Business Impact covers the big challenges facing global management education as the world asks more of its future business leaders.
ISSUE 1 2025 VOLUME 23
THE MAGAZINE OF THE BUSINESS GRADUATES ASSOCIATION (BGA)
LEADERS NEVER STOP LEARNING
Get well soon The action imperative for wellbeing
• SUPPORT SYSTEMS: THE CASE FOR GRIEF LITERACY IN SCHOOL & SOCIETY • ISOLATION THEORY: CONFRONTING LONELINESS AMONG YOUNG ACADEMICS • IN THE EXTREME: BUILDING RESILIENCE TO SEVERE CLIMATE EVENTS
INSIDE
CAPACITY-BUILDING WORKSHOPS: INDIA
In March, BGA is hosting three in-person, one-day capacity-building workshops in India, focusing on ESG learning environments, curriculum design and impact measurement, respectively.
Attendance is FREE for all AMBA/BGA school members, but spaces are limited These intimate, interactive workshops are designed to foster collaboration among business school leaders and faculty across India and the surrounding region. Scan the QR code to secure your complimentary spot and join these impactful discussions www.amba-bga.com/events
GOA 7 MARCH 2025
NEW DELHI 3 MARCH 2025
BENGALURU 5 MARCH 2025
Contents ISSUE 1 • 2025 • VOLUME 23
05 EDITOR’S LETTER Going further in our mission of inspiring innovation and continuous improvement among BGA member schools 06 BUSINESS BRIEFING The latest news and research from BGA’s global network 10 DATA POINTS Schools and faculty are most likely to have used artificial intelligence towards course content creation, according to recent AMBA & BGA research
26 CURBING CATASTROPHE
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Why leaders must learn to manage risks around the rising occurrence of extreme climate events 30 THE CLASS CEILING How schools can address disadvantages that stem from socio-economic circumstances 34 SPOTLIGHT ON SCHOOLS Uzbekistan’s CAU Business School 36 GUEST COLUMN Using technology to create systems where people flourish 38 DIRECTOR’S DESPATCH Prioritising health and happiness
16 COVER STORY A STUDY IN ISOLATION
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The loneliness epidemic’s impact on young academics and what business schools, faculty and students can do to boost outcomes, morale and wellbeing 20 PERSPECTIVES Deans from schools in Portugal, Kazakhstan, Switzerland and the UK share their views on positive impact, offering insights from their institution’s outlook and experiences
12 COVER STORY LEADING THROUGH LOSS
T he case for equipping leaders to acknowledge and manage grief and loss in the workplace as a core component of building human-centred organisations
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Business Impact • ISSUE 1 • 2025
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EDITOR’S LETTER
EDITORIAL
Content editor Tim Banerjee Dhoul t.dhoul@amba-bga.com Head of editorial Colette Doyle c.doyle@amba-bga.com
AUGURING WELL FOR BUSINESS EDUCATION T he wellbeing economy is one that, as described by Boston University senior research fellow TimThornton, is “orientated around promoting scholars in our second cover story. In putting forward recommendations, Lubitsh also highlights the need to allow space for human connections in the new hybrid world. This is a point taken up by Stanford University educator Caitlin Krause in her guest column on digital wellbeing. With “the quality of human relationships at Our new bimonthly format allows Business Impact to go further in its mission of sharing knowledge and insights from BGA member schools across the world, starting with a special focus on wellbeing
Art editor Sam Price
Sub-editor Heather Ford
Insight, content & PR manager Ellen Buchan e.buchan@amba-bga.com CORPORATE Membership director Victor Hedenberg v.hedenberg@amba-bga.com Head of membership Debbie Kemp d.kemp@amba-bga.com
human wellbeing and ecological balance, rather than focusing on ever increasing economic growth”. It’s a concept that is gaining traction, as wellbeing becomes an increasingly critical challenge for business. To mark our increase in frequency, this issue takes an in-depth look at mental health challenges; thought to affect one billion people worldwide, yet so often remaining invisible, misunderstood or ignored. In one of our two cover stories, University Canada West’s Rafia Faiz focuses on the need to train future leaders to understand grief as a fundamental aspect of the human condition. “Left unaddressed, grief can become an invisible disruptor, eroding trust, morale and psychological safety,” she writes. Embedding grief literacy into business education, Faiz argues, will help graduates lead human-centred organisations with compassion and authenticity. Hult’s Guy Lubitsh then asks academic leaders to reflect on whether workloads and the demands of study are making people feel isolated, as he looks at the loneliness epidemic in relation to young and emerging
stake”, Krause guides us through designing systems and developing strategies that empower leaders “to balance technological innovation with human connection”. Elsewhere, we consider the need for furthering our understanding of ecological balance and adapting to the realities of climate change. In outlining the work of HEC Lausanne’s research centre on climate extremes, Valérie Chavez emphasises the value of interdisciplinary approaches in pursuit of this facet of the wellbeing economy. There’s just time for me to flag two new regulars. Data points enables a deep dive into key findings from recent AMBA & BGA research, beginning with the topic of artificial intelligence, while Perspectives is a chance to hear directly from institutions working in diverse cultural contexts.
