Prof. Rai says that being an educator, is all about being purposeful and contributing to building minds, touching hearts, and serving the nation.

Prof. Himanshu Rai’s life is a powerful reflection of how education, values, and national service can shape a leader. Born in Kanpur into a family steeped in spiritual learning and service, he draws deep inspiration from his lineage.

His great-grandfather, Pt. Krishnalal Sharma was a Sanskrit scholar and a priest at Katasraj Temple in pre-partition Punjab, who broke social barriers by starting a Sanskrit school for girls. After partition, his family settled in Kanpur, and the values of humility, learning, and moral duty continued to shape their lives. His father, Mr. Rajendra Rai, moved from farming to work at the Ordnance Factory, and his mother, Dr. Asha Rani Rai, pursued higher education in Sanskrit after marriage, ultimately becoming a college principal and a towering figure in his life.

This foundation of service and resilience has gone on to shape Prof. Himanshu Rai’s own career, first completing an engineering degree and beginning his professional journey with Tata Steel, before transitioning into academia. He earned his Ph.D. from IIM Ahmedabad, with a clear mission: to serve the nation through education that builds not just careers, but character. He has taught at leading institutions like XLRI and IIM Lucknow, later becoming Dean at MISB Bocconi and a faculty member at SDA Bocconi in Milan. Today, he is Director of the Indian Institute of Management (IIM) Indore.

Since taking the helm in 2018, he has transformed the institute into a globally recognised academic institution. Under his leadership, IIM Indore became one of 100 institutions worldwide to earn the prestigious “Triple Crown” accreditation from the international ranking agencies, EQUIS, AACSB, and AMBA. The institute has consistently ranked among the top B-schools in India and globally.

Service and resilience

At the core of Prof. Rai’s vision today is the desire to transform education into a force for character-building and societal good. He believes that education should not merely produce skilled professionals, but thoughtful, ethical leaders grounded in self-awareness and responsibility. For him, the future of management education lies in reuniting excellence with empathy, efficiency with ethics.

He believes that the rise of careerism and credentialism in education, a drift away from ethical anchoring in leadership, and the neglect of India’s own knowledge systems in academic discourse might be a challenge. However, he is certain that these can be tackled by building institutions that are globally respected and spiritually rooted, by crafting new curricula that merge technology and tradition, and by engaging youth in conversations about purpose, identity, and service.

Prof. Rai’s ultimate goal is to help shape an India that not only succeeds economically but also leads morally and philosophically on the global stage. For him, being an educator is all about being purposeful and contributing to building minds, touching hearts, and serving the nation.

Acting to preserving heritage and improve lives

Prof. Rai’s work is not confined to campus boundaries. He has used his academic expertise and position to actively support economic and social development, helping translate policy into impact. One such initiative is the Clean India Mission (Swachh Bharat Mission), a national campaign launched in 2014 to improve sanitation, eliminate open defecation, and manage waste more effectively across urban and rural India. He also established ANVESHAN, a Centre of Excellence for Waste Management and WASH (Water, Sanitation, and Hygiene) at IIM Indore, in collaboration with the Ministry of Housing and Urban Affairs, Govt. of India. To date, ANVESHAN has trained hundreds of urban planners and officials across India.

Another key initiative he has contributed to is One District One Product (ODOP), a policy aimed at promoting economic development by identifying and supporting a unique, traditional product from each of India’s districts, such as handicrafts, handlooms, or food items. The idea is to preserve heritage skills while improving livelihoods by creating better market access, enhancing production quality, and developing value chains for artisans and small producers. Prof. Rai has helped develop training modules, marketing strategies, and implementation roadmaps for ODOP, particularly across the states of Uttar Pradesh and Madhya Pradesh.

He has also led efforts to offer free workshops in Sanskrit, Tamil, Odia, and Bengali, reviving India’s classical languages within the modern management school environment. His initiatives go further, like working with self-help groups to advance financial literacy among rural women, tackling child trafficking through policy intervention with the state government and the state police.

Leading with purpose

A globally recognized expert in negotiation, Prof. Rai’s influence extends to the most sensitive and complex spaces of leadership. He has trained over 50,000 senior Indian Administrative Service officers, Indian Army officials, and government and administrative personnel in high-stakes negotiations, including hostage crises and cross-border interactions.

His bestselling book Negotiation (McGraw-Hill) is widely used in government, corporate, and academic circles. It blends philosophy, psychology, and practical tools, helping professionals navigate conflict with empathy, clarity, and moral grounding.

His co-authored textbook, Organizational Behaviour, is a staple in business schools across India and abroad. It presents leadership and behavioural science in a way that balances global relevance with Indian sensibilities.

Prof. Rai has also authored Pravah, a Hindi-language book, comprising 125 spiritual articles inspired by the Bhagavad Gita and other Indic texts. These offer readers tools for introspection, ethical action, and inner balance.

