Article

Vision
22(3) 276–283
Importance-performance Analysis to © 2018 MDI
SAGE Publications
Identify Effective Learning Approaches sagepub.in/home.nav
DOI: 10.1177/0972262918785963

for Sustainability in an Indian Business http://journals.sagepub.com/home/vis

School

Neeraj Singhal1
Himani Gupta2
Garima Mittal3

Abstract
Sustainability and sustainable development have become a crucial keyword in today’s environment. It is now being felt that incorporation
of sustainable practices should not be followed only by different sectors (public or private) but these concepts should also be taught
at business schools to embed the concepts of sustainable practices right from the very beginning. There are 37 learning approaches
identified on the basis of Principles for Responsible Management Education (PRME), which forms the core of the work presented in
this study. To implement the proposed analysis, responses were collected from the students of a top public management institute of
India on the basis of importance and performance parameters of the learning approaches for sustainability. The responses were than
analysed through importance-performance analysis (IPA). It was observed that most effective learning approaches for learning the
concepts of sustainability issues include case studies, lectures by experts, internships on sustainability etc. Students also perceived the
significance of sustainability in business management and also showed preference to work with those companies, which actually holds
sustainability as a core value.

Key Words
PRME, Perceptions, Performance, Importance, Management Education, Sustainability

Introduction They are accepting the greater responsibility to move in

Sustainability concepts are continuously gaining momen-
tum due to the recognition provided to it by the leading
business leaders, governments and society at large across
the globe. There are many corporations such as Walmart,
Nike, ITC, Kraft, 3M, DuPont, P&G, Nestle and GE incor-
porated the sustainability in their processes as the core
element and have recognized its importance in profitability
(Seidman, 2008). Most of the organizations are trying their
best to incorporate sustainability across product and
services value chain on the part of all stakeholders; in this
scenario, the educators, business leaders of next/current
generations and business schools are in a unique position.
this direction to bring sustainability approaches into their
work place, will influence the mind sets and actions.
Business schools with global perspective have acknowl-
edged their responsibility for this purpose and have joined
the United Nations (UN) Principles for Responsible
Management Education (PRME, 2013) initiative. The present
study is an effort to map sustainability importance in
business and business education by observing student
response through various learning approaches to analyse
the importance versus performance towards sustainability.
Importance-performance analysis (IPA) is an important
marketing research tool used by many researchers to conduct
studies focused on customers’ attitude towards product

1 Associate Professor, Apeejay School of Management, Dwarka, New Delhi, India.

2 Assistant Professor, Indian Institute of Foreign Trade, New Delhi, India.
3 Assistant Professor, Indian Institute of Management Lucknow (Noida Campus), Lucknow, Uttar Pradesh, India.

