AMBA's Ambition magazine: Issue 1 2026, Volume 85

Ambition is AMBA’s thought leadership magazine, offering regular insights into the challenges and trends that matter most in global management education

Ambiti n The magazine of the Association of MBAs (AMBA)  BE IN BRILLIANT COMPANY

Issue 1 2026 VOLUME 85

FGV EAESP dean Luiz Brito on the triple-crown school’s strategy Brazil’s crowning achievement

THE BALI BRIEFING : EXPLORING NEXT-GEN SHIFTS Key takeaways from the AMBA & BGA Asia Pacific Conference

GLOBAL VOICES WITH ONE MISSION MBA directors on designing transformative programmes

LEADERSHIP’S NEW VALUE PROPOSITION How AI is behind the move towards purpose-driven management

ACHIEVE AMBA & BGA JOINT ACCREDITATION FOR YOUR BUSINESS SCHOOL

AMBA & BGA joint accreditation emphasises the importance of an institution’s overall impact and value creation for students, employers and communities, with a focus on responsible management, while maintaining the same level of rigour found in AMBA’s accreditation of postgraduate business programmes. Achievement of joint accreditation allows your business school to demonstrate the quality of its MBA, as well as responsible management practices and positive impact on stakeholders.

Undergoing a joint accreditation means that your institution requires only one visit of highly experienced assessors. This combines the necessary documentation from the two accreditations, reducing the amount of administrative work and tasks required to achieve two internationally recognised business school accreditations.

EXPLORE AMBA & BGA JOINT ACCREDITATION FOR YOUR BUSINESS SCHOOL AT: www.amba-bga.com/joint-accreditation

ISSUE 1 • 2026 • VOLUME 85

NEWS & INS IGHTS

REGULARS

07 | EDI TOR’ S LET TER The enduring benefits of

in-person exchanges and AMBA’s role as a facilitator of inter-school communication and collaboration

44 | OP INION Imperial Business School’s

Poornima Luthra on the different dimensions of diversity and why leaders should strive to adopt an intersectional approach 46 | VIEW FROM THE TOP CEO Andrew Main Wilson on the industry’s collective commitment to revenue diversification and structural innovation

08 | BUSINESS BRIEFING Updates from AMBA-accredited business schools in Germany, New Zealand, Chile, Colombia, France and the UK, including news of an institute turning innovations in quantum mechanics into societal solutions, a strategy to help Latin American companies adopt AI more inclusively and developments in the battle against the bureaucratic burden of sustainability 40 | EXCELLENCE EXEMPLIFIED All the details of the winning business schools and graduates in 11 different categories of the AMBA & BGA Excellence Awards 2026, including Best Digital Transformation, Best Lifelong Learning Initiative and AMBA Student of the Year

ASIA PACIFIC CONFERENCE

18 | BULLETIN FROM BALI

Top takeaways from the recent AMBA & BGA Asia Pacific conference in Bali, including the impact of geopolitical trends, the evolution of the case study method and how business schools are making use of next-gen technology

Ambition • ISSUE 1 • 2026 3

Introducing AMBA & BGA’s exclusive membership and networking platform

for business school leaders, students and graduates

Aimed at AMBA & BGA member and accredited business schools, as well as their students and graduates, our membership platform provides an exclusive gateway to a global community of colleagues and is tailor-made for institutions to connect, collaborate and engage with AMBA & BGA members worldwide.

Students and graduates from member institutions also have access to their own part of the platform, which they can use to engage with peers, discover new career opportunities, meet potential business partners and obtain invaluable career advice , all in one place.