BGA accreditation manager Richard Turner r.turner@amba-bga.com Senior marketing executive – digital lead Shareen Pennington s.pennington@amba-bga.com Membership administrator Georgia Herbert g.herbert@amba-bga.com Commercial relations director Max Braithwaite m.braithwaite@amba-bga.com
Head of marketing & communications Leonora Clement l.clement@amba-bga.com Finance & commercial director Catherine Walke r
Director of accreditation & director of BGA services Mark Stoddard
Tim Banerjee Dhoul Editor , Business Impact
Chief executive officer Andrew Main Wilson GENERAL ENQUIRIES bga-membership@amba-bga.com
Copyright 2025 by The Association of MBAs and Business Graduates Association . All rights reserved. Material may not be reproduced without the permission of the publisher. While we take care to ensure that editorial is independent, accurate, objective and relevant for our readers, BGA accepts no responsibility for reader dissatisfaction rising from the content of this publication. The opinions expressed and advice given are the views of individual commentators and do not necessarily represent the views of BGA. Whenever an article in this publication is placed with the financial support of an advertiser, partner or sponsor, it will be marked as such. BGA makes every opportunity to credit photographers but we cannot guarantee every published use of an image will have the contributor’s name. If you believe we have omitted a credit for your image, please email the editor.
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Business Impact • ISSUE 1 • 2025
BRIEFING New research into ways of integrating nature into urban planning, recommendations for Lebanon’s economic recovery and a look at what’s holding back true gender equality all feature in this issue’s round-up of news from BGA schools. By Tim Banerjee Dhoul , Ellen Buchan and Colette Doyle THE LATEST NEWS FROM ACROSS BGA’S NETWORK Business
SEATING SOLUTION SECURES TOP PRIZE
teams, 16 semi-finalist teams emerged to present their innovative ideas. DecompressX, the winning business concept pitched by real estate master’s student Brice Hamilton, is an advanced ergonomic seating solution designed to achieve spinal decompression while providing a comfortable, upright seating position. It is said to help alleviate a variety of spinal issues while still allowing the user to maintain a working position. “During my weekly meetings, I worked with various advisors. It was awesome to hear their different perspectives and I felt I learned a critical detail from each one, something that was invaluable to the process,” commented Hamilton. The Knauss School of Business student explained that the inspiration for his business idea stemmed from personal
experience, having sustained a serious injury and undergone spinal surgery in 2022. “One of the key things I wanted to solve was patient productivity during the post-op phase because you’re essentially laid up in bed all day. This is very detrimental from a productivity standpoint – you’re lucky if you can read a book, let alone study, work or do anything that you would normally do. My goal is to help those suffering from serious pain and enable a stronger and faster post-surgery recovery.” Second place in the competition went to QRinger, an app that allows users to see and talk to visitors at their door, while the people’s choice award went to Drones for Humanity for its innovative approach to transporting life-saving blood across rural Mexico. CD
SCHOOL Knauss School of Business University of San Diego COUNTRY US
n ergonomic seating solution called DecompressX won the grand prize of $15,000 at the
A
University of San Diego’s latest Fowler Business Concept Challenge (FBCC). Organised by the Knauss School of Business’ Entrepreneurship and Innovation Catalyser, the 2024 FBCC marked a celebration of innovation and creativity at the University of San Diego. Out of 52 submissions by student
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NEWS DIGEST
“The competitiveness of large metropolitan areas will increasingly be measured by their ability to generate a pleasant, healthy and safe environment
in which to live, work or invest”
integrated into urban planning. In Barcelona and the metropolitan region, we have the opportunity to lead this new sector, with the aim of strengthening the quality of life of citizens and maintaining the economic prosperity of the area.” abandoned or non-productive land in the Barcelona region to greater use, increasing its useful agricultural area and allowing it to supply a larger proportion of its population with fruits and vegetables. Other suggested action areas include better management of nearby forests to increase carbon sequestration and biodiversity while reducing flammability; accelerating the regeneration of marine biodiversity with new technologies; and adopting a comprehensive water cycle approach with infrastructure such as rain gardens and permeable pavements. The report highlights several opportunities, such as putting The report is part of a series of studies carried out by UPF-BSM that explore the relationships between nature, economy and urban sustainability. TBD
CAN BARCELONA LEAD THE RESTORATION AND CONSERVATION OF NATURAL ASSETS?