Corresponding author:
Neeraj Singhal, Associate Professor, Apeejay School of Management, Sector 8, Institutional Area, Dwarka, New Delhi 110077, India.
E-mail: neeraj_mbd@yahoo.com
Singhal et al. 277
or services. This tool has been used in sectors such as
automotive, food, housing, tourism, education, health, hos-
pitality and so on (Alexitch, Kobussen, & Stookey, 2004;
Cunningham & Gaeth, 1989; Dolinsky, 1991; Go & Zhang,
2008; Hawes & Rao, 1985; Kitcharoen, 2004; Martilla &
James, 1977; Sethna, 1982; Silva & Fernandes, 2010).
This study investigates the importance and performance
of sustainability practices in a top management public insti-
tute located in National Capital Region (NCR) in India.
This is the only institute that offers a full time sustainable
development postgraduate management programme among
top public management institute in the country.
Principles for Responsible
Management Education (PRME)
The PRME were first published in 2007 at the UN Global
Compact Leaders’ Summit in Geneva, Switzerland. This
summit was attended by more than 1,000 delegates includ-
ing representatives from commercial, civil and government
sectors. UN Secretary General Ban Ki-Moon emphasized
the potential benefits of the PRME in his closing remarks
as follows: ‘The Principles for Responsible Management
Education have the capacity to take the case for universal
values and business into classrooms on every continent’.
The first of the six principles is ‘we will develop the
capabilities of students to be future generators of sustain-
able value for business and society at large and to work for
an inclusive and sustainable global economy’. The five other
principles include global social responsibility, responsible
leadership, research in sustainable social–environmental–
economic value, interaction with managers to share experi-
ences and to support dialogues related to global social
responsibility (Erskine & Johnson, 2012; PRME, 2013).
This study explores the role and position of Indian
business schools, who are aligning their strategies with
PRME. An Indian leading public institution considered for
data collection, who is in the final stage of AACSB accred-
itation. This study is conducted through students as respond-
ent who are the brand ambassadors of the business school/
institution and budding corporate managers.
What is Sustainability?
Sustainability means showing equal concern for human
and economic development (Brundtland Commission, 1987).
Over a period of time, sustainable development has gained
momentum as the international declarations are trying to
bind the globe through single cord while showing concern
for environment. Stockholm Conference in 1972 (UNEP,
1972) recognized the role of education for environmental
protection and conservation. Since then, many higher
education institutions have been engaged in embedding
sustainability throughout the academic cycle.
Sustainability in Management
Education
Management education needs to address the societal and
environmental issues and challenges and have to prepare
the responsible management education system, which will
prepare their students equally responsible to involve in
sustainable business. Many management institutions have
therefore become involved in embedding sustainable
development as part of responsible management education
into their academic systems. This was also due to use of
‘responsible management’ as one of the important criteria
in the international accreditation process and thus leading
to greater acceptability among its target audience. The UN-
supported PRME initiative is an important catalyst for the
transformation of management education in this direction
(Singhal, Suryawanshi, & Mittal, 2017).
Business school graduates are regularly characterized as
cold-blooded technocrats lacking interpersonal skills, inter-
cultural abilities, emotional and ecological intelligence,
trust worthiness or social responsibility (Mintzberg, 2004).
Many business schools have taken this criticism as an oppor-
tunity to undertake a critical review and self-examination of
their educational practices. Business schools have started
transforming themselves from being career training centre
to the enablers of corporate responsibility. This required
them to relook at the holistic management education so as to
provide responsible education to students that will lead to a
responsible society.
Lozano et al. (2015) reviewed more than 60 papers
from sustainability adaptation perspective and concluded
that maximum studies focused on education including
curriculum, pedagogy, competence and educating the
