In the vibrant academic landscape of Parul University, Vadodara, Dr. M. Suresh, Assistant Professor at the Parul Institute of Liberal Arts, stands out as a dynamic educator, researcher, and academic leader. With a career spanning diverse geographies—from Ethiopia to Nagaland—and a rich portfolio in media studies, Dr. Suresh’s journey reflects a deep commitment to transformative education and socially relevant research.
In this exclusive interview, Dr. Suresh shares insights into his teaching philosophy, cross-cultural experiences, research passions, and vision for the future of journalism education, offering a glimpse into the mind of an academic dedicated to shaping socially conscious communicators.
Q. Which subject do you enjoy teaching the most, and why?
Development Communication is my favourite subject to teach because it’s both intellectually stimulating and socially impactful. I see communication as a tool for empowerment, and this subject allows me to explore its role in addressing issues like rural development, public health, and gender equity. Using real-world case studies, especially from India’s rural and tribal regions, I guide students to connect theory with practice. It’s rewarding to see them develop ethical responsibility and social awareness, qualities essential for media professionals in today’s polarised world. The subject’s blend of policy, grassroots practice, and participatory models makes it uniquely fulfilling.
Q. In your opinion, how should journalism education evolve to meet the demands of the digital-first generation?
Journalism education must embrace a digital-native approach. Students need training in convergent journalism—writing, video, podcasting, and mobile journalism—reflecting modern newsroom demands. They should also understand algorithms, SEO, and analytics, alongside ethical challenges like misinformation and AI-generated content. Incorporating data visualisation, immersive media, and fact-checking is crucial. Collaborations with digital media houses and startups can keep curricula relevant. Ultimately, journalism education should be digitally fluent, ethically grounded, and adaptable to industry shifts.
Q. How has cross-cultural teaching influenced your pedagogy?
Teaching in Ethiopia and Nagaland has made my pedagogy inclusive and culturally responsive. In Ethiopia, I learned to contextualise global media theories within local realities, using comparative case studies and student-led discussions. In Nagaland, the oral traditions and community-driven media inspired me to integrate indigenous practices and experiential learning. These experiences taught me to respect diversity, bridge global and local narratives, and adapt my teaching to students’ socio-cultural contexts, fostering critical inquiry and empathy.
Q. What leadership philosophies guide your work?
My leadership is rooted in collaboration, academic integrity, and inclusive growth. I believe in collective decision-making, ensuring faculty feel valued in shaping academic strategies. Transparency and ethical standards guide my administrative decisions, from curriculum design to research mentoring. I focus on nurturing individual strengths, fostering interdisciplinary collaboration, and supporting innovation through faculty development and industry linkages. Leadership, for me, is about empowering others and building sustainable academic ecosystems.
Q. What have been the most rewarding and challenging aspects of building media programmes from scratch in multiple universities?
Building media programmes is rewarding because it allows me to shape academic culture and curricula, blending theory with practical relevance. Seeing students thrive and alumni succeed in media careers is deeply fulfilling. Mentoring faculty and fostering interdisciplinary collaboration also enriches the academic environment. However, challenges like institutional resistance, resource constraints, and regulatory compliance require persistence and strategic negotiation. Despite these hurdles, creating future-ready media education frameworks is transformative for all stakeholders.
Q. How do you balance academic administration with your personal commitment to research and student mentoring?
Balancing administration, research, and mentoring requires strategic time management and purpose alignment. I allocate specific hours for administrative tasks to protect time for research and mentoring. My research in development communication and digital media aligns with my teaching, turning institutional challenges into research opportunities. Mentoring involves listening and preparing students for real-world challenges. I view these roles as interconnected, each strengthening the others, ensuring I contribute to institutional growth while staying committed to scholarship and student development.
Q. Your research often centres around caste representation in digital banners. What first drew you to this topic?
I was drawn to caste representation in digital banners by their role as unfiltered reflections of caste dynamics in India’s visual culture. During fieldwork, I noticed how banners in local elections and festivals used symbols, attire, and colours to convey caste affiliations. These visuals, amplified on platforms like WhatsApp, are tools of assertion or dominance. The lack of scholarly engagement with these everyday political texts inspired me to study them through visual semiotics and caste studies, exploring how caste identities are negotiated in digital public spaces.
