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From Henley to Harvard at Hyderabad? (Post and Neo-) Colonialism in Management Education in India

Published online by Cambridge University Press:  18 February 2019

ARUN KUMAR Open the ORCID record for ARUN KUMAR [Opens in a new window]
ARUN KUMAR*
Affiliation:
Arun Kumar is a lecturer in International Management and is a member of the Interdisciplinary Global Development Centre at the University of York. He researches the histories of development and management from the “long” Indian twentieth century and the wider third world. He is particularly interested in the role of large organized philanthropy in this topic. University of York, LMB/226, Freboys Lane, York YO10 5GD, United Kingdom. Email: [email protected].
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Abstract

Founded in 1956, the Administrative Staff College of India (ASCI) was established with the objective of professionalizing management in post-colonial India through training, research, and consultancy. It was modeled on the Administrative Staff College at Henley-on-Thames (Henley), in the United Kingdom. Like Henley, ASCI used syndicates for its management training programs. Between 1958 and 1973, ASCI received more than $1.26 million from the Ford Foundation, part of which was used to finance the development and use of the case method in ASCI’s training programs, and later more widely in its research and consultancy. This article traces the ways by which the Ford Foundation––as a dominating institution––stigmatized Henley and ASCI, their institutional practices, and the wider Indian society; and legitimized the case method pioneered at the Harvard Business School. Imbricated in the Cold War’s geo-politics, Ford Foundation’s interventions in Hyderabad should be understood as part of the emergence of the United States as the dominant neo-colonial power, which required the displacement of Britain, its institutions, and their practices as the template for India’s post-colonial management institutions.

Type
Article
Information
Enterprise & Society , Volume 20 , Issue 2 , June 2019 , pp. 366 - 400
Copyright
Copyright © The Author 2019. Published by Cambridge University Press on behalf of the Business History Conference. All rights reserved. 

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Footnotes

A significant part of the archival research presented in this article was supported by a 2015 competitive grant-in-aid awarded by the Rockefeller Archive Center (RAC; in New York) for my wider research on management, modernity, and nation-building. I am thankful to the archivists at RAC for all their help and suggestions, particularly Lucas Buresch for pointing me to the then-uncatalogued Ford Foundation reports.