and projects that share this same philosophy,” reasoned UPF-BSM associate provost Marcos Eguiguren. “The competitiveness of large metropolitan areas will increasingly be measured by their ability to generate a pleasant, healthy and safe environment in which to live, work or invest.” Developed with the collaborative platform Nactiva, the report points to the Catalan capital’s Mediterranean ecosystems and attractiveness as a base for international initiatives, as well as its innovation capacity and experience with public-private partnerships. Nactiva CEO Joan Cabezas explained: “The restoration and conservation of natural assets can become the driving force for positive change if nature is
B arcelona has the potential to become a global leader among metropolitan regions for the regeneration of natural capital, according to a new report from UPF Barcelona School of Management (UPF-BSM). “Barcelona could position itself as a city that is more aware of environmental challenges and become a magnet for people, companies, institutions SCHOOL Barcelona School of Management Pompeu Fabra University (UPF) COUNTRY SPAIN
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RECOMMENDATIONS FOR REBUILDING THE ECONOMY IN LEBANON
SCHOOL Suliman S Olayan School of Business American University of Beirut
COUNTRY Lebanon
n 2024, Lebanon suffered greatly from the war between Israel and Hezbollah. The Red Cross
I
TIME SPENT ON HOUSEWORK HIGHLIGHTS GAP BETWEEN MEN AND WOMEN
estimates that 2,650 people were killed and 12,000 were injured, with more than one million people displaced. Alongside these troubling figures, Lebanon’s economic downturn has been placed at anywhere between 10 and 25 per cent. To help identify a path for recovery, academics from the American University of Beirut Jay Joseph and Raghda Kawass have put together eight recommendations, looking at the role of micro and small enterprises (MSEs). These include ensuring that peace- building efforts prioritise a reduction in intergroup differences to avoid tensions over any perceived economic advantages between local business owners and refugees. To do this, the researchers argue, governments should formalise informal economies by simplifying processes and offering incentives to register businesses. In a similar vein, governments must address widespread distrust of legal and regulatory systems, promoting transparency and improving services to encourage MSEs to adhere to legal standards and foster long-term peace. In addition, policymakers should look to strengthen community ties by promoting co-operative business practices that involve multiple stakeholders. EB
and personal activities (including education) between 2010 and 2019. Its findings demonstrate that while the country’s gender gap narrowed considerably in this timeframe, women still bear a disproportionate burden of household chores, while men spend more time on paid work and personal activities. Analysing the findings across five age groups, the researchers also discovered that these differences are most pronounced for the ages 30 to 39, which the authors relate to motherhood. The study underlines the need to promote changes in social and cultural norms to help generate conditions that will engender a more equitable distribution of household tasks. Affirming that education is also central to mitigating these inequalities, the authors conclude that promoting co-responsibility in domestic tasks will facilitate the professional development of women and the creation of a more just and productive society for all. TBD
SCHOOL Centrum, Pontifical Catholic University of Peru (PUCP) COUNTRY Peru
atin America has seen some of the largest changes in female labour force
L
participation in the world over the past decade. In Peru, research from Centrum PUCP notes that the country’s female labour force participation rate rose from around 54 per cent at the turn of the millennium to 70 per cent in 2019, according to World Bank figures. However, there is still work to do. Entitled Gender Inequality in the Distribution of Time Across Life Stages , Centrum’s study was led by Beatrice Avolio, director and professor at Centrum PUCP. It explores how much time men and women in Peru spent on housework, paid work
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NEWS DIGEST
STRATEGIC PLAN MARKS GRENOBLE’S 40TH ANNIVERSARY
SCHOOL Grenoble Ecole de Management
COUNTRY France
o celebrate its 40th anniversary, Grenoble Ecole de Management (GEM) has announced a new
T
strategic plan that seeks to transform the school’s educational experiences into true learning journeys. The five-year plan, entitled EAGLE 2030, encompasses the launch of the Alpine Immersive Learning Journey, which promotes students’ ability to immerse themselves in the school’s Alpine environment. To this end, the school will benchmark against a 60-20-20 model across all programmes in which 60 per cent of learning takes place in the classroom, 20 per cent in digital modes and 20 per cent outside the classroom, in outdoor spaces or within the school’s ecosystem of partners. Science is another focal point, evidenced by GEM’s new centre for climate change and energy transitions, a specialised MBA in technology and what’s heralded as Europe’s first accelerator for start‑ups in sports technology. The school’s new plan also extends to the creation of further institutes, such as the Future of Work, Moving Mountains and EnerG, all dedicated to driving sustainable transitions in key areas. “With EAGLE 2030, we are taking our students on an immersive learning journey, where innovation and responsibility come together to tackle the challenges of the 21st century,” declared GEM general director Fouziya Bouzerda. EB
UFS CELEBRATES 25 YEARS OF MANAGEMENT EDUCATION
“The occasion is not just a celebration of the passing of time, it’s also an opportunity for us to reflect on the values, achievements and aspirations that have shaped the journey of UFS Business School,” commented Prinsloo. However, the highlight for many in the audience was a trip down memory lane with the school’s founding members, as well as its former faculty deans. Fourie, for example, recounted how the founding members had travelled overseas to learn from several institutions, including Harvard Business School, to ensure that the school’s syllabus was of high enough quality. In addition, Fourie and Anderson spoke of their pride in the school’s Business Management and Leadership (BML) programme. Described as being the brainchild of Anderson and designed to reach working adults who might not have had much experience of formal learning, the two founding members said that the BML programme’s impact was one of their most special achievements. CD
SCHOOL UFS Business School University of the Free State
COUNTRY South Africa
T o commemorate its 25th anniversary, the Business School at the University of the Free State (UFS) recently held a celebratory event on the UFS Bloemfontein Campus. The event, hailed as “a momentous milestone”, was attended by UFS Business School director Nicolene Barkhuizen and founding members of the school Frederick Fourie and Bennie Anderson, as well as Tienie Crous and Hendri Kroukamp, former deans of the university’s Faculty of Economic and Management Sciences. In his opening address, the faculty’s acting dean Frans Prinsloo reflected on the growth and accomplishments of UFS Business School over the past 25 years.
