An engineering mindset. An independent path.

Foundation

I graduated from Kingston University with First-Class Honours in BSc Aerospace Engineering, a goal I had worked towards for years. The degree gave me experience moving between theoretical analysis, digital modelling and simulation, and practical engineering work. In the collaborative Discus 2C glider project, those strands came together in a team effort that won the “Winner’s Award for Best Group Project” at Kingston University’s ECE Showcase 2026.

My development also included hands-on mechanical work: diagnostics, fault-finding, component removal and refitting, testing and troubleshooting. Working with physical systems gave me another way to understand how components interact and how to investigate a problem in practice.

Building independently

Making university financially possible meant building something alongside it. A 50% academic scholarship during Years 1–2 helped me begin, and I built an international Mathematics and Physics tutoring career, teaching students across Europe, Asia, Australia and North America. I used that income to pay my university fees and support myself through my studies.

At peak periods, I managed approximately 15–20 individual students and around 50 hours of tutoring-related work per week alongside university commitments. Preparation, teaching, scheduling and communicating with students and parents all had to fit around engineering coursework and project deadlines. Running that work independently developed responsibility, discipline and time management. Teaching also strengthened my ability to explain technical reasoning: I had to understand a concept well enough to make it understandable to somebody else.

Work & responsibility

Tutoring was one part of my professional development alongside university. I also spent several years working within my father’s industrial supplies and die-cutting technology business, Dudes Arc (Pvt) Ltd. Curiosity drew me into understanding how the machinery and specialist tooling worked, why particular materials suited an application and how customers made purchasing decisions. Working across technical demonstrations, customer support, procurement, inventory, logistics and financial records in QuickBooks helped me see how technical and commercial decisions connected across the whole business.

I also deliberately chose to work with Smart EDU (Pvt) Ltd. while running my independent tutoring practice. I already had my own students and wanted to learn from a more established teaching environment. Its training, feedback and structured approach to lesson planning gave me opportunities to improve how I taught mixed abilities, communicated and delivered the curriculum. I carried those lessons back into my own practice, refining the standard of a service I was already responsible for.

Across different jobs, I have found that responsibility often broadens once people have seen how I work. At KB Repairs, I initially joined in a technical capacity, working with vehicle diagnostics, ADAS calibration and practical fault-finding. Senior management subsequently trusted me with analytical and commercial work: reviewing the company’s website, social media, SEO and online/eBay operations, researching opportunities and presenting recommendations to senior management. It meant moving between workshop problems and business analysis, then explaining the evidence to people responsible for making decisions.

After graduating, I joined Sainsbury’s as a Service Assistant while continuing to tutor and applying for graduate engineering roles. I wanted to keep working and earning, and took the role seriously. I became the only new colleague selected for wider training across almost every department, with responsibilities including store-opening procedures, checkout-system setup and cash-office work involving counting and reconciling approximately £15,000. Those tasks required accuracy, procedural care and independent judgement. Whatever the setting, I want to understand what I am responsible for, do it properly and earn the trust to take on more.

Engineering direction

My engineering interests span design, simulation, structural analysis, testing and optimisation. I enjoy moving between theory and practical problem-solving, whether that means comparing a model’s behaviour, refining a component or working through a fault in the workshop. I’m particularly interested in difficult problems where the route to an answer isn’t immediately obvious.

My education also gave me a grounding in risk, commercial considerations, financial analysis and investment decision-making. It helped me understand that an engineering decision has to account for cost and feasibility as well as technical performance.