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 2025 VOLUME 80
ESMT president Jörg Rocholl on the needs of next-gen business innovators Berlin’s bright vision
THE SURPRISING STRENGTH OF SOFT SKILLS AMBA deans debate the future of leadership
MAKING A POSITIVE IMPACT WITH SASIN Why it’s time to move on from research & rankings
SOMETHING WORTH SUSTAINING Nyenrode continues the conversation on eco concerns
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ISSUE 2 • 2025 • VOLUME 80
NEWS & INS IGHT
REGULARS
07 | EDI TOR’ S LET TER
52
22 08
Examining the essential attributes that future leaders should be taught to navigate the rapidly evolving challenges of the business world 52 | OP INION Nicolas Chevrollier reveals the thought process and practicalities behind embedding sustainability throughout the MBA programme at Nyenrode Business University 54 | VIEW FROM THE TOP CEO Andrew Main Wilson finds reasons to be optimistic as he looks ahead to this year’s Global Deans & Directors Conference
08 | BUSINESS BRIEFING Research on an innovative Latin American sustainability index, career support for female MBA students, a new ChatGPT offering for the world of education and why Indian farmers are being steered away from rice production all feature among our latest selection of news and research from AMBA‑accredited business schools around the world 50 | HUMAN + TECH = THE FUTURE OF WORK Trinity Business School’s Na Fu considers how MBA programmes can prepare students for the demands of a future in which organisations will be required to harness technology while simultaneously empowering their workforce to upskill
50
DEBATE
16 | SOFT SKILLS, HARD IMPACT
A panel of representatives from six leading business schools discuss how soft skills can be cultivated effectively to bolster students’ skillsets and enable tomorrow’s leaders to foster collaborative working environments
Ambition • ISSUE 2 • 2025 3
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ISSUE 2 • 2025 • VOLUME 80
FEATURES
12 | COVER STORY IN CONVERSATION WITH...
37 | THANK YOU FOR SHARING How an experimental space for sharing views evolved into an important outlet for knowledge creation at Católica Porto Business School
JÖRG ROCHOLL The ESMT president on seizing unexpected opportunities and fostering leaders who can drive societal transformation
40 | NURTURING BY NATURE How schools can maximise their contribution to
26 | MAPPING THE MORAL COMPASS A practical step-by-step guide to teaching ethical decision-making at business school
economic growth and development
32 | BEYOND THE BOTTOM LINE Why schools must be judged by their impact on society, rather than research papers and rankings
44 | DECONSTRUCTING THE DIMENSIONS OF LEADERSHIP There is a disconnect between leaders’
perceptions of their role and their ability to care for others, argues Essec’s Fabrice Cavarretta
Ambition • ISSUE 2 • 2025 5
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EDITOR’S LETTER
ritical thinking, empathy and authenticity – these qualities were all singled out by the panel recently convened by Ambition to discuss the importance of teaching soft skills in business schools. Given the increasing interconnectedness and complexity of the business world, management education must recognise that technical acumen alone no longer guarantees leadership effectiveness. To cultivate graduates who can truly thrive, institutions must prioritise the development of crucial soft skills such as communication, resilience and the ability to collaborate. In our debate, panellists also highlighted the importance of ethics and the need to possess a strong moral compass, particularly in the context of the rapidly growing and seemingly ubiquitous new-gen technology. Emotional intelligence and flexibility will be essential too, according to our panel participants, who pointed out