Malarvizhi Hirudayaraj Headshot

Malarvizhi Hirudayaraj

Associate Professor

Department of Management
Saunders College of Business
Director of AdvanceRIT

585-475-7104
Office Location

Malarvizhi Hirudayaraj

Associate Professor

Department of Management
Saunders College of Business
Director of AdvanceRIT

Education

BA, Fatima College (India); B.Ed., M.K. University (India); MA, Stella Maris College (India); M.Phil., University of Madras (India); P.G. Dip Career Guidance, University of Reading, (U.K.); Ph.D., Southern Illinois University; Certificate: Oxford Women's Leadership Development, University of Oxford, (U.K.)

585-475-7104

Select Scholarship

Invited Article/Publication
Hirudayaraj, M., Barhate, B., & McLean, G. (2023). Work Conditions of Interstate Migrant Workers in India: A Critical realist exploration.. Human Resource Development Quarterly. . .
Barhate, B., Hirudayaraj, M., & Nair, P. (2022). Leadership challenges and behaviours in the information technology sector during COVID-19: a comparative study of leaders from India and the U.S. Human Resource Development International. . .
Hirudayaraj, M., & Matic, J. (2021). Leveraging Human Resource Development Practice to Enhance Organizational Creativity: A Multilevel Conceptual Model. Human Resource Development Review. . .
Kaur, N., & Hirudayaraj, M. (2021). The Role of Leader Emotional Intelligence in Organizational Learning: A Literature Review Using 4I Framework. New Horizons in Adult Education and Human Resource Development. 33. .
Hirudayaraj, M., Barhate, B., Gunasekara, N., Ibrahim, G., & Alizadeh, A. (2021). Crisis Within a Crisis: Exploring India's migrant crisis during Covid-19 and role of non-profit organizations, Indian journal of human development. Indian Journal of Human Development. 15. .
Hirudayaraj, M., Baker, R., Eastman, M., & Baker, F. (2021). Soft Skills for engineers: What Employers want from entry-level engineers.. Education Sciences. 11. .
Barhate, B., & Hirudayaraj, M. (2021). Emerging career realities during the pandemic: What does it mean for women's career development. Advances in Developing Human Resources.. 23. .
Niu, Y., Xu, X., Baker, R., & Hirudayaraj, M. (2021). Lookism in the Chinese job advertisements.. Journal of Asia Pacific Business. 22. .
Barhate, B., Hirudayaraj, M., Dirani, K., Barhate, R., & Abadi, M. (2021). Career disruptions of married women in India: A phenomenological exploration.. Human Resource Development International. 24. .
Niu, Y., Liu, J., & Hirudayaraj, M. (2020). Lookism in the Chinese workplace: An integrated literature review. International Journal of Chinese Culture and Management.. . .
Niu, Y., Baker, R., Xu, X., & Hirudayaraj, M. (2019). Lookism in Chinese job advertisements: An integrated literature review. International Journal of Human Resource Management. . .
Hirudayaraj, M., & Clay, C. (2019). Experiences of women veterans within the private sector: Examining the intersectionality of gender and veteran status.. Human Resource Development Quarterly. 30. 473-494.
Baker, R., & Hirudayaraj, M. (2019). Power analyses, p values, and Bayesian techniques: How Bayesian techniques can be used in HRD literature.. Advances in Developing Human Resources.. 21. 438-465.
Bickle, J., Hirudayaraj, M., & Doyle, A. (2019). Social Presence Theory: Theoretical Foundations and Implications for HRD research. Advances in Developing Human Resources.. 21. 383-399.
Hirudayaraj, M., & Shields, L. (2019). Feminist theory: Implications for HRD research in the current times. Advances in Developing Human Resources.. 21. 319-334.
Sparkman, T., (2019). Building leadership capacity: A framework for disruptive events in tourism. Journal of Industrial and Commericial Training. . .
Hirudayaraj, M., & McLean, G. (2018). First-generation college graduates: A phenomenological exploration of their transition into the corporate sector. European Journal of Training and Development. 42. 91-109.
Niu, Y., Hirudayaraj, M., Sims, C., & Kawashima, Y. (2018). Lookism in the Chinese Nursing Industry: A content Analysis of Online recruitment advertisements.. Journal of Asia Pacific Business. 19. 96-113.
