Chaitanya Baboo

Warwick Business School

“Global builder scaling education and business systems through AI, strategy, and leadership.”

Hometown: Hyderabad, India; Migrated to Jamaica.

Fun fact about yourself: I’ve helped design national virtual education systems while simultaneously teaching math and physics myself, oh, and I can fly a Cessna.

Undergraduate School and Degree: University of Petroleum and Energy Studies, Aerospace Engineering.

Where was the last place you worked before enrolling in business school? Global Head of Sales & Strategic Projects, Amber Group (Caribbean & International Markets)

Where did you intern during the summer of 2025? Summer 2025 was prior to the start of my MBA. I was working full-time as Global Head of Sales & Special Projects at Amber Connect.

Where will you be working after graduation? Strategy consulting roles where I can scale the kind of AI-driven operational systems I have already helped build across education and enterprise environments.

Community Work and Leadership Roles in Business School: As Founder and President of the Warwick AI & Innovation Society, I established a platform connecting students with industry leaders to explore real-world AI applications across consulting, education, and enterprise transformation. I have led speaker series and industry collaborations, creating opportunities for MBA students to engage directly with practitioners shaping AI-driven business change. Within months, the society became one of Warwick’s fastest-growing student-led initiatives with close to 150+ students who are part of the society.

Alongside my campus leadership, I was nominated as a Transformation Ambassador under the Ministry of Education, Skills, Youth, and Information’s national transformation initiative in Jamaica, contributing to conversations around education modernization and youth empowerment through technology-driven solutions.

As a Warwick Business School Change Maker Scholar, I mentor peers and organize professional development initiatives that strengthen collaboration, support career transitions into consulting and technology, and foster a culture of innovation within the MBA community.

Which academic or extracurricular achievement are you most proud of during business school? The achievement I am most proud of during business school is founding the Warwick AI & Innovation Society. I recognized early on that while AI was widely discussed in classrooms, many students were still unsure how it translated into real consulting, operational, and strategic contexts. I saw an opportunity to bridge that gap and took the initiative to create a platform that connected students directly with industry practitioners shaping AI-driven transformation.

What made this experience meaningful was not just launching a society but building something that outlasts me. It required stepping beyond my comfort zone, engaging senior leaders, organizing speaker sessions, and creating an environment where students could openly explore the future of technology and business. Watching peers gain clarity, confidence, and curiosity through these interactions was incredibly fulfilling.

More than anything, this experience taught me that leadership is about creating spaces where others can grow. It reinforced my belief that meaningful change begins with initiative, and that even as a student, you can help shape the intellectual and professional culture of an institution. I have seen firsthand how systems, when built well, can change people’s trajectories.

What achievement are you most proud of in your professional career? The achievement I am most proud of is helping design and scale Jamaica’s National Virtual School (NVS), a government-supported digital learning program. It was created in response to a severe national teacher shortage that left thousands of secondary school students without consistent access to qualified teachers. In many schools, particularly in rural and underserved communities, students preparing for their Caribbean Secondary Education Certificate (CESC) examinations – the equivalent of US high school exams – went weeks or months without mathematics or English teachers. As a  result, they were forced to self-study critical subjects. Recognizing the urgency, I worked with academic teams, instructional designers, engineers, and Ministry stakeholders to build and operationalize a scalable virtual classroom system, one that could deliver structured, curriculum-aligned lessons nationwide.

My role involved defining how lessons would be delivered digitally, aligning content with national curriculum standards, coordinating teacher onboarding and training, and helping implement systems that allowed live classes, recorded sessions, and performance tracking. We piloted the program across selected schools, gathered feedback from principals, teachers, students, and parents, and refined the platform to ensure it could function reliably at national scale. At the same time, I personally stepped in to teach mathematics and physics classes when schools had no subject teachers, ensuring students had continuity in learning while additional educators were onboarded.

The program ultimately supported 101 high schools across Jamaica, functioning as a “virtual teaching assistant” by broadcasting structured lessons, providing on-demand revision content, and enabling real-time academic monitoring. The Jamaican government described the initiative as a “paradigm shift” in modernizing education and strengthening national academic resilience. The impact was both systemic and measurable. National CSEC English pass rates rose from 76% in 2024 to 85% in 2025, while mathematics pass rates increased from 39% to 44%, surpassing Caribbean averages. Individual schools saw transformative gains. For example, Charlie Smith High improved English pass rates from 13.1% to 75%, and Edwin Allen High increased mathematics performance from 25.4% to 74.1%. Parents described the platform as a “breath of fresh air,” and teachers reported that it significantly reduced workload pressure while improving instructional consistency.

The initiative is now part of Jamaica’s broader national digital education transformation strategy, targeting over 450,000 students. It has also already expanded internationally, with governments such as The Bahamas adopting the model as a template for modernizing their own education systems.