SHARE YOUR NEWS AND RESEARCH UPDATES by emailing Business Impact editor Tim Banerjee Dhoul at t.dhoul@amba-bga.com
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Data points A significant proportion of business schools are using artificial intelligence (AI) to create course content, with further
applications in programme provision also in evidence. Tim Banerjee Dhoul delves into findings from a recent AMBA & BGA global survey conducted by Ellen Buchan
From content creation to personalisation
reported its use in offering participants individualised courses. Taken together, this means 64 per cent of school leaders have observed the use of AI in the design or delivery of programme content in some shape or form. This underlines the technology’s potential in support of innovative pedagogical techniques and educational delivery – and this does not take the emergence of new players, such as China’s DeepSeek, into account. Of course, AI is also a topic that is increasingly covered in management education courses. Among respondents from around 300 business schools across 40 countries surveyed in a recent GMAC report, 78 per cent said that teaching on AI had been integrated into their curriculum or learning experience. Most commonly, according to the report, AI is discussed in the context of business ethics and in modules exploring its potential to inform decision-making and strategy.
sing AI to create course content is currently the most popular application of the
U
AI can help school leaders, learning designers and faculty members to create a wide range of content, from traditional course readings and case studies to interactive polls, quizzes and games, especially when used in conjunction with a school’s learning management system. At some business schools, AI is now infusing processes of curriculum design. Around one in six (17 per cent) of AMBA & BGA’s survey respondents said their school had implemented the technology in this way, with 13 per cent expecting to see this development in the coming year. AI can also facilitate the delivery of content tailored to individual students, based on their progress and preferences. Some 13 per cent of respondents said that their school has been using AI to deliver personalised content, while eight per cent
technology at business school, according to the recently released AMBA & BGA AI Survey 2024 . Among 142 school leaders and faculty members worldwide, more than a quarter (26 per cent) said that their institution has implemented AI technology in the creation of course content. In addition, 30 per cent of school leaders and faculty indicated that there are plans to integrate AI technology in this way over the next year. This is also the area that is most earmarked for growth by these industry insiders. Among those surveyed, a sizeable majority of 60 per cent felt that market leader ChatGPT’s biggest impact on their school in the next five years would be in the creation of course content.
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AMBA & BGA RESEARCH
A way from student-facing content, the most popular existing use of AI (cited by 25 per cent of respondents) is in support of business school leaders’ research. Precisely how it’s used will vary according to the research topic and techniques deployed. However, 74 per cent of leaders and faculty use ChatGPT for idea generation in a professional capacity. In this light, prompts and pathways for exploration certainly seem to offer one indication of the direction being taken. Having said that, only 13 per cent anticipate implementing AI in their research this year, suggesting that growth in this use of the technology may be slower once it moves beyond a school’s contingent of tech evangelists and enthusiasts. AI is also working its way into other aspects of the business school experience and day-to-day operations. Notably, 14 per cent said that it was used towards student assessment at their institution. Meanwhile, 12 per cent reported the technology’s implementation in student assistance and 10 per cent in the more general category of the student experience. Less common, for the time being, is the use of AI in career services (cited by four per cent of respondents), admissions (cited by three per cent) and alumni relations (cited by two per cent). However, roughly one in 10 expect some implementation of AI in alumni relations over the next year. You can download the AMBA & BGA AI Survey 2024 on our website at www.amba-bga.com/insights/search HOW ELSE IS AI TECHNOLOGY BEING USED?
