Design Manifesto, January 15, 2014

Design Manifesto
(For a Design Enabled Technical Education)

1. Introduction

Design is a protean, open ended and versatile term, which, over the years, has gathered many
dimensions and definitions within the folds of its discourse. The impetus to formulate a
manifesto for a pluralistic discourse such as design,comes from the growing critical reflections
on modern dominant paradigms of education as embodied in Indian institutions of
technicaleducation, specifically the CFTIs,vis-à-vis the demands of a larger developmental
paradigm ofthe state.

Leadinginstitutions of technicaleducation,while striving towards excellence in developing

competencies in specialized fields of engineering and technology, are now
increasinglyconcerned withaugmenting opportunitiesforholistic education. This has atleast two
implications interms of content and process of education. One, itconcedes that the framework
of knowledge needs to broadento include societal aspirations and needs (human agency)
besidesanunderstanding of technology(means of production),and that the lattershould be able
to adequately respond to the former.Two, such a framework of knowledge implies educational
processes that are inter-contextual, inter-disciplinary, andencourage the cognitive fusion of
intellect, imagination and empathy.This, in turn, compels an interrogation and re- imagining of
academic processes and structures, curriculum and pedagogy for enriching the existing design
departments as well as the engineering, sciences, architecture, humanities and management
streams within CFTIs.

The stimulus for the Design Manifesto comes fromthis search for a new, inclusive epistemology
in institutes of technical educationenvisioning the following objectives:

1.To reposition the framework of design educationto reflect the needs and
opportunities of a developing nation,
2. To create a design spine in technical education to encourage a transformative,
empowering and equitable society,
3. To assimilate all forms of design thinking across disciplines by collaboratively
working on real world problems,
4. To leverage design thinking to steer and enable research in CFTIs that contributes to
public policies,
5. To establish frameworks within which Design thinking could permeate across
disciplines in CFTIs,
6. To develop an operational framework that enables progressive implementation of
design thinking in the CFTIs.

It is hoped thatdiverseeffortsto address andarticulatethe rich potential of design education,

inspired byconcerns ofa humane andequitable future, willenable institutes of technical

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 Design Manifesto, January 15, 2014

education to grow from schooling for a developing nation to shapinga sustainable civilization.
This manifesto is about such a vision for design education.

2. Design education paradigm

At present, the concepts of design are seen as a functionally efficient and experientially
satisfying structuring of process and product towards a pre-determined end. However,
theobjective of a design education and practice should not just be a structurally efficient
response to a given problem; it should betransformative in terms of both problem perception
and definition inthe search of equitable andsustainable solutions. This calls for imagining,
planning, preparing and disseminating design education as a holistic entity: as applied
knowledge and skill, as theoretical apprehension and underpinning, drawing on the cognitive
aspects of science and technology, and the social and anthropological aspects of the arts and
humanities.Such an endeavour may require highly porous boundaries between established
disciplines and design, and an innovative academic process capable of reflexivity and self-
interrogation. What is needed is to position design thinking as a cognitive process central to all
disciplines.

The Stanford D-School draws on methods from engineering and design, and combines them
with tools from the social sciences and arts for solving real world problems. Real world
problems here are based not only on business insights but also for extreme affordability for the
world’s poorest citizens1. More recently, the Kellogg School of Management’s dual master’s
degree programme has paved the way for a confluence of design innovation and management
studies, offered by the business school in collaboration with the school of engineering. This
convergence bodes well for design education for all and may be the ideal way in the present
time to insinuate design thinking across departments – by using existing departmental
structures, but also recasting them in new, insistently collaborative structures for design
education.

This shifts the locus of design education from being merely instrumentalist (a set of alternative
choices oftechnique/process/form) tosomething empowering (a correlation between form and
function informed by anethical consciousness, aesthetic in experience and productive in its
impact). Institutes of technical education need to rethink spaces for such transformative design
thinking,which is capable of engaging with and informing policy, reshaping values we live by.

2.1 Designing Education for Development

The enormous potential of design needs to be tapped for imagining and implementing
strategies for building systems in the context of markets, governance, social and cultural
processes, and knowledge bases. This would advance the cause of equity and justice in ways
both individual and environmental, help create dynamic, participatory institutions in a thriving

1
‘Design for Extreme Affordability’is a course offered by the Hasso Plattner Institute of Design through the Graduate School of
Business and the School of Mechanical Engineering at Stanford.This multidisciplinary, project-based course is focused on the
design needs of the world’s poorest citizens.

