Doctoral Students : 2018

I have a Bachelor's degree in Commerce (Hons.) from Sri Venkateswara College (University of Delhi) and an MBA in International Business from Jamia Millia Islamia. I worked for seven months as Senior Marketing Executive at SRF Ltd. As President of the Social Service Society at Sri Venkateswara College I faced several challenges while working with children from different sections of society, and this motivated me to pursue methodical research with a strong focus on the fundamentals. I am specifically interested in studying the Right to Education and its implementation, and the impact of social trends on an educational institute. In my spare time, I like to engage in craft activities, travel, adventure sports and photography.

I have a postgraduate degree from NLIU, Bhopal, and before joining the doctoral program at IIMA, worked with Indian Institute of Management, Indore (IIMI) and National Law Institute University (NLIU, Bhopal).  I am a compassionate enthusiast for education, and am interested in addressing educational challenges. I spend my leisure time in swimming, skateboarding and playing squash.

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Doctoral Students : 2017

Karan Babbar

I have a Bachelor's Degree in Computer Science Engineering (2008-2012). Before joining the FPM, I worked with Accenture Services Private Limited for 38 months and then joined the ICICI Business Leadership Programme.  At present I am exploring different areas of research in the Education sector. In my free time, I watch movies and explore new cafes and restaurants around the campus.

Anurag Shukla

I have a master's degree in Development from Azim Premji University and an M.Phil. in Education from Central Institute of Education (University of Delhi). Before joining FPM, I worked with several organizations such as Pratham, Azim Premji Foundation, Center for Advocacy and Research (CFAR), Times Group and Business Standard. Some of my interests in the recent past have been around issues in standardized assessments, inclusive curriculum, and the application of technologies in classrooms. My current interests are in applying social theories in the area of education, tracking the trends of alternative schooling in India, and keeping a close watch on the use of RCTs in elementary education.

Atima Singh

I have a bachelor's degree in Elementary Education from Miranda House, University of Delhi (2009-2013). Prior to joining the Fellow Programme in Management, I completed an M.Phil. in Education from TISS Hyderabad. I have interned with Vidya Bhawan Society, Udaipur and Maitri, Delhi, reaching out to the children of underprivileged and marginalized groups of society. I had also volunteered for the services of Data Analysis for Annual Status of Education Report (Pratham). My primary area of interest is Teacher Professional Development with a focus on 'teacher assessment'. I enjoy reading English and Hindi literature, and travelling. 


Doctoral Students : 2015

Ketan Deshmukh

My academic background is in Physics (MSc.) and Materials Science (MS). Prior to joining the Fellow Programme I worked for three years designing and developing activity-based classroom content for the K12 curriculum. I am interested in the effective use of technology both inside and outside classrooms. My current research interests also include MOOCs, Game-based learning, and public outreach programmes by Science centers & museums. My free time is spent on viewing TED talks, and tracking new games.


Ankit Saraf

My current work involves exploring the policy implications of trans-national global networks in education, within the context of educational reform in India. I am also interested in understanding the impact of contemporary policy imperatives on the teacher education space in India. I have presented papers in international conferences and have authored a paper on multilingualism and the role of schools and teachers. Prior to joining the FPM programme in 2015, I engaged with various domains within the education sector and have five years of work experience. I am an engineer from BITS Pilani (2010) and hold a Master's in Education from TISS Mumbai (2014). My hobbies include numismatics, reading and playing cricket.


Joel Xavier

My interests lie in student culture, student engagement, experiential learning, and campus design in higher education, especially in management and engineering education. I am also interested in unconventional models of higher education for individuals and groups. 

I am an Engineer (Computer Science, University of Pune, 2004) and PGP from IIM Ahmedabad (2007). After two years in sales and marketing  I switched to academia and taught at the University of Pune and the Symbiosis University. I worked with IIM Udaipur as Manager, Student Affairs for three years before returning to IIMA to join the FPM in 2015. 

Doctoral Students : 2014

Samvet Kuril (Graduated with Ph.D. in March 2019)

I have a bachelor's degree in Electronics and Communication Engineering (L. D. College of Engineering, Ahmedabad, 2004-2008). I worked for about five and half years as a software engineer and a teacher in government and private institutions, before joining the FPM in 2014. I'm a fitness enthusiast and like to read books and watch movies. 

