IT IS natural to greet success with accolades and adulation - we are quite familiar with stories of outstanding students who manage to run thriving enterprises, many while excelling at their studies. The irony is that while these stories are meant to inspire, they can just as easily discourage. The danger lies in failing to realise that success so often is the exception rather than the norm, resulting in inflated, unrealistic expectations which can cause distress.

Ratika Dayani, 24, who recently graduated with a Bachelor of Science degree with first class honours from the University of London's (UOL) economics and management programme, nearly fell into that trap.

'In my second year, I became deeply absorbed in my aspiration to set up my own baking and catering business,' she explains. 'My plan was to deliver home-cooked food and hearty baked goods - all free from cholesterol, trans-fat and MSG - to homes twice a week. As I was making my plans and creating and testing recipes, my grades took a nosedive. I took only two exams that year, and was so shocked at how poor my grades were that I was jolted back to my studies.'

Then enrolled full-time in a UOL external programme offered by SIM Global Education, Ratika decided to spread out her remaining modules over two years to stand a better chance of getting a first class honours. She took four years to complete her undergraduate programme, instead of the standard three years.

Her stellar grades have since caught the attention of London School of Economics (LSE), which has made her an unconditional offer of admission to their Master of Science economics course. She has recently decided to accept the offer.

While the pursuit of potential immediate rewards arising from a business idea is tempting, she believes that focusing on education is more beneficial in the long run, as it equips one with the skills needed to do even more good.

A person of heart and humility, Ratika fends off well-deserved praise with an embarrassed smile. Although she gave up her own business preparations - she had gotten as far as getting classmates to sample her culinary creations - she still found the time for the needs of another.

Advertising brain

Her mother Kirti runs 'seasonal and sporadic' culinary art workshops for the public as well as private students, some of whom are seasoned chefs. Ratika manages the IT-related advertising and marketing - the 'advertising brain', as her mother calls her.

In typical self-effacing fashion, Ratika plays down her part in attracting more than 500 students to her mother's workshops. 'Honestly, I can't alone take the credit for this! The number of students has grown through word of mouth.'

She elaborates: 'Our emphasis is not just on delicious, wholesome food - my mum weaves culture, food history and her research on herbs and spices into her lessons.'

There is also the warmth of their hospitality - as shown to BT during a visit to their home. They are also happy to help students, especially those with food allergies, develop variations to the recipes taught, free of charge.

'Our main purpose is to share our knowledge and help people work around their food restrictions. To be honest, there's very little income to be earned from these workshops.'

When not conducting workshops, mother and daughter conduct extensive food research and experimentation - 'trial and terror', they call it - and Ratika's expertise is readily apparent.

'Mixing some extra-virgin coconut oil with any neutral, non-hydrogenated oil would yield a sweet-smelling mixture of fats, absolutely delightful when used for sauteeing food and caramelising onions, in particular.'

As for aceing examinations, her recipe seems to be discipline and taking responsibility for one's own learning.

'When I first attended lectures at SIM, I would sit right at the back of the lecture theatre so the lecturer wouldn't pick me to answer questions,' she said. 'My grades improved greatly when I began to sit in front, where lecturers could easily check my work.'

She has praise for the faculty too.

'They had a hands-on style, requiring students to practise problems while they walked around checking,' she said. 'They were very particular about teaching students how to answer exam questions, but would also illustrate the practical relevance of their subjects by citing real-life examples.'

This is interesting but one might ask, is it not better pedagogy to emphasise real-world applications rather than be exam-oriented?

'Studying for highly theoretical exams can build highly practical skills - you're forced to find the quickest way to organise your thoughts and the most efficient way to solve problems within a specified amount of time,' she said.

'And you have to manage your own attitude and expectations even when - especially when - you're under tremendous stress.'

This article was first published in The Business Times on May 5, 2008

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