educator; second, important aspect was campus operations,
institutional framework, outreach, assessment and report-
ing. Third, area was research and fourth one was campus
experience.
Student Preferences
The UN-backed PRME has emerged as a learning plat-
form for business schools to encourage co-operation at
teaching, research and institutional level with other
business schools across the world to deal with global
responsibility issues at economic, social and environmen-
tal level (Sobczak & Mukhi, 2016). The 35 learning
approaches identified (Erskine & Johnson, 2012), in which
some learning approaches are considered to be signifi-
cantly more or less effective at the undergraduate level, and
further classified into the five different groups which
helped them to understand the most effective to least
effective learning approaches.
It is noticed that if businesses are embracing a triple
bottom line, then Indian business schools need to prepare
students for triple bottom-line thinking, and it will play an
important role in sustainability education by creating the
278
awareness, understanding and concern that might motivate
Indian students to take action in their personal and organi-
zational lives to facilitate environmentally sustainable
behaviour.
Although it will help Indian business schools and acad-
emicians to create opportunities for the students based on
what students should learn, so the student preferences should
be identified. It will also help to build up the better curricu-
lum through effective learning approaches identified.
The gap in literature helped to take an action to conduct
an exploratory study to identify the learning approaches
in Indian business schools. It can offer new insights into
emerging trends in management education in India. This
research addressed how the business schools are concerned
to demonstrate that learning outcomes are being met and
how the students are being exposed to social and environ-
mental issues through the learning approaches as a part of
responsible management education into their academic
system.
Methodology
A premier management institute is considered as a sampling
frame and judgement sampling technique is considered for
this study. There are 37 unique learning approaches derived
from 125 publicly available PRME Sharing of Information
on Progress (SIP) reports and on the basis of Erskine and
Johnson (2012). This study was based on student percep-
tion about sustainability. In this study, we have collected
student response on importance versus performance-based
learning approaches for sustainability.
The IPA technique is identified as a basic diagnostic
decision tool (Johns, 2001; Matzler, Sauerwein, &
Heishmidlt, 2003) that helps to identify the positioning of
the attributes for the improvement prioritization. It helps
to deploy of scarce resources, where they are absolutely
necessary (Leveburg & Magal, 2005). To describe the results
of IP matrix through its typology that classifies importance
and performance on a scale of low and high is used. It helps
in interpreting the data easily which give insight for strategic
decision-making.
There are slight varying methods proposed for an IPA
mapping, where the partitioning by data-centred quadrant
approach offered a high discriminative power (Bacon,
2013), and the classical optimization interpretation (Eskidsen
& Kristensen, 2006) given by Martilla and James (1977)
(Figure 1) is quite straightforward, which is as follows:
Quadrant I:    High importance and high performance
(keep up the good work)
Quadrant II:   Low importance and high performance
(possible over kill)
Quadrant III:  Low importance and low performance
(low priority)
Quadrant IV:  High importance and low performance
(concentrate here)
Vision 22(3)
Figure 1. The Original IPA Framework
Source: Martilla and James (1977).
Further, the gaps between the importance and perfor-
mance are measured by paired t-test, it will test whether
there is any significant difference in the learning approaches
for their importance to its performance or not (Lai &
Hitchock, 2015).
Profile of Respondents
A total of 200 structured questionnaires were distributed to
respondents and received 151 filled questionnaires back
which is representing a response rate of 75.5 per cent. The
reliability of the questionnaire is tested, and the Guttmann
split half coefficient of the questionnaire to measure the
importance and performance is 0.776 and 0.887, respec-
tively. The demographic profile of the respondents is highly
skewed, as 87 per cent respondent students are male and