His upcoming book traces the evolving identity of India reclaiming its voice globally, and promises to be a significant contribution to India’s intellectual resurgence. He is also working on books that aim to integrate Sanatana Dharma, Ayurveda, and Yoga with contemporary leadership practices.

Together, these works highlight Prof. Rai’s vision: to bridge ancient wisdom with modern leadership, and to position India as not just an economic power but a moral and philosophical force.

Q: Looking over your career, what would you say are the three biggest ideas that you’ve given to your sector?

Across my academic and professional journey, the three ideas I believe have had the most meaningful impact are: ethical leadership grounded in ancient Indian wisdom, reframing negotiation as a moral and spiritual practice, and integrating experiential learning into management education.

1. Say what you mean; do what you say!

If I had to distil my idea of life into a single principle, it would be the idea of saying the right thing, doing the right thing, and actually meaning what you say. This has shaped my worldview, leadership style, and academic work.

Much of this conviction draws from Sanskrit philosophy, particularly the Bhagavad Gita and the Vedas, which speak to the idea of Dharma, i.e., a sense of moral duty, performed not for personal gain but as an offering to the larger order of life. The Gita’s concept of Nishkaam Karma, or selfless action without attachment to outcomes, is at the core of how I understand leadership, and indeed, how I try to live my life.

Leadership, in my view, is not about control, authority, or applause. It is about conscience, about acting with integrity, compassion, and wisdom, even when no one is watching. I have consistently tried to live by these ideals, not just in the classroom or boardroom, but on the ground: while leading mountaineering expeditions, managing large teams in consulting, or serving in academic administration in some of India’s most respected institutions.

Through courses like Justice, Ethics, and Morality; Negotiation; and Transformational Leadership, I introduce students to ancient but enduring ideas as practical ethical frameworks for decision-making in today’s complex world. Students explore moral dilemmas through the scriptures, understanding that real leadership often lies in the quiet courage to do what is right, rather than what is expedient.

A related belief I hold deeply is the importance of leading by example. No matter your designation or title, you are not your position. Positions come and go, but purpose endures. If your self-worth is tied only to a role, it becomes fragile. But if you anchor yourself in purpose and the inner conviction of doing right, then your leadership becomes resilient, authentic, and inspiring.

This is how I try to live, and how I teach others to lead: not with ego or fear, but with clarity of purpose, humility of action, and an intention to leave people and places better than I found them. That, to me, is the essence of ethical leadership.

2. Begin with Empathy

We all face conflicts, but one core idea that has defined both my academic work and my broader approach to life is this: real change begins when we understand and practice empathy, and listen to understand, not to respond. Much of my work in negotiation, which was also the focus of my doctoral research at IIM Ahmedabad, grew out of this very question about how leaders truly handle conflict and what shapes their ability to resolve disputes with wisdom and empathy. Thus, I see negotiation not as a tactical exercise, but as a profound interpersonal and ethical act. It is not just about reaching an agreement or maximizing gain; it is about building trust, respecting differences, and crafting a shared future. This view is heavily inspired by Indian spiritual traditions, where the ideal of samanvaya (harmony) is often more valued than mere efficiency, and where dialogue is seen as a sacred tool for alignment between people, values, and duties.

These principles also form the basis of my bestselling book, Negotiation, which has been widely adopted in academic institutions and executive circles alike. The book combines philosophy, behavioural psychology, and experiential learning to offer a more integrated approach, practical yet reflective. Even while conducting training programmes with diplomats, senior bureaucrats, corporate leaders, and entrepreneurs, I emphasise empathetic perspective-taking wherein I discuss the importance of understanding what your team or counterpart wants, and grasping what others in the ecosystem might feel, fear, or hope for. It’s about developing competent negotiators who are wise and compassionate leaders, and who are capable of outcomes that are just and sustainable.

If we learn to pause our assumptions, listen with humility, and approach difference not as a threat but as a source of insight, then we begin the true work of leadership. And in doing so, we take the first, and most important, step toward resolution, not just in external conflict, but within ourselves.

3. Purpose-Driven Learning

One of the central pillars of my work in management education has been the consistent advocacy for experiential and reflective learning, i.e., approaches that take students out of the classroom and into the real, complex, often messy world where management truly happens. But beyond just learning through experience, I have always believed that our courses must also be infused with meaning and purpose. They should inspire students, and even faculty, to think about how their knowledge can serve the nation and help build the world they wish to see.

This belief has informed everything from the design of immersive field programmes to the philosophical framing of classroom learning. For instance, at IIM Indore, I restructured the Rural Engagement Programme (which earlier was called the Rural Immersion Programme), where PGP students live and work in rural communities. This is a structured effort to build empathy, understand India’s grassroots realities, and think deeply about how managerial knowledge can be applied for inclusive development. Students are encouraged to reflect on how their future decisions in corporate boardrooms or government policy roles might impact these very communities.