just how vital these skills are in a world where managers need to lead diverse global teams – neurodiverse and generationally diverse, as well as being situated in diverse locations. Our cover story this issue, an interview with ESMT Berlin president Jörg Rocholl, echoes many of these sentiments. Today’s leaders must be more than efficient and productive; they need to drive transformation with courage, foresight and adaptability. MBA graduates require strategic insight in order to navigate today’s geopolitical and economic disruption effectively – a point also made by our CEO Andrew Main Wilson in his column. The role of business schools in this scenario is vital: an MBA degree equips graduates with the leadership and problem-solving abilities needed to address complex business challenges. Beyond academic excellence, an MBA offers access to a global network of peers, alumni and industry leaders. Such a network opens doors to new opportunities, career advancement and invaluable mentorship, helping graduates drive impact across industries. Employers also recognise the distinct value of an MBA, not just for the technical knowledge it imparts, but for the strategic mindset and resourcefulness that it fosters too. In a world where companies seek leaders who can think innovatively and drive growth, the MBA remains a powerful differentiator. NEW FACES: THE LEADERSHIP HORIZON As the business world continues to evolve, soft skills and strong ethics will be vital attributes for graduates C
EDITORIAL Head of editorial Colette Doyle c.doyle@amba-bga.com Content editor Tim Banerjee Dhoul t.dhoul@amba-bga.com
Art editor Sam Price Sub-editor Heather Ford
Insight, content and PR manager Ellen Buchan e.buchan@amba-bga.com CORPORATE Membership director Victor Hedenberg v.hedenberg@amba-bga.com
Head of membership Debbie Kemp d.kemp@amba-bga.com
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
Head of events Carolyn Armsby
THIS MONTH’S CONTRIBUTORS
HR and employer relations manager Aarti Bhasin Finance and commercial director Catherine Walker
Chief executive officer Andrew Main Wilson
ANTHONY BRABAZON
RAQUEL CAMPOS FRANCO
JEAN-LUC CASTRO
FABRICE CAVARRETTA
NICOLAS CHEVROLLIER
Executive assistant to the CEO Amy Youngs a.youngs@amba-bga.com ACCREDITATION ENQUIRIES accreditation@amba-bga.com
NA FU
HELENA GONÇALVES
JÖRG ROCHOLL
VASU SRIVIBHA
Copyright 2025 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 • 2025 7
BUSINESS BRIEFING
All the latest updates from across AMBA’s global network
Featured among the latest selection of updates from AMBA-accredited schools is a new collaboration integrating AI into education, a partnership bolstering female MBA students’ professional development and a novel approach to ranking company costs to society. By Tim Banerjee Dhoul and Ellen Buchan
NEW CHATGPT OFFERING SET FOR INTEGRATION INTO TEACHING AT IE
SCHOOL : IE Business School, IE University COUNTRY : Spain
IE University, home to IE Business School, has joined forces with ChatGPT developers OpenAI in a bid to integrate artificial intelligence (AI) throughout its academic ecosystem. The deal will enable all students, faculty and staff to access ChatGPT Edu, a tool specifically designed to help universities bring the technology to campus responsibly. To assist with this process, the collaboration extends to training on the ethical and responsible use of AI, while also emphasising the levels of critical thinking needed when using AI tools. Packaged into two courses, entitled AI for Productivity and AI 101, the aim is to ensure that all master’s and bachelor’s students develop crucial digital competencies. “At IE University, we embrace disruption as a powerful force that compels us to rethink the very essence of education,” declared dean of education and academic experience at IE Business School Begoña González-Cuesta.