This experience remains deeply meaningful because I witnessed firsthand how access to structured teaching restored students’ confidence and academic momentum. It reinforced my belief that technology, when thoughtfully implemented, can directly change life trajectories. Knowing that something I helped build is now improving outcomes for hundreds of thousands of students – and shaping national education reform – remains the accomplishment of which I am most proud.

Why did you choose this business school? I chose Warwick Business School because of its strong culture of collaborative leadership and innovation-driven learning. I was particularly drawn to how the program encourages students to challenge traditional business models and explore emerging technologies such as AI within real-world industry contexts. As someone passionate about combining education, technology, and global transformation initiatives, I wanted a place where I could build, not just study.

Being selected as a Warwick Business School Change Maker Scholar further reinforced that I was joining a community that actively recognizes and empowers students committed to leadership and meaningful impact. Warwick’s supportive and diverse environment creates space for students to lead initiatives and build meaningful networks beyond the classroom. This culture empowered me to create the Warwick AI & Innovation Society and pursue leadership opportunities aligned with my long-term goal of driving technology-enabled transformation across industries and education systems.

Who was your favorite MBA professor? Professor John Colley stands out as my favorite MBA professor due to his engaging and thought-provoking approach to teaching strategy. His ability to simplify complex strategic concepts through real-world examples, humor, and open-ended questioning created an environment that encouraged critical thinking rather than passive learning. His sessions challenged students to think beyond theoretical frameworks and apply strategy as a dynamic decision-making tool.

What I particularly appreciated was his teaching style, which fostered curiosity and confidence in expressing diverse perspectives. His classes reinforced my understanding that effective strategy is not just about analysis but about asking the right questions and adapting to evolving business environments. His approach has significantly influenced how I evaluate strategic challenges and has shaped my aspiration to pursue consulting and transformation-focused leadership roles.

What was your favorite course as an MBA? Financial Management, taught by Patrick Coen. Finance was always one of those subjects I respected, but struggled to fully grasp in context. I could follow the formulas, but I didn’t always feel like I understood the story behind the numbers, such as the why behind capital structure decisions, valuation, or risk trade-offs. When Patrick stepped in to teach the module, something shifted. He didn’t just teach principles; he helped us connect the dots. Concepts that once felt isolated, such as the cost of capital, investment appraisal and risk, suddenly became part of a coherent narrative about how companies survive and grow. For me, it was less about mastering calculations and more about finally understanding how financial thinking shapes strategic freedom. That clarity has changed the way I evaluate every business decision.

What was your favorite MBA event or tradition at your business school? One of my favorite traditions at Warwick Business School was being part of my syndicate, proudly named “The Mexicans”. The name came from our one Mexican team-mate, while the rest of us were Asians, making it both ironic and strangely perfect. It became less about geography and more about identity: a close-knit team united by shared ambition, curiosity, and a lot of laughter.

What began as a group assigned to survive the intensity of the first term quickly became the highlight of my MBA experience. We tackled everything together, including late-night case discussions, spirited debates over strategy frameworks, and moments of collective confusion that somehow turned into clarity. There was always someone stepping in to explain a finance concept, challenge an assumption, or lighten the mood when deadlines loomed.

Despite our different backgrounds, we built a rhythm of trust and mutual respect. We didn’t just divide the work, we strengthened each other. “The Mexicans” became a symbol of what makes the Warwick MBA special: diverse perspectives coming together, forming genuine friendships, and proving that the best learning happens when people grow collectively.

Looking back over your MBA experience, what is the one thing you’d do differently and why? I would invest earlier in deeper cross-cohort collaboration. While I built platforms within my immediate network, I realized later how powerful earlier engagement across full-time, executive, and part-time programs could have been. Systems transformation thinking thrives on diverse inputs, and earlier integration would have amplified that learning curve.

What was the most impactful case study you had in business school and what was the biggest lesson you learned from it? The BISSIM+ simulation in Corporate Reporting and Decision Making was not a traditional case study, but a real-time executive simulation where we managed Cybernauts, a manufacturing company, across multiple financial periods. We were responsible for making integrated decisions on pricing, production, staffing, capital investment, and financing, each of which directly impacted the income statement, balance sheet, and cash flow. This meant every decision carried trade-offs. For example, increasing production to capture growth requires hiring staff, investing in equipment, and holding more inventory – all of which increased costs and placed immediate pressure on liquidity.

One of the most important decisions involved evaluating an investment in a new recyclable production model. I used a discounted cash flow analysis to assess its Net Present Value, payback period, and long-term contribution. While the project created long-term value through material cost savings, it weakened short-term cash flow and increased operational risk. This forced me to balance strategic ambition with financial discipline and to recognize that not all profitable investments are immediately sustainable without careful liquidity planning.

The simulation made clear that growth without financial control can destabilize an organization. Expanding operations increased receivables, staffing costs, and capital requirements often created cash flow gaps even when profits appeared strong. I learned that profitability alone does not ensure survival; despite strong-looking profits, lows are equally critical.

