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 2 2026 VOLUME 86
University of Sydney Business School dean Leisa Sargent on designing DEI strategies for next-gen leaders The equitable educator
TAKING A CLASSIC APPROACH Reframing management through the lens of literature
TRINITY’S BLUEPRINT FOR THE MODERN DAY MBA Rewriting the rules of leadership in the era of AI
HOW TO REDEFINE THE BOTTOM LINE Turning business ethics into a rigorous discipline
You tend to learn faster from experience.
Teach your students experience with the world’s leading business simulations. www.cesim.com
ISSUE 2 • 2026 • VOLUME 86
NEWS & INS IGHT
REGULARS
07 | EDI TOR’ S LET TER
22 08
Business education as a true microcosm of the world’s most pressing concerns and challenges 52 | IN FOCUS Universidad Carlos III de Madrid on the two-way learning process that occurs when MBA students partner with startup entrepreneurs on real‑world projects 54 | VIEW FROM THE TOP CEO Andrew Main Wilson offers words of wisdom to business schools planning to expand their horizons with an overseas campus
52
08 | BUSINESS BRIEFING Research on why CSR substitutions may warrant extra safeguards, the institutions utilising AI to improve teaching and student interview techniques, plus busting myths about age and entrepreneurship 16 | PERSPECTIVES ON… PURPOSE-LED LEADERSHIP Faculty at schools in Germany, Mexico, France and the UK offer their views on the integration of sustainability, ethics and integrity into modern management education, as well as how their institutions
16
INTERVIEWS
36 | SHARED EXPERIENCES
Industry practitioners-in-residence reflect on their university roles and the value of merging corporate wisdom with academic rigour 46 | BREATHING NEW LIFE INTO WELLBEING AMBA’s Entrepreneur of the Year on his plan to integrate breathwork tools and structured wellness practices into university ecosystems
are teaching students to balance profitability with people and planet
Ambition • ISSUE 2 • 2026 3
ISSUE 2 • 2026 • VOLUME 86
FEATURES
12 | COVER STORY IN CONVERSATION WITH... LEISA SARGENT The University of Sydney Business School dean discusses the challenges facing management education in Australia and the thinking behind its new, next-gen tech MBA
30 | RULES OF ENGAGEMENT Anand Nandkumar explains how custom-built AI simulations have boosted engagement and enriched the quality of classroom discussions at the Indian School of Business
40 | REFRESH FOR SUCCESS Trinity Business School dean Laurent Muzellec on the need for reform to embed ESG and AI effectively
23 | ACCELERATING THE EVOLUTION OF THE MBA POLIMI Graduate School of Management dean Federico Frattini on why the MBA must evolve to reflect the realities of today’s business world
42 | TRANSFORMATIVE TEACHING TACTICS ESSCA’s Stéphane Justeau outlines the dimensions of inclusivity in teaching and reveals how schools can tackle the gap between intention and implementation
26 | BRINGING THE CLASSICS BACK TO THE BOARDROOM The study of literature is undervalued and can help leaders navigate the complexities
of modern management, argues NEOMA’s Agathe Mezzadri-Guedj
Ambition • ISSUE 2 • 2026 5
EDITOR’S LETTER
HOW HIGHER EDUCATION HOLDS A MIRROR TO SOCIETY
EDITORIAL Head of editorial Colette Doyle c.doyle@amba-bga.com Content editor Tim Banerjee Dhoul t.dhoul@amba-bga.com
The broad range of topics being tackled by business schools reflects today’s issues and tomorrow’s concerns aving written about a number of subjects over the years, including pharmaceuticals, workplace relations and travel, I wondered how I would take to running a magazine dedicated to education. Four years in and, hand on heart, I can honestly say it’s a fascinating sector. Higher education is a true microcosm of society’s greatest concerns and challenges, weighing in on such topics of the zeitgeist as sustainability, DEI, entrepreneurship, climate change and next-gen technology. H In this issue alone, we hear from faculty based in the UK, Europe and Latin America who share their views on best practice when it comes to creating purpose-led leaders for tomorrow’s business environment. These cohorts are being prepared to navigate the political pressures of social equity, with programmes that aim to instil a foundation of professional ethics and personal integrity. Then Trinity Business School contributes to the dialogue around responsible leadership, highlighting how it requires not just an understanding of sustainability, ESG and AI, but also how these interact with climate risk, labour markets, regulation and social trust. Next up is ESSCA, which examines the cultural evolution required to make inclusion a reality within academia. The article discusses ways of designing teaching based on the real diversity of students; such an approach seeks to create learning environments where everyone has equal opportunity to understand, participate and progress. We also include an interview with the AMBA & BGA Entrepreneur of the Year, who reflects on the importance of wellbeing to organisational success and why he plans to integrate breathwork tools and structured wellness practices. The modern business school is no longer a walled garden of ivory-tower theory; it is a laboratory where the world’s most pressing challenges are being deconstructed and solved. Whether we are discussing the ethical guardrails of AI or the urgent integration of climate risk into financial modelling, these are the conversations that will define the next decade of global leadership. It is so rewarding to have the opportunity to curate such an editorial space. In doing so, we aim to provide our readers with more than just a summary of management education trends; we offer a compass for navigating a landscape that is as complex as it is exhilarating.