“We see AI as a catalyst that opens possibilities, pushing us beyond current paradigms. It creates unprecedented opportunities for students and faculty to explore and create, always grounded in human connection,” González-Cuesta continued. The initiative is not limited to encouraging the responsible use of AI by students, with faculty at IE also set to receive training on how they can best integrate the technology into their research and teaching. In addition, the deal is designed to facilitate staff using AI to enhance operational efficiency and productivity across the university. OpenAI built ChatGPT Edu after observing the success of ChatGPT Enterprise at institutions including the Wharton School and Columbia University. “Making ChatGPT Edu available for students, professors and staff enables everyone to benefit from personalised learning and improved efficiencies and prepares students for an AI-driven future,” asserted general manager of education at OpenAI Leah Belksy. EB
8 Ambition • ISSUE 2 • 2025
NEWS & INSIGHT
A new report from Egade Business School ranks 13 Latin American countries on their performance in relation to corporate transparency, climate innovation, sustainable finance and sustainable education. According to the Latin American Corporate Sustainability Index, Costa Rica is leading the way for corporate sustainability in the region, followed by Uruguay and Chile. The use of renewable energy is one key feature emphasised, with data from the Green Future Index indicating that 95 per cent of electricity in these countries is generated from clean sources. Placing seventh in the ranking, Mexico’s progress in solar and wind energy was noted alongside the challenges it faces with regards to regulation, access to sustainable financing and the standardisation of ESG metrics. “Mexican companies have increased their commitment to sustainability, but there is still room for improvement in integrating exponential technologies and regenerative business models, as well as ensuring equitable access to green financing,” stated Boyd Cohen, research professor at Egade and leader of the team behind the index. Cohen is also director of the school’s new master’s in sustainable business, a programme that aims to address a challenge identified in the Egade study – the need to strengthen sustainability education in Latin America. Indeed, while Brazil, Colombia and Mexico have many institutions affiliated with the Principles for Responsible Management Education, the study found that there is a long way to go in efforts to integrate sustainability into business curricula effectively across the region. Elsewhere in the study, Brazil and Chile placed at the helm of the region for climate innovation, thanks to the number of clean technology start-ups in each country. The index was put together by Cohen, with colleagues including Pablo Necoechea, Egade’s regional director in Mexico City and Querétaro and research professor Christiane Molina Brockmann. EB SUSTAINABILITY INDEX SHOWCASES LEADERS IN LATIN AMERICA SCHOOL : Egade Business School, Tecnológico de Monterrey COUNTRY : Mexico
PARTNERSHIP AIMS TO PROPEL CAREER SUPPORT
FOR FEMALE MBA s SCHOOL : Macquarie Business School Macquarie University COUNTRY : Australia
Female and gender diverse MBA students at Macquarie Business School are being offered an extra slice of career development alongside their MBA, courtesy of a 12-month on-demand programme with a range of benefits. The opportunity stems from a partnership with Future Women (FW), a firm championing gender equity through professional development, advocacy and community. Its Platinum+ Emerging Leaders programme grants participating MBAs access to a blend of masterclasses, mentoring, psychometric assessments and networking. “Platinum+ provides students with the skills, connections and confidence to overcome barriers, fast-track their careers and take on roles with impact,” declared Melanie Spudic, careers and employability co-ordinator at Macquarie Business School. Crucially, time-pressed MBA students can dip in and out of what’s on offer to suit their schedules. “The flexibility of the programme ensures our students don’t feel like career development activities are adding to their workload,” enthused associate professor and MBA course director Nidthida Lin. In this way, the partnership aims to supplement the school’s existing MBA career services, which revolve around personalised guidance designed to accelerate an individual’s professional development. A popular feature of the FW programme is a two-day leadership summit, built around keynotes and panel discussions that explore trends and insights relating to modern leadership. Further value stems from events and the FW community, something that has grown quickly since the organisation’s establishment in 2018. The partnership with FW could also benefit male students, via access to the firm’s changemaker programme. This intensive, one-day live programme aims to demonstrate best practices in leadership and further understanding of how a diverse and inclusive workplace is to everyone’s benefit. TBD
Ambition • ISSUE 2 • 2025 9
HOW FARMERS CAN REAP THE BENEFITS OF RICE ALTERNATIVES
SCHOOL : Indian School of Business COUNTRY : India