Find out more or visit the platform now to register

ISSUE 1 • 2026 • VOLUME 85

FEATURES

28 | FROM AUTOMATION TO AUGMENTATION

Highlights from a roundtable discussion on AI’s potential

to enhance business education and how it stands to make its mark on school communities

12 | COVER STORY IN CONVERSATION WITH… LUIZ BRITO FGV EAESP dean Luiz Brito outlines the importance of forging regional connections and explains why MBA alumni must embrace reskilling

34 | SUSTAINABILITY IN ACTION How MBA programmes at Henley Business School strive to translate students’ growing interest in sustainability into impact

36 | FROM PRODUCTIVITY TO PURPOSE IN THE AGE OF AI Evaluating the distinctly human leadership capacities that schools should concentrate on amid AI’s increasing pervasiveness

24 | CONNECTING THE GLOBAL COMMUNITY MBA directors at AMBA-accredited schools in India, Colombia, Poland and the UK reveal how they are taking on the task of shaping the next generation of leaders

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AMBA MEMBERSHIP IS FREE FOR STUDENTS AND GRADUATES OF AMBA-ACCREDITED BUSINESS SCHOOLS AMBA exists to champion brilliance in business schools and nurture impactful graduates who will change business for the better. AMBA’s network of accredited schools has grown to reach 300 institutions and we now have more than 67,000 MBA, MBM and DBA student and graduate members of our global membership community.

MEMBERS GET FREE ACCESS TO:  A vast array of career resources via our Career Development Centre, including CV 360 and interview simulator  Networking and thought leadership opportunities and events  Trending topics and stories to inspire and inform covered on the Insights section of our website  Discounts and preferential rates on business books as part of the AMBA Book Club

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EDITOR’S LETTER 

EDITORIAL Head of editorial Colette Doyle c.doyle@amba-bga.com Content editor Tim Banerjee Dhoul t.dhoul@amba-bga.com

WHY IT’S STILL GOOD TO TALK

It’s essential that business school faculty and directors aim to prioritise the personal touch in a digital era n the 1990s, actor Bob Hoskins reminded us via a TV advertising campaign for British Telecom that “It’s good to talk”. It was a simple plea for connection in a world that was just beginning to experience the accelerated pace of new technology. Today, in our age of endless Zoom calls and advanced digital tools, talk has become frictionless yet curiously atomised. For business school faculty and directors, it’s not enough to simply communicate with their counterparts via a screen; we need to champion the transformative power of showing up in the same room. Leading an MBA programme today is a high-stakes balancing act. Directors have to satisfy rigorous academic standards and global competition, while simultaneously delivering a degree that is both a sound financial investment and a life-changing educational experience. The multifaceted and high-pressure nature of the role was the impetus behind AMBA’s decision to launch the MBA Directors’ Club last year; while supporting directors around the world, it aims to enhance inter-school communication. Although the club has a digital presence, it also meets in person several times a year at the association’s international events. One such meeting took place at the AMBA & BGA Asia Pacific Conference, held last November in Bali, providing members with the opportunity to exchange insights with colleagues on the challenges and opportunities shaping their roles. Inside, we interview four club members about how they are innovating their programmes and dealing with changing student career expectations. They talk too about the most critical function of an MBA director in moulding the next generation of business leaders. Bali was also the venue for an in-person roundtable involving a panel of faculty from schools in countries as diverse as South Africa, China, Malaysia, India, Japan, Kenya and Spain. They came together to discuss AI’s potential to enhance business education and how it stands to impact learners, faculty and our wider society; the proceedings are reviewed in this issue. While technology has made it easier than ever to talk, it hasn’t found a substitute for the chemistry of a physical presence. Ultimately, the most enduring global partnerships are not built on a stable wifi connection, but on the trust that can only be forged face-to-face. I

Art editor Sam Price Sub-editor Heather Ford

Insight, content and PR manager Ellen Buchan e.buchan@amba-bga.com

CORPORATE Director of business school engagement Debbie Kemp d.kemp@amba-bga.com

Head of business development – BGA Richard Turner r.turner@amba-bga.com

Commercial relations director Max Braithwaite m.braithwaite@amba-bga.com

Head of marketing and communications Leonora Clement

Senior marketing executive Edward Holmes

Head of IT and data management Jack Villanueva

Colette Doyle , Editor, Ambition

THIS MONTH’S CONTRIBUTORS

Head of events Carolyn Armsby

HR and employer relations manager Aarti Bhasin Finance and commercial director Catherine Walker

Chief executive officer Andrew Main Wilson

LUIZ BRITO

NAGA VENKATESH DEVAGUPTAPU

ANNE DIBLEY

JUAN ESTEBAN ESCALANTE GÓMEZ

JONATHAN GOSLING

Executive assistant to the CEO Amy Youngs a.youngs@amba-bga.com ACCREDITATION ENQUIRIES accreditation@amba-bga.com

ELNURA IRMATOVA

MAJA KIBA-JANIAK

POORNIMA LUTHRA

JULIE MCCANDLESS

ARNOLD WALRAVENS

Copyright 2026 by Association of MBAs and Business Graduates Association ISSN 2631-6382 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, AMBA 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 AMBA. Whenever an article in this publication is placed with the financial support of an advertiser, partner or sponsor, it will be marked as such. AMBA 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.