Art editor Sam Price Sub-editor Heather Ford
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 & communications Leonora Clement
Senior marketing executive Edward Holmes
Head of IT & data management Jack Villanueva
Head of events Carolyn Armsby
HR & employer relations manager Aarti Bhasin Finance & commercial director Catherine Walker
Colette Doyle , Editor, Ambition
THIS MONTH’S CONTRIBUTORS
Chief executive officer Andrew Main Wilson
Executive assistant to the CEO Amy Youngs a.youngs@amba-bga.com ACCREDITATION ENQUIRIES accreditation@amba-bga.com
ADRIAN BUSS
FEDERICO FRATTINI
EVA GUERRA-LEAL
STÉPHANE JUSTEAU
AGATHE MEZZADRI-GUEDJ
LAURENT MUZELLEC
ANAND NANDKUMAR
NICK QUINN
SANDRA RICHEZ
LEISA SARGENT
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
Ambition • ISSUE 2 • 2026 7
BUSINESS BRIEFING
All the latest updates from across AMBA’s global network
Among the latest updates from AMBA-accredited schools is a look at how resource reallocation for CSR can result in troubling trade-offs, how age impacts the entrepreneurial journey and the institutions using AI to enhance learning and simulate interview situations. Tim Banerjee Dhoul and Ellen Buchan report
STUDY REVEALS CSR SUBSTITUTIONS MAY CAUSE UNANTICIPATED REPERCUSSIONS
to take jobs. The policy seeks to curb concerns associated with the prevalence of undocumented workers in the US such as workplace abuses, underpayment and unsafe working conditions. Analysing data from the Occupational Safety and Health Administration from 2000 to 2018, the researchers found that the adoption of E-Verify mandates led to fewer labour violations due to hazardous working conditions during the period and more generally, fewer fines for labour violations. However, they also found that pollution levels rose after the policy’s implementation, with more significant rises observed in US states that adopted the more comprehensive “universal E-Verify” and in those that had higher proportions of undocumented workers. Further investigation led the team to conclude that the increased pollution could be attributed largely to reduced emission efficiency, caused not by financial constraints brought on by E-Verify but by the extra attention it warranted. “CSR substitution is a rational business decision to reallocate resources,” Zhou surmised, noting that “a company’s true commitment to sustainability can be understood by looking at the full picture and the trade-offs the company makes.” EB
SCHOOL : Chinese University of Hong Kong (CUHK) Business School, Hong Kong, China
A new study from the Chinese University of Hong Kong (CUHK) Business School shows that the introduction of policies and regulations designed to tackle specific areas of CSR may lead to a reduction of activities elsewhere. “When crafting policy, legislators should consider safeguards to prevent backsliding in other CSR domains,” cautioned Xiaolu Zhou, study co‑author and assistant professor of accounting at CUHK Business School. Zhou went on to explain that limited resources make it more likely that businesses would have to choose which facets of social responsibility to pursue. “When a regulation mandates one aspect of CSR to improve, managers may prioritise compliance and reduce investment in other CSR activities.” The research analysed a US government policy called E-Verify that stipulates the use of federal data to ascertain whether recruits are eligible
8 Ambition • ISSUE 2 • 2026
NEWS DIGEST
Best practices around social impact at business schools across Latin America have been compiled in a new book edited by Centrum PUCP research professor Julianna Ramírez Lozano. With the aim of becoming a reference for school leaders who want to promote impact-oriented university management, the book highlights some of the work already being done by institutions to improve quality of life for the communities they serve. Nine case studies, from institutions based in Peru, Colombia, Mexico, Ecuador and Chile, are featured, with their experiences showcasing how the sector can meet CSR challenges and opportunities in the Latin American context and contribute to social development and sustainability. There is also particular emphasis on the generation of shared value for universities and their various stakeholders. The stories and experiences include business brigades for community development, circular economy projects, university volunteer programmes and economic empowerment initiatives. As well as offering insight and inspiration, it is hoped that the book can contribute towards the development of a model for effective CSR management at universities in Latin America. The book, entitled Good Practices in the Management of University Social Responsibility , was produced in conjunction with the Latin American Council of Management Schools (CLADEA). It draws on contributions from CLADEA’s sustainability and social responsibility network, of which Ramírez is the co-ordinator. General director of Centrum PUCP Ruben Guevara and CLADEA’s executive director, Manuel Ortiz de Zevallos both spoke at a recent presentation event for the book. Together, they highlighted the importance of strengthening collaboration between schools in the region to promote initiatives that integrate sustainability, ethics and social responsibility in management education. TBD CSR IMPACT STORIES FROM ACROSS LATIN AMERICA COLLATED IN NEW BOOK SCHOOL : Centrum PUCP, Pontificia Universidad Católica del Perú, Peru