26 OF SCHOOL LEADERS AND FACULTY WORLDWIDE HAVE INTEGRATED AI INTO COURSE CONTENT CREATION %
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loss Leading
through
Leaders who fail to recognise grief as a fundamental aspect of the human condition risk undermining the cohesiveness and effectiveness of their organisations. University Canada West’s Rafia Faiz explores why business leaders must be equipped to address such emotions in the workplace
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Business schools have traditionally prioritised metrics, strategy and performance as markers of success, too often overlooking the human experiences that shape how people work and lead. Among these, grief stands out as a universal yet deeply personal challenge, with far-reaching implications for an individual’s wellbeing and focus. Yet how often do we equip leaders to address the emotional complexities that influence organisational dynamics and culture? B Current initiatives in business education, including mindfulness workshops, short-term counselling and wellness programmes, while helpful, often serve as reactive and isolated interventions. Although they serve a purpose, they seldom address grief as an ongoing experience or integrate it into leadership education as a core competency. Furthermore, despite society’s growing focus on mental health and wellbeing, these programmes remain peripheral to standard leadership training. Right now, leadership coaching initiatives tend to concentrate on performance optimisation, skirting the support required to address grief and other complex emotional challenges. This checklist mentality reduces grief management to a superficial exercise, undermining the need for a sustained and integrated approach to building emotional resilience. Encouragingly, some business schools are taking steps to address these gaps. Grief literacy and emotional wellbeing now appear in a handful of leadership
MENTAL HEALTH & WELLBEING
curricula, helping students recognise how grief can both derail and enhance effective leadership. Peer support networks and mentoring programmes are also gaining traction, creating spaces for students to share experiences and normalise discussions around loss. These efforts represent a promising shift from reactive interventions to proactive, integrated approaches. Why grief literacy matters Recognising and responding to grief is critical for future leaders. Grief manifests in various forms, from personal losses to career setbacks, financial difficulties and relocations. Each loss can fracture a person’s sense of identity and belonging, demanding time and empathy to heal. In his book, The Other Side of Sadness , Columbia University professor George Bonanno asserts the profound psychological impact of grief and highlights the importance of creating environments where individuals can process and recover from loss. Left unaddressed, grief can become an invisible disruptor, eroding trust, morale and psychological safety. The Covid-19 pandemic exposed how vulnerable we all are to abrupt changes in emotional wellbeing. Leaders can no longer afford to overlook the pervasive realities of grief that permeate their organisations. Grief is deeply personal, yet it exists within cultural, social and economic contexts. Marginalised groups, such as migrants and racial minorities, often face compounded grief due to systemic injustices and social exclusion. Migratory grief, for instance, captures
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human experiences. Nonetheless, recognising the need for grief management is just the start. To translate awareness into practical leadership skills, business schools must equip future managers with techniques for addressing grief in everyday scenarios. (See the boxout on page 15 for advice on how grief literacy can be embedded into curricula and leadership practices) . Grief: complex, adaptive, ubiquitous Many factors influence how people grieve. Without awareness of these nuances, even well-meaning leaders risk alienating those they wish to support. Business schools can address this gap by incorporating cross- cultural psychology and communication strategies into the curriculum, empowering leaders to adopt bereavement policies that respect diversity in grief and grieving. Such cultural sensitivity is both ethically and strategically advantageous, promoting loyalty and resilience in global teams. In addition, understanding the cognitive impacts of grief, such as reduced focus or decision-making capacity, allows leaders to respond with empathy and flexibility. By embedding grief management into leadership education, business schools have a unique opportunity to develop leaders who approach their roles with compassion, authenticity and courage, while acknowledging the vulnerability and strengths that loss can reveal in each individual. Such leaders will be prepared to engage with grief in all its complexity and build organisations that reflect the words of US writer and activist Maya Angelou: “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Embedding grief literacy into business education ensures that future leaders prioritise work environments where members feel supported, understood and valued for who they are, not just what they produce.
the sense of loss and alienation that can stem from dislocation, exacerbated by cultural barriers and the erosion of belonging. Grief also extends beyond bereavement. It can encompass economic disruptions, such as job displacement caused by automation or technological change that results in a loss of professional identity and purpose. Such occurrences are often dismissed as secondary concerns, yet they remain central to an employee’s life. Without recognising these nuanced experiences, business leaders risk alienating employees. Enriching leadership development Treating grief as an isolated, individual issue ignores how power, privilege and culture shape our experience of loss. The existing wellness programmes and counselling services available at business schools often address grief as a temporary challenge rather than a continuous emotional journey. A more holistic approach involves integrating grief literacy and emotional intelligence into leadership development. This shift reframes grief support from a one-off service to an essential leadership skill. Leaders must, therefore, recognise grief as an organisational concern that affects team performance, innovation and employee wellbeing. And, by extension, business schools have a responsibility to train future leaders to understand grief as a fundamental aspect of the human condition. Leaders who acquire grief literacy are better positioned to create work environments where vulnerability is accepted rather than stigmatised, enabling employees to bring their full authentic selves to the workplace. This approach also aligns with the sustainability goals espoused by many business schools. Goal three of the United Nations Sustainable Development Goals, for instance, emphasises good health and wellbeing, including mental health. Research from the World Health Organisation indicates that organisations that prioritise mental health benefit from lower absenteeism, higher job satisfaction and greater overall performance. By contrast, neglecting grief management can erode employee wellbeing and jeopardise the long-term viability of a business. Grief literacy helps leaders confront today’s organisational challenges with compassion, integrity and strategic foresight. Rather than viewing grief support as a peripheral add-on, leaders should treat it as a core component of building human-centred organisations that recognise the full spectrum of
Rafia Faiz is an associate professor in the Department of Leadership and People Management at University Canada West in Vancouver, British Columbia. With more than 15 years’ international teaching and research experience across Canada, the UK and Pakistan, Faiz’s research explores gender, leadership, work/ life balance and inclusive practices
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MENTAL HEALTH & WELLBEING
Normalise open dialogue This builds on the previous tip. Organisations that value open and honest communication enable grieving employees to feel seen, heard and supported. The Society of Human Resource Management supports the view that business schools can embed these dialogue skills into case studies, class discussions and simulations. Adapt responsibilities thoughtfully Traditional organisational structures can overlook the need for flexibility during grieving periods. Business schools can teach adaptive work models, encouraging flexibility in workloads, deadlines and expectations. Flexible policies that allow for grief’s non-linear and unpredictable nature can reduce employee burnout and improve overall wellbeing. Acknowledge the diverse and cultural dimensions of grief Cultural context shapes grieving practices and leaders who lack cultural awareness risk alienating those they intend to support. In collectivist cultures (eg many East Asian and South Asian societies), grieving is often a communal process involving extended family, whereas in more individualistic cultures (eg US and Canada) grief is a more private matter. In his book Complicated Grief , Paul Rosenblatt highlights the importance of culturally informed policies that honour diversity in grieving experiences. We can – and must – teach future leaders to respect diverse expressions of loss and grief, replacing avoidance with compassion and authenticity, while embracing human fragility. As Nelson Mandela reminds us, empathy and respect can be learned. Culturally informed policies and inclusive cultures reflect leadership that honours the full spectrum of the human experience.
