Development Management Institute (extended description)
Mission and Vision
Development Management Institute (DMI) was set up on February 13, 2014 pursuant to a desire of the Government of Bihar, India, to establish a High Performing Knowledge Institution (HPKI) patterned on the founding vision of Institute of Rural Management Anand (IRMA). The establishment of IRMA was based on the firm belief that the livelihoods of small producers and marginalised people can be enhanced by organising them to form participation-based, democratically managed institutions that leverage the strengths of collectives and build enduring partnerships with professionals for reaping the benefits of technology and market integration. Inspired by and recognising the growing need for development management professionals, the Government of Bihar took the initiative to establish DMI as an autonomous institution. The rationale of DMI is best captured in its mission "To empower and usher in participatory governance and management of institutions, enterprises and resources for enhancing livelihoods and generating sustainable development".
DMI endeavours to empower grassroots through:
- creating a cadre of Development Management Professionals through post-graduate academic teaching programme;
- enhancement of Competencies for Development Management Praxis, through Competencies Enhancement Programmes (CEP);
- orientation of Vision, Values and Leadership Practices towards Good Governance;by working with organisations and institutions at different levels; and
- engagement in networked trans-disciplinary Action Research and Policy Advocacy, through its Collaborative Action Research and Education (CARE) centres.
The Sustainable Development Goals (SDGs) present an opportunity to approach, in a holistic manner, the current development challenges such as widening inequalities; social, political and economic marginalisation; and environmental degradation exacerbated by climate change. The progressive realisation of (i) social well-being of all beings including human within global environmental constraints; (ii) distributive justice in relation to employment, income, and access to resources and services; and (iii) gender and inter-generational equity, remains the key concern and requires immediate attention. 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, professionalization, trans-disciplinary research and conscientization, 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 consisting of Discovery, Dream, Design and Doing phases of Appreciative Inquiry. This encompasses both tacit and explicit knowledge.
Professionalization is the social process by which any trade or occupation transforms itself into a true ‘profession of the highest integrity and competence'. Professionalization demands inculcating academic qualifications; expert and specialized 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.
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.
Conscientization means an awakening of consciousness - a change in a person involving critical awareness of her or his 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.