11.25 per cent are female, and 2 per cent respondent has
not disclosed their identity. In this study, the respondent
students are from diversified background, but majority of
students have information technology (IT) approximately
46 per cent, oil and energy 15 per cent and automobile
9 per cent and 30 per cent other backgrounds such as
banking, consulting, construction, education, e-commerce,
FMCG, healthcare, manufacturing, marketing, pharmaceu-
tical, telecommunication and so on.
The respondents are working as executive students, and
their age and year of experience distribution are given in
Figure 2, which shows that on an average, experience of
the respondents is approximately 8 years with standard
deviation 3 years and average age of respondent is approxi-
mately 31 years with standard deviation 4 year.
Results and Discussion
The importance and performance were measured through
survey based on a five-point Likert scale in which scaling
is as follows: (1 = not important, 2 = of little importance,
3 = moderately important, 4 = important, 5 = extremely
important) and (1 = strongly disagree, 2 = disagree,
Singhal et al. 279
Figure 2. Distribution of the Age and Work Experience in Years in Their Respective Industry
Source: Authors’ own.
3 = undecided, 4 = somewhat agree, 5 = strongly agree) for
importance and performance, respectively. The business
school is offering different programmes to graduate
students and executives following a standard pedagogy for
the major courses offered. The objective of this study to
access the importance of learning approaches and its gap/
differentiation with the implementation or performance on
such important learning approaches. The IPA is performed
through SPSS, and the quadrants are formed on the basis of
its median.
The IPA is performed median-wise as shown in
Figure 3, and it is seen that following the good ones on which
importance and performance both are good (3, 4, 5, 6, 9, 10,
11, 12, 15, 16, 19), where 3 (promoting internships related
to sustainable business practices), 4 (use of sustainability-
related business simulations in class), 5 (implementation of
sustainability practices at the institute level), 6 (interna-
tional opportunities to learn about sustainability), 9 (con-
ducting case studies in classes based on sustainability),
Figure 3. Median-based Importance and Performance
Source: Authors’ own.
10 (guest speakers in classes to discuss sustainability),
11 (invited lectures by experts in sustainability), 12 (enhanced
environmentally friendly (green) initiatives on campus),
15 (promoting student team projects related to sustain-
ability), 16 (floating elective course in sustainability for
students) and 19 (mentoring programme to help students
learn about sustainability).
Concentrate here (2, 7, 20, 26, 27, 37): 2 (sustainability
integrated into various classes), 7 (a field trip away from
campus to learn about sustainability), 20 (a career fair about
sustainability jobs), 26 (certification for students involved
in innovative sustainability activities), 27 (sustainability
incorporated into the mission of the college) and 37
(participation in sustainability rankings/ratings such as
Princeton rankings). After analysing these observed
sustainability learning approaches fall into quadrant II,
student needs recognition for such activity through a certi-
fication, who are involved in innovative sustainability. It
will help them to connect and provide a platform of such
certified jobs in respective areas, as they have understood
its importance in business (refer to Table 1). No. 2 (sustain-
ability integrated into various classes) is already taken care
by exposed sustainability-related business simulations,
conducting case studies in classes based on sustainability
and guest speakers in classes to discuss sustainability or
invited lectures by experts in sustainability.
Possible overkill (13, 17, 18**, 22**, 23, 29, 31**): 13
(establishing a sustainable business centre in the institute),
17 (starting a new degree programme in sustainability
within the institute), 18 (promoting research-level studies
about sustainability among students)**, 22 (conducting
workshops with faculty–business people to discuss
sustainability issues)**, 23 (independent study projects
offered in sustainability), 29 (organizing a conference
focused on sustainability), 31 (student panel discussion
pertaining to sustainability) **, here asterisk marked on
some learning approaches are on the border line of that
quadrant and not necessary be the same performer always.
Table 1. Analytical Data on Perceived Importance and Performance about Sustainability