IÉSEG has invested €500,000 in an AI startup incubated at the school and co-founded by one of its graduates. In becoming the main investor in Compleducation, the school is now set to roll out the company’s personalised learning tool across its programme portfolio. Known as Complement, the tool features AI-enriched avatars that deliver lessons in spoken form, answer students’ questions, assess their learning level and adapt to their pace and language of learning. The avatars also produce a dashboard of information designed to help faculty members support students by identifying areas of difficulty that can then be reviewed in the classroom. “With Complement, we are opening up a new path towards more interactive, individualised and innovation-driven teaching, while placing the educational relationship – both human and digital – at the heart of our mission,” declared IÉSEG dean Caroline Roussel. The move is the first financial investment of its kind at IÉSEG and follows a successful pilot conducted last year with master’s students from its prestigious grande école programme. Student and faculty feedback from this trial was positive and the school will now gradually open it up to more than 5,000 students across its grande école , bachelor’s in international business and executive education programmes. “Together, we want to put an avatar in every student’s pocket, on their phone, to help them delve into the most demanding subjects, maximise their chances of success in exams and thus achieve lasting success in their academic careers,” shared Compleducation co-founder and CEO Gabriel du Chalard de Taveau, who graduated from IÉSEG in 2017. The partnership is designed to be long term, with a view to Complement providing a platform for testing further educational innovation around hybrid learning formats, interactive modules and the use of student feedback to enhance teaching. TBD INNOVATIVE AI-ENRICHED AVATARS TO COMPLEMENT LEARNING JOURNEY AT IÉSEG SCHOOL : IÉSEG School of Management, France
Ambition • ISSUE 2 • 2026 9
An immersive, AI-enabled interview simulation has been made available to MBA students at UCD Smurfit School in a bid to boost their recruitment outcomes. The simulation forms part of the school’s dedicated module on employability, known as the Leadership and Employability Advancement Programme (LEAP), delivered by its career services team. “By embedding immersive interview simulations into LEAP, we give students a safe, flexible way to practise realistically, improve quickly and build confidence, supported by coaching and reflection,” explained Louise Campbell, head of UCD Smurfit Careers Network. The simulation is designed to replicate a 30-minute, industry-standard behavioural interview, reflecting the pace, structure and probing follow-up questions that candidates can expect in real-world recruitment. Students’ performances, including interview transcripts and structured feedback, then join up with their core assessment and development pathway in LEAP. In turn, this is picked up on in human-led review and coaching conversations, creating a simple, integrated development loop. The new programme component has been developed in partnership with Wonda, a specialised platform for AI-fuelled conversation simulations with the ability to provide instant feedback. Wonda CEO Arnaud Dressen spoke of his excitement in bringing the technology to MBA career services and “letting students rehearse real employer conversations, learn from objective feedback and build confidence and measurable skills.” MBA LEAP co-lead and designer Bernie Burk recently received a Fulbright scholarship for her work on the programme. She is now completing a diploma in education on the subject of AI-augmented career education at Trinity College Dublin in collaboration with the Georgia Institute of Technology. TBD MBA CAREERS MODULE LAUNCHES AI INTERVIEW SIMULATION FOR STUDENTS SCHOOL : UCD Michael Smurfit Graduate Business School, University College Dublin, Ireland
UK SCHOOLS UNITE TO PROMOTE REGIONAL TALENT & OPPORTUNITIES SCHOOL : Lancaster University Management School, UK
MBA students from six different AMBA-accredited business schools in the UK came together in Leeds for the latest iteration of a conference designed to nurture a regional ecosystem of talent, opportunity and influence. MBA North is a collaborative initiative between institutions based in the North of England, home to approximately a quarter of the UK population and some of its largest cities. Those currently involved include Newcastle University Business School, Sheffield University Management School, University of Liverpool Management School, Lancaster University Management School (LUMS), Leeds University Business School and Durham University Business School. The initiative’s overriding goal is to provide a platform for students to discover and better understand the breadth of career opportunities available across the North of England, as well as to enhance the visibility of MBA talent in the region. Deputy head of careers at LUMS Noeleen Hammond Jones spoke of her pride in the collaboration and how it is “championing the strength of education in the North of England”. Around 160 people attended the MBA North Conference 2026, held at the Esther Simpson Building, a new campus development that forms part of Leeds University Business School. Featuring talks from industry leaders, interactive employer and alumni panels and specialised workshops, the event placed particular emphasis on facilitating interactions and early- stage relationships between MBA candidates and employers. It also sought to highlight regional industries, organisations and career pathways that participants may not have previously encountered. “The conference creates a space for our MBA students to build the social capital and connections needed to succeed in a fast-changing labour market, while helping retain exceptional talent in the region,” Hammond Jones added. Indeed, the collaboration is said to reflect a shared belief that the future success of the North of England region rests on its institutions taking a collective approach to growth and working together to empower talent. TBD
10 Ambition • ISSUE 2 • 2026
NEWS DIGEST
LIFTING THE LID ON THE DYNAMICS BETWEEN AGE & ENTREPRENEURSHIP
table, but can also struggle with financial pressures and competing demands in life. Meanwhile, older and more seasoned entrepreneurs, the research reasons, may have to confront ageist barriers in spite of the extensive expertise and networks at their disposal. Addressing age-related stereotypes in the entrepreneurial ecosystem is therefore of the utmost importance, according to the study. “We need to look beyond traditional narratives and ask how society can better support entrepreneurs throughout their lives,” Lévesque comments. The paper proposes further research on age-related differences in entrepreneurial motivation, how age influences wellbeing and how age-related biases impact both entry and exit decisions in entrepreneurship. “Entrepreneurs in their later years often prioritise intrinsic rewards like fulfilment and autonomy over financial success,” the Schulich professor shares by way of example. “This shift in motivation challenges traditional assumptions about entrepreneurship being a wealth-driven pursuit and suggests that we need to rethink how we support entrepreneurs at all stages of life.” EB