Ambiti n

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BUSINESS BRIEFING

All the latest updates from across AMBA’s global network

Featured among the latest updates from AMBA-accredited schools is an intriguing application of quantum science in business education, a roadmap for making AI an engine of inclusive development in Latin America and battling the bureaucratic burden of sustainability. Tim Banerjee Dhoul and Ellen Buchan report

NEW INSTITUTE SEEKS TO DEMYSTIFY CORE PRINCIPLES OF QUANTUM SCIENCE

curricula to meet the increasing need for skills in the area. Its initial focus, meanwhile, will be on the delivery of three applied research programmes spanning quantum mechanics fundamentals, quantum information and communications and the applications of quantum technologies in finance and insurance. “Quantum physics is all too often put forward as being incomprehensible and even esoteric, but quantum technology is neither magical nor mystical. It has its own logic, quantum logic, that nature uses to write the laws of the physical world at its most basic level. It is essential that our applied research programmes run alongside awareness-raising initiatives and education covering quantum logic for economic and political decision-makers, the public at large and students,” reasoned Lionel Martellini, director of the EDHEC Quantum Institute and a professor of finance at the school. Martellini further elaborated on the need to develop an understanding of the quantum discourse and take ownership of it to enable “the enlightened adoption of quantum technology as leverage for knowledge and innovation on behalf of society”. EB

SCHOOL : EDHEC Business School, France

EDHEC Business School has launched a new institute to help convert innovations in quantum mechanics into solutions for business and society. With global investments in quantum technologies gathering pace, the EDHEC Quantum Institute aims to demystify the core principles concerned and become a leading source of applied research and education in the field. “EDHEC has embarked on a new stage of its diversification strategy with this launch by opening up to science and technology, which are key to the future of the economy and business. EDHEC will use this new scientific field to create solutions for businesses, as well as teaching and educational programmes,” stated EDHEC dean Emmanuel Métais. With innovations in the field stemming from a variety of industries, including finance, energy, cybersecurity, space and biotechnology, the institute intends to build quantum information science into management

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NEWS & INSIGHTS 

UCL School of Management has redesigned its MBA with an emphasis on flexibility. Dubbed the UCL Flex MBA, the programme now offers a choice between hybrid and fully online modes. The new hybrid option allows participants to study core courses in-person at UCL’s Canary Wharf campus in a modular format, comprising periodic, intensive four-day sessions held between Thursdays and Sundays. MBA electives and the programme’s capstone project continue to take place online. The move coincides with UCL SOM’s recent decision to expand its presence at One Canada Square in Canary Wharf. The school will soon occupy six floors of the iconic London landmark, as part of the UK school’s plans to enrol 1,000 more students by 2027. “Our students benefit from the Wharf’s diverse neighbourhood, with direct access to industry connections and collaborations with businesses in the area. Growing our presence here reinforces our mission to lead the future of business and society through cutting-edge research and education,” stated UCL SOM director Davide Ravasi. The revamped programme is designed to be completed over two years, but will allow students to take anywhere up to five years, if desired. In a further nod to the needs and preferences of today’s working professionals, the school is also implementing a module-by-module payment option. The current UCL MBA cohort has an average of 12 years’ prior work experience and numbers 63 students, of which 49 per cent are female. Alongside the core and elective course components of the programme, the school runs two extracurricular immersion programmes on a theme chosen for its real-world relevance each year for both current students and alumni, both in London and at an international location. It also offers access to the MBA Labs, a platform for connecting students and faculty with alumni and industry and a winner of the AMBA & BGA award for lifelong learning in 2024. TBD REDESIGNED MBA COMBINES FLEXIBILITY WITH OFFER OF IN-CAMPUS INTERACTIONS SCHOOL : UCL School of Management, UK

