Research
Multidisciplinary Research on Individuals, Institutions, and Mindfulness
During my doctoral studies I discovered my passion for conducting multidisciplinary research enables me to explore intersections of individuals and institutions through pedagogical theories, feminist research, management theories, and mindfulness perspectives. I continue to be interested in exploring the overlaps and spillovers between individual and institutions, with an aim to strengthen linkages that foster a more responsible and flourishing relationship. My research interests focus on two main areas: intimate partner violence (IPV) and work/work-family spillover and transformation through mindfulness.
Intimate Partner Violence / Domestic Violence
Three decades after intimate partner violence (IPV) or domestic violence was recognized as a human rights issue, it has reached epidemic status globally among all races, ethnicities, and socioeconomic classes, where one in three women experience IPV in their lifetime. There is a dearth of literature on positive spillover from women’s work on personal issues, especially on the role of paid work in the lives of middle-class women who experience IPV. In my dissertation, I explored the role of work in empowering middle-class women (in the United States) who experience IPV. This research was motivated by my interest in violence against women, prior work experience, and my life experiences. This qualitative study had compelling findings and argues that work plays a critical role in enabling women experiencing IPV to embark on the process of empowerment. Human resources (HR) practitioners can leverage the interdependent nature of positive spillover from work to personal issues and can implement interventions with far-reaching benefits. Organizations need to increasingly focus on enabling a work culture that fosters empowerment, which has powerful social implications. Future IPV interventions need to draw on the role of work, which allows women to experience success and support and maximize their strengths. This study was well received at the Academy of Management and American Association of Psychology and published in the journal Community, Work and Family with feedback that affirms my belief in the powerful role of work and organizational engagement in addressing larger social issues.
After my dissertation, I found myself engaged in another study—a heuristic inquiry to uncover the layers of my trauma of IPV. Heuristic inquiry is a process of reflective learning to uncover a phenomenon or theorizing that arises from a deeply personal experience, leading to self-discovery and empowering researchers and communities. While heuristic inquiry is common in the fields of psychology, other fields such as management have yet to embrace this methodology wholeheartedly, as it is believed to result in both personal and professional development. My study was published in The Qualitative Report and has been well received, with over 760 readers. It appeared as the feature article, with encouraging feedback from the editor: “Thank you for submitting such a great paper to The Qualitative Report.” I aim to build a stronger focus to bring such methodologies in other disciplines, especially management. My vision is that when more research based on personal experiences is encouraged, published in wide-ranging journals, and discussed at different conferences, we will begin to realize the value of research based on personal experiences and, most importantly, begin to see the narrowing of the gap between theory and practice.
- Kumar, S. & Casey, A. (2020). Work and intimate partner violence: powerful role of work in the empowerment process for middle-class women in abusive relationships, Community, Work & Family,23(1), 1-18. DOI: 10.1080/13668803.2017.1365693
- Kumar, S. & Cavallaro, L. (2018). Researcher Self-Care in Emotionally Demanding Research: A Proposed Conceptual Framework. Qualitative Health Research. 28(4), 648 – 658. https://doi.org/10.1177/1049732317746377
- Kumar, S. (2017). My Dissertation Healed Me: A Retrospective Analysis Through Heuristic Inquiry. The Qualitative Report, 22(11), 3025-3038. https://doi.org/10.46743/2160-3715/2017.3051
Mindfulness
My extensive personal experience and training in yoga led me to design and teach a novel academic course on mindfulness. This pedagogical study that I conducted over the last 3 years focuses on understanding students’ transformational experiences of learning through an academic course in mindfulness. The findings of this study suggest the course allowed students to develop deeper self-awareness, greater well-being, compassion, and wisdom and experience profound transformation. This course and study examined the idea that if we build mindfulness into the core curriculum of higher education, we can provide opportunities for transformative learning. The study suggests that gaining metacognitive awareness of the causes of suffering led students to engage in change. Furthermore, the ability to pause in crisis allowed them to reflect and make a choice that prevented them from repeating old patterns, bringing forth a transformational change. The research is an invitation to educators to adopt contemplative pedagogy and teach mindfulness as a university course for transformative and lifelong learning. The findings of this study have been presented at several conferences, such as the Academy of Management, Association of Contemplative Mind in Higher Education, and more. The paper has been accepted for publication by the Journal of Transformative Learning with promising journal feedback: “This is an excellent example of well-grounded pedagogical research on mindfulness. This is an interesting paper that has much potential to challenge our thinking and knowledge base around contemplative pedagogy.”
- Kumar, S. (2021) Fostering mindfulness through embroidery and reverse community-engaged learning in higher education. The Journal of Contemplative Inquiry, 8(1), 48-72. Available at: https://digscholarship.unco.edu/joci/vol8/iss1/11
- Kumar, S. (2021). Mindfulness in a Moroccan University: Exploring students’ transformational journey through an academic course in mindfulness. Journal of Transformative Learning, 19(13).https://journals.sagepub.com/doi/abs/10.1177/1541344620986218