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exposure to decision-making in real-world contexts and practical insights rooted in local realities. Structured as a short, intensive immersion, the DBAP combines faculty-led sessions with company visits, industry expert panel sessions, fieldwork and collaborative projects, along with carefully curated cultural engagements. These activities allow participants to engage in case-based discussions and problem-solving exercises that challenge them to develop contextually relevant strategies, evaluate investment opportunities and understand the operational realities of entering and scaling within African markets. The focus is not on high-level theory, but on understanding how business operates within diverse African contexts. Participants, for example, may examine how companies navigate regulatory complexity, adapt to infrastructure constraints or leverage digital innovation to reach underserved markets. In this way, they are challenged to test conventional assumptions and develop strategies that respond to context, rather than simply applying imported models. This includes not just comprehending the market opportunity, but also how differently you have to think about risk, partnerships and what ‘scale’ means in practice. Crucially, initiatives such as the DBAP are co‑developed between partner institutions so that they complement broader MBA curricula rather than functioning as standalone experiences. This reflects a wider shift in global business education from one‑directional knowledge transfer to collaborative, experience-driven learning. The new context The benefits of this approach extend beyond individual student outcomes. For business schools, such partnerships offer a way to differentiate their programmes while responding to the changing demands of employers, who increasingly value graduates with cross-cultural agility and the ability to operate in complex environments. More broadly, engaging directly with Africa provides greater insights into the trends that are shaping business globally. The innovative approaches emerging across the continent are redefining how markets develop under constraints and often have relevance far beyond regional boundaries. Recognising and responding to such developments early is becoming a defining leadership capability.
In this sense, Africa should not be viewed as a region to be studied, but as a context through which new forms of business innovation and leadership are being developed. The implication for any institution that wishes to remain relevant in a rapidly evolving global landscape appears clear: engaging with institutions based in Africa should no longer be considered optional; instead they must be viewed as essential. By embedding impactful learning experiences such as the DBAP into the core of MBA education hand in hand with leading schools from the region, business schools can better prepare their graduates for a world in which growth, opportunity and complexity are increasingly intertwined. Ultimately, it is about preparing future leaders to see opportunity where others perceive only difficulties. As Africa’s role in the global economy continues to expand, those who understand its dynamics will play a defining role in shaping the next generation of global enterprise.
James Njuguna is academic lead for the MBA and Doing Business in Africa Programme at Strathmore University Business School, Kenya, where he is also a faculty member in the areas of corporate strategy and marketing. Before joining academia, Njuguna was a senior manager at Kenya Power & Lighting Company. He holds a PhD in business administration and an MBA from the University of Nairobi; he is also an alumnus of Harvard Business School’s Leading Change and Organisational Renewal programme
Business Impact • ISSUE 4 • 2026
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