STUDY HIGHLIGHTS GAPS IN LATIN AMERICA’S ADOPTION OF AI

SCHOOL : Universidad de los Andes School of Management, Colombia

While AI adoption has been gaining speed among companies in Latin America, governance and accountability around its use and implementation is lagging behind. This is the central finding of a new study conducted by Universidad de los Andes School of Management, in partnership with the IDB Lab’s fAIr LAC initiative and NTT data. Mirroring the experience of other regions of the world, the study highlights the challenge of ensuring that AI adoption comes with an appropriate consideration of ethics, inclusivity and sustainability. For example, it identified a significant gap between technical capacity and social commitment, with companies scoring far higher for their level of ‘AI maturity’ in relation to data privacy than for their current showing with regards to social and environmental wellbeing or diversity and equity. It also found that adoption among SMEs is often “chaotic” and lacking in solid accountability structures. The study puts forward a roadmap for making AI an engine of inclusive development in Latin America, with four main recommendations. One concerns regional standards and the need for a common responsible AI framework in the region. Better SME governance through the use of accessible oversight tools is another. In terms of public policies, meanwhile, the study advises the promotion of local talent and infrastructure with an inclusive approach. Lastly, it emphasises the importance of generating data that enables the continuous measurement of progress between sectors and countries. “We call for unity to ensure that technology is transparent and has the support of the public. Supporting our companies to adopt AI ethically is not optional; it is the way to ensure that these tools truly benefit Latin American societies, as our region deserves,” declared Universidad de los Andes School of Management professor Veneta Andonova. EB

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COHORT CONNECTIONS HIGHLIGHTED AT NZ ONLINE MBA’s 10TH ANNIVERSARY

SCHOOL : Otago Business School University of Otago, New Zealand

The University of Otago Business School has celebrated the 10-year anniversary of its online MBA programme with an alumni reunion. Across 25 cohorts, more than 500 students have now graduated from a programme that has ranked highly for its class experience. Reflecting on its achievements, MBA director Tony Garry highlighted the programme’s emphasis on ensuring that the online mode doesn’t detract from the qualification’s lynchpin benefit of peer-to-peer learning. “We use a blend of live online interactive workshops and real-time discussions to make the learning experience highly engaging,” Garry noted, before adding that “a cap on numbers makes the classroom experience far more personal.” Having a maximum of 28 students, he argued, facilitates collaboration. “The cohorts progress through the programme as a group, creating a strong connection and bond [between class members] and forming a tight-knit, supportive community.” For Garry, optimising this aspect of the programme is highly rewarding. “I enjoy leveraging the diversity of professional backgrounds and wealth of experience among students that do the MBA, so they get the most from sharing their experiences and learning from each other.” In line with industry trends, the programme has recently shifted its focus from individual projects to a group-learning setting with project management training and ongoing professional coaching. It has also switched delivery to Engageli, a platform designed for synchronous online classes that draws on AI to help optimise the student experience. The flagship, on-campus Otago MBA, meanwhile, celebrates its 50th anniversary this year, with a gathering to take place in November in the business school’s home city of Dunedin on New Zealand’s South Island. TBD

Academics from different disciplines at the Faculty of Economics and Business (FEN), Universidad del Desarrollo were recently brought together to discuss the role of AI in teaching and learning at a one-day workshop. The aim was to explore opportunities and challenges around the technology’s implementation into programmes and assessment, as well as to consider higher education’s alignment with the realities of today’s professional world. “Today, it is no longer optional to use AI to teach and it is clearly not optional for students to utilise it. Refusing to adopt AI to improve teaching processes or designing a course on the assumption that students don’t use the technology, therefore, simply doesn’t reflect what’s already happening in the classroom,” commented FEN dean Matías Lira. Described as an “applied work session”, the event centred on identifying how AI could enhance curricula and teaching and how schools can rethink assessment to reflect the growing availability of AI tools among students. Facilitated by the Universidad del Desarrollo’s Centre for Teaching Innovation and its Vice-Rectorate for Innovation and Development, the discussions were organised into disciplinary working groups covering the full range of the faculty’s subject areas, from marketing and management to finance, entrepreneurship and technology, with the addition of a working group focused on academic and teaching management. The event marked the first step in a new process of reflection and continuous improvement of teaching practices at the school that centres on updating its offerings and approach to match the evolving technological environment. Based in Santiago and Concepción, FEN offers a range of programmes at undergraduate and postgraduate level, as well as executive education. These include a master’s specialisation in business technology and a recently launched undergraduate degree in business and data science. EB ONE-DAY WORKSHOP EVENT FOR FACULTY EXAMINES THE WAY FORWARD IN THE AGE OF AI SCHOOL : Faculty of Economics and Business Universidad del Desarrollo, Chile

