26th February 2026 | Rohit Vinod

In one of the recent intercultural partnerships between the students of Manipal Academy of Higher Education and Université de Rennes, what was initially a mere academic assignment turned into a potent example of how the cultural attitude towards work is developed- and subsequently how this attitude influences corporate behavior.

Fourteen Indian and French students each worked together on a project focused on the work-life balance, employment rights, and the more extensive question: Where is it better to make a career and most importantly a life? What had come about was not some contrasting of two education systems, but vindication of two systems of fundamentally different philosophies of productivity, limits, and welfare.

1. The Cultural Conditioning of “Work First” vs. “Life First”

The greatest understanding was not learned through any argument of politics, but through the way people acted.

• French students were not responsive to messages once university hours are past even when it comes to presentations.
• Scholarly writing was viewed as a track of time-bound duties, rather than unlimited assignments.
• They claimed their right to disconnect themselves with work-related activities.

Indian students, however:

• Worked late at night, sometimes to 12 am or 1 am in order to perfect what was being delivered.
• Willingly worked harder than expected and was not given any extra academic credit.
• Completed and refined all they were capable of doing, even to the loss of sleep.

The gap between the two sets of students highlighted the fact that individuals learn how to adapt to the norms of the working environment way before they are a part of it. The corporate world is more or less training in universities, either consciously or unconsciously.

2. Corporate Systems as a reflection to Education

In the French system, students were granted a whole week to complete the project allowing them a relaxation on attendance and other academic work.