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 Design Manifesto, January 15, 2014

democracy, and even, ambitiously, aid the aspiration for a sustainable society and civilization.
In the Indian context, grounding and centering of national development goals and challenges in
design education and research will provide a powerful impetus to innovation, entrepreneurship
and policy systems.

The spur to such design education comes from many sources, a few of which are indicated
here, mainly to illustratethe necessity and relevance ofrevisiting and re-fashioning existing
paradigms of design education and the factors that bear critical influence inthis process.

i. Design for equitable negotiation ofcontested terrains: Disparity despite abundance in

India often makes it difficult to make a tradeoff between opportunities, pushing design
into contested terrains.Social dilemmas manifest in Indian design problems, because
design decisions are closely shaped not only by a single, well-defined use, but also by
the stakes and claims of multiple beneficiaries with conflicting goals for the same
resource. Here, design problems are as much about conflict resolution as they are about
need fulfillment of a user segment. For a developing nation like India faced with wide
disparities of even basic amenities and essential services, design strategies for
accessibility and distribution of primary resources can pay rich dividends in the future,
both socially and economically.

ii. Design for enabling Rights-based development policies:Increasing numbers of laws

have been enacted to reduce disparity of access and resources, such as the Right to
Information, Right to Education, Right to Food Security and the upcoming Lokpal
possibility. Though the population is constitutionally empowered, the country is yet to
build resources to make these rights accessible in a meaningful manner. Designefforts
concentrating in these areas of constitutional empowermentwill play a key role in
delivering these targets. If different forms of design and technology are suited to
distinctly different forms of social and political existence, then a suitable fit between the
two should be sought, compatible with conditions of freedom and social justice.How
can we develop innovative technologies that promote a civic culture of democracy?
How do we decipher the contribution of a particular device or system to the quality of
social and political community?2 Technology and policy can together create appropriate
designs to respond to these new development challenges and opportunities.

iii. Resilient skillful population:90% of the world’s designers work exclusively on products
for the richest 10% of the world’s customers3. Such a positioning, though significant in
itself, overlooks the indigenous system of designing and production of 90% of the
world’s customers.After all, design and technology in MSMEs, Cottage industries and
crafts has been invented, improvised and maintained by illiterate producers of hardly
any means for centuries. This informal sector contributes to 33% of the manufacturing

2
Winner, L. (1995). Political Ergonomics. In R. B. Margolin, Discovering Design (p. 163). Chicago: University of Chicago Press.
3
Polak, P. (2009). Out of Poverty: what works when traditional approaches fail? U.S.A: Berrett-Koehler.

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 Design Manifesto, January 15, 2014

output in India4.This grassroots intelligentsia has also been credited for inventing a
diverse range of products ranging from low-cost washing machines using paddle-power,
weaving looms, to gadgets that make you walk on water!Using – while also upgrading –
the skills of this 33% for various design and production requirements is a daunting task
for any education system, but also one of the most lucrative employable segments of
the nation.

iv. Design for tapping the productive potential at the ‘bottom of the pyramid’: It is
estimated that India is home toa third of the world's poor. According to 2010 data from
the United Nations Development Programme, an estimated 29.8% of Indians live below
the country's national poverty line5. Doing business with a third of the world’s poorest
people (fortune at the bottom of pyramid6) requires radical innovations in technology
and business models. It requires companies to transform their understanding of scale,
from a “bigger is better” ideal to an ideal of highly distributed small-scale operations
married to world-scale capabilities. In short, the poorest populations raise a prodigious
new managerial challenge for the world’s wealthiest companies: selling to the poor and
helping them improve their lives by producing and distributing products and services in
culturally sensitive, environmentally sustainable, and economically profitable ways7.

v. Indian Design often requires forward and backward integration of user operated
technologies: The diversity of the Indian design scenario is its boon and bane. It opens
up a plethora of opportunities for design intervention but also constrains its use. In
India, design and technologies die a slow death because there is always a user segment
that has not yet upgraded due to financial, cultural or other impediments. Therefore, a
hand-held driller can be used in the same city that runs its factories on Computer
Numerical Control (CNC) lathes. If Design has to be inclusive of such varying levels of
user abilities, it requires forward and backward integration of technology to maximize
its relevance. A good example of this is the rupee symbol that is easy to write by hand or
click on the computer. Moreover, it can also be typed on the typewriter – making the
design inclusive of old as well as new technologies.

