How have IRMA and the Post Graduate Diploma in Rural Management (PGDRM) course evolved after you took over as the institute's Director?
Since I took over as Director at IRMA, my primary focus has been on strengthening our academic focus by building on the institutionas strong foundation of excellence, and a commitment to social justice. I have pursued this goal by working collaboratively with my colleagues and students, with the clear understanding that the faculty and students can fulfill IRMAas focus by experimenting in all of our activities a teaching, research, consulting, and training. We have also been aggressive in strengthening and widening our institutional base, and increasing the profile of IRMA at the national level. We recently completed a national study of for the Ministry of Panchayati Raj which was released by the Prime Minister in April 2008. We are also working with the Planning Commission, not to mention our large network of peoplesa organizations, NGOs, cooperatives, etc. Such initiatives have been bolstered by sustained interactions with IRMAas stakeholder groups and alumni, whoaover the past twenty eight yearsahave been successful in many spheres, in India and abroad. We have also been increasing the size of our faculty, and are exploring new institutional linkages. Overall, my time here has been very productive, and we are looking forward to the challenges ahead.
What kind of people are best fit to study the PGDRM course? What kind of people will not fit in at IRMA?
At the most fundamental level, rural managers are expected to engage with the realities of Indiaas changing environment with a spirit of openness and humility. These values have to be sustained by a strong commitment to rigour and professionalism. The absence of humility undermines the ability of rural managers to understand the challenges being faced by producers; and the absence of professional rigour limits the ability of rural managers to solve real problems. In the current context, it is vitally important that rural managers have the ability to listen, engage and respond professionally. Just as importantly, they need to remain attuned to the seismic economic and political shifts that are occurring at the global level. Given the size of Indiaas rural population, rural managers will have a profound impact on Indiaas future. Aspiring rural managers a from all academic backgrounds a must approach an education at IRMA with this mindset, and a commitment to serving social objectives.
How is the PGDRM course different than the IIMs' PGP in Agri-Business management and IIFM Bhopal's PGDFM courses? Do these courses overlap anywhere at all?
IRMAas strength as an institution derives from its roots in one of the most inspiring stories of independent India. This, as you are aware, is the story of the dramatic growth and expansion of the dairy cooperative movement in India, the mobilization that we associate with Indiaas 'White Revolution'. IRMA was founded to train professional rural managers who could build sustainable rural institutions for the benefit of the countryas largely rural population. In this sense, IRMAas uniqueness, which is a function of its historical roots, lies in the genius with which it blended management education with development studies. It would be fair to say that IRMA has virtually invented the field of rural management by combining these two different strands of higher education into one, syncretic whole.
Given this background, it would be fair to say that the educational experience that IRMA offers is unique. IRMA prides itself in its ability to prepare graduates who can deal with the challenges associated with managing 21st century institutions with a strong commitment to supporting the needs of the countryas producers. Its biggest difference from other programs like the ones you cite is the focus on 'field-based' learning. Our students spend close to 8 months working with rural communities and organizations. No other program has such a focus on professional education with an experiential orientation. For all these reasons, IRMAas rural management programme is extraordinarily well-placed to take on the challenges of the future. The success of its alumni proves that its education has succeeded in delivering the intended outcomes.
The 8 months' field work that every student has to do makes for a lot of learning, something that other courses do not provide. In these 8 months spread across the 2 years, students undergo 3 different segments of field based learning. In the first segment, students travel to various rural centers in the country and learn how to understand, interpret and analyze the ground realities of villages by interacting with the people there. This helps them lose the middle class baggage they come with and connect with the rural situation.
In the second segment, they undergo an organizational traineeship, where they work for different organizations in the country and learn how organizations grapples with different rural settings. They learn things like how marketing issues are addressed by companies in a village, how NGOs work with the local population to bring about change.
The third segment is the management traineeship segment. This segment is similar to the summer training in other b-schools. Students take up and implement a full fledged project in companies in the dairy sector, NGOs, citizen groups, micro finance and more.
How is the PGDRM course structured over the two years?