Farmers in India could boost their incomes and curb climate-induced production losses by growing maize instead of rice, according to a new study involving the Indian School of Business (ISB). Ashwini Chhatre, associate professor at the Hyderabad-based school and executive director of its Bharti Institute of Public Policy, is the co-author of a newly published paper in Nature Communications that emphasises the benefits of optimising the distribution of crops in India. The study suggests farmers favour rice cultivation because they believe it to be more economically viable, arguing that any predilections for growing alternative cereals, such as maize and sorghum, are highly sensitive to price changes. However, it is rice that is much more susceptible to conditions brought on by climate change. The researchers calculate that climate-induced production losses could be cut by 11 per cent through strategic switches to growing alternative cereals. This, in turn, could increase farmers’ net profits. The onus, according to the study, is therefore on policymakers to make shifting from rice to crops with greater climate-resilience more attractive to farmers. “This research highlights the need for policymakers to consider the economic factors influencing farmers’ decisions and to implement policies that promote the cultivation of climate-resilient crops,” Chhatre summarised. The study recommends reassessing current pricing structures and government support policies that favour rice cultivation, as well as exploring potential incentives for growing climate‑resilient crops. “By strategically reducing rice cultivation and increasing the cultivation of alternative cereals, India can achieve greater stability in cereal production and improve farmer profitability,” added lead author Dongyang Wei, a recent PhD graduate of the University of Delaware’s Department of Geography and Spatial Sciences and now a post‑doctoral researcher at Colorado State University. TBD
As well as fuelling transportation between towns, motorways and highways have long been linked to the social segregation of cities and communities in the US. For example, a paper authored by David Karas at the University of Delaware entitled Highway to Inequity has previously argued that highways formalised racial boundaries in some urban spaces. A new report involving Corvinus University of Budapest has now sought to delve deeper into the question of whether urban highways continue to cut communities off from one another. It analysed home locations and online social ties of one million X (formerly Twitter) users in 2013, comparing these to the urban highway network in the 50 largest cities in the US. From this raw data, the study’s authors then analysed the influence of highways on social connections. The results showed that urban highways decreased social ties in every city studied, with an average reduction in social connections of between one and 16 per cent. The effects were particularly strong when looking within a five-kilometre radius, aligning with the idea that highways were historically used to deliberately segregate minority communities in the US. The cities of Cleveland and Orlando were identified to have witnessed the largest decrease in social interactions due to highways, whereas Portland and New York were the least impacted. “We expect that the isolating effect of urban highways will be observable not only in the United States but also in other countries, including Hungary. However, further research is needed to confirm this,” elaborated research fellow at the Corvinus Institute for Advanced Studies and study co-author Sándor Juhász. A key takeaway for policymakers and urban planners is to ensure they consider the potential impact of infrastructure on a city’s social fabric and explore ways in which any segregated urban communities can be reconnected. Led by the IT University of Copenhagen’s Luca Maria Aiello, the report was published in Proceedings of the National Academy of Sciences . EB WHY HIGHWAYS ACCELERATE SOCIETAL SEGREGATION AND BOUNDARIES SCHOOL : Corvinus University of Budapest COUNTRY : Hungary
10 Ambition • ISSUE 2 • 2025
NEWS & INSIGHT
FINANCIAL VALUE AND SOCIETAL COSTS OF COMPANIES COMBINED IN NEW INDEX SCHOOL : Nyenrode Business University COUNTRY: Netherlands
The top companies in the Netherlands collectively cost society more than they yield, according to a study involving Nyenrode professor of finance Willem Schramade. The study probed the Euronext Amsterdam (AEX), formerly known as the Amsterdam Stock Exchange, to produce an integrated value for each company that combines its financial, social and ecological value. Referred to as a company’s Futureproofing Ratio, these values then allowed the researchers to rank the 23 largest AEX companies. Overall, the AEX Futureproof Index Report found that 30 per cent of the financial value of these AEX companies comes at the expense of society. This total was brought down by the report’s worst performers, Heineken, Shell and steel producer ArcelorMittal, whose negative scores relate to carbon emissions and air pollution, as well as the social cost of alcohol and its effect on health. Intriguingly, 15 of the 23 companies analysed generated a positive integrated value, with conglomerate Philips, retail multinational Ahold Delhaize and HR consultancy Randstad leading the way.
