With over 25 years of experience in academic leadership, Dr K.S. Casimir brings depth, integrity, and vision to the helm of XLRI Delhi-NCR. A scholar with a PhD from NIT Warangal and a seasoned administrator shaped by Jesuit values, Dr Casimir has long championed servant leadership, ethical education, and communicative competence. In this conversation, he reflects on his leadership philosophy, the evolving landscape of Indian management education, and how institutions can remain humane and purposeful in a fast-changing world.
Q. You’ve had an expansive journey across more than 25 years in academic leadership. What values or experiences have most profoundly shaped your leadership style?
My journey has been guided by a strong belief in service, humility, and the value of listening. I’ve learnt that leadership is not about control, but about enabling others to grow. My time in Jesuit institutions has shaped my approach, placing people, especially students, at the centre. I believe in walking with others, not ahead of them, and in making decisions that are rooted in compassion and purpose.
Q. As someone with a PhD from NIT Warangal and a strong grounding in both academic and administrative roles, how do you perceive the evolving role of higher education leaders today?
Today, academic leaders must be both grounded and adaptable. The world is changing fast—technologically, socially, and economically—and institutions must evolve with it. But at the same time, we must hold onto our deeper purpose: forming individuals who are not just skilled, but also responsible and ethical. Leaders in education must bridge that gap between change and continuity.
Q. You often speak about purpose and holistic fulfilment. How do you help students and faculty discover their inner compass in an increasingly outcome-driven education system?
We live in a world that often measures success in narrow terms, but true fulfilment comes when people find meaning in what they do. At XLRI, we try to create spaces—through reflection, dialogue, and social engagement—where students and faculty can ask deeper questions. It’s not always easy, but helping someone discover what truly matters to them is one of the most important roles of education.
Q. Servant leadership is central to your philosophy. In your view, how can this approach transform not just organisations, but society at large?
Servant leadership starts with the heart. When leaders see themselves as serving others, not as being above them, it builds trust, dignity, and shared purpose. This kind of leadership can humanise our institutions and, in the long run, create a society that values inclusion, compassion, and justice. It’s not always the fastest path, but it is the one that endures.
Q. You are widely respected for your teaching in business communication. What makes communication a transformative force in both personal growth and institutional culture?
Communication is not just about words; it’s about presence. It’s about how we listen, how we understand others, and how we build relationships. In both personal and professional life, good communication fosters trust and clarity. At an institutional level, it builds community. It helps us stay connected to our values and to one another.
Q. How do you define ‘communicative competence’ in today’s digital, globalised world—and what advice would you give to young professionals to cultivate it?
Communicative competence today means more than just speaking well. It’s about being clear, respectful, and aware of the context in which you are communicating—whether it’s across cultures, platforms, or generations. In a digital world, we must be especially mindful of tone and intention. To young professionals, I would say: be sincere, listen deeply, and take time to understand before you respond. Communication is not just a skill; it’s a way of building trust and relationships.
Q. You’ve led several faculty development programmes. What are some of the most common gaps you observe in contemporary teaching, and how can educators adapt?
Many educators today feel pressure to keep up with change but often lack the support or time to reflect on their own teaching. One common gap is the tendency to focus only on content, rather than the student’s experience of learning. We need to help teachers become facilitators—people who not only deliver knowledge but also inspire curiosity and ethical thinking. Support, training, and peer learning can go a long way in bridging this gap.
Q. From Loyola Institutions in Hyderabad to XLRI Delhi-NCR, you’ve seen different models of higher education. What changes—positive or concerning—do you observe in India’s educational landscape today?
India is making strong strides in access and innovation, and that is heartening. But we must also be cautious. Education should not become purely transactional. We need to make sure our institutions remain places where values, dialogue, and humanity are central. Growth is important, but it must go hand in hand with reflection and integrity.
Q. How can Indian management education better align with the country’s grassroots needs while remaining globally competitive?
We must ground our education in the real needs of our people. That means engaging with rural development, social entrepreneurship, and sustainability, while also offering global exposure. Being competitive globally doesn’t mean copying others—it means offering something rooted, relevant, and ethical. Management education should build leaders who understand India deeply and serve her wisely.
Q. How has the “One Institution, Two Campuses” model helped XLRI maintain consistency in its core values while adapting to regional dynamics?
This model has given us a unique opportunity. While each campus responds to its own context, both are united by XLRI’s mission to form responsible leaders guided by ethics and excellence. We work closely to ensure consistency in values, pedagogy, and student experience. It’s a living example of unity in diversity.
Q. What makes the Delhi-NCR campus unique—not just in infrastructure, but in spirit and student experience?
While the infrastructure is modern and thoughtfully designed, what truly defines the Delhi-NCR campus is the sense of community and shared mission. Being a newer campus, there’s a spirit of building together—students, faculty, and staff shaping something meaningful with a lot of commitment and care. There’s energy, openness, and a strong sense of belonging. At the same time, the values that XLRI stands for—excellence, integrity, and service—are very much alive here, guiding everything we do. Adding to its uniqueness, the campus enjoys close visibility to the corporate hub, enhancing exposure and opportunities for industry interaction. It truly embodies the spirit of bridging academia and industry for the greater good, positioning students at the intersection of knowledge and real-world application.
Q. XLRI has a legacy of ethical leadership. How is this value being reinterpreted or reinforced for a new generation of business leaders?
Ethical leadership is not a static idea; it must respond to the times. Today, it means not only honesty but also responsibility in areas like sustainability, inclusion, and digital ethics. At XLRI, we reinforce this through our curriculum, student life, and community engagements. We want our students to be courageous, thoughtful, and above all, humane in their leadership.
Q. In a time where AI, sustainability, and social impact are redefining business, how is XLRI preparing students for this fluid future?
We are continuously updating our curriculum to include emerging areas like data analytics, ESG, and digital transformation. But more than that, we help students build a mindset of adaptability and responsibility. The future is uncertain, but if students are grounded in values and open to learning, they will find their way.
Q. How important is interdisciplinary learning in management education today—and what role should spirituality or ethics play in that equation?
Interdisciplinary learning helps students see the bigger picture. Business does not operate in isolation—it is connected to society, technology, and the environment. Spirituality and ethics give depth to this learning. They remind us that behind every decision, there are people. Education must touch the mind and the heart.
Q. If you were to write a letter to your younger self starting out as an educator, what would you say to him?
I would say: stay rooted in your values, keep learning, and don’t be afraid to walk slowly. Education is not a race. Be patient with your students and with yourself. Remember, the true measure of your work is not in what you achieve, but in what you become—and in how you help others become who they are meant to be.
Conclusion
Dr K.S. Casimir’s reflections go beyond administrative insight—they are a call for conscious leadership, grounded learning, and ethical growth. At a time when management education is at a crossroads, his wisdom offers a path forward that honours both tradition and transformation. Through his leadership at XLRI Delhi-NCR, he reminds us that education’s truest purpose is not only to prepare professionals but to shape people of character and compassion.
