Marks alone do not define your abilities!

Can you tell us about your educational background and how it influenced your career choices?

I grew up in a traditional family where boys were expected to pursue medicine or engineering. However, when my elder brother couldn’t get into medical college and studied geology instead, the academic expectations shifted onto me. Initially, I struggled with physics practicals and disliked the pressure to follow in my father’s footsteps, pursuing traditional sciences. My affinity for mathematics led me to economics, which I found intellectually stimulating yet challenging, particularly when it came to balancing theory with practical application.

After graduating, I faced job uncertainties but eventually secured a position at a research institute focused on empirical economics. Although I initially struggled with the mathematics involved in the field, I eventually found my niche in political economy. My Ph.D. research examined how government spending influences election outcomes. The journey wasn’t without setbacks, including a sudden job loss, but I persevered. Teaching economics later became my passion, although adapting to different teaching methods and responding to student feedback was a continuous learning curve.

Living in Gurgaon initially made it difficult to manage expenses. After I got married, my wife and I were both working, but there was a period when I was at home while she continued to work. I knew I had to get back to work because managing life in such an expensive city isn’t easy.

Fortunately, XLRI offered me an opportunity. It came with its own challenges. The feedback system, for instance, has improved significantly over the years. As faculty, we want the best for our students and treat them as our own children. Overall, my career path has been marked by challenges and transitions, from academic pressures to professional uncertainties. Each experience has shaped my approach to economics and education, with a focus on problem-solving and practical application rather than adhering to conventional norms.

How did your teaching style evolve, especially when you joined XLRI?

Joining XLRI introduced me to a more interactive teaching approach. I focused on enhancing problem-solving skills through assignments and oral exams, encouraging students to think critically rather than just memorise. This approach proved effective in engaging students from diverse academic backgrounds. When I was new, I adopted Prof. Tamonas Gangopadhyay’s strategy of three mid-term exams worth 20 marks each, followed by an end-term exam worth 40 marks.

Over time, I realised that problem-solving skills alone were not enough, so I incorporated essay writing into the curriculum. I also introduced oral exams, where students were asked questions in class based on homework assignments, and these were marked. However, I discontinued this practice when I discovered that students were sharing answers on WhatsApp and trying to memorise them, which defeated the purpose of the exercise. In the last HRM batch, I simply asked students to attempt the questions on their own and report in a feedback form how much of the work they were able to do independently.

What were some of the challenges you faced during your teaching career?

One of the biggest challenges was adapting to the shift to online teaching during the pandemic. It required improvisation and adjustments in my teaching methods to ensure effective learning outcomes. Additionally, navigating academic pressures and maintaining integrity in teaching practices have been ongoing challenges. As I mentioned earlier, there was a time when I had no job, which was particularly challenging as I had to survive in a city like Delhi.

Another difficult period was when I was hired by a college where I encountered very rowdy students. It was challenging to adjust and teach them effectively. At one point, the students complained to the management that they were relying on a tutor instead of understanding my teaching. In response, the management divided the class into three groups of 15 students each to help me manage them better. However, when I resigned after receiving the XLRI offer and was serving my three-month notice period, my courses were reassigned to someone else. To my surprise, the students protested and demanded that I be brought back. I was finally happy to have won them over.

Can you share some core values that have guided your career and could benefit MBA students?

Integrity and a commitment to continuous learning have been crucial for me. I’ve learned that academic success should never compromise ethical standards, and focusing on building problem-solving skills has been key for both myself and my students. In a highly competitive society, there’s often pressure to engage in unethical practices.

While some emphasise the importance of marks, they are only a temporary measure of success. It’s crucial to recognise that marks alone do not define one’s abilities or strengths. One of the most disappointing experiences I had was when nearly the entire class cheated during an exam in the pandemic, despite the considerable investment I made in setting up an office with a blackboard to replicate a real classroom experience.

Around the same time, I needed to renew my driving license since I had turned 50. I was told I could get the license delivered to my doorstep if I paid a fee, but I was reminded of the recent cheating incident with my students. I couldn’t condemn cheating and then indulge in it myself.

The driving exam involved both written and practical components. I prepared diligently, practicing multiple-choice questions extensively. Despite initial fears, I managed to pass, reaffirming the importance of genuine effort and integrity in overcoming challenges. These experiences have shaped my belief in facing difficulties with determination and ethical conduct.

Personal experiences taught me resilience and the importance of thorough preparation. They reinforced my belief in facing challenges head-on and not compromising on standards, which I apply in both my personal and professional life.

I would advise students to stay true to their principles, focus on building practical skills alongside theoretical knowledge, and embrace challenges as opportunities for growth. It’s important to maintain integrity in academic pursuits and strive for excellence despite setbacks.