Development Immersion Program (DIP) as Rural Immersion Program (RIP).
Thiagarajar School of Management is one such B-School which not just focuses on educating the students on the business and management tactics but also enhances the students to be a socially responsible citizen which is of importance to our society. Every student at TSM is instilled with a thought of serving the society in some or other way and TSM creates many platforms to achieve this. No wonder, TSM gives weightage to this program as any other normal courses in the curriculum.
RDIP that had moulded students for years together, took another perspective to add more value and meaning to the system by focusing more on social Entrepreneurship development and realigned the course as RURAL IMMERSION PROGRAM
Rural Development Immersion Program is organized for the I year PGDM and MBA students, in association TATA-DHAN Academy – DHAN Foundation (https://www.dhan.org/). The students were put into a rural learning during the first week of January, 2019 for PGDM and first week of February, 2019 for MBA.
The course designers of TSM are very conscious that learning should not be confined only to class rooms. RDIP is a well-structured program where students work in teams to come up with successful business plan. The program’s agenda is to groom the student’s entrepreneurial abilities and give them a glimpse of how business models are created. The program focuses on social entrepreneurship where students are taken to various rural business unit
The students were divided into heterogeneous groups and were allotted rural areas and a specific working community. The objective of the visit was to inculcate social entrepreneurship training. The team members were taught to propose a social entrepreneurship business plan embodying the necessity elements of a original plan. The stay at villages was an enlightened for many students to know how the society around us still lives with a poverty driven condition. Students interacted with the villagers and their care and affection that the villagers showed towards the students was immense.
As a part of this RDIP , NGO visit was also scheduled. Students were similarly divided into different teams and were taken to several different cattle and fish farms. More interestingly, students were taught the importance of organic cultivation and cause relation in societal development. There were seminars and lectures by society developers and other village respects that made students to relate the conceptual knowledge with the community.
The concept of becoming a social entrepreneur was the core take away. As business students, creating business models out of the social problems was brought to us as a niche area. Social business models not only cater to the concerned, but also to the society.
The students presented their learning before an elite jury. Various guest lecturers were invited to interact with the students. The visits were documented and submitted for the final evaluation from various social venture capitalists.
The RIP emphasized on not only making use of the society for oneself but also to give back something to it. Companies generally contribute 2% of their profits to CSR activity. Students of management education are going to be future decision makers about CSR activities in the organization. In such a responsible sense, they must know the areas of concern when they contribute towards CSR. For such deeds, Rural Immersion Program serves as a great platform in making them understand the concern areas.
This program is a carefully planned part of the curriculum that imparts confidence to students in entrepreneurship
“Love cannot remain by itself — it has no meaning. Love has to be put into action and that action is service.” – Mother Teresa
Yes, Rural Immersion Program creates love for the society and makes the students of TSM committed towards serving the society.