Importance Performance Difference

Mean Std. Std. Error
Sl. No. Measure of Sustainability Mean S.D. Mean S.D. diff. Dev. Mean t df Sig.
 1 Providing sustainability-related scholarships 3.540 1.008 2.879 1.213 0.662 1.431 0.118 5.628 147 0
 2 Sustainability integrated into various classes 3.781 0.879 3.320 1.149 0.460 1.455 0.119 3.873 149 0
 3 Promoting internships related to sustainable business practices 3.860 0.828 3.500 3.516 0.349 3.537 0.290 1.204 148 0.23
 4 Use of sustainability-related business simulations in class 3.913 0.846 3.333 1.072 0.581 1.325 0.109 5.336 147 0
 5 Implementation of sustainability practices at the institute level 4.132 0.884 3.333 1.151 0.793 1.503 0.123 6.465 149 0
 6 International opportunities to learn about sustainability 4.119 0.901 3.413 1.148 0.700 1.268 0.104 6.762 149 0
 7 A field trip away from campus to learn about sustainability 4.127 0.830 3.327 1.971 0.799 2.121 0.174 4.596 148 0
 8 Additional points for students involved in sustainability projects 3.523 1.050 2.967 1.071 0.561 1.430 0.118 4.772 147 0
 9 Conducting case studies in classes based on sustainability 4.046 0.859 3.673 0.993 0.373 1.344 0.110 3.402 149 0.001
10 Guest speakers in classes to discuss sustainability 3.861 0.917 3.747 1.031 0.113 1.196 0.098 1.161 149 0.248
11 Invited lectures by experts in sustainability 4.106 0.873 3.793 1.005 0.313 1.188 0.097 3.230 149 0.002
12 Enhanced environmentally friendly (green) initiatives on campus 3.828 0.943 3.413 1.100 0.407 1.371 0.112 3.632 149 0
13 Establishing a sustainable business centre in the institute 3.709 0.861 3.293 1.132 0.407 1.311 0.107 3.798 149 0
14 Incorporating sustainability learning goals within existing courses 3.656 0.825 3.347 1.055 0.307 1.290 0.105 2.912 149 0.004
15 Promoting student team projects related to sustainability 3.742 0.836 3.369 1.117 0.369 1.307 0.107 3.448 148 0.001
16 Floating elective course in sustainability for students 3.848 0.915 3.560 1.052 0.287 1.276 0.104 2.751 149 0.007
17 Starting a new degree programme in sustainability within the institute 3.483 0.965 3.833 1.102 −0.353 1.311 0.107 −3.300 149 0.001
18 Promoting research-level studies about sustainability among students 3.742 0.905 3.473 0.993 0.264 1.139 0.094 2.814 147 0.006
19 Mentoring programme to help students learn about sustainability 3.733 0.816 3.477 1.031 0.250 1.309 0.108 2.324 147 0.021
20 A career fair about sustainability jobs 3.993 0.993 3.080 1.190 0.893 1.424 0.117 7.649 148 0
21 Forming student organizations targeting sustainability projects 3.669 0.822 3.220 1.117 0.440 1.344 0.110 4.011 149 0
22 Conducting workshops with faculty–business people to discuss 3.807 0.800 3.480 1.091 0.315 1.263 0.103 3.048 148 0.003
sustainability issues
23 Independent study projects offered in sustainability 3.533 0.872 3.418 1.049 0.117 1.233 0.102 1.145 144 0.254
24 Conducting student competitions in classes based on sustainability issues 3.487 0.939 3.248 1.052 0.243 1.307 0.107 2.264 147 0.025
25 Forming a student club focused on sustainability 3.477 0.972 3.293 1.090 0.173 1.413 0.115 1.502 149 0.135
26 Certification for students involved in innovative sustainability activities 3.775 0.896 3.220 1.086 0.547 1.393 0.114 4.806 149 0
27 Sustainability incorporated into the mission of the college 3.768 0.996 3.153 1.079 0.607 1.404 0.115 5.291 149 0
28 Compulsory sustainability course for all students in college 3.278 1.078 3.027 1.096 0.262 1.490 0.122 2.144 148 0.034
29 Organizing a conference focused on sustainability 3.298 1.051 3.493 1.059 −0.209 1.376 0.113 −1.851 147 0.066
30 Holding a film series focused on sustainability issues 3.311 1.072 3.207 1.082 0.107 1.270 0.104 1.029 149 0.305
31 Student panel discussion pertaining to sustainability 3.467 0.946 3.329 1.023 0.135 1.227 0.101 1.340 147 0.182
32 Alumni network projects related to sustainability 3.616 0.965 3.113 1.114 0.500 1.241 0.101 4.934 149 0
33 Social nights on-campus/off-campus for student groups to discuss 3.340 0.975 2.800 1.105 0.537 1.260 0.103 5.201 148 0
sustainability issues
34 Online webinars related to sustainability 3.212 0.921 2.927 1.094 0.287 1.166 0.095 3.010 149 0.003
35 A pledge taken by students to observe sustainability practices 2.913 1.164 3.100 1.104 −0.181 1.381 0.113 −1.602 148 0.111
36 Membership of international sustainability forums such as PRME 3.702 0.929 3.187 1.161 0.520 1.389 0.113 4.585 149 0
(Principles for Responsible Management Education) by the institute
37 Participation in sustainability rankings/ratings such as Princeton rankings 3.834 0.883 3.113 1.190 0.720 1.400 0.114 6.297 149 0
Source: Authors’ own.
Singhal et al. 281

