Dr. Shalini Kesar is an associate professor of information systems at Southern Utah University and was previously the director of Bachelors of Interdisciplinary Studies. She has been in front of the classroom for over 15 years, starting as a research assistant for Montfort University in the United Kingdom, she has taught at different universities across the world.
Born in India, Dr. Kesar was raised to value education and pursue the heights of learning. She has found a niche in southern Utah and become a role model while enhancing awareness and motivating girls in considering technology as part of their education and career goals. Her outreach efforts spread to a number of rural counties where skills and resources are limited.
She was recently recognized by the Women Tech Council, receiving the Education Excellence Award at the 2016 Women Tech Awards. The event recognizes technology-focused women who are innovators, leaders and key contributors in STEM fields.
Dr. Kesar earned a BA from the University of Delhi, a MPHIL in information systems from De Montfort University, a MSC in analysis, design and management information systems from the London School of Economics and Political Science, and a Doctorate in information systems from the University of Salford from UK.
Industry Expertise (3)
Areas of Expertise (13)
Carl Perkins Service Award (professional)
Utah Association of Career and Technology, 2017
Education Excellence Award (professional)
Women Tech Council, 2016
Outstanding Scholar of the Year (professional)
Southern Utah University, 2011
Outstanding Research and Scholarly Activity Award (professional)
Southern Utah University, 2010
University of Salford, UK: Ph.D., Information Systems
De Montfort University: MPhil., Information Systems
London School of Economics and Political Science: M.Sc., Analysis, Design and Management Information Systems
Lady Sri Ram College, Delhi University: B. A., subjects include Maths and Business Data Processing
- National Center for Women & Information Technology
- Utah Women in Higher Education Network
- Association of Information Systems
- Association of Computing & Machinery
- AIS Special Interest Group of Network & Internet Security
- AIS Special Interest Group on Electronic Government
- Women in Tech Council Advisory Board
- SheTech Advisory Board
Media Appearances (7)
We Have A Long Way To Go Before Women Are Equally Represented In The Sciences
One of the largest and most resource-intensive projects to be carried out on this topic recently is from Microsoft and conducted by Dr. Shalini Kesar, an Associate Professor in the Department of Computer Science & Information Systems at Southern Utah University. The research was first conducted in the EU in 2017, and Microsoft has now released U.S. statistics and recommendations.
Program Teaches Southern Utah Girls They Have a Place in Tech Industry
The Spectrum print
SUGIT is the brainchild of Kesar, an SUU associate professor of information systems who wants to increase the participation of women in technology. She heads several technology outreach projects including Southern Utah’s participation in the national Aspirations in Computing competition sponsored by the National Center for Women & Information Technology.
Here's Why More Women Aren't Pursuing STEM Careers
Dr. Keser has been leading a STEM program for high school girls across 14 Utah and Nevada counties. In the last five years the university says more than 400 high schools have applied to the free online competition.
SheTech helps high school girls find their place in tech
St. George Daily Spectrum online
“We want to give them this experience to show them STEM isn’t boring and doesn’t have to be just for boys,” Kesar said. “STEM used to be very scientific and programming-oriented, but now it’s changing and is so much more than just sitting at a computer.”
Photo courtesy of Helen Hu Where are the women in computer science? 3 local professionals weigh in
Dr. Shalini Kesar is an Associate Professor at Southern Utah University and leads Southern Utah Aspirations in Computing (SUAIC), a chapter of NCWIT. She said, “I think globally there is a gap…the pipeline is a factor.” Dr. Kesar works both in K-12 and higher education to increase the number of women in that pipeline...
Women Tech Council honors Utah women in technology
On Thursday at the Grand America hotel, Dr. Shalini Kesar related her story while she was in Salt Lake City for the Women Tech Council Awards.
“I had a strong family support and good teachers that made me realize what I could do,” she said.
Girl Power: STEM Gender Diversity Increases in Southern Utah
Southern Utah University News online
According to the National Center for Education Statistics, more than 57 percent of college undergraduates are women, yet only 18 percent progress into STEM (science, technology, engineering and mathematics) as a career. Despite this national need for a female presence in computing and technology workplaces, southern Utah is showing initiative on this front.
This paper's discusses five real business capstone projects that were designed to provide an educational experiential learning to include ethics and professionalism in the pedagogy. This class comprised senior undergraduate Computer Science (CS) and Information Systems (IS) students. The projects involved teamwork and lasted fifteen weeks. The aim of the capstone curriculum was to foster a teaching environment to: 1) include interdisciplinary partnership among university departments; 2) cultivate local industry alliances; 3) encourage students' analysis and synthesis of skills and knowledge in a real business setting project. The National Society for Experiential Education (NSEE) practices were used while developing the curriculum and their eight Guiding Principles of Ethical Practices are used to describe the initial findings and lesson learned.
