Reducing required travel to Oslo through live synchronous learning removes geographic barriers, keeping international participants fully integrated into the cohort rather than isolated on the periphery. This shifts the EMBA’s reach – candidates no longer ask if they can travel constantly, but whether they can attend key campus experiences where physical presence truly matters. Ultimately, a model built on Norwegian work-life balance offers an appealing framework for a global executive audience.” How have the changes enhanced a sense of community among EMBA participants? “Despite concerns that less physical time would weaken the cohort, we experienced the opposite. While traditional models left long gaps between intensive campus blocks, our blended structure creates a continuous rhythm. Relationships formed on campus carry over to online settings seamlessly, so the cohort never has to ‘restart’. Synchronous digital sessions also complement in-person bonds, allowing busy participants to stay engaged despite competing commitments. In short, the community is built on frequency, continuity and meaningful interaction rather than physical hours alone, leveraging both physical and digital environments for what each does best.” How did you support faculty members through the EMBA’s redesign and the move to blended delivery? Was any training supplied? “Faculty support was critical to the success of the redesign, which was approached from the outset as a pedagogical challenge rather than a purely technological one. To address individual needs, we held one-on-one meetings with faculty members to understand their individual concerns and pedagogical requirements, directly assisting them in customising their online course delivery. The ensuing follow-up from programme co-ordinators and the provision of continuous support along the way also proved crucial throughout the transition.
participants. Consistency across courses was equally vital, as maintaining a familiar and integrated digital ecosystem reduces cognitive load, allowing both faculty and participants to focus entirely on discussions and learning rather than troubleshooting software. The overriding goal has been to make technology almost invisible, ensuring participants remember the insights and conversations rather than the platform on which they took place.” Are there any plans to add new digital tools, techniques or platforms to the programme to enrich the experience? “New digital tools and platforms are reviewed continuously, but any implementation remains strictly guided by whether it serves a clear educational purpose. A key takeaway from the redesign is that programme quality depends far more on thoughtful curriculum design, exceptional faculty and substantive interaction than on sophisticated technology for its own sake. Nevertheless, there are valuable opportunities to adopt emerging technologies where they make learning more personal and reflective. “A prominent example is Hanno Roberts, who teaches management accounting on the EMBA and recently received a best teacher award based on outstanding participant evaluations. In his course, Roberts uses an AI‑supported reflective journal that prompts participants to connect core frameworks directly to their own professional challenges and leadership development goals. Rather than replacing human interaction, this technology deepens individual reflection and supports a personalised learning journey. The ambition is not to build the most technology- intensive EMBA but to deploy technology selectively and intelligently where it genuinely enhances participant outcomes.” How important has the use of a digital code of conduct on the programme been? “Technology alone does not create an effective digital classroom; behaviour does. To prevent passive webinar viewing, we established clear expectations around attendance, cameras and active participation. This created a shared understanding that digital sessions are real classrooms where everyone is visible, contributing and accountable for learning quality. A unified code of conduct gives faculty confidence and ensures programme‑wide consistency without renegotiating rules for each course. Though seemingly an operational detail, it embodies a core principle: digital learning must be designed intentionally and demand as much commitment and engagement online as on campus.” While designed primarily to align with cultural expectations and professional realities in Norway, has the new blended format led to increasing
interest from international candidates? “Although rooted in a Norwegian context, balancing education with personal and professional responsibilities is a universal executive challenge.
42 Ambition • ISSUE 5 • 2026
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