large corporation, where students work on real business challenges supported by board members and senior executives. “We’ve also adapted practical training in public speaking, delivered by experienced journalists; plus, we plan to introduce leadership training using virtual reality, where students make real decisions in simulated team environments.” Where do you see the MBA qualification heading in the next decade in terms of embracing the trends that will fundamentally reshape business education? “In the next decade, I see the MBA evolving from a management-focused qualification into a transformation-oriented one. Sustainability, AI, data analytics and digital transformation will become a foundational layer across the entire curriculum. “Servant and collaborative leadership will move from niche electives to core components. MBA programmes will become more flexible and personalised to help professionals navigate uncertainty, innovation and cross-cultural collaboration.” Beyond managing the programme, what do you believe is the most critical function of an MBA director in moulding the next generation of business leaders? “Serving as the ‘heart and architect’ of the community is crucial in the sense of professional development being inseparably linked with human relationships. I see myself primarily as a listener, regularly speaking with lecturers and students about their expectations, challenges and ambitions. “I ensure our students feel genuinely seen and valued as individuals. Before Christmas, I bake gingerbread cookies for each student as a way of saying, ‘you matter here’. Such gestures build a community where people feel respected, connected and supported.”
Council (REMBA) in 2020. The council is chaired by an external business leader, Wojciech Halarewicz, the vice-president of sales and customer service at Mazda Europe, and brings together representatives from business, alumni and faculty. “Through REMBA, we strengthened the curriculum by integrating AI and sustainability across multiple courses and expanding practice-oriented formats, including real-life business case modules delivered with industry partners, simulation-based learning, personal branding and public speaking.” How have the expectations of MBA students evolved and how are you adapting? “Today’s EMBA students expect integrated, global educational experiences focused on high-level networking and practical application rather than traditional academic theory. In response, we’ve introduced second-year business modules delivered with industry practitioners and established partnerships with the University of Neuchâtel in Switzerland and Prague University of Economics. “Students now view an MBA as a transformational journey that provides immediate value for their leadership role. With approximately 200 EMBA programmes in Poland (only seven of which are AMBA-accredited), our programme attracts highly self-aware candidates committed to acquiring knowledge and skills.” Looking at the global landscape of business education, what is a ‘best practice’ or new approach you’ve seen another institution adopt that has particularly impressed you? “One best practice that has impressed me is the strong integration of business partners directly into the curriculum. We have adopted a corporate-embedded business module delivered in co‑operation with a
MAJA KIBA-JANIAK Institution: Wrocław University of Economics and Business, Poland What is the most unexpected challenge you’ve had to navigate in your role as an EMBA director and what lessons did you learn from it? “My biggest challenge came after regulatory changes in Poland increased demand for the MBA and EMBA qualifications, leading to the emergence of around 200 programmes, many of them of questionable quality. This weakened the market and eroded the prestige of the MBA brand. “In response, together with the directors of all AMBA-accredited EMBA programmes in Poland, we undertook initiatives to rebuild credibility, including engagement with the ministry, public debates and publications highlighting the differences between accredited programmes and ‘fast-track’ alternatives. “Within our own programme, we strengthened its unique value proposition through collaboration with the University of Neuchâtel and the use of modern teaching methods, as well as the development of a close relationship between students and faculty.” How are you innovating your curriculum to ensure it remains relevant in a rapidly changing business world, particularly with the rise of new specialisations such as generative AI and sustainability? “To keep our executive MBA programme relevant, we established the executive MBA
26 Ambition • ISSUE 1 • 2026
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