Taking into account various studies on the increasing problem of computer crime within organizations, the researcher argues that management of such crimes requires an equal focus on technical, formal and, informal (social) issues associated with Information Technology (IT). This is because focusing on the technical issues only provides a partial solution while managing such crimes. While understanding management of computer crime, this paper contributes to provide a different perspective by using the organizational theory, Triple Loop Learning (TLL).
This paper provides an insight to the increasing problem of cybercrime in the context of electronic government. It takes examples from the UK government to argue that it is no longer possible to just rely on technical controls while securing electronic government transactions. Reports and studies reflect that illicit acts such as cybercrime are predominantly the result of not only disregard for basic information security and but also lack of awareness about the importance of social issues associated with information technology. Consequently, focusing on the technical controls provides only a partial solution while managing cybercrime particularly in electronic government context.
Jain, Vikas, and Kesar, Shalini
In this paper, we compare and contrast the issues facing citizens with those faced by managers responsible for e-government implementation. We report the findings of a case study of e-government implementation undertaken recently at a local government authority in the UK. We use the design-reality gap analysis framework based on seven 'ITPOSMO' dimensions proposed by Heeks...
Managing the growing problem of computer fraud within organisations has led researchers and practitioners to emphasise the need to take into account the 'social' aspects of information security. In addition, wider organisational issues such as lack of communication have been associated with computer fraud. In trying to minimise 'opportunities' for computer fraud, this paper argues that managers' awareness and knowledge of how an organisation functions can significantly affect the effectiveness of management information security. This is because managers can send 'cues' to other employees, which influence how the latter perceive and abide by information security and other policies and procedures in their daily activities. Such perception and application are examples of tacit knowledge development and use. In developing the argument, this paper uses the case of Barings Bank together with Mintzberg's five functions of an organisation. Thus it contributes in effective management of information security from a knowledge management perspective.
Jain, Vikas and Kesar, Shalini
Governments in many countries have invested significantly in building electronic infrastructures to support e–government initiatives. However, there is mixed evidence about the success of e–government initiatives. In this paper, we report the findings of a case study of e–government implementation undertaken recently at a local government authority in the UK. Despite the success of such efforts at National Health Services Direct (NHSD) in the UK, local authorities in the UK have not been able to replicate the success of e–government initiatives at NHSD. Consequently, local authorities in the UK have largely failed to meet the expectations of the UK government. We use the framework proposed by Heeks to understand the underlying reasons for the failure of local authorities to implement e–government. Using a case study at a local authority in the UK, this paper contributes to our understanding about successful implementation and adoption of e–government initiatives at the local level.
CSIS 1000 Intro Computer Apps & Internet
Designed to explore concepts of microcomputer systems. Concepts include: windows and general information, word processing, spreadsheets, database, presentations, and the Internet. Students gain proficiency with the basic command structures of each application in an integrated office suite.
CSIS 2600 Data Communications/Networking
Designed as a telecommunications and networking foundation in network connectivity, data communication concepts and communication protocols. Students learn to analyze cost-benefits and to evaluate, select, and implement different communication options.
CSIS 2670 Information Security & Assurance
Introduces students to the management, technical, and administrative aspects of Information Security. Includes legal and ethical issues, risk management, technical and physical security.
UNIV 4010 Interdisciplinary Research Methods
This examines research methods for interdisciplinary study and explore different perspectives on a variety of topics. Students develop their ideas for their interdisciplinary capstone project by evaluating and comparing the methodologies presented in the course.
UNIV 4020 Interdisciplinary Capstone
In this course students will complete and interdisciplinary capstone project in which hey utilize and expand upon the knowledge and skills from previous coursework. Students will also create a portfolio that will reflect critical thinking; research, and oral and written communication skills.
CSIS 4750 E-Business Systems
Provides a general survey of key technological elements of electronic business and important business strategies essential to maintaining e-business infrastructures. Students will design and develop web sites that have e-business capabilities.
CSIS 4800 CS Capstone Project
An examination of systematic, disciplined and quantifiable approaches to the development, operation, and maintenance of software. This course offers a major programming project which provides an opportunity to apply much of the material the student has learned in previous computer science coursework.
CSIS 4810 IS Capstone Project
Provides opportunity to manage a major information systems development/enhancement project. Students apply what they have learned from various other courses to one project with an emphasis on enterprise-level project management.
CSIA 6020 IT Policy Compliance & Disaster Recovery
This course will teach the student methods in identifying vulnerabilities, and take appropriate countermeasures to prevent and mitigate failure risks for an organization. It also provides the security professional with a foundation in procedures; assessment of risks in the enterprise, etc.
CSIA 6500 Capstone Experience
This course requires the student to be engaged in either a Thesis project of approved Internship.