Aditi Bhutoria

Collaborator

Aditi Bhutoria is an education economist, and her current research focuses on the design, delivery, and impact of educational policy and related technological interventions across developed and developing markets. She has completed her Ph.D. in the economics of education from the University of Cambridge (UK) and M.Sc. in economics from the London School of Economics and Political Science (UK). Prior to joining the Public Policy and Management Group at the Indian Institute of Management Calcutta (IIM-C) as faculty, she was a postdoctoral fellow at the Harvard Kennedy School (USA). During this period, she worked with the Ministry of Education in Saudi Arabia to develop education and evaluation policies related to the Kingdom’s Vision 2030. She has also worked as a research consultant for the Judge Business School,  University of Cambridge (UK), the Government Office for Science (UK), and the Organisation of Economic Cooperation and Development (OECD), amongst others. Prof. Bhutoria’s private sector experience includes working with Swiss Re Services Ltd. (London, Zurich) with their Financial Audit team; and PricewaterhouseCoopers Ltd. (India)  with their Social Sector Advisory, mainly engaging with state governments across the country. Prof. Bhutoria is currently a Research Fellow at the Asian Century Foundation and a Strategic Advisor with the Global EdTech Hub (UK). She is a Research Affiliate with the Education and Training Evaluation Commission (Kingdom of Saudi Arabia), Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge (UK), Open Development and Education Ltd. (UK), and the Social Informatics Group (IIM-C, India).

SELECTED PUBLICATIONS

Sabates, R., Bhutoria, A., Sabates-Wheeler, R., & Devereux, S. (2019). Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda. International Journal of Educational Research, 93, 177–187. https://doi.org/10.1016/j.ijer.2018.11.011
Aljabri, N., & Bhutoria, A. (2020). Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19. Journal of Educational Science, 6(1), 367–400.
Bhutoria, A. (2022). Dealing with online and blended education in modern challenging times. DECISION, 49(2), 179–180. https://doi.org/10.1007/s40622-022-00323-y
Bhutoria, A., & Aljabri, N. (2022). Managerial practices and school efficiency: a data envelopment analysis across OECD and MENA countries using TIMSS 2019 data. Large-Scale Assessments in Education, 10(1), 1–25. https://doi.org/10.1186/s40536-022-00147-3
Bhutoria, A., & Vignoles, A. (2018). Do financial education interventions for women from poor households impact their financial behaviors? Experimental evidence from India. Journal of Research on Educational Effectiveness, 11(3), 409–432. https://doi.org/10.1080/19345747.2018.1465317
Bhutoria, A., & Mukhopadhyay, B. (2022). SAI International School: In Pursuit of Academic Happiness.
Bhutoria, A. (2022). Personalized education and artificial intelligence in United States, China, and India: A systematic Review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068
Bhutoria, A., & Aljabri, N. (2022). Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018. Computers & Education, 181, 104447. https://doi.org/10.1016/j.compedu.2022.104447

Full list of publications available here.