Most importantly, BISSIM+ forced me to think in systems rather than silos. Pricing affected demand, which influenced production, staffing, investment, and ultimately financial performance. I began to see financial statements not as static reports, but as real-time reflections of strategic decisions. The experience reshaped how I approach leadership and strategy. It taught me that sustainable growth requires aligning operational ambition with financial capacity, and reinforced my ability to make disciplined, data-driven decisions under pressure.

What did you love most about your business school’s town? Warwick Business School sits between two vastly different towns: Coventry and Royal Leamington Spa.

Coventry, where I live, feels raw and evolving. It carries history, you see its rebuilding, its grit and ambition. It can feel both inspiring and challenging at times. But that honesty makes it real.

Leamington Spa, by contrast, feels polished, Regency architecture, calm cafés, beautifully kept streets. Just beyond it lies Stratford-upon-Avon, the birthplace of William Shakespeare, where centuries-old buildings and theatres stand as a reminder of his enduring legacy. The thoughtful preservation of his birthplace and buildings from his time are amazing to witness.

Moving between the two almost daily became symbolic for me. Coventry shows resilience in progress. Leamington Spa and Stratford represent the outcome of vision sustained over time.

That contrast mirrors the MBA experience itself, operating between ambition and reality.

What business leader do you admire most?

Ricardo Allen. I worked closely with Ricardo during my time at One On One Educational Services while we were facilitating the National Virtual School solution in Jamaica. To me, he is more than a former CEO; he’s someone I look up to like an elder brother.

What I admire most is how he leads during difficult periods. When pressure mounts – whether it is financial, operational, or political – he doesn’t retreat. He steadies the ship. He stands by his people. He absorbs the noise so the team can focus.

He taught me that leadership is not about visibility; it’s about responsibility. It’s about becoming a driving force when uncertainty rises and serving as a beacon when others are unsure.

Through him, I learned what thought leadership truly means, not speaking the loudest, but thinking the clearest. That lesson continues to shape how I lead today.

What is one way that your business school has integrated AI into your programming? What insights did you gain from using AI? AI is embedded across coursework, consulting simulations, and student-led initiatives.

Through founding the AI & Innovation Society, I expanded that integration by bringing practitioners into dialogue with students on applied AI strategy. My experience showed me that AI creates the most value when it enhances human decision-making, not replacing it. The competitive advantage lies not in access to AI tools, but in knowing where and how to apply them responsibly.

Which MBA classmate do you most admire? Ritvik Popuri.

Ritvik stands out to me because of his honesty. He communicates clearly, directly, and respectfully, even when conversations are difficult. That kind of transparency builds trust.

He’s incredibly articulate, knows how to have fun, and carries himself with a level of maturity that goes well beyond what you’d expect for someone his age. Coming from a similar background makes our conversations easy and grounded.

As a Student-Staff Liaison Committee member, essentially a class representative, he handles responsibility thoughtfully. He listens before speaking, and when he speaks, people pay attention.

That balance of clarity, humility, and composure is something I genuinely admire.

What are the top two items on your professional bucket list? Lead large-scale transformation initiatives through project management and technology strategy by building AI-enabled systems that improve how governments and organizations operate.

Design and implement scalable digital infrastructure and technology strategy frameworks within global organizations, enabling replication across markets, sustainable growth, operational resilience, and long-term competitive advantage.

What made Chaitanya such an invaluable addition to the Class of 2026?

“Chet is a personable, friendly, and dynamic individual; full of energy, ideas, and a genuine drive to improve things for himself and for those around him. His eagerness to create positive change is truly contagious. On the program, his natural ability to connect with people, combined with his approachability and charisma, has made him stand out from the very start.

When Chet left school, he trained to be a pilot with the Indian Air Force, but his dream was shattered when he grew too big for the cockpit, which must have been hard to take. He showed great resilience though. Chet had been working towards that goal for a few years and said he did consider commercial aviation but chose to pursue engineering instead, eventually completing a degree in Aerospace Engineering with Avionics. But he still maintained his passion for flying and later had the opportunity to fly a Cessna.

His passion for making an impact and making the world a better place really came through in his admission interview, especially when describing his pivotal role in teaching local children science and maths in Jamaica and setting up an online teaching system to help cover the lack of teachers on the island.

Chet is a really warm, friendly, and impactful person. He is proactive and has a great imagination that churns out problem-solving insights regularly. His determination to improve things for himself and others has a way of motivating everyone around him.”

Sarah Jackson
Alumni and MBA Careers Manager

DON’T MISS: THE 100 BEST & BRIGHTEST MBAS: CLASS OF 2026

© Copyright 2026 Poets & Quants. All rights reserved. This article may not be republished, rewritten or otherwise distributed without written permission. To reprint or license this article or any content from Poets & Quants, please submit your request HERE.