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NEWS & INSIGHTS 

ESG REPORTING: NEW ANALYSIS UNDERLINES CSRD FRAMEWORK SHORTCOMINGS

The problem, the report suggests, is that sustainability reporting is viewed as an administrative hindrance in its current form and one that hampers a company’s investments and activities elsewhere. Among now-exempted companies that had already prepared for the CSRD, 78 per cent said their reporting obligations were a bureaucratic burden. Those feeling the strain of reporting were also more likely than other companies to say that it had affected their ability to implement planned investments in the last two years, as well as to pursue international business relationships and new product developments. In a landscape marked by uncertainty and differing interpretations, the report underscores the need for clear and reliable ESG reporting frameworks. It also argues that attempts to simplify requirements and reduce bureaucracy must be accompanied by a reassessment of decision-making within government institutions and their attitudes towards companies. The GBP is a long-term research project within the transregional research centre, TRR 266 – Accounting for Transparency. It aims to provide a feedback loop between businesses, researchers and policymakers, while promoting transparency for a stronger economy. TBD

SCHOOL : Mannheim Business School, Germany

The European Parliament’s recent decision to postpone and limit companies’ obligations under the Corporate Sustainability Reporting Directive (CSRD) has been met with widespread approval by businesses in Germany. With many companies perceiving sustainability reports to be a bureaucratic burden, the relaxed regulations laid out by the so-called Omnibus Initiative have been welcomed, according to the latest German Business Panel (GBP) report led by Mannheim Business School. The amendments stipulate that only companies that have at least 1,000 employees and a net annual turnover of more than €450 million will generally be required to report. In addition, those still subject to reporting will have their initial obligation postponed by two years. Gathering data from German companies across a variety of sectors and sizes, the GBP found that the greater the exemption from reporting requirements, the greater the level of support for the changes. Among exempted companies, only five per cent viewed the Omnibus Initiative negatively, while two-thirds viewed it positively.

SHARE YOUR NEWS AND RESEARCH UPDATES by emailing AMBA & BGA content editor Tim Banerjee Dhoul at t.dhoul@amba-bga.com

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In conversation with… Luiz Brito

Luiz Brito is dean at FGV EAESP, Escola de Administração de Empresas de São Paulo da Fundação Getulio Vargas, in Brazil. Here, he tells Ambition editor Colette Doyle about the importance of forging regional connections, why MBA alumni need to embrace the concept of reskilling and how he’s inspired by the philosophy behind “the second curve”

Tell us a little bit about your background and how you came to be in your current role “I trained as a chemical engineer and built a career at an international company, Bunge Global, for 23 years, until the late 1990s. I took on several senior leadership positions in different parts of the world, including Thailand, Spain and the UK, mainly in the food and agribusiness fields. This was followed by a four-year period at Dixie Toga, a Brazilian packaging company. “Having accrued this extensive management experience, I decided to embark on a new phase of my life and study for a PhD at FGV, focusing on research, teaching and academic life. I joined FGV as a professor in 2003 in the field of supply chain management and completed my doctorate in early 2004, then this new phase took off. When the school started looking for a new dean in 2014, I was selected as one of the candidates and took up the role the following year.” What have been the highlights of your career to date? “On a personal level one of the highlights has been the development of my academic career, which started later in life. It meant I was able to develop a well-rounded academic profile, including research. This helped to shape our DBA; the programme launched in 2016 and has been a great success. One inspiration behind it was the idea of The Second Curve by Charles Handy [Handy argues that for an organisation to survive, it must proactively start a new path of innovation while the first one is still successful, rather than waiting for decline]. “The reimagining of our MBA portfolio was another important achievement. By 2015, we were witnessing a gradual decline in [enrolments on] our traditional programmes, which had proved so successful in the past.