PRACTICAL STRATEGIES TO EQUIP FUTURE LEADERS WITH GRIEF LITERACY
How can business schools bridge the gap between recognising the value of grief literacy and embedding it into everyday leadership practices? Here are five approaches to consider
Be inclusive Psychological safety and, by extension, trust and engagement, require leaders to be genuinely present without imposing expectations on how others should grieve. Instead of relying on polished phrases, offering a simple, authentic presence such as “I’m here if you want to talk” can be crucial in addressing the isolation of unspoken grief. The University of Essex Business School’s Ilaria Boncori explains that disenfranchised grief occurs when losses, such as miscarriage or perinatal loss, cannot be openly acknowledged, publicly mourned, or socially supported. These often-silenced experiences, she argues, highlight the need for compassionate leadership that normalises conversations about grief and makes space for physical and emotional recovery. In response, Boncori advocates for inclusive bereavement policies that provide resources for recovery and cultivate a culture of dignity, empathy and understanding in organisations.
Be specific Research shows that grieving individuals benefit most from concrete, practical offers of support rather than vague statements that shift the burden of decision-making onto them. For example, instead of saying, “Let me know if you need anything”, leaders should propose clear, actionable help, such as “I can handle Monday’s meeting for you”. At the same time, it is crucial to avoid a “one size fits all” approach. Chair of the Department of Leadership and People Management at University Canada West Michele Vincenti puts it this way: “I do not really know the situation of my team members as well as they do, so I encourage them to share their needs with me, in their own time and on their own terms.” This approach models humility and openness, giving faculty the space and safety to navigate their grief without added pressure. It is an adaptable and human-centred way to build trust and mutual respect in the organisation.
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Loneliness is transcending both our personal and working lives – and it’s growing in the higher education sector too. Here, Guy Lubitsh analyses the causes and offers some pertinent solutions to help address one of the most troubling mental health issues of our time ISOLATION A study in
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MENTAL HEALTH & WELLBEING A s many as two out of three Americans say they have no close friends and 29 per cent of the US population live alone, while for the UK that figure is 15 per cent. US Surgeon General Dr Vivek Murthy increases substantially. This upward trend continues throughout the course of their studies, with estimates showing a 40 per cent increase by the fifth year compared to pre-PhD levels. After five years, which represents the average duration of PhD studies in the sample, the use of psychiatric medication shows a notable decrease. Bergvall suggests that the problems experienced by PhD students are most likely primarily driven by the study programme itself, rather than being influenced by the type of individuals who choose this path. Overall, older students, women and individuals with a history of mental healthcare (but who were not medicating at the onset of their PhD courses) have a higher risk of having to take psychiatric medication during the course of their studies. So, what are the factors that exacerbate poor
recently stated that loneliness has an impact on health that is equivalent to smoking 15 cigarettes a day; other health-related impacts include diabetes, blood pressure, coronary heart disease and strokes. Connie Hadley of the Institute for Life at Work in Boston suggests that a high proportion of employees feel lonely in the workplace, with side-effects such as depression and anxiety commonly experienced. A 2023 study from Glassdoor Economic Research revealed that over half of employees with less than five years’ work experience across all ages and sectors feel lonely “all or most of the time”. Meanwhile, a report for a UK All-Party Parliamentary Group that same year highlighted that around 10 per cent of all employees in the country experience loneliness in a work setting. Often, loneliness manifests as a chronic condition where emotional closeness with colleagues is elusive. Individuals may hold an internal belief that implies few people truly know them, or would support them in times of need. It’s becoming clearer that despite advancements in social media and technological communication tools, the human need for genuine connection persists. Issues around loneliness in the workplace are being replicated in the higher education space. In recent years, for example, there has been particular interest in the relationship between poor mental health and young PhD students. University of Gothenburg researcher Sanna Bergvall led a comprehensive, longitudinal study on this subject from 2005 to 2017. The ensuing data demonstrates a worrying prevalence of mental health issues among PhD students. The analysis indicates that, in the years preceding PhD studies, prospective students are being prescribed psychiatric medication at a rate similar to that of a matched sample of individuals holding a master’s degree. However, following the start of their PhD studies, the use of psychiatric medication among students
mental health among young PhD students and what can senior academic leaders – and indeed students themselves – do to improve the situation? Working in isolation PhD studies are highly demanding. There is a huge workload of independent/solo research and long working hours. The pressure to produce original work often means students exclude themselves from their peers and feel isolated. Reflecting on the start of his PhD journey, Dr Ken Baker, NIHR advanced fellow at Newcastle University and consultant rheumatologist, recalls that his supervisor warned him: “It’s going to be a lonely process.” Satrupa Ghosh, professor of marketing and entrepreneurship at Hult International Business School, agrees: “It was an extremely siloed experience; the level of self-discipline I had to work towards was exceptional,” she notes. “The pressure to produce original work often means students exclude themselves from their peers and feel isolated”