Chaudhary, S., Hirudayaraj, M., & Ardichvili, A. (2018). Borrow or grow: an overview of talent development practices in Indian IT organizations.. Advances in Developing Human Resources.. 20. 460-478.
Sims, C., & Hirudayaraj, M. (2016). The impact of colorism on the career aspirations and career opportunities of women in india.. Advances in Developing Human Resources.. 18. 38-53.
Hirudayaraj, M., Kaufman, J., & Hagler, B. (2015). Teaching Professional Networking: Students Building Contacts Outside the Classroom. Online Journal for Workforce Education and Development. 8. .
Hirudayaraj, M., (2012). First-generation students in higher education: Issues of employability in a knowledge-based economy. Online Journal for Workforce Education and Development. 5. .
Invited Keynote/Presentation
Hirudayaraj, M., (2022). HR for AI: Conceptualizing the Role of the Human Resources function in AI adoption. Eastern Academy of Management.
Hirudayaraj, M., & Baptista, J. (2022). Conceptualizing the effects of AI on the Changing Nature of HR Work. International Conference of Information Systems.
Hirudayaraj, M., & Barhate, B. (2021). Leveraging Social Networks and Dialogic Organizational Development Practices for Virtual Leadership. Academy of Human Resource Development.
Hirudayaraj, M., & Barhate, B. (2021). Interstate Migrant Workers in India: A Critical NHRD (CNHRD) perspective. Academy of Human Resource Development.
Kaur, N., & Hirudayaraj, M. (2021). Emotional intelligence of leaders and organizational learning: A literature review using 4I framework.. Academy of Human Resource Development.
Hirudayaraj, M., (2021). A paradox perspective on AI adoption: Anticipated tensions within the HR Function. EGOS- European Group of Organization Studies.
Niu, Y., Baker, R., Xu, X., & Hirudayaraj, M. (2019). Is there a difference between perception and reality of gender based lookism in the Chinese workplace.. International Research Conference Academy of Human Resource Development Americas.
Hirudayaraj, M., Baker, R., & Eastman, M. (2019). Soft Skills for Entry-level Engineers: Understanding Employers' Expectations and Perceptions. ASEE- Zonal Conference, Buffalo.
Baker, R., Hirudayaraj, M., Turner, J., & Bickle, J. (2019). Teaching Black Swans: Role for Adaptive Education. Adaptive learning and Performance Improvement. International Society of Performance Improvement Conference.
Hirudayaraj, M., Niu, Y., Hirudayaraj, M., Xu, X., & Sims, C. (2019). Explicit Lookism in Chinese Job Advertisements: Analysis of Female-dominated and Male-dominated Jobs.. University Forum of Human Resource Development International Conference.
Hirudayaraj, M., & Baker, R. (2019). How self-interest behaviors influence agency in organizations. University Forum for Human Resource Development International.
Baker, R., Hirudayaraj, M., Turner, J., & Bickle, J. (2019). Artificial intelligence in HRD Adaptive learning research agenda. International Research Conference Academy of Human Resource Development International- Americas.
Kaur, N., & Hirudayaraj, M. (2019). Emotional intelligence of leaders and organizational learning: A literature review using 4I framework. 2020 AHRD International Conference in the Americas.
Rose, B., & Hirudayaraj, M. (2019). Adaptive Learning for Inclusive Business Education. Eastern Academy of Management Conference, Croatia.
Cynthia, S., & Hirudayaraj, M. (2018). Influence of Colorism on Career Aspirations and Career Development of Women: An Analysis across Multicultural Societies. University Forum of Human Resource Development International.
Hirudayaraj, M., & Baker, R. (2018). What employers expect from L&D professionals: An analysis of HRD job postings. University Forum for Human Resource Development International.
Hirudayaraj, M., & Clay, C. (2018). Experiences of female veterans within the corporate sector: A gendered perspective and lessons for HRD. International Research Conference Academy of Human Resource Development International- Asia.
Hirudayaraj, M., & Sao, R. (2017). HRD in Indian Information Technology Sector: Roles, Functions, & Priorities. International Research Conference Academy of Human Resource Development- Asia.