Produced in collaboration with Rotterdam School of Management, strategic agency ftrprf and a team of 400 master’s students, the researchers say this ranking offers a fresh perspective because it allows for comparisons between companies of all categories rather than just competitors in a single industry, as is the case with other sustainability ratings and impact analyses. “The results from our research are absolute. We give an intrinsic valuation in the language of business: hard euros,” reasoned Schramade. The hope is that demonstrating the monetary value of social impact will heighten awareness of the relationship between business and society. “Ultimately, you want to do this for thousands of companies, so that large investors and pension funds will use this information when making their investment decisions. I hope this research will make companies look at their activities and strategic decisions in a different way,” Schramade added. TBD
SHARE YOUR NEWS AND RESEARCH UPDATES by emailing AMBA & BGA content editor Tim Banerjee Dhoul at t.dhoul@amba-bga.com
Ambition • ISSUE 2 • 2025 11
ESMT Berlin president Jörg Rocholl speaks to Ambition editor Colette Doyle about seizing the day when it comes to unexpected opportunities, why leaders need to drive societal transformation and the way in which an organisation’s commitment to sustainability can foster a strong corporate culture In conversation with… Jörg Rocholl
Tell us a little bit about your background and how you came to take up the role at ESMT Berlin “I became president of ESMT basically overnight. My predecessor, Lars-Hendrik Röller received a call from German Chancellor Angela Merkel in June 2011, asking him whether he would agree to serve as her chief economic advisor. When he confirmed his interest, it was incumbent upon me as the then-dean of faculty at ESMT to fill the role of president. “You cannot plan for certain things in life – you just have to grab the opportunity and make the best out of it. I was 37 years old at that time and in the middle of my professorial career as a researcher and teacher; the resulting shift in my career trajectory has been fascinating. I have benefitted tremendously from the fantastic team that my predecessors built. This team has given me an amazing head start from my very first day in the role – and continues to do so.” What have been the highlights of your career to date? “My time at ESMT has been equally exciting and rewarding. I lived in the United States for eight years, initially when I was studying for my PhD at Columbia and then for my first professorial role at the University of North Carolina. Again and again, I was asked: ‘Why does Germany, as the strongest economy in Europe and a global economic powerhouse, not have a single business school of international calibre?’ “Visionary leaders in Germany asked the question too and that’s why they decided to create ESMT, a business school founded by business, with the first degree programme having commenced in 2006. The fact that ESMT is now among the top 10 business schools in Europe, as well as being counted within the top 10 in the world when it comes to executive education, is a great demonstration of what its team has achieved in just 20 years.”
What kind of skills do you think are necessary nowadays in order for MBA graduates to become efficient and productive leaders? “Today’s leaders must be more than efficient and productive; they need to drive transformation with courage, foresight and adaptability. MBA graduates require strategic insight in order to navigate geopolitical and economic disruption. “At ESMT Berlin, we emphasise entrepreneurial thinking and the power of disruptive innovation. Leaders must possess the ability to identify and capitalise on new opportunities, develop creative solutions and foster a culture of experimentation and continuous improvement within organisations. Entrepreneurship means more than just starting a new business. It is about adopting a mindset that thrives on problem-solving and creating value in rapidly changing environments. “Exploring emerging technologies and anticipating technological shifts are crucial skills. The digital revolution, driven by artificial intelligence (AI), blockchain, big data and automation, is transforming industries. MBA graduates must be technologically literate and able to apply technology strategically to improve business operations, optimise decision-making and drive sustainable growth. “Creating social impact and responding to evolving societal expectations are essential for business leaders. Consumers, employees and investors alike demand corporate responsibility and ethical business practices. Leaders must be equipped to integrate social responsibility into their business models, balancing profitability with purpose. Our students, for example, engage in hands-on social impact projects, such as consulting for non-profits, supporting sustainable entrepreneurship initiatives and developing strategies for businesses focused on social innovation.
