T he debate about what a modern business school should be is no longer abstract. It is unfolding in real time against a backdrop of financial strain across the university sector, shifting international recruitment patterns, accelerating technological change and heightened public scrutiny of the value of tertiary education. A recent study by Times Higher Education suggests that almost a third of UK universities are operating at a deficit. One key factor has been instability in international student recruitment. Heavy reliance on international tuition fees has left many universities vulnerable to visa changes, geopolitical tensions and economic pressures. Recent volatility has exposed dependencies previously masked by growth in postgraduate markets. Facing global challenges Business schools occupy a particularly important position within this context. For decades, they have effectively functioned as the financial engine of many universities. Large enrolments, strong international demand and scalable programmes have allowed business schools to generate surpluses that support other academic disciplines across the institution. Yet the financial pressures now facing higher education are reshaping this dynamic. As postgraduate recruitment becomes less predictable, many business schools are increasing their undergraduate intake in order to maintain financial sustainability. More diverse – and rapidly growing – cohorts require institutions to deliver personalised, meaningful learning at scale without losing the individual focus that underpins transformative education. At the same time, the environment into which graduates enter is itself becoming increasingly uncertain. The pace of change in industry is extraordinary: artificial intelligence, automation, digital platforms and data analytics are continually reshaping organisations, professional roles and the very nature of work. Entire sectors evolve within a few years – and the competencies required of graduates change accordingly. Preparing students for such environments requires more than disciplinary knowledge. It requires adaptability, critical thinking and the confidence to navigate ambiguity. A renewed focus for business schools For much of the 20th century, business education was organised around disciplinary coverage. Students studied accounting, marketing, finance and operations as largely separate domains, with the expectation that exposure to these fields would collectively produce competent managers. However, that model is increasingly misaligned with contemporary reality. In a world characterised by complexity and rapid technological transformation, the ability to integrate knowledge, interpret uncertainty and make informed judgements is far more valuable than memorising frameworks. Modern business education must focus on capability formation rather than simple knowledge transmission. At Manchester Metropolitan University Business School, programmes are built around six pillars: digital skills, global perspectives, professional development, sustainability & responsible
From fragility to FUTUREPROOFING With UK higher education facing financial strain and fluctuating international enrolment, business schools must fundamentally rethink their operating models. Manchester Metropolitan University Business School’s Katharina De Vita elaborates on how today’s management education sector can navigate systemic deficits, visa shifts and evolving market demands to build a sustainable future
26 Ambition • ISSUE 5 • 2026
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