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Unwillingness to seek help Developing as an expert in a niche area almost implies you shouldn’t need to ask for advice, but to quote former General Electric CEO Jack Welch: “If you’re the smartest person in the room, you’re in the wrong room.” PhD students need to be encouraged to view seeking help as a sign of strength, rather than weakness. Feeling as if you don’t belong Students pursuing cross-speciality PhDs can often end up with two or three supervisors. They don’t belong to any particular department and are dependent on their supervisors’ networks. Hult professor of human resource management Rea Prouska says it helps if students recognise that their PhD study years are in fact the start of their academic career. “PhD students need to work hard on taking the initiative and establishing their own networks, both for research collaboration and for socialisation with peers,” she remarks. Lack of community/connectivity Having only one or two peers or academics to share ideas with can feel very isolating. There may be occasional group meetings, but often these are formal in nature and there is little opportunity for real human emotion or connection. Hult’s Ghosh recognises this experience from her own PhD studies: “I felt a sense of kinship with the authors of my literature review, but there was very little human interaction, except for with my supervisors, but that only happened every six weeks.” Ghosh’s experience was exacerbated by the fact that she was studying during the Covid era and carried out the majority of her work remotely. “A stronger online community that also offered offline events, writers’ retreats and so on would have improved the experience,” she comments. Maintaining a study/life balance Many PhD students will be balancing a crushing academic workload with a pressurised job and the demands of a young family. Some individuals may also be under financial strain and concerned about their future career prospects. With time at a premium, they are unlikely to prioritise connecting with peers and taking part in community-building events. Such a pressurised existence only adds to feelings of isolation. The training that supervisors have
COMBATTING LONELINESS How can young academics curb feelings of loneliness? Here are 10 suggestions, from the relatively logical to the less obvious, yet extremely powerful
• Connect with others. Small talk is important • Join social events and seek out common interests – bonding over shared passions can foster meaningful connections • Take time to invest in an external network • Offer help to others: instead of spiralling into personal feelings of loneliness, make an effort to come out of your shell • Ask yourself: what is real and what is not? Your feelings of loneliness are subjective. It may be worth making a list of friends and contacts. The act of compiling this will illustrate that it is possible to tap into a wider group of people at work who are willing to connect with you. In addition, you can experiment with sharing emotions and seeking help from people whom you trust; make a note of everything you learn
your efforts on tackling the main source, either by yourself or with counselling • Regular physical exercise can boost energy, wellbeing and your level of willingness to connect with others at work • Speak up: you may not be addressing conflict with others. This could take the form of resentment or disagreement about the volume of work you are taking on, or maybe you are experiencing subtle bullying or discrimination. These could manifest in feelings of loneliness • Instead of feeling like a victim, try to be more adaptable and shift some of your behaviours to take a more proactive stance. Drop an email to one of your contacts, or arrange coffee with a colleague
• Allow time for micro-
moments of connectivity. Our daily schedule is often packed with virtual meetings and tasks. In the new hybrid world, we need to allow space for human connections. This means ensuring you set aside time for informal, in-person catch-ups with supportive people in your network
• Delve deeper into the sources of loneliness (eg loss of supportive
colleagues, or other issues outside your professional context such as financial pressures, or relationships with a partner or children). This can help you focus
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MENTAL HEALTH & WELLBEING
Resetting expectations Academic leaders need to reset expectations with their PhD community. This includes having regular meetings to discuss the right balance of face‑to‑face and virtual contact, plus taking part in open conversations on what kind of support is needed, as well as how and where students are able to seek help. Staying connected As humans, our natural genetic make-up favours face-to-face connection. Where possible, aim to get supervisors, supervisees and the wider PhD community together. At the same time, it’s important not to lose the progress made via virtual connectivity. Recent research at Hult showed that individuals are keen to develop new skills in how to maintain connection when they are working hybrid or virtually. This need will be present within the PhD community too. Showing empathy & concern The late actor Robin Williams said in one of his films: “I used to think that the worst thing in life is to be alone. But actually, the worst thing in life is to end up with people who make you feel alone.” Academic leaders at all levels can benefit from reflecting on whether they are unintentionally making people feel alone: are they open to understanding the feelings and emotions of others, or too busy with their own agenda? The loneliness epidemic is having a real impact on young academics today, meaning that there is an imperative for both supervisors and students to act. Turning a blind eye can have significant implications not just for study outcomes, but also morale, wellbeing and satisfaction.