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INTERVIEW WITH THE DEAN
BIOGRAPHY
Jörg Rocholl is president of ESMT Berlin and the Deutsche Bank professor in sustainable finance. He is chair of the advisory board of the German Federal Ministry of Finance and chair of the steering committee of the Global Network for Advanced Management (GNAM). Furthermore, he is a member of the supervisory board at RWE AG, a member of the board of the Schmalenbach Society, a member of Acatech (German Academy of Science and Engineering), a research fellow at the Centre for Economic Policy Research (CEPR) and a research member of the European Corporate Governance Institute (ECGI). Before joining ESMT in 2007, Rocholl was an assistant professor at the University of North Carolina at Chapel Hill. He holds a PhD in finance and economics and an MPhil from Columbia Business School, as well as a Diplom-Ökonom mit Auszeichnung (an economics degree with distinction) from Witten/Herdecke University in Germany. As a researcher, Rocholl’s interests are in sustainable finance, corporate finance, corporate governance, financial intermediation and central banking. His research has been published in leading academic journals such as the Journal of Finance , the Journal of Financial Economics and the Review of Financial Studies and has been reported in leading international media. Rocholl is a research professor at the Ifo Institute in Munich, the vice-chair of the economic advisory board of Deutsche Welle, a council member of the Virchow Foundation for Global Health, a member of the sustainability advisory council of Deutsche Post DHL Group and a board member of the Public Governance Institute Germany. He worked with Boston Consulting Group in Frankfurt and London, as well as with Deutsche Bank in Frankfurt and New York.
Ambition • ISSUE 2 • 2025 13
fosters. In a world where companies seek leaders who can think innovatively and drive growth, the MBA remains a powerful differentiator.” How has management education evolved since you started at ESMT 17 years ago ? “Management education has transformed significantly over this period and continues to evolve alongside the rapidly changing business and geopolitical landscape. Today’s executives and professionals do not just seek knowledge. They need immediate, practical solutions to complex challenges. Executive education participants expect to apply what they learn in real time, while degree programme students look for flexible, personalised learning experiences that align with their career ambitions and purpose, not just financial gain. “At ESMT, we offer a dynamic portfolio of learning experiences, from bite-sized, problem-focused executive education programmes to degree courses that develop leaders for long-term impact. Our Postgraduate Diploma in Management, for example, allows professionals to stack and business schools operate. At ESMT, we embed cutting‑edge technology into our curriculum – whether in AI-driven decision‑making, automation or big data analytics – ensuring that leaders are equipped to navigate an increasingly digital world.” We hear so much nowadays about diversity and inclusion, as well as the concept of ‘belonging’; how can schools best train the next generation of managers and entrepreneurs to implement DE&I practices in a responsible manner? “To effectively train the next generation of managers and entrepreneurs in diversity, equity, inclusion and belonging (DEIB), business schools must embody these values in their own communities. At ESMT, we recognise that fostering an inclusive environment is not just about policies – it is about lived experiences, institutional commitment and continuous learning. “Our initiatives, such as the DEIBridge and the credentials, tailoring their learning journey to fit their evolving needs. “One of the most profound shifts in recent years has been the integration of digitalisation and AI, fundamentally reshaping how businesses implementation of a Gender Equality Plan, serve as a vital platform for advancing dialogue, research and actionable
“Engaging with geopolitical dynamics and understanding their influence on global business is equally critical. The interconnected nature of today’s economy means that leaders must stay informed on shifting political landscapes, trade policies and international relations. Effective leaders can anticipate risks, navigate regulatory changes and develop strategies to ensure business resilience in a world of volatility and complexity. We prepare graduates for this environment by incorporating real-world geopolitical case studies, simulations and discussions with policy and industry experts. “Finally, leading sustainability and appreciating its vital impact on business is imperative for modern leadership and companies that fail to integrate sustainability into their business model risk losing their competitive edge. Forward- thinking leaders understand that sustainability is about creating long‑term value through responsible resource management, ethical supply chains and climate-conscious innovation. “Ultimately, MBA graduates must be equipped with a forward-looking mindset that enables them to lead and excel in times of rapid change, uncertainty and opportunity.”