Structurally, it is an eight term program, of which three are for fieldwork, organizational training, and management training in different rural contexts. Over the course of two years, students reconcile their field based experiences with rigorous academic work conducted in management studies and the social sciences on campus.
What are some of the traditional and newer career roles IRMA graduates have been taking up? Could you describe a day-in-life scenario for a common job profile?
The skills that the PGDRM imparts prepares them incredibly well for careers in the development sector, for jobs with peoplesa organizations, NGOs, cooperatives, etc. However, IRMAns are just as well prepared for jobs in the financial sector, agribusiness, etc. Many of our graduates have gone into business entrepreneurship, journalism, and some have displayed a preference for academic careers. In short, IRMAas education is a robust preparation for all kinds of careers; the emphasis, as I have said before, is on preparing them to make a positive impact on society.
A 2001 Business Today feature on IRMA says that one third of IRMAns end up joining the Gujarat Cooperative Milk Marketing Federation (GCMMF) or the National Dairy Development Board (NDDB), while another 50 pc join NGOs and the rest join donor agencies. How has the scenario changed since then?
Our graduates are committed to making a positive impact on society by addressing the needs of Indiaas rural poor. This means, for reasons associated with IRMAas history that they often choose to work with the dairy sector, of which the NDDB and GCMMF are successful pioneers. In the current context, these institutions still offer exciting careers which our graduates look forward to. The numbers change from year to year, but based on placement data from recent years, it is fair to say that our graduates choose careers with a wide range of institutions that we work closely with, and indeed, beyond.
Many NGOs across the world are designed to push back against governments in a very critical manner, while others prefer to work with governments in a cooperative model. Which school of thought does IRMA advocate to its students - that of bringing in social change from within the system or outside the system?
IRMAas core purpose is academic, ie, to teach, research, and train with the larger intention of bolstering the ability of peoplesa organizations and the government to serve the greater common good. IRMA a and indeed, graduates of IRMA a have acquired a strong voice in debates about decentralization and governance reform; in our interventions, we take positions informed by our own understanding as it emerges out of our experiences in research and training. We work collaboratively with the government, with autonomy and a desire to shape discussions on development in a constructive manner. The engagement of IRMA is multi-pronged, and multi-faceted.
Which top-3 qualities does IRMA's selection process try to gauge in applicants to the PGDRM?
Intellectual curiosity, academic excellence, and a genuine desire to work with institutions working for rural development are the primary criteria that determine admission to the PRM.
How many applications do you receive each year? How many make it to the GD stage?
Last year we received 10,607 application forms for PRM. About 400 candidates made it to the interview and GD stage. The number of applications is expected to increase this year.
What is the thinking behind calling shortlisted candidates to the IRMA campus for the GD process?
That is broadly for two reasons. First, we actually want them to get a feel of the campus, understand where exactly they are coming to. It's a question of their checking us out and us checking them out. Secondly, we are able to mobilize more resources in the assessment process by holding the GD in the campus, since the entire faculty is involved in the process.
Is a record of social service necessary for one to be selected in PGDRM?
No. Only intellectual curiosity, a record of academic excellence, and a genuine desire to work with institutions working for rural development are tested for admission in the PRM.
What is life outside academics like at IRMA?
IRMA has a vibrant cultural life. The IRMA Club organizes various cultural programmes and entertainment including film shows and sports activities around the year. All the PRM and FPRM candidates are associated members of the IRMA Club. Students organize various tournaments of football, cricket, badminton, table tennis, etc on their own initiative. Under SPIC-MACAY, concerts and recitals take place. Students also organise several cultural programmes. Jatra, the three-day student festival, is an important annual event. Another event organised by PRM students is Udaan, which consists of several business competitions and lectures by eminent personalities; students from other B-schools also participate in these competitions. Terra Firma, the biannual student magazine describing life at IRMA, is popular among not only students but also the alumni and the larger community. Network, the IRMA newsletter, is another popular platform of communication for the campus community. In short, academic life at IRMA is sustained by a range of rich extra-curricular activities.
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