References

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Biswas, Arabinda, and Agrawal, Surendra Prasad. Development of Education in India: A Historical Survey of Educational Documents before and after Independence. New Delhi: Concept Publishing, 1986.Google Scholar
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Engwall, Lars, and Vera, Zamagni, eds. Management Education in Historical Perspective. Manchester, UK: Manchester University Press, 1998.Google Scholar
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Collier, K. G. “An Experiment in University Teaching.” Universities Quarterly 20, no. 3 (1966): 336–348.Google Scholar
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Cooke, Bill. “The Managing of the (Third) World.” Organization 11, no. 5 (2004): 603–625.CrossRefGoogle Scholar
Cooke, Bill, and Alcadipani, Rafael. “Toward a Global History of Management Education: The Case of the Ford Foundation and the São Paulo School of Business Administration, Brazil.” Academy of Management Learning and Education 14, no. 4 (2015): 482–499.CrossRefGoogle Scholar
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Cooke, Bill, and Kumar, Arun. “U.S. Philanthropy’s Shaping of Management Education: A Geo-Temporal History.” Paper presented at the Annual Meeting of the British Academy of Management, University of Warwick, September 5–7, 2017.Google Scholar
Currie, Graeme. “‘Beyond Our Imagination’: The Voice of International Students on the MBA.” Management Learning 38, no. 5 (2007): 539–556.CrossRefGoogle Scholar
D’Mello, Bernard. “Management Education: A Critical Appraisal.” Economic and Political Weekly 34, no. 48 (1999): M169–M176.Google Scholar
Dar, Sadhvi. “Re-Connecting Histories: Modernity, Managerialism and Development.” Journal of Health Organization and Management 22, no. 2 (2008): 93–110.CrossRefGoogle ScholarPubMed
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Dixit, Mukund R., Manikutty, S., Sreenivas Rao, S., Monippally, M. M., Bijapurkar, Rama, Raghuram, G., Krishnan, Rishikesha T., et al “What is the Future of the Case Method in Management Education in India?” Vikalpa 30, no. 4 (2005): 87–131.Google Scholar
Engwall, Lars. “The Americanization of Nordic Management Education.” Journal of Management Inquiry 13, no. 2 (2004): 109–117.CrossRefGoogle Scholar
Esteva, Gustavo. “Development.” In The Development Dictionary: A Guide to Knowledge as Power, edited by Sachs, Wolfgang, 6–25. London: Zed Books, 1992.Google Scholar
Fisher, Donald. “The Role of Philanthropic Foundations in the Reproduction and Production of Hegemony: Rockefeller Foundation and the Social Sciences.” Sociology 17, no. 2 (1983): 206–233.CrossRefGoogle Scholar
Frenkel, Michal, and Shenhav, Yehouda. “From Americanization to Colonization: The Diffusion of Productivity Models Revisited.” Organization Studies 24, no. 9 (2003): 1537–1561.CrossRefGoogle Scholar
Forrester, Jay W. “Industrial Dynamics—After the First Decade.” Management Science 14, no. 7 (1968): 398–415.CrossRefGoogle Scholar
Gabriel, Yiannis, and Griffiths, Dorothy S.. “International Learning Groups: Synergies and Dysfunctions.” Management Learning 39, no. 5 (2008): 275–297.CrossRefGoogle Scholar
Garvin, David A. “Making the Case: Professional Education for the World of Practice.” Harvard Magazine 106, no. 1 (2003): 56–65, 107.Google Scholar
Gemelli, Giuliana. “From Imitation to Competitive-Cooperation: The Ford Foundation and Management Education in Western and Eastern Europe (1950s–1970s).” In The Ford Foundation and Europe (1950s–1970s): Cross Fertilization of Learning in Social Science and Management, edited by Gemelli, Giuliana, 167–305. Brussels: European Interuniversity Press, 1998.Google Scholar
Grey, Chris. “Reinventing Business Schools: The Contribution of Critical Management Education.” Academy of Management Learning and Education 3 (2004): 178–786.CrossRefGoogle Scholar
Griffiths, Dorothy S., Diana Winstanley, and Yiannis Gabriel. “Learning Shock: The Trauma of Return to Formal Learning.” Management Learning 36, no. 3 (2005): 275–297.CrossRefGoogle Scholar
Hall, Noel F. “The Administrative Staff College.” Australian Journal of Public Administration 14, no. 1 (1955): 1–21.CrossRefGoogle Scholar
Hess, Gary R. “The Role of American Philanthropic Foundations in India’s Road to Globalization during the Cold War Era.” In Globalization, Philanthropy, and Civil Society: Toward a New Political Culture in the Twenty first Century, edited by Hewa, Somaand Stapleton, Darwin H., 51–72. New York: Springer, 2005.Google Scholar
Hess, Gary R. “Waging the Cold War in the Third World: The Foundations and the Challenges of Development.” In Charity, Philanthropy, and Civility in American History, edited by Friedman, Lawrence J. and McGarvie, Mark D., 319–339. Cambridge: Cambridge University Press, 2003.Google Scholar
Ibarra-Colado, , Eduardo. “Organization Studies and Epistemic Coloniality in Latin America: Thinking Otherness from the Margins.” Organization 13, no. 4 (2006): 463–488.CrossRefGoogle Scholar
Khurana, Rakesh, Kimura, Kenneth, and Fourcade, Marion. “How Foundations Think: The Ford Foundation as a Dominating Institution in the Field of American Business Schools.” Harvard Business School, Working Paper 11-070, Harvard University, 2011. http://www.hbs.edu/faculty/Publication%20Files/11-070.pdfGoogle Scholar
Kipping, Matthias, Lars Engwall, and Behlül Üsdiken. “Preface: The Transfer of Management Knowledge to Peripheral Countries.” International Studies of Management and Organization 38, no. 4 (2008): 3–16.CrossRefGoogle Scholar
Kipping, Matthias, Üsdiken, Behlül, and Puig, Núria. “Imitation, Tension, and Hybridization: Multiple Americanizations of Management Education in Mediterranean Europe.” Journal of Management Inquiry 13, no. 2 (2004): 98–108.CrossRefGoogle Scholar
Krige, John, and Rausch, Helke. “Introduction—Tracing the Knowledge: Power Nexus of American Philanthropy.” In American Foundations and the Coproduction of World Order in the Twentieth Century, edited by Krige, John and Rausch, Helke, 7–34. Göttingen, Germany: Vandenhoeck and Ruprecht, 2012.Google Scholar
Mir, Raza, Ali, Mir, and Srinivas, Nidhi. “Managerial Knowledge as Property: The Role of Universities.” Organization Management Journal 1, no. 2 (2004): 126–137.CrossRefGoogle Scholar
Nye, Joseph S. Jr. “Soft Power.” Foreign Policy 80 (1990): 153–171.CrossRefGoogle Scholar
Parmar, Inderjeet. “Conceptualising the State–Private Network in American Foreign Policy.” In The US Government, Citizen Groups, and the Cold War: The State-Private Network, edited by Laville, Helen and Wilford, High, 1–27. Abingdon: Routledge, 2006.Google Scholar
Prasad, Anshuman. “The Gaze of the Other: Postcolonial Theory and Organizational Analysis.” In Postcolonial Theory and Organisational Analysis, edited by Prasad, Anshuman, 3–43. New York: Palgrave Macmillan, 2003.CrossRefGoogle Scholar
Prasad, Anshuman, Prasad, Pushkala, Mills, Albert J., and Mills, Jean Helms. “Debating Knowledge: Rethinking Critical Management Studies in a Changing World.” In The Routledge Companion to Critical Management Studies, edited by Prasad, Anshuman, Prasad, Pushkala, Mills, Albert J., and Mills, Jean Helms, 3–42. New York: Routledge, 2016.Google Scholar
Pylee, M. V. “Management Education in India.” Management Science 13, no. 10 (1967): C209–C217.CrossRefGoogle Scholar
Sackley, Nicole. “Foundation in the Field—The Ford Foundation’s New Delhi Office and the Construction of Development Knowledge, 1951–1970.” In American Foundations and the Coproduction of World Order in the Twentieth Century, edited by Herbert, Ulrich and Leonhard, Jörn, 232–260. Göttingen, Germany: Vandenhoeck & Ruprecht, 2012.Google Scholar
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