This is partly because regulation of the academic sector in Brazil is very flexible, which permits lower quality offers that compete solely on price. Fortunately, we were able to create a large portfolio of professional master’s programmes, adding the official master’s degree to our MBA suite. While before we were struggling to enrol 100 students a year, now we have several hundred and the numbers are still growing. The DBA also complements this portfolio really well. “Another achievement was the development of a solid culture of research within the school. We were already quite strong in applied research and impact through our applied research centres (of which currently there are more than 20), but academic research was below international standard. Through several related initiatives such as faculty renewal, a strong incentive system and the joint appointment of international faculty and visiting professors, we were able to increase our academic research substantially. With around 150 core faculty, we now produce close to 250 peer‑reviewed publications per year. Quality has also improved significantly; the number of publications in journals rated three-star, four-star, or world-leading (4*) in the Chartered Association of Business Schools’ Academic Journal Guide rose from fewer than 20 in 2015 to 50 in 2025.” Do you believe that in the 21st century, with the rise of alternative providers such as LinkedIn and Coursera, the MBA can still stand out in the marketplace? “A true MBA is not about content. Coursera, LinkedIn and other sources are still focused on providing content – they are a natural complement to learning. The MBA is a journey that combines content with experiences that shape personal growth. It is like condensing into a couple of years the kind of

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INTERVIEW WITH THE DEAN 

BIOGRAPHY

Luiz Brito graduated in chemical engineering from the Federal University of Rio Grande do Sul and holds a PhD in Business from FGV EAESP. He is a professor in the Operations Management department and has been dean of FGV EAESP since 2015. His research covers the intersection between strategic management and operations. He served on the AACSB board of directors from 2019 to 2024, is currently a member of EFMD’s board, the EQUIS accreditation board and the AMBA Latin America advisory board; he also serves on EFMD’s Global Network Americas advisory board. Prior to his academic activity, Brito had a long-standing involvement with the private sector, holding senior management positions at the Bunge group and Bemis Inc between 1975 and 2002.

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positive and a unique differentiating factor for our school. Reflecting on it over the past few years, however, I have detected a problem. Our internationalisation is focused on connecting the school – and the country – to the global north but our links to the global south, especially to other Latin American countries and Africa, are clearly underdeveloped. We are not alone. Having done dozens of accreditations in the region, I see that this pattern is the norm in most business schools in both Latin America and Africa. “This is clearly a missed opportunity. When I look at the business environment in the region, I see an obvious mismatch. For a long time, large organisations have been structured with a regional approach, with several senior management positions taking responsibility for business in the region instead of only the country. We also saw the emergence of the ‘ multilatinas ’, ie multinational companies headquartered in Latin America that operate across the region and globally – Embraer, Vale, Cemex, Bimbo and Mercado Libre are just a few examples. “Even in the startup

wisdom that otherwise could take decades to develop. The challenge lies in designing programmes that offer experiential learning opportunities, which allow students to navigate and apply an ever-increasing volume of information.” The principles of sustainability and DEI have both been embedded into MBA programmes around the world – how integral do you think they are to the concept of leadership? “A business leader needs to possess a comprehensive understanding of the real world. Some of us live in a bubble disconnected from other aspects of society; this isolation is reinforced by social media. One of the roles of an MBA programme is to help participants break through this bubble. “Sustainability and DEI are key aspects of today’s society. It is imperative that MBA programmes offer opportunities for participants to gain a deeper understanding of these issues. Diversity of both the cohort and faculty is key since interactions during the programme are a major learning factor. “Another element is offering experiential

opportunities such as trips, workshops and immersion periods where participants gain a real perspective of the challenges associated with sustainability and inequality. One of the most successful activities we offer on several of our MBA programmes is a trip to the Amazon region, where participants interact

and unicorn territory, such as Rappi, Quinto Andar, C6, Kavak or Nubank for instance, the integration of the regional market is hugely visible. The history of these companies is to quickly expand their operations from their

