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Journalism of Courage
— Rohith Prakash
I was born in Chennai, Tamil Nadu, where I finished high school and my undergraduate degree in Automotive Engineering. I moved to Australia in 2020 for my Master’s programme in International Automotive Engineering at RMIT University, Melbourne. Following this, I started my journey to earn a dual Master’s degree from RMIT University and Fh Aachen University, Aachen, Germany.
Early in life, I realised that I wanted to pursue higher studies abroad, and thus began my journey of being a PhD candidate at Monash University’s Department of Civil Engineering.
During my master’s thesis on fuel cell thermal management, I was introduced to hydrogen systems, sparking a deep interest in advancing this field. Since then, I have been driven by the goal of contributing to a better, greener world through hydrogen research and, therefore, decided to pursue PhD at Monash University’s Department of Civil Engineering.
Monash’s cutting-edge work in hydrogen technologies and fluid dynamics aligns perfectly with my academic passions and long-term aspirations. The university’s global reputation, state-of-the-art facilities, and commitment to sustainability made it a natural choice for me.
A major factor was the opportunity to work under Dr Tom Hughes, whose expertise and leadership in advancing hydrogen technologies are profoundly inspiring. His guidance and vision reaffirmed that Monash is the ideal place for me to develop as a researcher and make meaningful contributions to this critical field. Although I considered other universities, Monash stood out for its unparalleled resources, expertise, and the chance to collaborate with outstanding mentors like Dr Hughes.
The university experience in Australia has been enriching and engaging. The emphasis on independent learning, critical thinking, and research-focused methodologies sets it apart from the structured, exam-oriented approach I was accustomed to in India. Classes are more interactive, encouraging open discussions and collaboration among peers, which fosters a deeper understanding of the subject matter.
A typical day at the university involves a mix of lectures, lab work, and self-study sessions. The flexible schedules allow me to allocate time for research, group activities, and personal development. The university’s state-of-the-art facilities and access to extensive resources have been instrumental in enhancing my academic journey.
The faculty here is approachable and supportive, often providing tailored guidance to align with individual research goals. While the system expects a higher degree of self-motivation, the support networks, including study groups and mentorship programmes, make the transition manageable. The experience has broadened my perspective and equipped me with skills that go beyond academics.
After my first meeting with my supervisor, Lilyanne Prince, operations manager of the Woodside Monash Energy partnership, they introduced us to the Maitri Scholars programme.
This scholarship programme doesn’t accept personal applications and instructs the universities to nominate prospective students. Since it was the first year, universities were permitted only to nominate two students, and the process was divided into two levels: the university and followed by the common pool.
We initially cleared the university level and the common pool later. The applications are assessed based on questionnaires and the proposed budget. The maximum and minimum grant amounts are fixed, and the universities can request an amount within the range. Also, the funding body looks for good participation from the universities in terms of funding, and the scholarship with good university participation increases the chances of success.
Studying and working in Germany was a valuable experience that emphasised precision, discipline, and technical rigor. The German education system is highly structured, focusing on theoretical depth and systematic problem-solving. The collaboration with industry was extensive, offering practical insights and real-world applications of academic concepts.
In comparison, the Australian experience is more research-driven and flexible, encouraging creativity and innovation. While Germany prioritises technical excellence and a methodical approach, Australia balances academic inquiry and practical implementation.
The cultural differences also stood out. Germany’s professional environment is more formal, whereas Australia offers a more relaxed and collaborative atmosphere, making it easier to network and build connections. Both experiences have been unique and complementary, broadening my academic and professional outlook.
The culture shock was minor, but present. Adjusting to the Australian accent and slang took a bit of time, and the laid-back vibe contrasted with the more structured pace I was used to. One of the biggest hurdles was settling into accommodation. With the restrictions, in-person inspections were sparse, and I had to rely more on virtual tours. Thankfully, I had a comfortable place, but it was a stressful process. Groceries were another challenge, as many stores had limited hours, and I was still unfamiliar with the brands and products available.
University life was quite different, with classes online and limited campus access. However, my professors and classmates were supportive, which made a big difference. The university delivered seamless lectures, and the professors were always available to answer my questions in class and also to my emails.
While I was stuck at home due to the lockdown, I could concentrate on my studies only because of the support I gained from the university and non-profit organisations. I was able to seek support in the form of grants and free groceries. It was challenging to find a part-time job due to travel and work restrictions, but I successfully found one soon after the situation returned to normal. Looking back, while the start was far from conventional, the kindness of people and the support from the university helped me adjust and truly appreciate my time here.
Studying abroad has significantly broadened my outlook on life. Being exposed to different cultures, education systems, and ways of thinking has taught me adaptability, independence, and open-mindedness. It has helped me appreciate diversity and develop a global perspective on both personal and professional matters.
As for the people around me, I’ve noticed a mix of reactions. Many are curious and supportive, often seeking insights into my experiences abroad. Others may perceive the changes in my perspective or priorities, which sometimes leads to enriching discussions or a deeper understanding of different worldviews. Overall, the journey has been transformative, enhancing both my personal growth and my interactions with others.
(This letter is part of a series by The Indian Express where we bring to you the experiences of students at different foreign universities. From scholarships and loans to food and cultural experiences — students tell us how life is different in those countries and things they are learning other than academics)
