Dr. Kalpana Gopalan IAS

Mens or Sententia Legis, has been referred to by judges and jurists alike as the cornerstone of statutory construction. In this paper, I re-evaluate the age old understanding that a statute should be read in line with the intent of the legislature in framing each word. In the Indian context, judges have often gone beyond the words of the statute and interpreted statutory provisions in a manner as to be socially and morally sound. For this reason, judicial activism has been praised and the slight circumvention of the canons of interpretation has been ignored. However, such “activism” brings into question the theoretical binding value of legislative intent. In this paper, I conclude that the role of legislative intent in statutory construction has over the years, dwindled considerably.

My Acceptance Speech of Felicitation for "contribution to society" by the  Institution of Engineers of India on the occasion of International Woman’s Day Celebrations 2015. it speaks of women who make it happen, in tiny ripples, not large waves.

The keynote address I delivered at  International Conference on "Sustainable Development: New Perspectives and Emerging Trends" at  Centre for Sustainability, Acharya Institute of Management Science, Bangalore. The speech is specially targeted to the uninitiated and the young, who are likely to be overawed by the complexity of the sustainability movement and  paralysed into inaction. It draws upon simple steps by which  an ordinary person, particularly in India, can become part of the global movement for sustainable development.

The paper is an argument for a new approach to electoral reform in India. A detailing of what ails Indian elections is followed by a summary of reform initiatives so far. The paper then argues that while reform efforts so far have focused on supply side regulation, that is, laying down minimum conditionalities for a candidate to contest elections, it is now time to shift to an alternate and complementary paradigm. Demand side regulation, which the paper proposes, works by providing voters a performance report on the status of their constituencies based on certain pre-determined standardized pan-Indian parameters. Operationalization of this strategy
is discussed, as well as the distinction between the two reform approaches.

This is a paper where what is unsaid is as much important to me as what is said. Ultimately, I would say it made me think with a hammer, but still left me frustrated. The theory-practice debate has always engaged me as a practicing administrator, but I could hold on fondly to my prejudices until I began to write this piece.
2. I have tried to answer two questions: 1. Are multiple paradigms good for organizational theory? 2. Is theory valid for its own sake or for its relevance and usefulness to the
practitioner? I have begun by trying to see the reasons for the theory-practice divide: Theory does not capture complexity, the heterogeneous nature of the practitioner audience, theory’s emphasis on what ‘ought to be’ than process and politics, distance from local reality, and theory creating theoreticians, not actors.
3. In Part II, I have tried to see if a bridge can be built. History, Globalization and the emergence of Professional disciplines (management, public policy) seem to be closing the gap. Part III is a discussion of Professional/Practitioner Rationality vis-à-vis Technical Rationality and the nature of Professional theory. In Part IV I have concluded that given the complex nature of reality, and given that theory and practice validate each other; a multi-paradigmatic discipline like organizational studies is more equipped to provide answers than other mono-paradigmatic sciences.
4. Early on, I began to have doubts (a) Is it not better to leave theory free to find validation in itself than in practice? (b) Is it the practitioner’s responsibility to sift and find answers
or the theorist’s to cater to practicality? (c) Is it good for a discipline to be self engaged or engage with the world outside itself? As I read more and more to find clarity, what I found were heartening echoes in literature rather than answers. My questions remain, but I hope I am a bit wiser now in not having all the answers.

A National Policy on Rental Housing was presented as a simulation exercise to senior Indian Administrative Service Officers in the Lal Bahadur Shastri National Academy of Administration. It details the first steps towards evolving a rental housing framework in India.

Affordable Housing is fast taking centre stage in the national agenda. In India, affordable housing is a term largely used in the urban context. This is more a matter of administrative logistics: at the national level, the rural housing sector falls within the purview of the Ministry of Rural Development, while the “Housing and Human Settlements” in urban areas is the
jurisdiction of The Ministry of Housing and Urban Poverty Alleviation. It is the latter ministry that has spearheaded affordable housing as a concept and policy.Developing affordable housing on a large scale is the greatest challenge in urban India today, promising a solution to the proliferation of slums, unorganized real estate development, unplanned growth and transit congestion. It is vital that certain critical issues are addressed urgently to make affordable housing a possibility. Affordable housing is a larger concept than low cost housing, it includes within its ambit low and middle income group housing with a larger basic amenities like schools and hospitals. From the above, it is clear that a one size fits all approach cannot and will not work in the affordable housing sector.

