AMBA & BGA EXCELLENCE AWARD WINNERS
BI Norwegian Business School’s executive MBA redesign moved the programme to a blended learning format for the first time and was the winner of this year’s AMBA & BGA Digital Transformation Award. Academic director for executive programmes Lars Erling Olsen tells Tim Banerjee Dhoul how the process has fuelled access while enhancing the student experience
I n 2024, BI Norwegian Business School’s EMBA programme’s sense of community two years on. He also describes how faculty members were supported through the process and swapped a modular format that revolved around in‑person teaching conducted in intensive blocks for a blended learning model that sought to align with the realities of professional life in Norway and beyond. Here, Olsen shares details of the school’s selective approach to new technology and the redesign’s positive impact on the
campus sessions with live synchronous digital learning, eliminating the need to travel for every interaction. However, accessibility does not mean lowering standards: contact hours and academic expectations remain fully intact. By changing where and how learning occurs, we remove friction without compromising quality.” Are the international components of the programme also structured with accessibility/flexibility in mind? “We intentionally kept international components fully face‑to‑face, as shared travel, cultural immersion and informal interactions build cohort bonds and enrich learning. For us, digital transformation isn’t about maximising online delivery; it’s about choosing the format that best serves the educational experience. By reducing routine travel in core modules, we gained the flexibility to protect travel where physical presence genuinely adds value. We distinguish between travel that is simply a consequence of how a programme is delivered and travel that is part of the educational experience.” How were you able to dispel any perceptions that moving away from a fully in-person mode of study in some way dilutes the quality of an EMBA? “We refused to treat digital delivery as a reduced classroom experience: academic content, learning outcomes, contact hours and faculty remained identical. Instead, we redesigned the learning journey to begin with in-person relationship-building before moving into live, synchronous digital sessions. Crucially, we discovered that spreading learning over time fosters greater engagement and continuity than isolated physical blocks. Ultimately, quality is not determined by the physical room, but by academic rigour, excellent faculty, thoughtful design and meaningful interaction.” How did you decide which platforms and tools to use for the programme’s synchronous digital elements? “The selection process began with the learning experience rather than the technology itself. Software and platforms change constantly, so the strategy is to remain agile and adjust according to the tools available rather than committing rigidly to specific tech. The selection criteria, therefore, were driven primarily by pedagogy, reliability and ease of use rather than a list of features. Because executive participants are busy professionals, it was also essential that technology never became a barrier to engagement. “The school prioritised intuitive, stable platforms that foster meaningful real-time interaction between faculty and
why establishing a digital code of conduct has helped ensure that digital sessions foster the same level of engagement and commitment as on‑campus classes. The school’s EMBA redesign was based around a collaborative process involving alumni, prospective students, current participants, faculty and administrative teams. How was this achieved in the space of just four months? “We began by explaining to all
stakeholders why change was necessary and establishing a shared starting point. Through direct conversations, we consulted alumni, current and prospective participants, as well as faculty and administrative teams, listening to concerns, testing ideas and building trust. Simultaneously, we enforced key non-negotiables: preserving academic quality, contact hours and existing faculty. Combining top-down strategic direction with bottom-up collaboration allowed stakeholders to shape how we responded. This shared ownership also enabled us to move from concept to implementation in just four months.” How does the redesign place accessibility at its centre? “For us, accessibility means enabling executives to pursue an EMBA without unnecessary personal or professional compromises. Traditional programmes impose hidden costs, such as those relating to travel, work disruption or sacrificed personal time. Our redesign removes these non-learning barriers while preserving essential intensity and interpersonal depth. Core courses blend purposeful
Ambition • ISSUE 5 • 2026 41
Made with FlippingBook - Share PDF online