Chaudhary, S., Hirudayaraj, M., & Ardichvili, A. (2017). Borrow or Grow: An Overview of Talent Development/Management Practices in Indian Organizations. International Research Conference Academy of Human Resource Development International- Asia.
Hirudayaraj, M., & Sims, C. (2016). Impact of Colorism on Career Development of Women in India & Taiwan: A Comparative Study. Academy of Human Resource Development International-Asia and MENA region.
Hirudayaraj, M., (2015). Including conversational skills in the business curriculum: First-generation students' perspective. Association of Business Communication Regional Conference.
Clay, C., & Hirudayaraj, M. (2015). Career transition of female veterans in corporate America.. International Research Conference Academy of Human Resource Development- Americas.
Hirudayaraj, M., (2014). Transition Challenges of First-generation Graduates: A Wake up call for human resource professionals. International Research Conference Academy of Human Resource Development Americas.
Journal Paper
Hirudayaraj, Malar and Rose Baker. "HRD Competencies: Analysis of Employer Expectations from Online Job Postings." European Journal of Training and Development 42. 9 (2018): 577-596. Print.
Chaudhari, Sanghamitra, Malar Hirudayaraj, and Alexander Ardichvilli. "Borrow or Grow: An Overview of Talent Development Practices in Indian IT Organizations." Advances in Developing Human Resources 20. 4 (2018): 460-478. Print.
Niu, Yuanlu, et al. "Lookism in the Chinese Nursing Industry: A Content Analysis of Online Recruitment Advertisements." Journal of Asia Pacific Business 19. 2 (2018): 96-113. Print.
Hirudayaraj, Malar and Gary McLean. "First-generation College Graduates: A Phenomenological Exploration of their Transition Experiences into the Corporate Sector." European Journal of Training and Development 42. 1/2 (2018): 91-109. Print.
Kaufman, Jeffery, Malar Hirudayaraj, and Barbara Hagler. "Teaching Professional Networking: Students Building Contacts Outside the Classroom." Online Journal for Workforce Education and Development 1. 8 (2015): 1-22. Web.
Hirudayaraj, Malar. "First-Generation Students in Higher Education: Issues of Employability in a Knowledge Based Economy." Online Journal for Workforce Education and Development 5. 3 (2012): 1-10. Web.
Book Chapter
Hirudayaraj, Malar and Priyanka Doshi. "Role of Education in Developing Women Leaders in India." Indian Women in Leadership. Ed. Rajashi Ghosh and Gary McLean. New York, NY: Palgrave Macmillan, 2018. 91-108. Print.
Hirudayaraj, Malar. "First-generation Graduates: Challenges in Transitioning into Employment." On the Borders of the Academy: Challenges and Strategies for First-generation Graduate Students and Faculty. Ed. Alecea Ritter Standlee. Syracuse, New York: Syracuse University Press, 2018. 193-215. Print.
(2018). Role of education in developing women leaders in India. Indian Women in Leadership. 91-108. Hirudayaraj, M., & Doshi, P.
(2018). First-generation Graduates: Challenges in Transitioning into Graduate Level Employment. On the Borders of the Academy: Challenges and Strategies for First-generation Graduate Students and Faculty. Hirudayaraj, M.,
Hirudayaraj, Malar. "First-generation Graduates: Challenges in Transitioning into Graduate Level Employment." On the Borders of the Academy: Challenges and Strategies for First Generation Graduate Students and Faculty. Ed. Dr. Alecea Standlee. Syracuse, NY: Syracuse University Graduate School Press, 2015. forthcoming. Print.
Full Length Book
(2018). Indian Women in Leadership. Hirudayaraj, M., & Doshi, P.
(2018). On the Borders of the Academy: Challenges and Strategies for First-generation Graduate Students and Faculty. Hirudayaraj, M.,
Published Conference Proceedings
Bradley-Brown, Chanty and Malar Hirudayaraj. "Career Transition and Development of Female Veterans within Corporate America." Proceedings of the AHRD- Academy of Human Resource Development, Feb 19-22, St.Louis, MO. Ed. Jason Matson; Kori Whitener Fellows. St. Paul, Minnesota: AHRD, 2015. Web.