This paper examines the Risk Management and Contract Design aspects of Public Private Partnerships. Part I begins with the question: How is a public private partnership distinct from public-private interaction over history? From this question, it identifies risk allocation and risk sharing as a central feature of PPPs today. Part II attempts to see when PPPs to be used, as well as the potential advantages and disadvantages of PPPs. These lead us to the central part of the study. Part III examines Risk in four parts: a profile of risk in PPPs, risk categories, risk allocation principles & strategies, and some common mistakes. All risk management is manifested in the contract specifications. Part IV therefore focuses on Getting the Contract Right, from the structure as well as the key aspects of contract formulation.  The paper draws on the PPP experience, drawn from the UK, Australia, Asia and India for illustrations. The paper ends with concluding remarks.

Abstract This paper is a case study of the Shilpa Gurukula, an art school for stone and wood carving and a creation of Cauvery Handicrafts (The Karnataka State Handicrafts Development Corporation hereinafter referred to by its popular sobriquet,
Cauvery Handicrafts), a government owned corporation. What interest does Shilpa Gurukula holds for a scholar? Conventional scholarship associates CSR with the private corporate sector. But how does a public enterprise balance its largely commercial presence with a social developmental role? This is an area hitherto unexplored by CSR scholarship. The paper uses a case study methodology with a qualitative grounded theory approach to explore the formative process of the Gurukula. In addition, the utility of using a CSR approach for the preservation and dissemination of knowledge, rather than mere distribution of benefits, is also uncharted territory. By studying the process, and how constraints are faced and overcome, the paper aims to make recommendations for the design and implementation of unconventional CSR initiatives customized to transitional societies on the cusp of change.

Is modern management relevant beyond the corporate boardrooms of developed economies? This book boldly attempts to marry Total Quality Management strategies to social sector initiatives in emerging economies. The challenges of Indian school education are diagnosed vis-a-vis TQM application in USA and UK. Is TQM adaptable as a generic model suitable
to the diversity in Indian education & broad enough to encompass the multifarious needs for school reform? The book posits a model for TQM in schools, along with enabling conditions & possible pitfalls. TQM succeeds best as a local school based initiative. Based on field research in India,a detailed blueprint for reform is evolved,incorporating the TQM way of thinking with the major requirements for school improvement. These include: systemic thinking with the school as unit, a decentralized structure, teacher development, teamwork & collegiality, school-level leadership, community involvement, focus on learning processes and nonthreatening assessment. The book summarizes its findings & recommendations in a must-have ready-reckoner for education administrators and social entrepreneurs in developing contexts.

Is modern management relevant beyond the corporate boardrooms of developed economies?  This book boldly attempts to marry Total Quality Management strategies to social sector initiatives in emerging economies. The challenges of Indian school education are diagnosed vis-a-vis TQM application in USA and UK.  Is TQM adaptable as a generic model suitable to the diversity in Indian education & broad enough to encompass the multifarious needs for school reform? The book posits a model for TQM in schools, along with enabling conditions & possible pitfalls. TQM succeeds
best as a local school based initiative. Based on field research in India,a detailed blueprint for reform is evolved,incorporating the TQM way of thinking with the major requirements for school improvement. These include: systemic thinking with the school as unit, a decentralized structure, teacher development, teamwork & collegiality, school-level leadership, community involvement, focus on learning processes and nonthreatening assessment. The book summarizes its findings & recommendations in a must-have ready-reckoner for education administrators and social entrepreneurs in developing contexts.

This comprehensive case study on Bangalore International Airport enumerates in a sequence, in
stages and phases the role of people involved who finally make up a mega project. Episodes of
people, evaluation of process, procedures and systems and the final call of polity are dilated with
precision. The complexities of a mega project make impact on future generation. A recount of these
will be utility oriented experience and learning.

