Teaching Approach

My teaching draws on experience across undergraduate, MBA and executive programmes at the University of Oxford and MIT Sloan. I have taught strategy, organisational behaviour, leadership and entrepreneurship, working with students at different stages of their academic and professional careers. My approach combines a close engagement with academic research and opportunities for students to apply ideas to organisational problems.

At Oxford, I have taught on the EMBA and MBA's Global Opportunities and Threats (GOTO) course, where students work with partner organisations to address challenges ranging from the energy transition to corporate responsibility. I have contributed to course design, led classroom discussions and mentored student teams as they developed proposals for their partner organisations. I have also taught Strategic Management and Organisational Behaviour and Analysis to undergraduates in Economics and Management. In these small-group tutorials, I encourage students to question assumptions, examine competing explanations and use evidence to support their arguments.

At MIT Sloan, I worked as a teaching assistant on courses in Power and Negotiations, Leadership, Innovation Ecosystems and Managerial Psychology, supporting MBA, Executive MBA, Sloan Fellows and undergraduate students. These experiences introduced me to different approaches to teaching, including case discussions, experiential exercises and leadership seminars. Outside the university classroom, I have also designed and delivered training in experimental research methods for professionals in government, NGOs and the private sector through my work at Innovations for Poverty Action.

Across these settings, I aim to help students connect theoretical concepts with the decisions that managers and organisations face. I draw on examples from my research on global supply chains, management practices and emerging economies, alongside cases from different industries and institutional contexts. I use discussion, group projects and critical feedback to encourage students to develop their own interpretations, consider alternative perspectives and assess how well academic frameworks explain organisational practice.