make a difference – they’re seeking purpose. That means we, as educators, need to give them the tools to think critically, collaborate effectively and adapt to uncertainty.” We hear so much nowadays about diversity and inclusion, as well as the concept of ‘belonging’; how can schools best train the next generation of managers and entrepreneurs to implement DEI practices in a responsible manner? “Diversity isn’t just a value; it’s a strategic imperative. What I have come to appreciate over time is that every institution I have been a part of has become more diverse and, through that, has become better. Imperial is the UK’s most international university, so we’re an embodiment of the advantages brought about by diverse perspectives. We
strengths as a world-leading STEM university. It’s designed to develop mindful, forward-thinking leaders who are equipped to navigate an increasingly digitalised and complex business world. It also adapts to the needs of different learners with full time offerings, a weekend programme and, of course, our world-leading global online MBA. “What we’re focused on now is enhancing that distinctiveness, deepening the integration of technology, innovation and sustainability into the learning experience. We’re also working to embed the programme more fully across the university, strengthening alignment and collaboration with our STEM faculties. That cross- disciplinary ambition allows us to bring even more of Imperial’s scientific and technological expertise into the MBA, enriching the experience and ensuring it reflects the science-dominated
need to continue to shape environments where people feel they belong, where they’re respected and where they can thrive. “That starts with culture. Culture isn’t built through grand statements; it’s built through daily actions, through how we treat one another, how we collaborate and how we lead. Our role as educators is to model inclusive leadership and to equip our students with the mindset and skills to build inclusive organisations of their own.”
context in which businesses themselves are operating. “We’re not trying to replicate what others are doing, we’re doubling down on what makes us unique: a rigorous, cross-disciplinary education with a strong science, innovation and entrepreneurship edge that prepares students to lead with purpose and impact in a rapidly changing world.” How has management education evolved since you started teaching at Queen’s University in Canada in the late 1980s? “Dramatically. When I started, you were in a classroom the whole time – or, at least, it felt like it –
What has becoming AMBA-accredited
meant to your school? “AMBA accreditation is an important marker of quality and global recognition. It affirms that our programmes meet rigorous international standards and that we’re committed to continuous improvement. But more than that, it aligns with our ambition to be a top-tier, globally relevant business school. “The process itself is constructive. It’s not just about meeting criteria; it’s an opportunity to benchmark ourselves against other leading institutions, to learn from our peers and to reflect on how we can continue to improve. We find the feedback from accreditation panels extremely valuable, while our faculty who serve as panel members at other schools also gain a great deal from seeing examples of best practice in different contexts. It’s a two-way learning process that strengthens the entire sector.”
Imperial College has grown across several campuses as it has expanded to become a top-tier, globally renowned institution
you focused on your chosen discipline and you thought about things in terms of traditional business functions. “Today, half the time, you’re trying to get students out of the classroom, interdisciplinarity is seen as a strength – especially at somewhere like Imperial, for all the reasons I’ve mentioned – and everybody kind of expects that functions will evolve. “In more practical terms, there’s also been a big shift towards project-based learning by doing; today’s students are digitally native in a way they generally weren’t in the 1980s, plus there’s a much greater emphasis on societal impact. Students are no longer just looking for jobs – far more often than they were, they’re looking to create them. They want to
14 Ambition • ISSUE 4 • 2025
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