This is the first of my series of talks as Guest Faculty of Kuvempu University, Shimoga, Karnataka. I begin with a sneak peak at the role that the Indian govt plays in the business and economy of the country. I then trace the historical perspective, the history of govt intervention in the economy, which has undergone considerable transformation from 1947, when India became independent, until today. The break came in 1991 when there was great turnaround and many changes were made. In the light of this historical background, I look individually at the different roles that the Govt plays, as regulator, promoter, entrepreneur, planner and partner. I close with an assessment of the achievements of the state , and the challenges that still remain to be overcome.

This paper examines the concept and strategies of Total Quality Management (TQM), in order to develop a model of TQM based school education for implementation in primary education in India. It begins with a description of challenges of Indian education. After defining the concept of TQM, a philosophy developed for industry by W.E.Deming and adapted to education, it examines its application in the U.S.A. and U.K. A study of the differences between the two nations leads to the analysis that TQM succeeds best as a local school-based initiative. TQM is adaptable as a generic model suitable to the diversity in Indian education. The paper posits a model for TQM in schools, along with enabling conditions and possible pitfalls. TQM is an attitude towards school improvement broad enough to encompass the multifarious needs for school reform in India. Based on the research work in the primary schools of Karnataka, a detailed blueprint for reform is evolved, which incorporates the TQM way of thinking with the major requirements for school improvement. These include: systemic thinking with the school as unit, a decentralized structure, teacher development, teamwork and collegiality, school-level leadership, involvement of the community, focus on the process of learning, and non-threatening assessment.

Ii sanje nannodane vedike mele kulitiruva Anuradha Vikranth Avare, Indina samarambakke nannannu bhala prithiyinda Aamantrisiruva Jyoti Venkat Avare , Iivondu Vinootana Karyakramavannu Sanghatisiruva Mrinal Prabhu Avare mattu Mudrika Dance Academyavare, Nannodane koodiruva Prekshakare matte nanna prithiya makkale Ii sanje nimallerodane Ii samarambadalli paalu golluvodakke nanage santosha maatra illa, tumba Utsahavaagide… Yaake Gotta? Nimmalera tarah, nanagoo Kathe Kelabeku andare tumba ishta ! Nanna Prithiya Makkale! Naavellaru Ivattu Yaake Bandidivi Anta Nimage Gottu Taane? Havudu? Naavellaru Ii sanje Kathe Keluvudakka Illi koodiddeve. Matte, innondu Kaaranavenu? Havudu… Naavellaru Ii Sanje Nruthya Noduvudakku Bandiddeve. Ivattu Naavu Noduva Kathegalu Namma Deshadalli Tumba Puratanavaada Kathegalu, mattu Tumba Pramukyavaada kathegalu. Sumaru eradu savira aidu nooru varshagala hinde Vishnu Sharma enda ondu ajja iddaru. Nammgella olleeya buddhi heli koduvudu namma ajja ajji taane, kathegalu heluvidu namma ajja-ajji ne. Ade tarah, namma jeevanakke bekaagiruva olleya pathagalannu makkalige, janarige heli koda beku endu Vishnu Sharma avaru tumba iiche pattaru. Aadare, Neenu Hiigiru, Neenu Haagiru endu helidare yaaru kelikolluvudilla, athava marethu hogtaare. Adakke Vishnu Sharma enu maadidaru gotta, namma jeevanakke bekaagiruva ollollaya tatvagalannu kathegala mukantara helidaru. Matte, makkalige pranigalu bahala ishtavallava, adakke Kothi, simha, Huli intaada pranigalanne ii kathegala nayakaaragi ittu, avugala baayininde kathegallannu helidaru. Ii kathegale ivattu navu nodaliruva Panchatantra kathegalu. Mundu varedu, naavu Ii Panchatantra kathegalannu Nruthya roopadalli nodaliddeve. Vishnu Sharma hege Panchatantravannu baredaro, ade tarah BharataMuni avaru sumaru eradu saavira aidu noora varshgala hinde Natya shastra endu ondu pustakavannu baredaru. Prastuta Samaya namma deshadalliruva nrutya, haadu kala pradarsanakke ii pustakave aadhaaara vaagide. Addarinda, nrutya moolaka iiga Panchatantavannu noodanava? Matte Ii Vinootana Karyakramavannu Namma Manoranjane salavagi tayaru maadiruva Jyoti Venkat Avarigu, Mudrika Dance Academy Avarigu Ondu Dodda Chappale Hodiyoona Banni ! Danyavaadagalu.