Most of my research is based on primary data collected through field visits and involves both quantitative and qualitative analysis. I'm interested in school leadership, teachers' professional development, policy innovation, policy enactment, decentralized governance in education, formative assessment, and student motivation. My doctoral research was on the professional development of government school principals where I use mixed methods to assess the effectiveness of a training intervention. The title of my thesis is "Change in leadership behaviour through online professional development programs – Contextualizing "community" based on identity, cohesion, and intentionality". 
Title of thesis: Change in leadership behaviour through online professional development program: Contextualizing "community" based on identity, cohesion, and intentionality



This thesis studied a customized professional development program developed in the "third space" and delivered online to (a) assess its effectiveness in developing school leadership behaviour of government primary school principals; (b) study the virtual community as it emerged in the program in a broader social context characterized by high context cultural discourse, values hierarchy, and high power distance. Structural equation modeling indicated that the program was successful in positively influencing the change-oriented behaviour of school principals. Case study analysis showed that the emergent community exhibited features of a ‘goal oriented community of interest' based on membership, with interactions limited to members of an inner circle. The findings also show that schools exhibiting features of learning organizations where collective learning was promoted reflected higher change in perceptions of leadership behaviour.

Deepak Maun (Graduated with Ph.D. in March 2019)

I have a B.Tech (Dairy Technology) from NDRI Karnal (2004-08), and PG Diploma in Agribusiness Management from IIM Ahmedabad (2009-11). I discontinued my corporate career to join a social development organization engaged in teaching Grade XI-XII students from poor families using a peer-learning model. After that, I joined the FPM in Innovations and Management in Education (IME).

My areas of interest include practice-based innovations, workplace learning, teacher professional development, children's play, and unschooling/homeschooling. For my thesis, I used interpretive methods to research the ways in which the government school teachers come together in virtual communities to learn from each other, and the manner in which they apply this learning to their physical workplaces (classrooms). The title of my thesis (under preparation) is "Collaborative learning in the virtual space and learning in the physical workplace: The case of in-service public school teachers in India."

Title of thesis:

Collaborative learning in virtual space and learning in the physical workplace: The case of in-service public-school teachers in India

Improved access to the internet has created an alternative space for peer-driven, technology-mediated online communities of school teachers in the public system.  The thesis seeks to understand the manner in which teachers re-contextualize the learning gained in such virtual spaces to enable its application in their physical workplaces. The second topic explored is the nature of the communities that emerge in the process. Interpretive case-studies of three virtual groups of public-school teachers in India were developed to answer these questions. The virtual groups turned out to be problem-solving or information-sharing platforms, with engagement in in-depth theoretical discussions being rare. The groups were influenced significantly by personal relations among the participants; broader social factors (including gender and position in hierarchy) influenced the opportunities, as well as the nature of participation in the virtual and physical spaces.




Prateek Shah

Before joining the FPM program, I completed my BS/MS in Computer Engineering at Georgia Tech and the Post-Graduate Program in Management at IIM Ahmedabad. I am currently exploring how new theories from cognitive science and the exploding popularity of digital media might challenge the fundamental nature of the classroom as our primary pedagogical institution. Broadly, I am interested in the interactions between diverse disciplines such as cognitive science and sociology in the complex set of phenomena that we call education. 

The title of my thesis is "Implications of Digital Media and New Cognitive Theories for the Classroom as a Pedagogical Institution: A Design-Based Research Study."


New cognitive theories, such as embodied and distributed cognition, and the rapid shift in knowledge media from textual to digital, have important implications for the classroom as a pedagogical institution. Three studies are used to explore this topic, among them a design-based research study wherein students of a mathematics class use a mobile application at home to interact with 3D shapes, with discussion ensuing in a flipped classroom format. The learning assemblage in various types of classrooms is analysed. Analysis suggests that (i) the interaction before class can become a distributed cognition artefact in the classroom; (ii) the static nature of textual media shapes the learning of 3D geometry in important ways, and (iii) a shift to digital media can lead to new conceptual ways of approaching the topic. The notion of mathematics concepts as assemblage is proposed to link these themes together meaningfully.

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