vi. Manu-services or Servicing Manufacturing:Manufacturing is the biggest single investor

in design, and spends twice as much on design as it does on R&D. Design is fostered by
the strength of the manufacturing sector, which not only reflects on employment in a
labour intensive Indian economy but also materializes innovation. Unfortunately, we
have not been able to capitalize on either. Lack of innovation in the formal and informal
manufacturing sector is a sign of its disconnect with design. Bereft of design, the

4
Planning Commission. (2012). Planning Commission Report- The manufacturing plan: Strategies for Accelerating Growth of
Manufacturing. New Delhi: Goverment of India.
5
http://en.wikipedia.org/wiki/poverty_in_india#cite_note-2
6
Prahlad, C. K. (2006). Fortune at the Bottom of the Pyramid. New Jersey: Pearson Prentice Hall.
7
The $25 Jaipur foot is an excellent example of this idea. Along with the Nano car, it shows that the best design and
technologies can be brought to the customers at the bottom of the pyramid.

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 Design Manifesto, January 15, 2014

manufacturing sector has not achieved its full potential in the GDP –a lacuna that can
only be filled by the collaboration of technology and design.

As the old boundaries between manufacturing and services are dissolving,

manufacturing companies today are involved in a complex ecosystem of tangible and
intangible activities ranging from STEM to Supply management, design, and even
advertising. They no longer just sell mass-produced products but also make a significant
proportion of their revenues from selling services that complement their goods. Service
informed understanding of the manufacturing sector or manu-services is a whole new
area for design innovation and competitive advantage in a developing country fraught
with disparity.

vii. Repositioning Traditional Indian Design: More than fifty years after independence
Indian design is still indebted to its traditional design sector for identity within as well as
outside India. The traditional design sector contributes significantly to the National
exchequereven today. According to the Planning commission report8, the total
handicrafts in 2000-01 registered an annual growth rate of 14.71 per cent in rupee
terms. Crafts account for 15 to 20 per cent of the country’s manufacturing workforce,
and contribute 8 per cent of GDP in manufacturing. But, despite continuing efforts since
independence, the traditional designer in India has remained in oblivion with a skill that
is languishing – and has even become extinct in some communities. The hegemony of
the mainstream market, a lack of technological and design up-gradation, a long supply
chain, the changing preferences of consumers and, sometimes, apathy at policy level
decisions has hit this highly skilled and exclusive sector severely9.

These interpretations of the design environment and its opportunities in India are by no
means exhaustive. They are merely indicative of the fact that the Indian design scenario
is distinct if not different from its western discourse.Its pedagogy, process and thinking
is not a merely a foundation but an agent of change that goes beyond a cosmetic
makeover for conspicuous consumption. More pertinently,it enables the industry –
manufacturing or service – for a socially, economically and environmentally cohesive
growth.

3. Developing a Design spine in Engineering education10

If design must seriously aim at changing existing situations into preferred ones11, then it must
equip students not only with an ability to raise and answer questions that matter in the world

8
Government of India. (2012). Uttar Pradesh Deveopment Report, Vol.2. Retrieved December 12, 2012, from
http://planningcommission.nic.in/: http://planningcommission.nic.in/plans/stateplan/index.php?state=sdr_up.htm
9
On the other hand some craft based initiatives have also succeeded. Fabindia has repositioned Indian textiles in the retail
market, besides generating employment for 40,000 craftsmen – and this through a capitalist model. NID’s initiative in Co-optex
introduced a new range of design series; Dastakar breathed new life in the handloom sector; Delhi Haat has given an alternate
marketing channel, boosting entrepreneurship in these communities.
10
“Design Spine” is the phrase used by Dr. Anil Kakodkar in his report.
11
Simon, H. (1969). The Sciences of the Artificial. Cambridge: M.I.T.

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 Design Manifesto, January 15, 2014

around us, but also the disposition to do so12. Perhaps more importantly, design must be seen
as an epistemological concept, not just a technical, or even a cognitive or perceptional training
involving a limited skill set.Therefore, Design Education needs to be structuredwithin CFTIs in a
way that enables it to be anchored as an autonomous field of study in a Centre/Department,
and also to percolatedesign thinking into their various disciplines, areas of expertise and
resources.

