MDI Gurgaon Semester Exchange Report: Minoru Goseki

Introduction

Although the period was only three months, living and studying with Indian students in their mid-20s was extremely stimulating and rich in learning. Their speed, rationality, and strong career focus have already influenced my approach to work and organizational management.

More than the knowledge gained in class, the greatest outcome of this exchange has been the experience of learning within a different value system. I intend to apply this experience to my work, organizational development, and engagement with the next generation.

Life at MDI Gurgaon

Many business schools in India are fully residential, and dormitory life appears to create a special two-year experience that fosters lifelong bonds among students. The PGDM (Post Graduate Diploma in Management) program at MDI Gurgaon, where I studied, has an average student age of around 25, with work experience ranging from zero months to two years. In other words, I spent my student life surrounded by Indian students who were roughly the same age as my son.

When asked about my age, I—often told that I look younger even by Japanese standards—would reply, “You’ll be surprised, but I’m fifty.” Sometimes, they would respond, “Fifteen?” After that, I began replying simply, “Older than you!” But then someone would confidently say, “I’m 27. Are you still claiming you’re older?” These lighthearted exchanges became one of my fondest memories. I never felt that our ages were so different, and I never felt like I was separate from my fellow students.

Learning About the Cultures of India and Japan

The students were all highly capable individuals who had performed well on the highly competitive CAT entrance exam. They demonstrated strong analytical and communication skills. However, despite being reminded during class, side conversations often resumed within a short time. One friend even remarked, “Because the classroom isn’t a jail.”

Although the use of laptops and smartphones was prohibited during class, some students resumed using them shortly after being warned by name. In some cases, this continued until the professor chose not to intervene further. Others even held their own group discussions while another group was presenting. From a Japanese perspective, this felt quite different from typical classroom norms and at times disrupted the flow of the session.

On the other hand, I was deeply impressed by the high quality of AI-assisted presentations, the ability to achieve strong results efficiently, and the capability to produce strong exam responses—even among those who had not attended all classes. Their energy and speed in communication were also striking.

Many groups did not always consider the audience when making presentations. However, students who had returned from exchange programs in Europe often adjusted their pace and explained concepts more clearly for their audience. I found this contrast particularly interesting.

When I asked a friend—who rarely studied for exams and attended only a minimal number of classes—why he took that approach, he replied, “The ability to write meaningful responses at first sight is essential for consultants.” I wasn’t sure whether he was joking, but when I shared this with other friends, they burst out laughing—so it was probably a joke.

In another instance, during a presentation, a group was interrupted by the professor due to insufficient preparation and was asked to redo it at a later date. The group strongly protested on the spot, insisting that “interrupting is unfair,” “we have already covered the expected points,” and “we will continue from another angle.” Eventually, the professor allowed them to resume. From this, I realized that negotiation and assertiveness are also important skills in group presentations.

Quizzes were conducted about four times per term for each subject. Some were taken online from dorm rooms, while others were written tests held in classrooms.

Another notable feature was that almost all quizzes were announced at short notice. On one occasion, I traveled, assuming there were no classes from Friday afternoon to Sunday, only to discover that a quiz had been announced at 1:00 p.m. on Friday for 5:00 p.m. the same day. In another case, a quiz was announced at 5:00 p.m. and began at 5:30 p.m., meaning I could have missed it if I had not checked my phone for just 30 minutes. It was also common for quizzes scheduled at 7:00 p.m. or even 10:00 p.m. to be announced only a few hours in advance. This experience taught me the importance of checking announcements frequently and remaining flexible with plans.

One friend offered an interesting explanation: students are expected to become managers within a few years of starting their careers. In such roles, they must be ready to respond not only during working hours but at any time. This system may serve as preparation for that reality.

During classes, some students appeared disengaged. However, I later learned through campus announcements that some of them demonstrated strong leadership in organizing campus events, received awards, or became finalists in national-level case competitions. There is also a structural reason why classes sometimes become a lower priority. In job hunting, achievements in case competitions or event management are often more visible and valued than academic grades. As a result, students tend to devote significant time to extracurricular activities.

Their job placements were impressive. Students commonly joined top firms such as audit firms, consulting companies, Tata Group companies, promising startups, global IT firms, financial institutions, and multinational or joint venture companies such as Amazon, Samsung, Hyundai, and Maruti Suzuki.

In this environment, which differs significantly from Japanese graduate schools, I learned not only academic content but also different approaches to time management, priorities, and career development. What impressed me most was that learning extended far beyond the classroom—case competitions, campus events, and networking were all considered essential components of career growth.

Opportunities for learning outside the classroom

After a Business Ethics class discussing the case of Cipla, a pharmaceutical company, I shared a comment with Professor Tanuja Sharma, noting that the discussion reminded me of the management philosophy of the late Osamu Suzuki, former Chairman of Suzuki Motor Corporation.

Following this conversation, I was kindly given the opportunity to visit the headquarters of Maruti Suzuki, which has a close relationship with MDI Gurgaon, and participate in an “Industrial Exchange” session with a senior executive from the Human Resources department. During this session, I was able to ask a wide range of questions.

Furthermore, two weeks later, the executive generously offered additional time for a follow-up discussion and answered my questions in another one-hour online meeting.

I would like to express my sincere appreciation to Professor Tanuja Sharma for arranging this opportunity. I was also deeply impressed by the generosity of the HR professional, who voluntarily devoted several hours to a single exchange student.

This experience, and the opportunity to meet such inspiring professionals, made my exchange program even more valuable.

Key Features of MDI Gurgaon

• Fully Residential Campus – A tight-knit community where most students live on campus, fostering strong friendships and constant peer learning.
• Case-Based Learning – Frequent use of real-world business cases, encouraging practical thinking and discussion.
• Diverse Cohort – Students from a wide range of academic backgrounds and regions across India.
• Young, Early-Career Profile – Most students have limited work experience, creating a high-energy, competitive classroom environment.
• Frequent Assessments – Regular quizzes, often announced at short notice, keeping students consistently engaged.
• Strong Group Work Culture – Heavy emphasis on teamwork, presentations, and collaborative assignments.
• Corporate Orientation – Focus on preparing students for industry roles, especially consulting and management tracks.
• Vibrant Campus Life – Clubs, events, competitions, and late-night academic and social activities.
• Alumni and Industry Connections – Well-established network supporting placements and career development.