SCHOOL : Schulich School of Business York University, Canada
A new research paper from York University’s Schulich School of Business challenges the long-held myth that entrepreneurship is a young person’s game. Instead, the report, Entrepreneurship, age & the lifespan highlights the unique challenges and advantages of pursuing entrepreneurship at different stages of life. “Entrepreneurship is not a one-size-fits-all path. Age impacts every phase of the entrepreneurial process. Understanding these dynamics can help us foster a more inclusive and diverse entrepreneurial ecosystem, where both young and older entrepreneurs are valued for their unique contributions,” commented Schulich professor and the study’s lead author, Moren Lévesque. A total of 10 themes to help define the complex relationship between age and entrepreneurship are identified in the research. For example, it suggests that younger people entering an entrepreneurial journey might struggle to access resources but are often noted for their resilience and innovation. Mid‑life entrepreneurs are said to bring valuable skills and experience to the
SHARE YOUR NEWS AND RESEARCH UPDATES by emailing AMBA & BGA content editor Tim Banerjee Dhoul at t.dhoul@amba-bga.com
Ambition • ISSUE 2 • 2026 11
Leisa Sargent, dean of the University of Sydney Business School, talks to Ambition editor Colette Doyle about creating impact at scale, the thought process behind the school’s newest MBA programme and how management education in Australia faces a unique combination of challenges In conversation with… Leisa Sargent
Tell us a little bit about your background and how you came to be in your current role “I was awarded my PhD by the Rotman School of Management at the University of Toronto, supported by Queensland University of Technology. My field is Organisational Behaviour and I am epistemologically ambidextrous, meaning that I am capable of conducting both quantitative and qualitative research. I greatly enjoyed my PhD studies – including a visiting position at Cornell – as well as the calibre of my cohort, before accepting an academic role at the University of Melbourne. “I have been fortunate to work in institutions that value both academic excellence and societal impact; I include the University of New South Wales (UNSW) in that reflection, where I was senior deputy dean of the business school, as well as holding the position of co-deputy vice‑chancellor for EDI (equity, diversity and inclusion). “That orientation now underpins my role as dean at the University of Sydney Business School. Our ambition is to develop responsible leaders and create impact at scale, drawing on the depth of the university’s multidisciplinary expertise and enduring partnerships with industry, civil society and government. A key focus of my leadership has been reimagining how we educate leaders across the lifecycle – ie degree programmes, executive education and lifelong learning – to ensure relevance and flexibility in a period of rapid technological, social and geopolitical change.” What have been some of the highlights of your career to date? “Several moments stand out. Being recognised nationally as an educator was deeply affirming, but equally important‑‑
has been the work at UNSW of shaping a coherent university-level narrative about the role such institutions play in addressing the UN’s sustainable development goals. “More recently, I am proud of the leadership work undertaken during Covid, where we focused on creating a holding environment and supporting leaders to adapt under extreme uncertainty. At Sydney, highlights include contributing to a more resilient and globally focused business school, catalysing innovation across our MBA portfolio and advancing executive education through Sydney Executive Plus. This is a strategic initiative by the University of Sydney Business School that delivers flexible, digital-first executive education in partnership with companies such as IBM. “The launch of the Skills Horizon report is a particularly significant milestone. Drawing on insights from more than 150 global leaders, it positions our school as a source of strategic intelligence for leaders navigating what has been described as the ‘decade of disorientation’. The report also reinforces our commitment to responsible, future-focused leadership development. “Fulfilling our social contract with First Nations peoples is central to our business school’s strategy. We are investing in I ndigenous student access and success, culturally safe spaces and I ndigenous workforce capability, along with a curriculum that integrates I ndigenous knowledge and perspectives. This work is led through dedicated I ndigenous leadership and extends into partnerships with I ndigenous businesses and communities, supporting economic self-determination and responsible leadership. It is practical, embedded and focused on long-term impact.”
12 Ambition • ISSUE 2 • 2026
INTERVIEW WITH THE DEAN
BIOGRAPHY
Professor Leisa Sargent is dean of the University of Sydney Business School and is recognised as a senior academic leader with more than 30 years’ experience in higher education across Australia, Canada and the US. Sargent is known for her advancements in educational innovation and research, as well as for embedding equity, diversity and inclusion (EDI) as core institutional strengths. She serves as a board member for the United Nations PRME and as chair of Digital Sydney, actively contributing to the university’s digital transformation. Sargent’s leadership extends to previous roles at the University of New South Wales as senior deputy dean and co‑deputy vice‑chancellor for EDI; she was also head of school at the University of Melbourne. A nationally awarded educator and internationally regarded scholar, she is committed to collaborating with government, industry and community partners to address critical economic, environmental and social challenges.