 As a first step, a Design Action Group, with the Director as Chairman, and the Head of
Design Department/School/Hub as Convener should be set up

- To decide the national development goals in which the Institute could engage,
leveraging their own strengths, skills, and local topography
- To encourage and monitor the activities of the Institute in accordance with the
objectives of the manifesto
- To steer, plan and disburse funds for design activities annually.

 The Design School/Centre/Department can be the nodal hub for executing/facilitating

the execution of interdisciplinary projects, and for disseminating core design skills into
the education process.Or else a Design Hub with dedicated faculty members and a
floating pool of design professionals can be created. The functions of the Design Hub
can be the following:

- To design and teach an interdisciplinary curricula to inculcate design thinking in

undergraduate studies of technical departments
- To facilitate and encouragethe engagement of technical departments with real
world issues that requires negotiations with multiple disciplines and stakeholders
with conflicting interests.
- To steer research and teaching within the Institute to match the national
development goals
- To create and maintain open source collaborative spaces both virtual and physical
for sharing and improvising ideas, tools and worktables for problem solving
- To assist andexpedite the incubation of ideas into products for social or private
sector or as data for informing policies.

 Design Chair professors should be appointed for championing and spearheading the
process of assimilating design thinking in engineering education.

 New faculty will be needed to introduce and sustain design thinking in the larger
educational sphere for all the design initiatives being planned, and new ways will have
to be employed for their training and development. Innovative systems should be
conceived to make our schools – new and existing – attractive for the design talent that

12
Kohn, A. (2003, March). What does it mean to be well-educated? Retrieved January 13, 2014, from
http://www.alfiekohn.org/index.php: http://www.alfiekohn.org/teaching/welleducated.htm

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 Design Manifesto, January 15, 2014

is now dispersed andneeds to be tracked and brought into the educational mainstream
in India.

- The enormous wisdom lying in the hands of the traditional master designers in
craft communities, with indigenous architects, metallurgists, natural dye makers
and others can and must be tapped not only to preserve traditional knowledge but
also to supplement the increasing shortage of experienced teaching staff in most
Institutes.
- Design professionals with industry experience must be valued as faculty members.
The excessive emphasis on PhDs skews the balance between academic credentials
and real-world problem solving experience that is necessary for both engineering
and design. We must redress this imbalance if we are serious about transforming
design education.
- Senior and retired faculty members from established schools of design may be
given the mandate to conduct Teacher training programs to mentor young faculty
into Design Education.

 Networks can be established through which experts train students, not necessarily in
physical classrooms but partially through virtual classrooms and partially through
internships. These centers would be about traditional knowledge dissemination as much
as they would be about imparting skills and expertise in cutting edge technology.
Running sessions simultaneously at premier institutions as well as within industry,
learning residencies in remote parts of the country, city classrooms and village centers,
could all create a fountainhead program that allows people to up-skill their knowledge
through practical, hands on experience with the best in the industry or in academia per
a learner’s requirement rather than the diktat of a degree education. Each learner
chooses his or her own path, in a manner of speaking.

 Research projects should encourage, even mandate, inter-disciplinary (intra-

institutional) collaborations and exploit cross-institutional strengths across CFTIs.

 Academic linkages with industry and the social sector across domains should be
strengthened through participation in live projects. A dedicated position of a
facilitator/liaison official to interface between industry and academia can reduce the
effort for searching and matching requirements to meet expectations at both ends. This
could also be manifested in the form of in-house industrial training within industries/
organizations.

- Design incubation Stewardships: Some of the designs arrived by students which

have potential to reach people/industry/society should be provided additional
resources and mentorship by instituting fellowships specifically for this purpose.

 A core introductory course in Design in the UG curriculum that draws experts from
within and outside the Institute to orient the students into design thinking for problem

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 Design Manifesto, January 15, 2014

solving and more pertinently for assisting them to exploring and defining problems in
real life contexts. Electives and a Minor in Design should be encouraged.A “Design
Spine” would allow students in the engineering programme to select specific design
courses (offered as electives) that suit their interests, or complement their needs in
theses projects. A “Minor” in design may have additional requirements, including the
number of courses taken to qualify for a “Minor” and, perhaps, even a design
specialization. BTPs should be steered towards developmental concerns that require a
technical input.

3.1 Design Pedagogy

Building desirable frameworks for an inclusive, sustainable, innovative and profitable artificial
world in India is fraught with dilemmas between ‘significant’ and ‘necessary’ goals. The
aspirations of a steadily developing nation are shaping decision-making between multiple
possibilities of growth thatjuggle between development and its social and environmental costs.
The competitive position of Indian design lies in designing a pedagogy that can harness the
technological strength of CFTIs to convert our adversities into opportunities for an inclusive
growth. Such a design spine can encompass – but is not limited to – the scope of the pedagogy
elucidated below.

