How are business schools shaping the next generation of founders when artificial intelligence and rapid technological change are completely rewriting the rules of the market? To find out, Ambition editor Colette Doyle spoke with four leading faculty members from around the world at institutions based in Finland, the UK, Mexico and Egypt Perspectives on… entrepreneurship
to start with the market and customer problems rather than asking, ‘How can we commercialise this technology?’ “That said, particularly in deep tech, a customer problem may only emerge in the future. IQM, the quantum computing company that emerged from research at Aalto University and VTT [ Finland’s state-owned research and technology organisation ] was built on decades of scientific research before a company was formed around the commercial opportunity. “This highlights an important feature of deep-tech entrepreneurship: the starting point is often a significant body of research rather than an entrepreneur with an idea. The challenge is to translate scientific knowledge into a compelling value proposition, identify meaningful applications and build a scalable business. “MBA students can play an important bridging role. They may not develop the technology, but they can contribute
Together, they explore how the modern MBA curriculum is bridging the gap between deep-tech university research and scalable market realities. From cutting through the noise of AI- generated prototypes to cultivating genuine commercial staying power, these educators share their strategies on fostering resilience, critical judgement and the core founder mindset. How are you helping MBA students to bridge the gap between deep-tech or university-led academic research and viable, scalable market products? Maija Renko: “I try to get MBA students to understand that great technology and great research are not the same as a great business. At a university like Aalto, there is extraordinary technical expertise and invention, but the commercial opportunity still has to be discovered. I encourage students
20 Ambition • ISSUE 5 • 2026
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