GEN Z & THE 2030 MBA
marketplace. “One person with useful AI tools can do the job of six people now, meaning that proficient AI users are going to be their competition going forward,” Plechatá comments. Developing vital skills alongside AI proficiency However, as Plechatá notes, the flip side of this is to recognise what AI can’t do for the foreseeable future and to ensure that students are equipped with the skills that AI cannot replace easily. The Newton chancellor elaborates: “This means soft skills such as emotional intelligence, empathy and resilience, as well as out-of- the-box creativity.” She further observes that “you have to actually interact with people in real life – not through a screen – to practise empathy”. However, Plechatá acknowledges it can be challenging to teach soft skills effectively in a traditional university system. “To some extent, university education doesn’t prepare students for the real-life challenges in a business environment. With Gen Z, it feels like there’s an expectation you can go home at 4pm and no one can contact you at the weekend.” This may be acceptable in some roles, but – as Plechatá remarks – “you’re going to reach a limit and you’re unlikely to move higher up the corporate ladder”. Equally, “Gen Zers talk a lot about preventing burnout, me time and self-care” and it is crucial to develop the necessary skills to take care of yourself. “However, I think we sometimes forget that part of self-care is dealing with stress, not avoiding it,” explains Plechatá. “If my adrenaline rises, it’s because I care – you can learn to leverage stress as a useful tool at work.” She goes on to point out that university “can give students the right tools to know themselves better, to recognise when they need to take a break, as well as when they can push themselves a bit more”. Learning to do both is vital to succeed in business: “If you push yourself constantly, you will burn out at some point, but if you never push yourself, you’re not going to go very far,” affirms Plechatá. The introduction of flexible learning To meet Gen Z’s expectations, Newton University is introducing more hybrid teaching into its MBA programmes, whereas historically its MBAs have been in-person only. However, Plechatá maintains that the university is adamant about keeping some in-person elements: “We think it’s essential to provide students with a balance of tech and real-world skills. The employers we collaborate with also value this, so if we did an online-only MBA, we wouldn’t be producing the kinds of graduates they expect from our MBA programmes. “Consequently, we foresee a challenge ahead,” Plechatá continues. “We want to have the online components and hybrid learning that students are demanding, but we also need to convince Gen Zers that they can’t consume a whole MBA from their sofa through their smartphone.” There has also been a post-pandemic shift in expectations, with people changing jobs more frequently and preferring roles with flexible working opportunities. This is particularly evident in the Czech Republic where “there’s low unemployment and it’s more of an employees’ market”. One solution involves offering modular courses as an alternative to a one-year, full-time MBA. Plechatá expands on this point:
“We see a definite preference emerging for shorter, more intensive programmes that lead to an MBA and which can be combined with flexible working conditions.” This approach also aligns with Newton’s focus on lifelong learning: “The world of work is evolving so quickly as it’s reacting to rapid technological change.” This means that MBA graduates will need to keep learning throughout their career, dipping in and out of education as needed. The importance of a global perspective As a final point, Plechatá emphasises the importance of expanding MBA education beyond local markets. “Gen Zers are more tech‑savvy and the world is at their fingertips,” she says. In the past, Newton University focused on preparing graduates to join companies in the Czech Republic, with specific skills tailored to the local market. However, in an increasingly globalised business environment, Plechatá observes that “it no longer makes sense to offer country-focused education. The world is now more interconnected than ever before. Without creating an international ecosystem through building partnerships with schools, business and alumni all over the world, we cannot continue to prepare our students for the global world of work.” Indeed, some MBA students may not have the flexibility to travel extensively because of work commitments, so short exchange programmes, summer schools and networking opportunities through the Business Graduates Association (BGA) provide valuable international experience. For Plechatá, it’s all about finding the right balance. The challenge for MBA programmes will be to provide real-world experience and cultivate a range of vital skills, while meeting the expectations of a generation that has grown up fully immersed in technology.
BIOGRAPHY Dr Anna Plechatá Krausová is chancellor of Newton University; she champions a vision rooted in global expertise and practical knowledge. Holding a PhD from Oxford, her research spans multicultural dynamics, risk management and protest movements, with a focus on entrepreneurship and management. She integrates AI and personal development in education to prepare students for modern challenges, emphasising resilience. A diversity advocate, she enhances Newton’s global reach and English programmes, while mentoring to support academic, professional and personal growth
Ambition | NOVEMBER 2024 | 35
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