FGV EAESP is well-placed to develop leaders with a keen awareness of sustainability given Latin America’s unique environmental issues

country of origin to other Latin American markets. As business schools, we are falling behind what is happening in the commercial environment. “We need to complement our internationalisation towards the global north by strengthening our regional connections. New forms of co-operation are probably needed, such as alternative or shorter student exchange opportunities, immersion weeks, joint projects and faculty exchange. We need alternatives that do not force our students and faculty to choose between connecting to the global north or connecting regionally, but which enable them to do both. Our revised international strategy has made this challenge a priority.” How has management education evolved since you started working in the sector? “In the early 2000s there was still a great focus on content and learning techniques. This has changed dramatically and shifted to a focus on developing the individual in multiple dimensions and in a more personalised way. This trend continues, powered by new technologies like AI. In terms of content, our role has moved to us becoming a curator of knowledge, teaching cohorts how to continue to learn and be

with local communities, guided by a professor. “Developing leaders with a profound awareness and understanding of sustainability and DEI is especially relevant in a region such as Latin America, given its vast and unique environmental issues.” What are the specific challenges that business schools in the Latin America region are currently facing and how do you plan to deal with them? “One of the greatest challenges is changing the pattern of internationalisation followed by almost all local business schools, including ourselves. We achieved our international accreditations early on (AACSB in 2000, EQUIS in 2001 and AMBA in 2004). For more than a decade we were the only triple-crown school in the country, which allowed us to build an excellent network of international partnerships and to become members of exclusive bodies such as GNAM, CEMS, PIM, GPPN, COBS and IPBS in addition to other broader associations like PRME and GBSN. “We were also able to forge dozens of bilateral double degrees at different levels for our students. This is all extremely

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INTERVIEW WITH THE DEAN 

into the development and implementation of your school’s strategy and management. The accreditation process includes the preparation for the visit and the visit itself, as well as participation in conferences and the peer review processes of other schools. “It is a journey of continuous learning and reflection; it took me a few years to take full advantage of these opportunities. The peer-review visits of other schools are especially beneficial, both in terms of the direct learning of new ideas and the way in which they encapsulate a period of innovation and reflection, when you are exposed to a new but related environment. “The peer-review visit to your own school gives you that outside perspective – sometimes identifying blind spots that you can incorporate into your strategy. I remember our last AMBA review had a really positive outcome, but some reviewer comments about student evaluation and grading made us rethink our approach and, in fact, it became one of the main action points of our revised teaching and learning strategy.”

able to navigate through multiple sources of data, identifying what is the most relevant and fundamental. It is still a challenge to fully engage faculty with that process. “Another change involves the greater emphasis given to internationalisation and how to prepare individuals to work in globally or regionally connected environments. Multicultural skills, a deeper understanding of economic and political aspects beyond the original country, have taken on a heightened significance. Many participants have, or want to develop, international careers and even startups need to be prepared to expand regionally or globally quite early on in their trajectory. “Entrepreneurship has also become much more relevant. While previously developing a career at a multinational company was the gold standard, now many participants consider alternatives; launching their own business, or working in a smaller company with the potential to grow, are often preferred options. The skills required are frequently different and we have had to adapt the curricula to cover both.

“Finally, aspects related to social responsibility, such as sustainability, ethics, inclusion and so on, have become vital. This has been driven both by the individual demands of MBA graduates and the companies employing them.” What skills do you think are necessary now in order for MBA graduates to become efficient and productive leaders?