Ambition • ISSUE 4 • 2025 13 ISSUE 2 • 2026
With the rise of alternative providers such as LinkedIn and Coursera, how does the MBA need to reinvent itself in order to remain relevant in the 21 st century? “Alternative providers are not a threat; they are a signal. Leaders want flexibility, relevance and learning that keeps pace with change. The future MBA must, therefore, move beyond content delivery and focus on sense- making, application and leadership judgement in complex and pressured contexts. “That thinking underpins our new MBA in Technology & Digital Strategy. It integrates business leadership with technological understanding, with an emphasis on digital transformation, data-driven decision-making, ethical innovation and leading change. Delivered fully online, it expands access for mid-career professionals while maintaining academic rigour through live engagement and real-world projects. “Importantly, the
How does your institution ensure that it equips future graduates with the strategies necessary to embed diversity, equity and inclusion (DEI) practices responsibly in complex, real‑world scenarios? “While the strategic importance of DEI is widely recognised, in some parts of the globe implementation has become more complex in an era of political polarisation, regulatory change and heightened scrutiny. However, in Australia we have had a series of new legislation. This philosophy is embedded in the work of the Australian Centre for Gender Equality and Inclusion at Work, which is a cornerstone of our school’s responsible management agenda. “The Gender Equality@Work, the centre’s flagship product, integrates national datasets, organisational data and high-quality academic research to provide a transparent, comparable and longitudinal picture of gender equality across sectors and organisations. This enables leaders to benchmark performance,
MBA sits within a broader lifelong- learning ecosystem, complemented by
identify hotspots of concern and assess the real impact of interventions over time. “Crucially, this work directly informs our teaching and executive education. Through curriculum, case-based learning, students and
Sydney Executive Plus. This format offers short, high-impact learning sprints that respond to the rapidly shortening half-life
of knowledge and draw on expertise from across both the university and industry – whether that is quantum, generative AI, or geopolitics.”
The business school’s new MBA in Technology & Digital Strategy integrates business leadership with technological know-how
senior leaders engage with the same evidence used by governments and industry to respond to new legislative obligations, including heightened expectations around workplace culture and safety and the positive duty to prevent sexual harassment. “This ensures graduates are equipped not only with values‑based intent, but with the analytical capability to embed inclusion responsibly in complex, real-world organisational contexts. Some practical leadership development examples include the LGBTQIA+ fellowship and the Dr John Yu Fellowship for culturally diverse leaders.” While management education is a truly global sector, are there any specific challenges that schools in your region face? “Business schools in Australia face a distinctive combination of challenges: shifting government priorities, including international student caps, rising visa costs and increasing regulatory obligations. Related to this we have also seen changing patterns of demand across both undergraduate and postgraduate markets, as well as a
How has management education evolved since you started your career? “When I began my career, management education was more linear and discipline-bound. Today it is necessarily interdisciplinary, technology-infused and deeply connected to practice. In Australia, we also needed to create education that was for the region, realising the value of educational exchange as soft power to build regional influence, foster goodwill and learn from our neighbouring countries. Leaders are expected to navigate ambiguity and manage across sectors and cultures, as well as integrating ethical, social and environmental considerations into decision-making. “Initiatives such as Skills Horizon reflect this evolution. Rather than focusing on narrow competencies, the report identifies interlocking shifts shaping leadership – values, technology, geopolitics, climate and workforce transformation – and translates them into educational priorities across our degree and executive programmes.”
14 Ambition • ISSUE 2 • 2026
INTERVIEW WITH THE DEAN
to lead diverse, hybrid and AI-enabled teams. Our programmes increasingly focus on these integrative capabilities, rather than isolated skills, reflecting what we see consistently in Skills Horizon and in our engagement with industry leaders globally.” The impact of AI and other generative algorithms such as ChatGPT on business school education has been well documented. What’s your take on it at the University of Sydney – how can faculty best adapt to the technology in order to maximise its potential for future business leaders? “AI is already reshaping organisations and business schools must lead rather than react. At the University of Sydney Business School, AI is a subject of study, foundational to assurance of learning and a strategic capability. Through Digital Sydney and our AI working group we are embedding technology
responsibility to steward global engagement, including offshore entities in a range of Asian countries. “Our response has been to align strategy, structure and programmes with more integrative approaches; these include strengthening industry partnerships, investing in flexible programme design and building a connected ecosystem that links the MBA portfolio, executive education and thought leadership such as Skills Horizon . This enables us to respond to volatility while maintaining academic quality and impact. Working as a PRME (principles for responsible management education) champion is important, particularly as it relates to climate literacy and sustainability.” As a female dean, how do you think the ‘leaky pipeline’ phenomenon affects other female academics in their careers and have you had to deal with any particular difficulties being
a woman in a male- dominated sector? “Covid was a pivotal moment for me. I reflected deeply on Australia as a welcoming multicultural society, something that
fluency, data ethics and human‑centred leadership across our
programmes. We began Welcome Week this year with a provocative lecture on AI, signalling that critical engagement and experimentation – not passive adoption – is essential. The focus is on ensuring graduates can work productively
needs to be reflected in the leadership of our universities and business schools. In my view, it is essential that individuals of diverse backgrounds can take up leadership roles and that those who are inquisitive and collaborative are given the chance to develop and experiment as leaders. “Leadership development should be an intentional and purposeful process. I have focused on specifically mentoring people who were least like me – ie professional staff as well as academics outside business schools, but in areas that are male-dominated. There are still significant issues to resolve, such as everyday sexism and gender‑based harm and misconduct affecting students and staff on campus. Leading with purpose has been the cornerstone in my approach and continues to energise me.” What kind of skills do you think are necessary nowadays for MBA graduates to become efficient and productive leaders? “MBA graduates need to understand the complexity and uncertainty of the world they are leading in and act with judgement, care and evidence. That includes technological literacy, ethical reasoning, the ability to craft values-based narratives, as well as the capacity
Leaders navigating the ‘decade of disorientation’ can turn to the institution’s Skills Horizon report for strategic intelligence and insights
with technology while retaining accountability, judgement and care.”