Currently Teaching

ENGT-300
1 Credits
Taught in a workshop format, this course provides an opportunity for undergraduate CET students to enhance their emotional intelligence, through assessment and if necessary, modification of personality traits and development of interaction skills. This course prepares students for success in the workplace, teaching those skills that enhance the ability to interact effectively and work harmoniously within the workplace. Students may enroll prior to working in a co-op position and/or prior to graduation and seeking employment.
GRCS-701
3 Credits
This is an introductory graduate-level survey course on research design/methods and analysis. The course provides a broad overview of the process and practices of research in applied contexts. Content includes principles and techniques of research design, sampling, data collection, and analysis including the nature of evidence, types of research, defining research questions, sampling techniques, data collection, data analysis, issues concerning human subjects and research ethics, and challenges associated with conducting research in real-world contexts. The analysis component of the course provides an understanding of statistical methodology used to collect and interpret data found in research as well as how to read and interpret data collection instruments.
HRDE-712
3 Credits
This course provides individuals with a framework needed to successfully analyze performance and design learning interventions that drive performance improvements in an organization. Students will examine performance measurement, adult learning principles, and learning styles as well as best practices in organizational learning, employee development, and alternative delivery strategies. Additionally, students will identify how to link learning initiatives with strategy and gain commitment to those initiatives from senior leaders.
HRDE-726
3 Credits
The rapid pace of progress in technology and the change in demographics of the workforce are anticipated to affect what work will look like in the future, in addition to the structure and nature of work itself. Some of these changes might be incremental and others more radical and disruptive affecting the conduct of business. The pace, nature, and magnitude of these changes demand that businesses, organizations, educators, policy makers, leaders, managers, and individual employees reimagine models of employment including the organization and functioning of the workforce. This course is intended to provide students with a global perspective of the future of work and employment, and insights into the implications on their designated professions and careers. Among others, this course will address the following questions: What are the skills and competencies required of the workforce for this new future of work? What skills, competencies, and job roles may become redundant? How should corporations preempt and prepare to deal with these changes? What will be the role of leaders and managers in reimagining and developing the workforce of the future?
HRDE-735
3 Credits
The goal of this course is to develop knowledge of Human Resource Development and Management practices for the purpose of analyzing, communicating, evaluating, and leading the development of strategic human resource initiatives that react to emerging organizational concerns. This course is a foundation course for those seeking a leadership opportunity in Human Resources in which students will demonstrate their ability to analyze and lead the alignment of strategic organizational goals into HR functions.
HRDE-742
3 Credits
Major change initiatives within organizations fail because of lack of understanding of the process of change and the lack of deliberate and focused attention to the change process. This course teaches students the change process and the alterations required in structures, processes, and activities to effectively implement change initiatives within organizations. The components of this course include applied approaches and tools to help analyze barriers for change, leverage power and influence, and provide frameworks to plan and implement change.
HRDE-795
0 Credits
A written comprehensive exam is one of the non-thesis methodologies for completion of the MS degree. Students will demonstrate a fundamental knowledge of the theories and foundation principles. This course will include a review of the main concepts of each of the core subjects. Completion of all HRDE core and required courses required. Students must receive a passing grade of at least 80 percent to be successful. Students will have one additional opportunity to pass this examination if their initial attempt results in a failing grade.
MGMT-340
3 Credits
This course applies concepts of ethics to business at the macro level and at the micro level. At the macro level the course examines competing business ideologies exploring the ethical concerns of capitalism as well as the role of business in society. At the micro level the course examines the role of the manager in establishing an ethical climate with an emphasis on the development of ethical leadership in business organizations. The following topics are typically discussed: the stakeholder theory of the firm, corporate governance, marketing and advertising ethics, the rights and responsibilities of employees, product safety, ethical reasoning, business's responsibility to the environment, moving from a culture of compliance to a culture of integrity, and ethical leadership.
MGMT-850
2 Credits
This course is designed to teach the art and science of negotiation so that one can negotiate successfully in a variety of settings, in day-to-day experiences and, especially, within the broad spectrum of negotiation problems faced by managers and other professionals. Individual class sessions will explore the many ways that people think about and practice negotiations skills and strategies in a variety of contexts. Special emphasis will be on decision-making biases that are often inherent in any negotiation setting and compromise the quality of negotiated agreements.
SERQ-740
3 Credits
Achieving competitive advantage in today’s world demands that organizations know how to innovate, and do so not once, but repeatedly. Creativity, rapid learning through continuous improvement, and the ability to turn ideas into action, products, processes and services are crucial. How do leaders foster and sustain a culture of innovation? What unique competencies and skills do you need as a leader and what skills do your teams need? How is managing an innovation team different than managing other kinds of teams within an organization? Through this course, service leadership students will leverage and build on their growing knowledge about innovation, the individual and group skills required for innovating gained in SERQ-712. Students will gain deeper insights into innovation leadership requirements for creating, managing and curating a thriving environment in which cutting edge ideas are encouraged, born and grown. Open to students in the service leadership and innovation MS program and non-majors on a space available basis with department permission.
SERQ-790
1 - 6 Credits
A thesis is based on experimental evidence obtained by the candidate in an appropriate topic demonstrating the extension of theory into practice. A written proposal which is defended and authorized by the faculty adviser/committee followed by a formal written thesis and oral presentation of findings are required. Typically the candidate will have completed research methods, data analysis, and graduate writing strategies prior to enrolling in this course and will start the thesis process by taking thesis planning as soon as they have completed the prerequisites to allow them to finish the thesis when they have finished their coursework. The candidate must obtain the approval of their graduate adviser who will guide the thesis before registering for this course.
SERQ-795
0 Credits
Students will demonstrate synthesis and integration of the theories and foundation principles of their discipline to respond to questions found in the comprehensive examination. This demonstration will apply core knowledge to problem situations to be successful students must receive a passing grade of at least 80 percent. (12 semester hours or less of coursework remaining to complete the program; completion of all core courses in the discipline; currently enrolled in the program; possess a program GPA of 3.0 or higher; no outstanding incomplete grades; student cannot be on academic/disciplinary probation; for disciplines requiring integrative problem solving successful completion of that course.)
SERQ-797
3 - 4 Credits
The purpose of this course is to provide students the opportunity to conduct research, develop a plan and evaluation components and submit the project as a demonstration of final proficiency in the program. The topic selected by the student will be guided by the faculty teaching the class and it will require the student to coalesce and incorporate into the final project a culmination of all their course work in the program to date.