Decisions over recall
A student who can define a framework but freezes when asked what to actually do has learned the wrong thing. Every session ends in a decision someone has to defend, not a definition someone has to remember.
Teaching philosophyA classroom built on questions, not answers.
I don't start with a framework and hope it sticks. I start with a question the room can't yet answer, let the discomfort do its work, and only then hand over the structure that would have helped — because a tool earns its place once you've felt the problem it solves. Cases, simulations and fieldwork replace lectures; Socratic questioning replaces answers given; first principles replace memorised frameworks.
Worth asking before any of this works
Would you trust a decision you were never asked to defend?
If a lecture only has to inform, why does a case only work once it interrogates?
Which of your current beliefs about 'best practice' would survive being asked why, five times in a row?
01 / How I think about teaching
The classroom is a rehearsal for judgment.
A management classroom that only transmits information has confused itself with a textbook. What it should rehearse is the harder skill: making a defensible call with incomplete evidence, under real disagreement, and explaining afterward what you would do differently. Every method below — cases, simulations, fieldwork, build exercises — exists to manufacture that pressure honestly.
Evidence over assertion
"I think" is not an answer in this classroom. "Here's the number, here's where it came from, and here's what I'd still want to check" is. Confidence without evidence gets interrogated, not rewarded.
Struggle before structure
A framework handed over before the problem has been felt is forgotten within a week. Students wrestle with an unstructured case first — the structure arrives as relief, not as the starting instruction.
Reflection closes the loop
Every case, simulation round or build ends by asking what changed in the room's thinking, not just what the final slide said. The decision trail matters as much as the decision.
02 / The Socratic method, in practice
Four moves, repeated until the room does the work.
Socratic teaching is not just “asking questions instead of lecturing.” It's a specific discipline: never answer a question the room could answer itself, and never let a weak argument survive unchallenged just because it sounded confident.
- 01
Move 1
Open
A question, not a lecture. Often deliberately underspecified — 'what would you do here?' — so the room has to supply the missing structure itself before I supply anything.
- 02
Move 2
Cold-call
A specific student defends a specific position, out loud, in front of peers who are about to be asked to disagree with it. There is nowhere to hide behind a group answer.
- 03
Move 3
Chain the follow-up
"Why?" "What would have to be true for that?" "What breaks your answer?" Each question targets the weakest link in the previous answer, not a new topic.
- 04
Move 4
Force the synthesis
The room, not the professor, has to land on a defensible position by the end — usually by disagreeing its way there, with me refereeing rather than resolving.
03 / First principles over frameworks
Teach why the tool works, and it survives contact with a new problem.
A memorised framework fails the moment a case doesn't fit its template. A first-principles habit — break the problem into its real, checkable parts, then rebuild a structure for this specific situation — survives every case, including the ones with no clean template at all. This is deliberately built into how these materials are written, not just how I talk about them:
Every session starts with a first-principles question
The 1-Year and 2-Year MBA interactive sessions each open with a provocative question box before any framework is introduced — the question comes first, the tool comes second.
See it in the materialFrameworks are taught as reasoning, not recipes
The case-frameworks library explains why each structure exists and where it breaks, with a diagram and a common-mistakes list for each — not a memorise-and-apply checklist.
See it in the materialEstimation is taught as a method, not an answer key
Guesstimates are graded on whether the assumptions are visible and defensible, never on whether the final number happens to be 'right.'
See it in the material04 / What “world-class” has to mean here
A standard is only credible with evidence attached to it.
I'd rather point to specific, checkable outcomes than claim a superlative. Here is what's actually on record.
Student feedback
Strategic Management, PGDM · student feedback
4.48 / 5overall faculty rating
- “Good and engaging classes.”
- “Very interactive and engaging class.”
- “The way he is open to our opinions and viewpoints makes us feel very valuable.”
Student mentoring
Strategy Showdown
Faculty mentor for a student-run, four-stage business competition — a 15-question qualifying quiz narrowing the field to 8 teams, then a judged 90-second video round scored on content, creativity, teamwork and impact.
Winner: Cognify (66.7 pts) · Runners-up: Logistics Issue (66.6) and Alpha Strategists (60.5)
External benchmark
This programme design has also stood in front of outside reviewers — including an AACSB peer-review visit connecting the classroom's field-learning and sustainability work to institutional accreditation standards, not just internal opinion.
05 / Every course, one directory
Where this philosophy actually shows up.
Programme
1-Year MBA
Strategy sessions, cases and reading lists designed for an experienced PGPM cohort.
Open page
Programme
2-Year MBA
Strategy and entrepreneurship modules, session material and practice across the PGDM terms.
Open page
Experiential Leadership
Karma Yoga
Two pathways: a B-school field-learning architecture and longer community partnerships, beginning with the story of Mehalchauri.
Open page
Strategy Capstone
Business Simulation
Twenty connected sessions in which choices in strategy, finance, markets, operations, people and ESG affect one another.
Open page
PGDM event · Proposed PhD lens
AI Mini Hackathon
The July 2026 PGDM build programme, followed by a clearly labelled proposed research extension for doctoral readers — plus Side Quests, a page of my own beta builds, open for testing.
Open page
Consulting
Cracking Consulting Interviews
My in-depth, first-person guide: the process end to end, the case method, framework families, the fit round, group discussions and the mistakes I see most often.
Open page