The impact of AI and other generative algorithms such as ChatGPT on postgraduate management education has been well documented – what’s your take on it at FGV EAESP? “AI is changing our world in a very significant way – we cannot avoid it or keep it at bay. I do not see any other feasible approach apart from embracing the

The school emphasises that lectures or PowerPoint slides alone are no longer enough to equip students to become productive leaders

technology and incorporating it into our processes. I do not think AI poses a threat for high quality schools. In fact, we are better prepared than most to deal with the technology and explore how it can contribute to a better education. One clear area is the ability to provide a customised learning experience without losing the advantages of scale.” With all the economic and geopolitical upheaval that the world is currently facing, do you believe there is still room for optimism when it comes to the future of the global business school sector? “I am always an optimist. This [upheaval] is clearly a threat to the world, with sad consequences for our generation, but my personal view is that it will not last long at this current level. We will soon realise how much we are losing and recalibrate accordingly. One way to adapt and see the positive side of things is to give greater emphasis to regionalisation and our current international strategy does that. Exploring other alternatives to internationalisation and taking advantage of technology could also be a way forward. We must believe that we can make the future brighter.”

“Relationship skills are critical in the complex and demanding times we live in. Very little can be done at an individual level. Mobilising teams means navigating a fine balance between individual perspective and organisational endeavours. These skills are developed in practice with hands-on activities, out‑of- the-box experiences and deep personal reflections. They cannot be taught using lectures or a set of PowerPoint slides. “Participants will also need to continue to learn and develop after they graduate, especially in the longer and frequently changing careers that we have nowadays. Teaching our students how to learn, find and select sources of knowledge, be curious and ask the relevant questions are all critical.” What has becoming AMBA-accredited meant to your school? “We were awarded AMBA accreditation back in 2004, making our school part of the triple-crown group at a time when there were only a few dozen institutions with that status. This was enormously important for developing our international connections and reputation. “I think, however, that the most impactful value of accreditation occurs when you incorporate the process

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Powering student success through connection and community

As institutions face the growing challenge of retaining students and improving their outcomes, Ready Education CEO Gary Ambrosino explains how the right engagement platform can make all the difference

students are more likely to feel welcomed, confident and connected. “Effective onboarding and a strong first-year experience help students navigate expectations, build relationships and establish a sense of belonging early on.” Can you share examples of how institutions are helping students to improve outcomes? “One of the most important shifts we’re seeing is institutions moving away from siloed services towards whole-student support. At Germanna Community College, another of our customers, that approach is deeply embedded in how students are served. “According to the former dean of student development, Dr Frank Cirioni, ‘We give individualised, one-on-one support to all our students. We look at the whole student – where they are, where they want to go and where they want to be – and we meet them there.’ “Student engagement platforms, such as CampusGroups, help institutions like Germanna extend that philosophy by connecting students to advising, wellness resources, academic support and community spaces in one place. “From the student perspective, access to that ecosystem can be transformative. A student at Bridgewater State University shared the following: ‘The platform helped me find my people and get a job as a student engagement assistant. Getting

“One of our customers, Louisiana State University (LSU), explained that students who join at least one student organisation have a 90 per cent retention rate, compared to 74 per cent for those who don’t. As the director of Campus Life, Josh Finch explains: ‘At LSU, we see a clear connection between involvement and persistence. Engagement truly drives success.’ “Our focus at Ready Education is on helping institutions close awareness gaps and make engagement accessible to all students, not just the most confident or connected.” Why are onboarding and the first-year experience so critical to student retention and success? “The first year is a pivotal period. Research shows the highest rate of college dropouts – around 24 per cent – occurs during this time, making early engagement essential to persistence and long-term success. “Today’s students are digital natives. They expect personalised, mobile and real-time access to information and support. When institutions provide clear pathways to resources, community and involvement from day one,

Student retention is more important – and more challenging – than ever. Institutions are navigating tighter budgets, evolving student expectations and pressure to improve outcomes. One reality stands out: students persist when they feel connected, supported and seen. Connection, however, doesn’t happen by accident. It requires visibility, access and a sense of belonging. We spoke with Gary Ambrosino about how institutions are addressing this challenge through platforms such as CampusGroups, Ready Education’s campus experience platform. Student engagement and retention are top priorities across higher education – why is connection so critical to student success? “Students who feel connected are more likely to persist. When they can easily access resources, build relationships and engage with their campus community, they’re more successful, both academically and personally. But when support is fragmented or hard to find, retention suffers. “We see this consistently in data and partner conversations. Engagement isn’t a ‘nice to have’; it’s a leading indicator of persistence, belonging and long-term success.

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