With the ongoing geopolitical unrest around the world, climate change concerns and socio‑economic uncertainty, do you believe there is still room for optimism when it comes to the future of the business school sector? “Yes, I remain optimistic. While the sector is operating amid geopolitical instability, increasing scrutiny and socio- economic uncertainty, there is also an unprecedented opportunity for business schools to contribute positively and be catalysts for change. Our school’s strategy is focused and transformational. It is through initiatives such as a reimagined MBA portfolio, Sydney Executive Plus and applied research centres – including the Australian Centre for Gender Equality & Inclusion at Work along with the Institute for Logistics & Transport Studies – that we are positioning the business school as a trusted partner to leaders seeking to navigate complexity and shape a more sustainable, inclusive future.”
Ambition • ISSUE 2 • 2026 15
Perspectives on… purpose-led
leadership
Integrating sustainability into the heart of modern management education marks a definitive shift from the era of shareholder primacy to one of holistic, purpose-led leadership. As global challenges mount, the MBA is being redefined as a laboratory for balancing profitability with the wellbeing of both people and the planet. By preparing students to navigate the political pressures of social equity while remaining sensitive to local communities, these programmes aim to instil a lasting foundation of business ethics and personal integrity that will define the next decade of global leadership.
Ambition editor Colette Doyle spoke to faculty at four leading business schools around the world to discover how they are transforming sustainability from a conceptual buzzword into a rigorous, practical business discipline.
16 Ambition • ISSUE 2 • 2026
INSIDER INSIGHTS
Given that we’ve moved past the theory of shareholder primacy, how do you teach students on a practical level to balance profit with planet and people? Adrian Buss: “On the MBA programmes at Frankfurt School of Finance & Management, we aim to provide students with a holistic understanding of the relevance and importance of addressing the needs of a wide range of stakeholders (including shareholders). As a result, we do not have a separate course dedicated to sustainability or ethical topics. Instead, we have carefully integrated those topics into our various core courses. “For instance, students explore sustainability reporting together with financial accounting. Similarly, the finance course not only covers traditional corporate finance topics such as valuation and cost of capital, but also how ESG (environmental, social and governance) aspects affect a firm’s value, financing costs or capital budgeting. Our elective courses, such as Sustainable Finance or Supply Chain Excellence & Sustainability, then give students the opportunity to further deepen their understanding of how to balance profit with the implications for the environment, local communities and society.” Eva Guerra-Leal: “At EGADE, we frame this challenge as a question of long-term value creation. Businesses today operate within complex ecosystems where economic performance is deeply intertwined with environmental sustainability and social wellbeing. This is very relevant in a region like Latin America, where business education remains in a technical paradigm that limits students’ capacity to understand inequalities and identify social challenges. Our role as educators is to help future leaders appreciate the social and environmental implications of business, be able to act on this complex reality and make conscious decisions. “Preparing students to balance profit with broader social responsibilities requires us to consider the financial, social and environmental cost of every decision. This involves not only technical knowledge, but also competencies such as systems thinking, ethical judgment under complexity, stakeholder management and the ability to translate sustainability into measurable business decisions. “We take an integrated approach in our curriculum and across all our EGADE programmes, as well as in our master’s in sustainable business. This is designed
“Another example of our experiential learning is the EGADE Action Week, where students collaborate with companies, NGOs and public institutions to tackle real business challenges linked to the UN’s sustainable development goals. These projects allow students to apply financial and strategic analysis while considering the broader impact of business decisions.” Nick Quinn: “For us at the Adam Smith Business School, moving beyond shareholder primacy isn’t just a slogan; it’s how we teach day to day. From the start of the programme, MBA students work with both Glasgow-based and international companies on live challenges, where they need to evaluate costs, impacts and trade-offs in real time. They present options to stakeholders and have to explain why, for example, a short-term compromise might be worth it if it builds long-term strength through more sustainable approaches that support people and communities. “We then keep circling back to this through site visits, hands-on analysis and outdoor sessions that ground decisions in the real world. Peer challenge and structured reflection help them to see how other perspectives sharpen their own judgement. By the time they graduate, students are used to thinking in terms of stability, resilience and shared impact, not just this financial quarter’s numbers.” Sandra Richez: “ESG topics are transversal – in many firms, this means running cross-disciplinary projects that cut across traditional silos. This requires more complex problem- solving and systems-thinking skills, as well as awareness of the growing regulatory, economic and social landscape. “First of all, we require our students to participate in foundational ESG courses that deepen their understanding of CSR, sustainability, business ethics and diversity & inclusion. Then we ask them to further explore these topics with courses such as Ethical guidelines in AI, ESG Reporting in Accounting and Circularity in Marketing & Operations. “At EDHEC, it’s impossible not to learn more about sustainability in the business world, given that ESG topics are interwoven into more than 80 per cent of the MBA programme’s coursework, so there’s very little learning that isn’t oriented towards balancing profit with planet and people. “Our Sustainable Impact Challenge invites students to tackle real-world sustainability challenges alongside corporate executives. Students also embark on a Sustainability Learning Expedition to shadow global business leaders who are implementing ESG strategies in real time. Spending time with business leaders on the front lines of the sustainability transition is a game changer for students, often deepening their commitment to serving as sustainability ambassadors.