Further, when I joined IIM Indore, one of my priorities was to reshape how we prepare future leaders, not just in classrooms, but in the crucible of real-world challenges. That’s why I restructured the Himalayan Outbound Programme (HOP) – a course where our students go to the Himalayas to learn the art and science of leadership and team building. I wanted it to go beyond just an adventurous trek and become a transformative experience. Now, it helps our students reflect on leadership, as well as resilience, and moral decision-making amidst nature’s raw intensity. Building on that vision, I also introduced Extreme Outdoors, an elective designed for those willing to push their boundaries further. From high-altitude treks to survival tasks, the programme teaches students to manage ambiguity, work in teams, and lead in crisis, enhancing their skills essential for the complex world they’ll face.

My own love for mountaineering has shaped these initiatives. I have conquered high-altitude challenges, including the demanding trek to Everest Base Camp, and successful summits of Rudragaira, Kala Patthar, Khatling, Nagakarsang, Chandrashila, and Mount Kilimanjaro. Each journey has deepened my commitment to endurance, focus, and resilience. I believe that the mountains humble you, test your core, and build the kind of character that textbooks can’t.

I have consistently argued that management education must not be value-neutral. Our courses must equip students not just to succeed, but to contribute to the nation, to their communities, and humanity at large. This is why every course I teach or influence is rooted in a broader question: “What is the larger purpose of this knowledge? How can it serve a greater good?”

It’s easy to teach for competence; it’s harder, but more urgent, to teach for conscience. And that is the first step toward building the kind of leaders and world we all envision.

Q: Can you share one idea or a theory of somebody else’s that you admire?

One idea that I have deeply admired and that has guided me in multiple phases of my career is the Tata Group’s powerful philosophy: “What is good for India is good for Tata.”

This is a belief system at the conglomerate, and it reflects a mindset where the success of the enterprise is intrinsically linked to the progress of the nation.

I had the privilege of being part of Tata Steel for eight years, during which I led initiatives in quality systems, internal communications, and organizational development. What left a lasting impression on me was how seamlessly the company aligned its business objectives with national and societal goals. At Tata, creating shareholder value was never divorced from creating social value. From employee welfare to rural upliftment to ethical governance, there was a constant reminder that our work was part of a larger national mission.

This philosophy influenced me profoundly. It shaped how I saw leadership, not as a pursuit of personal success, but as a responsibility to contribute meaningfully to the world beyond one’s immediate circle. It reaffirmed my belief that institutions, whether corporate or academic, must see themselves as custodians of the public good.

When I transitioned into academia and later into institutional leadership, I carried this mindset with me. Whenever I made a decision, I’ve always asked myself: “How does this decision or initiative contribute to the country and the world we want to live in?”

In leading IIM Indore, for instance, I have sought to build not just an excellent institution but one that takes an active role in nation-building through inclusive education, community engagement, values-based leadership, and innovative pedagogy. Even in international classrooms or global consulting assignments, this guiding principle has remained with me: that we are accountable not just to shareholders or stakeholders, but to society at large.

The Tata philosophy continues to be a North Star in my journey. It reminds me that profit and purpose are not opposites, and that the most sustainable legacy a leader or an institution can leave is one that uplifts the many, not just the few.

Q: Is there one idea you have yet to put out into the world? Or something that you would love to see developed more?

Yes, there is an idea I have been nurturing for some time, a framework I call Spiritual-Philosophical Leadership, which I believe can transform the way we think about management and human development. While elements of it exist in my current work, I envision formalizing it as a structured, accessible, and digitally scalable programme that integrates Indian philosophical thought with leadership science.

The idea is to create a curriculum right from the school levels, along with a platform that unites wisdom from the ancient Indian scriptures with modern tools of organizational leadership and personal mastery. This wouldn’t be a conventional “spirituality in business” course. It would be a full-spectrum framework, combining readings, reflection exercises, experiential tasks, and group dialogues, where learners would explore their values, biases, fears, identity, and purpose in light of ancient philosophical systems.

I see this being delivered through a blended learning model: live immersive modules (perhaps in the Himalayas or heritage campuses), coupled with online reflection-based learning. It would be rooted in Sanskrit and Indian texts but remain open to global leaders, regardless of cultural or religious background. In this sense, it is universal in spirit but local in depth.

I have been thinking about this idea more now as I see a vacuum. We have leadership programmes that train minds, but very few that engage the soul. We are over-informed but under-reflective in the current learning environment. Many people are hungry not just for skills, but for meaning, grounding, and coherence in a world that feels increasingly fragmented.

This idea is also a response to the challenges of ethical erosion and burnout in leadership. I believe reconnecting people with enduring philosophies, while giving them space to apply these ideas to their daily decisions, can produce wiser, more resilient, and compassionate leaders. This could be a new model of leadership development that is rooted in inner clarity, outer competence, and collective responsibility. I see it as a legacy project: something that bridges East and West, modernity and tradition, intellect and spirit. And perhaps most importantly, something that helps people become not just better professionals, but better humans.

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