Q. How do you approach combining ethnographic research methods with digital media studies?
I combine ethnography and digital media studies to understand how technology is embedded in cultural practices. I select specific communities or practices, like caste-based digital banners, and use a hybrid framework: participant observation, interviews, and field immersion alongside content analysis and platform metrics. Contextualising local languages, norms, and offline behaviours ensures deeper insights. Ethnography humanises digital media studies, decoding how technologies are localised within social structures like caste or gender.
Q. What advice would you offer young researchers in mass communication about selecting impactful and original research topics?
Choose topics sparked by curiosity and grounded in everyday media practices or social inequalities. Start with a question—what puzzles you about the media? Focus on contemporary issues like AI in journalism or digital activism. Bridge theory and practice, and don’t shy away from local, under-researched topics with global relevance. Collaborate with mentors to refine ideas. Impactful research comes from intellectual passion and a commitment to social change.
Q. With OTT platforms, AI-generated content, and deepfakes on the rise, where do you see the future of ethical journalism heading?
Ethical journalism must adapt to a tech-driven landscape by prioritising transparency and authenticity. Newsrooms should disclose AI use and educate audiences on detecting deepfakes. Proactive ethical protocols, like AI governance policies and misinformation detection partnerships, are essential. As OTT platforms blur journalism and entertainment, editorial independence and accountability must be preserved. Ethical journalism will redefine trust through accuracy, context, and human-centric reporting in an algorithm-driven world.
Q. How do you assess the role of traditional media education in an era dominated by influencers and user-generated content?
Traditional media education remains vital, providing ethical and analytical foundations absent in influencer culture. It teaches news judgment, verification, and accountability, crucial in a viral-driven media landscape. However, it must evolve to include digital literacy, platform dynamics, and influencer strategies. By fostering reflective content creators who question power and representation, media education serves as an ethical compass for navigating today’s participatory media world.
Q. Can you share your thoughts on the role of regional languages in digital media expansion, particularly from your Tamil Nadu and Mizoram experiences?
Regional languages are transformative in digital media, fostering identity and inclusion. In Tamil Nadu, Tamil content on YouTube and OTT platforms creates a vibrant, culturally authentic public sphere. In Mizoram, Mizo-language media preserves indigenous narratives and bridges tradition with modernity. Regional languages enhance engagement and democratic participation, proving that India’s digital future lies in its multilingual diversity.
Q. From being a student in Madurai to an international academic, what core values have stayed with you throughout this journey?
Humility, cultural empathy, academic honesty, and social relevance have guided me. Madurai taught me to value knowledge rooted in community and tradition. Cultural empathy shaped my inclusive pedagogy across diverse regions. Academic honesty ensures ethical rigour in my work, while a commitment to social impact drives my research and teaching to address real-world challenges.
Q. What motivates you to remain both a teacher and an active researcher, despite the demanding nature of academia?
The synergy between teaching and research motivates me. Students’ curiosity inspires new research questions, while research enriches my teaching with fresh insights. Both roles allow me to facilitate change—empowering students and addressing social inequalities through scholarship. The intellectual vitality and ethical responsibility of these roles keep me committed despite academia’s demands.
Q. If you weren’t in academia and media, what alternative career path might you have pursued—and why?
I would have pursued creative writing or cultural anthropology. Creative writing would allow me to explore identity and caste through narratives rooted in Madurai’s rich traditions. Cultural anthropology aligns with my ethnographic instincts, offering a platform to study communities and translate their realities into meaningful insights. Both paths reflect my passion for storytelling and social reflection.
Dr. M. Suresh’s journey from Madurai to the global academic stage is a testament to the power of education rooted in empathy, integrity, and social purpose. His insights into Development Communication, digital media, and ethical journalism highlight a visionary approach to preparing students for a rapidly evolving media landscape. By blending cross-cultural experiences, innovative pedagogy, and impactful research, Dr. Suresh not only shapes future communicators but also contributes to a more inclusive and ethically grounded media ecosystem. His story inspires educators and researchers alike to pursue knowledge with passion and purpose, ensuring that media remains a force for empowerment and change.