Table 2. Attitude towards Sustainability

Sustainability Attitudes Mean SD n

I would prefer to work for a company that embraces sustainability as a core value 4.13 0.86 144
Sustainability is an important topic in business 4.24 0.75 144
Sustainability is an important topic to me 4.12 0.74 144
I am very knowledgeable about sustainability issues in business 3.31 1.01 144
Source: Authors’ own.

Table 3. Attitude towards Sustainability

% Strongly % Agree and

Sustainability Attitudes % Agree Agree Strongly Agree
I would prefer to work for a company that embraces sustainability as a core value 47.9 35.4 83.3
Sustainability is an important topic in business 50.7 38.9 89.6
Sustainability is an important topic to me 52.1 31.3 83.4
I am very knowledgeable about sustainability issues in business 31.9 11.8 43.7
Source: Authors’ own.

The paired t-test was conducted for all 37 sustainability Conclusion

learning approaches and found that there is no evidence
which shows the difference between importance and per-
ceived performance at institute level through curriculum
for nine learning approaches of sustainability. These learn-
ing approaches are as follows: 3 (promoting internships
related to sustainable business practices), 10 (guest speak-
ers in classes to discuss sustainability), 19 (mentoring
programme to help students learn about sustainability), 23
(sustainability incorporated into the mission of the college),
25 (forming a student club focused on sustainability),
29 (organizing a conference focused on sustainability),
30 (holding a film series focused on sustainability issues),
31 (student panel discussion pertaining to sustainability)
and 35 (a pledge taken by students to observe sustainability
practices).
A total of 144 students out of 151 responded on the
attitude towards sustainability issues (Table 2). It indicates
that the students tend to agree and prefer to work for a
company that embraces sustainability as a core value (4.13)
and the sustainability important for them and in business
(4.24), which gives slightly higher weight in comparison
with the first attitude, and they have accepted the impor-
tance of sustainability for themselves (4.12). Finally, one-
third of the students felt that they lack knowledge about
sustainability in the field of business (3.31).
In Table 3 the responses compiled on sustainability atti-
tudes shows interesting observation beyond the mean
score. It is observed as 80 per cent or more of the respond-
ent agreed and strongly agreed to prefer to work for a
company that embraces as a core value, and 89.6 per cent
agreed and strongly agreed that sustainability is an impor-
tant topic in business and for them also. It is observed that
43.7 per cent students are knowledgeable about sustain-
ability issues in business.
Through the Importance-performance Analysis (IPA)
we concluded that among the 37 learning approaches,
following are considered to be significantly important
and equally perceived effectiveness in its performance:
• Promoting internships related to sustainable
business practices,
• Use of sustainability-related business simulations in
class,
• Implementation of sustainability practices at the
institute level,
• International opportunities to learn about sustain-
ability,
• Conducting case studies in classes based on
sustainability,
• Guest speakers in classes to discuss sustainability,
• Invited lectures by experts in sustainability,
• Enhanced environmentally friendly (green) initia-
tives on campus,
• Promoting student team projects related to sustain-
ability,
• Floating elective course in sustainability for
students and mentoring programme to help students
learn about sustainability.
There are some areas identified for sustainability learning
approaches where institute needs to concentrate and falls
into quadrant II. After analysing those learning approaches,
it clearly indicates that students need recognition for such
activity in terms of certification by the recognized institute/
body. This will develop the capabilities among students
who are future leaders of sustainable values for business
and society at large and to work for an inclusive and
sustainable global economy which will help the institute to
fulfil the objective of PRME.
282
This analytical work also gives direction to the dis-
cipline coordinator, course coordinators and academic council
who play an important role in designing the course curricu-
lum. It helped them to identify effective learning approaches
which must be incorporated into the curriculum and embed
the sustainability into management education. This is also
a fact that some faculty members may discount the pre-
ferred learning approaches embraced by students, and
student feedback regarding the perceived importance and
perceived effectives of various learning approaches may
give insight into ways to close the gap between present
knowledge and the growing importance placed on sustain-
ability by the corporate world. It will help to identify the
active learning approaches preferred and graded by
students in the today’s business inquiry situation, which
link the academic platform directly to the corporate world.
Erskine and Johnson (2012) discussed the active and
passive learning approaches on the basis of most effective
and least effective learning approaches of sustainability.
Further, it was supported by the practical hands on approach
by Holliday (2010), who described how business and
university/institute education can support one another to
nurture understanding and performance in the area of
sustainability. The synergy between the education and
business can be developed by the participation through
live projects, collaboration and training programmes on
sustainable development that will bridge the gap between
theory and practice.
There is a limitation in this study; it is following an
exploratory research design, although it offers new insight
into emerging trends. In addition, this study is conducted
on the basis of one premier public institute sampling frame,
but respondent students are considered from various
programmes offered under one umbrella, for example,
executive programme in management, sustainable business
programme and general postgraduate management pro-
gramme. By following the significant effective learning
approaches, the academic institutions are preparing the
students for an era in which sustainability is a key driver of
innovation and has a strategic priority. The future research
can be conducted on a larger business schools sample or a
comparison between Indian and some foreign business
schools can also be done.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect
to the research, authorship and/or publication of this article.
Funding
The authors received no financial support for the research,
authorship and/or publication of this article.
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About the Authors
Neeraj Singhal (neeraj_mbd@yahoo.com) is Associate
Professor at Apeejay School of Management, New Delhi,
India, in the area of International Business. He has more
than 15 years of experience in academia and four years of
experience in industry. He has published research papers in
international and national journals of repute on carbon
market, climate change, green business, global warming
and sustainable development. He is an alumnus of IIM
Ahmedabad and IIM Indore and member of Academy of
International Business.
Himani Gupta (himani@iift.edu) is Assistant Professor at
Indian Institute of Foreign Trade, New Delhi, India, in the
area of Operations. She has more than 14 years of experience
in teaching and research. She has published research papers
in international and national journals of repute on carbon
market, climate change, green business, global warming
and optimization. She is alumni of IIT Roorkee.
Garima Mittal (garima@iiml.ac.in) did her MSc and
MPhil from IIT Roorkee and later finished her PhD in
Operations Research from University of Delhi, Delhi,
India. She is currently working as an Assistant Professor at
Indian Institute of Management, Lucknow, in the area of
Decision Sciences. She has more than 16 years of
experience in academia. She has published many research
papers in international journals of repute, including
Information Sciences, Journal of Global Optimization,
Optimization Letters and Insurance: Mathematics and
Economics. Her area of interest is multi-criteria decision-
making, mathematical modelling, fuzzy optimization and
soft computing techniques.