for executives and entrepreneurs seeking to turn sustainability into a competitive advantage that drives profitability while creating economic, social and environmental value.
Ambition • ISSUE 2 • 2026 17
knowledge, attitudes and behaviours. By studying these dimensions systematically, we are able to translate sustainability from abstract discourse into measurable organisational change. “Our faculty research increasingly focuses on sustainability- related challenges, with a significant share aligned with the UN’s sustainable development goals. This research feeds directly into the classroom, where students work with tools such as ESG metrics, impact measurement frameworks and sustainable business models. Institutionally, we have also developed initiatives such as the UNESCO Chair in Anticipatory Leadership for Better & Innovative Futures and the Chair in Philanthropy & Impact Investment, which explore how businesses can generate both economic and social value. By integrating research, teaching and industry collaboration, sustainability becomes a discipline grounded in strategy and evidence.” Sandra Richez: “Sustainability is woven into the very fabric of EDHEC’s global MBA programme. ESG topics are integrated throughout the curriculum and complemented by dedicated courses in climate finance, CSR and sustainability that lay the groundwork for immersive case studies and live business cases. “These live business cases are where learning becomes action. Students tackle real challenges brought by partner company representatives, who remain actively involved throughout – joining regular team meetings and providing close follow-up on deliverables. The result is that businesses walk away with actionable, research-backed recommendations grounded in a global perspective. Students leave with something equally valuable: hands-on experience leading strategic, cross-functional sustainability projects, as well as the skills and confidence to perform to the best of their ability for future employers.” Adrian Buss: “The tight integration of sustainability topics into our mandatory core courses immediately highlights the relevance of the subject and guarantees that it is addressed with academic rigour. Indeed, addressing sustainability aspects in parallel with business topics forces students to recognise potential tensions and, more importantly, explore how firms can derive a competitive advantage from their sustainability strategy. This, in turn, translates into a superior financial performance. “The use of various case studies on the topic of sustainability and the challenges that they present further shifts the students’ learning from passive theory to active decision-making.” Today’s CEOs are expected to have a ‘political’ voice. How are you preparing students for the pressure of taking a stand on issues of social equity and environmental stewardship? Eva Guerra-Leal: “Leadership requires the ability to engage with complex social and environmental issues. Corporate decisions are closely scrutinised by employees, consumers and society at large; brands that are perceived to be ethical build a
“All this ESG learning culminates in the final projects presented to a jury of business executives and professors. These projects are not only designed to apply learning and build skills, but also to provide confidence and purpose, which we hope will enable our MBA students to make an impact far beyond the classroom.” How do you ensure sustainability in the curriculum is a rigorous business discipline rather than just a marketing buzzword? Nick Quinn: “Sustainability only means something if it is treated as a core part of the business that is measured, taken seriously and not just used as a marketing strapline. Across the programme, participants tackle real client briefs where they must connect ESG factors to core functions and then design solutions that can actually be implemented. Our assessments focus on whether they deliver something robust and feasible for the client, with industry feedback used to tighten thinking and execution. “Throughout the programme, candidates build self-awareness about their own values and blind spots; they start to handle sustainability with the same discipline and seriousness that they would apply to profit and cash flow, for example.” Eva Guerra-Leal: “For sustainability to be meaningful in business education, it must be embedded across all disciplines and approached with the same analytical rigour as finance or strategy. At EGADE we approach it through data, frameworks and outcomes, placing strong emphasis on measurement and evidence.
