their workforce. This paper makes a case for using the enneagram as a tool for enhancing spirituality in the workplace.
In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators' understandings of students' rights.
This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators' conceptions of students' rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators' understandings of students' due process rights. Findings suggest that educators' understandings of students' entitlements to due process vary with educators' level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students' rights. Results point to organizational climate as a key factor in shaping educators' rights conceptions and the role of law in American schools.