• LSE Teaching Excellence award winner (awarded by students to only 5 academics across entire LSE faculty)
  • Nominated by students again in 2016/17
  • Over 13 years’ experience in undergraduate and postgraduate teaching and examining
  • University of Manchester, University of London, LSE

teaching seminar at LSE

I’ve taught since 2003, which was when I held my first Lecturer/Assistant Professor position at the University of Manchester.

I’ve taught both “mainstream” information systems at Masters level both at the University of Manchester and London School of Economics, and ICTs and development.

I’ve also been Assistant Examiner for the University of London External Programme BSc Information Systems & Management for the past ten years, assessing on average 25-30 undergraduate projects each year from around the world on diverse topics from analyzing ERP systems in Barbados to social media use for activism in India.

At the moment, I’m teaching MC405: ICT policies for society and development for MSc students in the Department of Media and Communications at LSE. This includes topics such as:

  • ICTs & development (including questioning the development/entertainment tensions)
  • internet governance
  • whether there is such a thing as a right to internet as well as internet rights once online
  • mobile internet and livelihoods
  • and e-waste

They are fascinating topics which affect us all, and the students (as is usually the case with LSE students!) are smart and engaged.

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An example of the end of term mapping exercise students did for MC405: ICT policies for society and development


I also supervise 8-10 MSc student dissertations in the Department of Media and Communications at LSE.

Topics I’ve taught in the past, either at LSE or Manchester:

  • Theories and concepts in information systems and innovation (LSE). Topics included innovation, strategy, IT & organizational change. Compulsory for MSc Management Information Systems and Digital Innovation students (2013/2014).
  • IT and society (LSE). Topics included theories of social and technical determinism, quantitative & qualitative research methods, digital divide, new media & governance, gender & use of ICTs, & privacy (2011-2013).
  • ICTs and development (LSE). (2007-2009).
  • Research methods (LSE). Topics included conducting a literature review, planning a written piece of work, data collection, quantitative and qualitative analysis, being critical and good structure).(2005-2009).
  • Management of information systems (Manchester). Topics included strategy, procurement, change & project management, risk analysis, monitoring & evaluation. (2003-2005).
  • Information technology and human resources (Manchester). Topics included using IS for recruitment, HR databases, e-learning, and boundaries & ethics of HR screening online. (2003-2005).
  • ICTs and development (Manchester). Topics included the history of ICTD, ICTs & livelihoods in developing countries, ICTs & education, ICTs & gender and mobile phones. (2003-2005).
  • E-government and public sector reform (Manchester). Topics included theories of transparency, accountability and participation, public-private partnerships in e-government, global case studies and impact and change resulting from  e-government (2003-2005).

Testimonials and awards

In the past, I’ve won teaching awards and got great feedback. This is this year’s nice feedback:

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And because there are always comments that make you think like this …


… here’s one to improve on:

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(These are the readings – for and against whether the internet should be a human right – let me know what you think of them!)

I’ve been awarded an LSE teaching excellence award (nominated by students, only awarded to 5 academics at LSE) as well as departmental teaching award in my previous department of Management (Information Systems Group). Feedback from the students who nominated me for the award in previous years:

“Savita uses new media and real life examples to illustrate technology’s influence on society.”

“She actively seeks out student feedback and changes course content and design through the year to make it suit the learning needs of the students she teaches.”

“She is friendly and relaxed with students, so people do not hesitate asking for help when needed. We feel respect for her because that is how she always treats us.”

“She knows how to involve everyone in the class – she actively makes sure that everyone gets an opportunity to speak, and no-one is left behind.”

 Got to keep working hard to maintain this!