Walking through the Gateway to India

Western Michigan University's immersion course India Gateway is a two-week study abroad opportunity that is “intended for both graduate and undergraduate students who want to experience the intersection of business, social responsibility and sustainability in an international setting.”

That wording from the syllabus describes a meaningful trip, but as Dr. Tim Palmer, professor of management, elaborates, the trip’s purpose is much deeper. “Every faculty member who teaches about the reasons firms consider international strategies includes a discussion about the ability to lower costs by moving some operations to countries with lower labor costs. My view is that students should also witness what it is like for those employees. They earn a fraction of what Americans are paid and the lifestyle permitted by those wages doesn’t come close to what we enjoy in the U.S. I think it’s important for students to see this directly. It might make sense strategically to outsource; however, we can’t forget there are people like us trying to support their families in these countries.”

In this second year of the India Gateway course, Palmer is focusing even more on social entrepreneurship, exploring what companies are doing locally to make communities stronger, cleaner, healthier and more vibrant.

Joined by Dr. Jennifer Harrison, faculty specialist II and director of field education in WMU’s School of Social Work, Palmer and students reflected in depth upon all their experiences, with emphasis on social issues.

"This study abroad course has a meaningful dual focus on sustainability and social justice and how the two can exist in business and nonprofit ventures in India and globally,” says Harrison. “Students were able to experience the sometimes jarring but important point-counterpoint of trips to beautifully resourced corporate settings one day and rural villages receiving aid from nonprofit organizations the next. Crucial learning took place through this juxtaposition of resources of all types and how they are used to advance sustainability and social justice, or detract from it. It is the plan of the Haworth College of Business to expand this cross-cultural exchange and learning by partnering with a sister course in 2017 with the College of Health and Human Services, sharing the travel experience as one group.”

For Palmer, the goal of the trip is to deepen understanding of India generally, the complexity of international business issues and the link between business and social justice.

In addition to daily journaling, he asks students to complete a form called “FACE” before departure. The form asks students to list Facts (F) they know about the trip and where they are traveling. Next, they identify Assumptions (A) they are making about what they will experience (this includes stereotypes and rumors). Third, students identify Challenges (C) and describe what they worry about encountering (fear of interaction with different groups, confusion, time management, safety). Last, they list Expectations (E) and spell out what they hope to get from the experience (people they will meet, knowledge they will gain, skills they will obtain).

“Completing this form prior to the trip allows them to contrast what actually happened with what they thought was going to happen,” says Palmer. “A lot of learning takes place when students see the gap between what they thought they were going to experience and what they truly experienced. How often are our expectations wrong because they’re built on incorrect assumptions? How many chances do we not take because of these faulty assumptions? These are valuable takeaways that can be life changing.”

“This course has forced me to think critically on subjects and topics in a way I never had before,” says senior Kennedy Cockrel. “The cultural differences and attitudes towards sustainability in India have influenced my own opinions and viewpoints immensely. Now that I have gained a better understanding of global business and ethical business practices, I look at big corporations differently. I not only want to research a company’s technological successes, but I am also concerned with their sustainable initiatives and policies. In the future, my goal is to work for an organization that has standards built around sustainability and makes social action a priority. Now, it means more to me than ever to be a part of an organization that gives back and is fully aware of its carbon footprint.”

Students visit companies, startups and nonprofit organizations where they have access to leaders who spend time with them in discussion about the complexities of business, government and society in India. And, this isn’t an “immersion” course in name only. Students get many chances to interact with people outside of organized activities too.

The last item on the trip agenda is a valedictory ceremony where students are asked at the trip’s outset to plan to wear ethnic Indian attire. “Students have two weeks to make their way to shops in auto rickshaws, barter with shopkeepers and pick out clothing that is typically unlike anything in their closets. Many of the women on the trip buy beautiful sarees for this event. But dressing in a saree isn’t like putting on a pair of slacks. Students need to seek the assistance of housekeepers in the guest house to help them get dressed. And since few of these very kind women speak English, students have to find ways to make themselves understood and gain assistance. Every moment on the trip, even small activities like getting dressed, teach us something new.”

Palmer notes that when the students arrive in the auditorium for the ceremony, you can see a transformation. “Their faces and body language seem to shout pride and self-confidence at having completed the trip and learned about corporate social responsibility; and most importantly, they have learned a lot about themselves.”

“Whether it was blowing my nose at the end of the day, only to have the tissue turn black from pollution, or seeing piles of trash on every street corner, it is evident that India has its share of problems,” says junior Nathanael Timmons. “But it is also beautiful. This trip allowed us to become fully immersed in a completely different and magnificent culture. At a time in our country when having differences leads to conflict, India taught me that by respecting and even engaging with various cultures, we can learn just how beautiful it is to be different.”

This type of trip is not without its challenges.

Palmer pre-screens prospective travelers to ensure they know that this trip can be difficult, as issues of poverty, class and others are explored. “Traveling to India is stressful,” says Palmer. “Each of us is out of our comfort zone. However, because of this, the group becomes almost family-like. Students are always looking out for each other.”

The final reflection just hours before heading to the airport for the journey home encapsulates the magnitude of the experience. “Dr. Harrison led our group reflections, usually every night,” says Palmer. “The final reflection was special. Students summarized what resonated the most for them from the trip. Once they had finished, other students had the opportunity to express to that student why they enjoyed having them on the trip. How often do we get to hear these sorts of things? By that point, so much trust had developed that people felt free to express themselves. There were a few tears—including my own. I’m proud to say.”