Student expectations on AI go beyond efficiency, as they seek its support to innovate and lead with purpose. GMAC director Nalisha Patel explains why business schools that co-create solutions with students and faculty will lead the way Meeting the moment
“We also see that in some countries, such as the US and parts of Europe, young professionals are viewing GME as a strategic step in a changing job market, especially as artificial intelligence (AI) transforms the nature of work. Whether this trend continues will depend on geopolitical factors, cost-of-living pressures and how schools position their international value proposition. It’s a reminder that mobility is no longer predictable and that it is not only about crossing borders, it’s also about access, relevance and timing.” How do students want business schools to use AI and how might this guide strategy? “Students are pragmatic and purposeful in how they want AI to be used in their education. Our research shows that they’re open to it enhancing their learning journeys, through adaptive platforms, intelligent feedback and more tailored content. But they also want the skills to apply AI meaningfully in the real world, especially in complex business and social challenges. “This expectation reshapes how schools should approach AI adoption. It’s not just about integrating the latest tools, it’s also about fostering digital fluency, ethical awareness and systems thinking. Students want to be equipped to use AI not only to optimise operations, but also to lead responsibly, drive innovation and contribute to solving urgent issues, from sustainability to inclusive growth.”
How are motivations and expectations changing among candidates for graduate management education (GME) worldwide? “Across the globe, candidates are approaching GME with a different lens to what we have seen historically; a lens that combines growing financial pressures, greater emphasis on personal values and the profound influence of technology on the way humans live. Today’s prospective students are purpose-driven and acutely aware of the speed of change. They want education that aligns with their sense of identity and can prepare them for the uncertainty they have become accustomed to. They’re asking deeper questions, such as: ‘How do I really impact change and will this programme empower me to do that?’ and ‘Does this school align with my values on sustainability or social impact?’ or ‘How can I make sure I have the toolkit to prepare for the unknown world of the future?’. “Flexibility and immediacy are also key, with Gen Z particularly expecting access to hybrid learning, digital tools and career support that feels both personalised and agile. The traditional value proposition of a business degree –prestige,
network and return on investment – still matters, but candidates are increasingly evaluating these through a broader lens that includes mental wellbeing, social relevance and ethical leadership. Business schools demonstrating authenticity and transparency in these areas are resonating most.” Your latest Application Trends Survey found a notable increase in graduate business school programmes between 2023 and 2024, but one largely driven by growth in domestic applications in many regions, rather than international ones. Why do you think this is and do you expect this trend to continue? “The rise in domestic applications is a reflection of several converging dynamics. Economic uncertainty and the rising cost of living have made some candidates more cautious about relocating internationally, especially in regions where visa policies or job market conditions are in flux. In parallel, many institutions have improved local accessibility, whether by expanding regional campuses, increasing online options or tailoring programme offerings to domestic market needs.
16 Ambition • ISSUE 4 • 2025
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