• Situate engineering problems in an ecosystem: Many engineering studies are related to

a component design of a complex system design solution, for instance, design of a gear
or screw of a machine. Here, the screw is the component of a system that could be a
machine. As engineering research in India heads towards large-scale complex
technological challenges like the LCA, autonomous helicopters, aircraft carriers and
such, the specialized core competencies of an engineer no longer suffice. Engineers and
designers are increasingly required to be generalists who can innovate across
disciplines. In turn, they must also be able to call upon specialists to help ensure that the
components developed are appropriate and practical.

Though system design is more holistic than component design it still does not situate
design in its life cycle outside the boundary of the workshop. The ecosystem approach
of design not only analyses the life cycle but also enlarges the context of the solution
outside the workshop into the stakes of real everyday use, wear and tear, and conflict of
interests. It considers not only the conception and manufacturing of a design but also its
use, repair, and recycling – frequently referred as the ‘cradle to cradle’13 approach. The
ecosystem approach can increase the life of an object in use. Design thinking can open
up the ‘system design approach’ in engineering pedagogy to the‘ecosystem approach’
for wider and longer social, environmental and economic impact.

• Real-world concerns are design concerns: Design disciplines need to reflect the
developmental concerns of India not only in the projects they undertake but also in
13
Cradle to Cradle design (also referred to as Cradle to Cradle, C2C, cradle 2 cradle, or regenerative design) is a biomimetic
approach to the design of products and systems. It models human industry on nature's processes, viewing materials as
nutrients circulating in healthy, safe metabolisms. (Definition source: Wikipedia)

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 Design Manifesto, January 15, 2014

their very conception. From a conservative point of view this may require re-positioning
the current disciplines and, from a radical perspective, it is an opportunity for a
complete overhaul of design content. Grounding and centering the vision and goals of
education on real world concerns is not an entirely new paradigm. Jawaharlal Nehru and
Mahatma Gandhi have spoken of it at large. And, in recent years, MIT’s Design for the
other 90%, the Center for Frugal Digitals at CIID, Copenhagen, Stanford’s Design for
Extreme Affordability are all gearing education towards responsible and empathetic
goals that are challenging traditional market driven pedagogies.

• Embrace collaborative and participatory methods of problem solving that span across
disciplines and courses:The disciplines of Humanities, Management and Technology can
and must be brought together (an entry-level understanding of these disciplines is a life-
skill, not just a design education requirement). Initially, this could be done by boosting
the number and content of an array of courses targeted at the uninitiated – courses that
fall under the rubric of Minors in many existing curricular programmes – in order to
introduce participatory and critical methods for designing products, systems, policies,
then carrying them through into the real world in effective ways to alter social practices
and public life. Whether it is slum design or heritage building refurbishment, a resource
management system or infrastructural access, actual design situations offer project
opportunities that are too large to be conceived and handled by a single person.
Solutions depend on the coming together of skills and understandings of a number of
people, and from a variety of disciplines. It is not possible to teach all required skills and
processes within the design programme.

 Augment problem based learning with project based experiential learning: ‘Learning
bydoing’ does two important things: it allows us toimmerse ourselves in the
environment in which work is to be done, so we can understand the values and
expectations of our (target) society; it enables a fresh look at problems, not only at the
ways of defining them, but also at the skill-sets that are required to address freshly
analyzed issues. A shift from problem based learning (acquisition of knowledge) to
project based learning (application of knowledge), where the projects are grounded in
problems outside the workshop and labs in everyday scenarios, will involve students in
reality, and reality in education.

Tinkering Laboratories: There is a dire need to re-examine the division between the
curricular and the extra-curricular, and to encourage the curiosity and involvement that
issue from total absorption in a subject of interest. Such immersion is the key to creative
learning. So CFTIs must have tinkering laboratories, and these must be situated as
autonomously as possible even within current academic structures (including design
departments) in an effort to vitalize the notion of inter-disciplinary pursuits and tap into
the creativity that ensues through deep involvement.Project based learning encourages
students to tinker in an informed manner. Hand skills like origami are a good
combination of hand and mind which have found application in cutting edge problems
like deploying solar power arrays in a Space Flight Unit or pre-designated crumple zones

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 Design Manifesto, January 15, 2014

in a car to absorb impact during collision. Here, an origami fold moves from craft to
contemporary problem solving activity.