One example is our Sustainability Culture Index, which analyses how individuals, including students, professors and collaborators, understand and act on sustainability through dimensions such as
18 Ambition • ISSUE 2 • 2026
INSIDER INSIGHTS
PANEL PARTICIPANTS
stronger emotional connection with customers. In this context, leadership is less about authority and more about judgment, resilience, the capacity to guide organisations through complexity and collaborate across sectors. “On our programmes, we encourage students to develop the critical thinking and ethical reasoning needed to navigate these expectations. We train them in stakeholder management, crisis & reputation management and decision-making in increasingly polarised environments. Through case discussions, simulations and interdisciplinary projects, they examine real situations in which companies must respond to societal demands, whether related to climate action, diversity or responsible supply chains. “Issues such as climate action, social equity, the circular economy and ESG frameworks are evolving rapidly; we aim to help our students recognise that these sustainability issues are a source of long-term competitiveness. Ultimately, our goal is to prepare leaders who can take principled positions, recognising that every decision they make communicates a position while maintaining a clear strategic perspective.” Sandra Richez: “MBA students are challenged from day one to take a stand for the environment and for underserved communities. They defend sustainability initiatives during the Sustainable Impact Challenge, often convincing even sceptical executives to enact new environmental or social policies. MBA clubs also offer a training ground for advocacy. “For example, last year, students organised a conference called Redefining Diversity & Inclusion, where, together with the local business community and European DEI experts, they challenged the status quo and brought difficult topics to the table at a time when DEI has become a polarising subject. “Beyond these opportunities, our Lead360 programme, led by Professor Inge De Clippeleer, includes Socrates sessions, where the cohort can practise taking a stand, defending a topic with data‑backed arguments. On our business ethics course, students likewise take sides on thorny ethical issues and debate them in class under the expert guidance of ethics professor Geert Demuijnck.” Adrian Buss: “Indeed, in today’s environment, effective managers must not only devise sound corporate and financial strategies, but they must also be able to implement those strategies within their organisations, as well as being cognisant of the environment in which they operate. Accordingly, our overall teaching, but in particular our leadership teaching and coaching, carefully integrates discussions of ethics and sustainability. “Students explore the relationship between business and society, as well as the complexity of managing ethics and social corporate responsibility in a global landscape. This prepares them to design and shape resilient organisational structures that can thrive within society. Furthermore, we have just introduced a new elective course on Power & Politics that examines how economic interests are represented in politics and how state-business relations shape public policy.”
Adrian Buss MBA programme director and professor of finance, Frankfurt School of Finance & Management
Eva Guerra-Leal Associate academic dean EGADE Business School Monterrey Institute of Technology
Nick Quinn MBA director Adam Smith Business School University of Glasgow
Sandra Richez Global MBA director EDHEC Business School, Nice
Ambition • ISSUE 2 • 2026 19
Nick Quinn: “Modern CEOs are expected to have a voice on equity, the environment and wider social issues and that pressure is not going away. We prepare candidates for this expectation through client-facing projects where those questions can’t be parked to one side; they have to be built into recommendations, trade-offs and implementation plans. We then test those ideas in sessions with client partners and teaching staff who are very honest about the pressures and risks that come with taking a stand. “Our current cohort spans 13 nationalities, so every discussion about social equity or environmental stewardship is grounded in multinational lived experience, not just theory. We connect that diversity of perspective with the day-to-day running of the programme; for instance, our fortnightly informal representative meetings (we call them coffee and cake sessions) actually drive change on the programme and give our candidates a powerful voice. Students learn when silence does more harm than good, how to line up their teams before speaking out and how to exercise judgement under scrutiny. It’s practical political learning, built on collective experience.” How can an international business school ensure its global leaders remain sensitive to the local communities in which they operate? Sandra Richez: “At EDHEC, we don’t just teach this principle – we live it. We collaborate with organisations like PWN French Riviera, which champions women in leadership through its global network and our dedicated incubator, TechForward, is itself the fruit of local education alliances. Every startup in our incubators applies responsible entrepreneurship methodologies created by EDHEC entrepreneurs, ensuring that new ventures are sustainable from the get-go. “Our engagement extends far beyond the classroom. When Nice hosted the UN Ocean Summit in 2025, EDHEC’s Climate Institute brought conferences to campus, with students playing an active role in the event’s organisation. Our third annual Sustainability Week in February brought together local partners in bicycle repair, water conservation and workshops on sustainability and inclusion. “Sustainability at EDHEC is also felt in everyday campus life: there are ride-sharing and green mobility initiatives, as well as vegetarian and locally sourced menus in the cafeteria, plus a commitment to carrying these practices forward throughout the year.” Adrian Buss: “For MBA students to become responsible leaders, it is critical that they understand the impact that their decisions have on local communities and how their actions affect other stakeholders. Hence, a key element of our leadership teaching centres around ethics & morality in general and business ethics in particular. “Indeed, our Ethical Leadership course discusses in detail the purpose of ethics, major ethical concepts and those frameworks that guide ethical decision-making in business. This also includes
a discussion of ethical pitfalls and barriers to good ethical decision‑making. Finally, many elements of that course are co-designed by students; divided into groups, they prepare and present key topics and thereby naturally integrate their own experiences.” Nick Quinn: “Being a global leader is meaningless if you can’t read the local context. We deliberately and unashamedly anchor the programme in Glasgow and in Scotland. Candidates work with a wide range of local organisations through visits, workshops, masterclasses and joint problem-solving sessions that take account of specific histories, communities and local constraints. They then test how, and whether, broader frameworks and tools apply in different contexts, including through outdoor activities that make the notion of ‘place’ very tangible. “Alumni and practitioner events help to keep those experiences alive and evolving rather than as one-off encounters. Candidates quickly see why off-the-shelf solutions can often fail and they get used to listening first, adapting and then acting. The result is a graduate who can operate confidently across borders, but who understands they are there to build value with local communities, not simply to extract it.” Eva Guerra-Leal: “Global leadership begins with cultural intelligence. While business is increasingly interconnected, economic and social realities remain deeply local. For future executives, understanding that tension is essential. At EGADE we cultivate this awareness through diverse classrooms, international exchanges and close engagement with industry and public-sector partners across Latin America and beyond. Students work with
20 Ambition • ISSUE 2 • 2026
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56Made with FlippingBook - Share PDF online