“It is important to invest in a climate of psychological safety where people can express painful emotions around loneliness”
doesn’t necessarily equip them to provide support in this area – their focus (and comfort zone) is often on the task, rather than engaging with students on an emotional level. So, how can leaders of young academics help their students lessen feelings of loneliness and encourage connectivity? Increasing psychological safety Suffering from loneliness carries stigma and shame. It is important to invest in a climate of psychological safety where people can express painful emotions around loneliness without fear of being ridiculed.
Guy Lubitsh is professor of leadership and psychology at Hult International Business School. He is a chartered organisational psychologist with a sizeable track record of working in the areas of organisational change, management and leadership development. Fostering human connection is a theme that runs throughout his work and research
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Perspectives on... Positive impact In the first of a new series designed to share insights into business schools’ differing realities and approaches around topics central to the global BGA agenda, we delve into definitions and examples of positive impact. Compiled by Tim Banerjee Dhoul
What does ‘positive impact’ mean to your business school?
responsible and purposeful leaders. We aim to cultivate a new generation of professionals capable of driving meaningful and sustainable change by addressing today’s most pressing social, environmental and economic challenges. This vision is reflected in our educational approach, where
sustainability is central to every programme. By introducing students to diverse perspectives and fostering critical thinking, we empower them to excel in their organisations while leaving a lasting, positive legacy in their communities and beyond.” Shahnaz Hamid, dean, London School of Business & Finance “For us, positive impact means empowering students to achieve career success and drive meaningful change. We aim to equip learners with practical skills, global perspectives and entrepreneurial mindsets, while our commitment to online learning ensures accessible, flexible education that reduces barriers to learning.” Joep Konings, dean, Nazarbayev University Graduate School of Business (NUGSB) “Our school generates and disseminates knowledge that contributes to transforming emerging markets in the heart of Eurasia. We
David Claivaz, acting dean, Business School Lausanne
“We principally see impact through the contribution of our graduates to the greater good and our specific approach is explained across two pages on our website. One of these pages outlines how we define impact at each level of education that we offer, from helping students contribute to making an impact in business at bachelor’s level to developing their ability to have the highest possible impact on the transformation of a specific business at MBA level. I have also worked on the metrics for impact through BGA’s Continuous Impact Model and I find this approach very stimulating.”
“Positive impact is at the heart of our school’s mission to develop ethical, responsible and purposeful leaders” José Esteves
José Esteves, dean, Porto Business School
“Positive impact is at the heart of our school’s mission to develop ethical,
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INSIDER INSIGHT
define this transformative knowledge as a kind of scholarship that guides leaders, managers, entrepreneurs and regional scholars to promote innovation for sustainable economic diversification and to prepare for a world of volatility, uncertainty complexity and ambiguity. We plan to achieve impact by producing transformative scholarly output, transmitting our expertise through engagement activities and incorporating transformative scholarship in our curriculum.” Can you give a brief example of a research project at your school that focuses on how business intersects with a global societal issue, such as climate change or inequality? Shahnaz Hamid “A master’s student research project at London School of Business & Finance (LSBF) explores how tax policies impact income inequality and economic development across 30 countries in Europe, critically examining how
societal issues, such as inequality, through rigorous research that informs policy and business practices.”
“NURCE is a driving force for inclusive entrepreneurship and societal change across Kazakhstan and Central Asia” Joep Konings
Joep Konings “NUGSB hosts the Nazarbayev University Research Centre for
Entrepreneurship (NURCE), a driving force for inclusive entrepreneurship and societal change across Kazakhstan and Central Asia. In 2024, NURCE launched a book celebrating 50 Kazakhstani women who overcame cultural and economic barriers to build successful businesses. By amplifying their voices, the book inspires aspiring entrepreneurs, challenges gender stereotypes and highlights the role of women as agents of economic and social transformation. “NURCE also seeks to foster systemic change, informing policies that enhance access to finance, mentorship and skills development, particularly for women. In addition, it aligns its research with the United Nations Sustainable Development Goals (SDGs) on, for example, gender equality (SDG 5) and economic growth (SDG 8), while addressing emerging issues, such as climate resilience, through sustainable business practices. “By combining academic rigour with real-world impact, the centre aims to empower individuals and influence policies, creating a foundation for equitable growth and societal progress. Its work showcases how research can drive meaningful change, inspiring future generations to innovate and thrive.” José Esteves “Porto Business School is advancing work around nature-based solutions and biodiversity to address global challenges such as climate change, food security and disaster resilience.
different systems influence wealth distribution, business growth and social equity. By analysing economic data and policy outcomes, the study provides insights into how tax structures that promote fairness while supporting sustainable economic growth can be created. This project aligns with LSBF’s commitment to addressing global
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