Field Trips and Case Studies: Immersion in product, service or systemic issues on the
ground is critical to design thinking. Case studies and field trips hone and increase the
possibility of connecting with issues and people, allow the opportunity to understand
and define problems within local contexts, avail of input from affected populations, and
seek and refine solutions alongside users. They sensitize the designer to a collaborative
search for solutions within a social and cultural context, which also creates a sense of
purpose and participation amongst those who benefit from the design, affecting both
the efficacy and longevity of solutions

 Encouraging analogical problem solving in technical education: Someengineering

problems do use analogical thinking for problem solving. Foremost amongst them is the
field of bio-mimetics that uses analogies from the natural world foran emerging range of
intelligent products that are constantly evaluating themselves vis-à-vis human
intelligence and behavior. Use of analogy, metaphor, synectics, word mapping and other
such lateral techniques give technological problems an innovative edge. As emerging
engineering disciplines become increasingly interdisciplinary, the cognitive process of
transferring information or insights from the analogue or source to another particular
subject can open doors to interaction, assimilation and innovation in knowledge.

• Asynchronous teaching platforms for increased accessibility to diverse information:

With the sprouting of internet cafes even in small towns, the idea of knowledge
acquisition, dissemination and preservation is changing. As platforms of reading change,
classrooms acquire the role of discussion spaces, problem solving arenas, and
mentorship interactions, in which students are active partners in constructing,
discovering and transforming knowledge.Therefore, design education should be
conceived for synchronous and asynchronous platforms of learning.

National Knowledge Network: The massive scale, capacity, and flexibility offered by the
National Knowledge Network (NKN) should be used to put design courses online, to
make distance learning and collaborative project work and enterprise accessible and
available to all. A well-executed programme of design education dissemination via the
Web can lead to rapid build-up of talent and knowledge in the formal as well as the
informal sector.

This network could also includea dynamic and virtual collaborative space through an
“open source” platform for design processes and pedagogy. This would make it possible
for anyone who sees a relevant design problem to intuitively create an online process
that intelligently allows collaboration with experts, collation of appropriate knowledge
bases, and creation of joint design solutions.

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 Design Manifesto, January 15, 2014

4. Conclusion

This transformation of the education process in the institutions of technical education based on
design pedagogy will require the active participation of all sources attached to education in
India. Such a vision engages into design as an overarching framework for steering education
and research towards social goals and economic aspirations, making the CFTIs active partners in
the development of the country.

11
Acknowledgements
Dr. Pallam Raju
Dr Raju, Union Minister
Minister, Ministry of Human Resource Development
Mr. Sam Pitroda, Adviser to Prime Minister, Public Information Infrastructure and Innovations, Governm
Prof. S. V. Raghavan, Scientific Secretary, Office of Principal Scientific Advisor, NIC

MHRD
Mr. Ashok Thakur
Ms. Amita Sharma
h
Ms. Tripti Gurha
Mr. Alok Mishra
Mr. Robin Kumar

IIT
Prof. Devang Khakhar
Prof. U. B. Desai
Prof. P. P. Chakrabarti
Prof. Indranil Manna
Prof. Pradipta Banerji
Prof. Sudhir K. Jain
Prof Krithi Ramamritham
Prof.
Prof. U. A. Athavankar
Prof. G. G. Ray
Prof. K. Munshi
Prof. B. K. Chakravarthy
Prof. C. Amarnath
Prof. Raja Mohanty
Prof.
f Shilpa
h l Ranade d
Prof. A. G. Rao
Prof. K. Ramasubramanian
Prof. Alka Hingorani
Prof. Mandar Rane
Prof. Sumant Rao
Prof.
o Nishant
s a t Sharma
S a a
Dr. Koumudi Patil
Dr. P. R. Kulkarni
Prof. R. K. Mishra
Prof. Santosh Kumar
Prof. Pradeep Yammiyavar
Prof. C. V. R. Murty
Prof Murali Damodaran
Prof.
Prof. Rajeev Sangal
Prof. S. N. Panigrahi
Prof. P. V. Madhusudhan Rao
Prof. Gautam Biswas
Prof. A. K. Das
Prof. C. Venkatesan
Prof. Joy Sen
Prof. Saikat Paul
Prof. Mainak
Prof. Haimanti Banerji
Prof. Krishna Kumar
Prof. Timothy A. Gonsalves
Dr. Gaurav Raheja
Dr. Smriti Saraswat
Prof. M. K. Surappa
Dr Anupam Agarwal
Dr.
Dr. Prabir Sarkar
Prof. Bhargab Maitra
Dr. Sumohana Channappayya
Dr. K.B.V.N.Phanindra
Dr. Kiran Kuchi
Prof. N. V. Reddy
Prof. Debkumar Chakrabarti
Prof. Avinash Shinde
Prof. Ravi Mokashi Punekar
Prof. D. Udaya Kumar

SPA
Prof. Chetan Vaidya
Dr. Ajay Khare
Prof. N. Sridharan
Prof. Manoj Mathur
Prof. Parag Anand Meshram
Prof. Nalini Thakur
Prof Motilal Bahri
Prof.
Prof. Mandeep Singh
Prof. I. M. Chishti
Dr. Rachna Khare
Prof. S. Venkata Krishna Kumar
Prof. A. Dasgupta

IIM
Prof. Saibal Chattopadhyay
Prof. Ashish Nanda
Dr. Debashis Chatterjee
Prof. N. Ravichandran
Dr. Amitabha De
Prof. P. Rameshan
Prof. B. S. Sahay
Dr. Prafulla Agnihotri
Prof. Janat Shah
Dr. Gautam Sinha
Prof. M. J. Xavier
Prof S Raghunath
NIT
Prof. C. T. Bhunia
Dr. Sandeep Chaudhary
Dr. Himanshu Choudhary
Prof. Srinivasa Rao
Prof. B. B. Biswal
Prof. Rajat Gupta
Prof. N. V. Deshpande
Prof S.
Prof. S KK. Sarangi
Prof. Lakshman Nandagiri
Prof. Swapan Bhattacharya

NIFT
Ms. Pramila Sharan
P f Vandana
Prof. V d Bh
Bhandari
d i
Prof. Shalini Sud
Ms. Rupa Agarwal
Prof. V. Sivalingam
Prof. U. S. Tolia
Dr. K. C. S. Ray
Dr. S. Devadoss
Ms. Sameeta Rajora
Prof. Malini Divakala
Mr. Jabber Singh
Prof. S. K. Bala Siddhartha
Mr. Rajeev Pant
Prof. Binwant Kaur
Smt Nilima Rani Singh
Smt.
Mr. Arindam Das
Prof. Sanjay Shrivastava
Dr. Alpana K. Khare
Ms. W. A. M. Booth
Ms. Vijayalakshmi

NID
Prof. Chakradhar Saswade
Dr. Shashank Mehta

IISc
Prof. G. K. Ananthasuresh
Prof. Amaresh Chakrabarti

IIITs
Prof. S. G. Deshmukh
Prof. M.D. Tiwari
Prof. P. J. Narayanan
Prof. S. Sadagopan
Prof. R. Gnanamoorthyy
Prof. Prabir Mukhopadhyay
Prof. Puneet Tandon

NGOs, Industry & other National / International Unive

Prof. M. P. Ranjan
Prof Bimal Patel
Prof.
Mr. Pankaj Jhunja
Ms. Shahana
Mr. AmanNath
Ms. Laila Tyabji
Mr. Peter D'Ascoli
Mr. Vikram Grewal
M Gopika
Ms. G ik Chowfla
Ch fl
Mr. Javed Iqbal
Mr. Girish Prabhu
Dr. Yusuke Obuchi
Prof. Karthik Ramani
Prof. Prabir Mukhopadhyay
Mr. Sudheer Kumar Jain
Prof. Geeta Narayanan
Prof. Meena Vari
Prof. Meena Vari
Prof. I. K. Bhat
Dr. Junko Komoto
Mr. Francis Wacziarg
Dr Ramachandran Thekkedath
Dr.
Mr. Rajeev Lunkad
Prof. Mustansir Dalvi
Ms. Mayukhini Pande
Dr. Amitabh Kant
Mr. Devi Prasad Pande
Mr. Subodh Jain
Mr. Hara
Mr. Oshima
Prof. Bernie Roth
Dr. Shrikant Datar
Prof. Ohno
Mr. Dilip Chhabria
Ms. Shakshi
Prof. Ch. V. Ramachandra Murthy
Prof. R. Venugopal
Dr. A. U. Digraskar