Do you believe that in the 21st century, with the rise of alternative providers such as LinkedIn and Coursera, the MBA is still able to stand out and distinguish itself in the marketplace? “An MBA from an international business school such as ESMT Berlin is far more than just a credential – it is a
ESMT Berlin is among the top 10 business schools in Europe and counts within the top 10 globally for executive education
transformational experience that sets graduates apart in an increasingly competitive marketplace. While alternative providers like Coursera and LinkedIn Learning offer flexible, on-demand knowledge in specific areas, only business schools can create the depth, rigour and strategic development that an MBA delivers. “An MBA degree accredited by AMBA and other international bodies equips graduates with the critical thinking, leadership and problem-solving abilities needed to navigate complex business challenges. Beyond academic excellence, an MBA offers access to a global network of peers, alumni and industry leaders; this is an asset that alternative providers simply cannot match. “Such a network opens doors to new opportunities, career advancement and invaluable mentorship, helping graduates drive impact across industries. Employers also recognise the distinct value of an MBA, not just for the technical knowledge it imparts but for the strategic mindset and adaptability it
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INTERVIEW WITH THE DEAN
to navigate and leverage these advancements. At ESMT, we integrate AI-driven learning tools such as customised GPT-powered course assistants, which provide students with personalised learning support and AI-powered business simulations, bridging the gap between theory and practice. “Our workplace dynamics simulation is just one example of how we use AI to enhance experiential learning. This AI-driven role-play tool immerses students in real-time workplace interactions, helping them develop leadership, communication and conflict-resolution skills in demanding and adaptive scenarios that mirror real-world challenges.” What has becoming AMBA-accredited meant to your school? “Our AMBA status, our first international accreditation awarded in 2009, is a testament to our commitment to excellence. It validates the strength of our MBA curriculum, enhances our global reputation and expands career opportunities for our graduates. This milestone laid the foundation for our international recognition and was a
change in inclusive leadership. Additionally, our code of conduct sets clear expectations for respect, fairness and accountability. Through the collective efforts of our entire community, we are not just teaching DEIB – we are living it.” The topic of sustainability has been embedded into MBA programmes around the world; how integral is it, do you think, to the concept of leadership? “Sustainability is no longer a mere option in leadership; it is a necessity. Long-term business success depends on integrating sustainable practices into strategy and operations. Companies that fail to do so risk financial instability, regulatory challenges and a loss of trust among consumers, employees and investors. “Responsible managers understand that sustainability drives efficiency, reducing costs through energy conservation, waste reduction and conscientious resource management. Beyond operational benefits, a commitment to sustainability fosters a strong corporate culture, enhances employee satisfaction and builds deeper customer loyalty. Consumers increasingly seek to engage also through the ESMT Institute for Sustainable Transformation, which equips leaders with the knowledge and tools to drive meaningful change. For me personally, a crucial part of this transformation is recognising the role of biodiversity protection. “As natural ecosystems decline, businesses face growing costs to replace services once provided freely by nature, such as clean water, pollination and climate regulation. Forward-thinking leaders embrace sustainability not just as a compliance issue, but as a foundation for resilience and long-term value creation. The future of leadership demands a commitment to shaping a business landscape where economic success and environmental responsibility go hand in hand.” The impact of AI on postgraduate management education has been well documented – how do you seek to incorporate it into your curriculum? “AI is transforming the business landscape and creating new opportunities for innovation and value generation. As AI technologies become more embedded in every day business operations, students must develop the skills needed with companies whose values align with their own, making sustainable leadership a key competitive advantage. “At our school, sustainability is embedded in leadership education and
crucial step towards achieving the prestigious ‘triple crown’ accreditation. It reflects our identity and ambition as one of Europe’s leading business schools.” 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?
Institutions such as ESMT challenge business students to embrace uncertainty, develop bold strategies and take responsibility
“Yes, absolutely. Business schools are shaping the next generation of leaders who will define the future, so optimism is more than warranted. The current era of transformation demands individuals who are not only highly educated but also resilient, adaptable and bold enough to challenge outdated models and create new opportunities. The complexities of today’s world require leaders who can navigate uncertainty with confidence and vision. “This is precisely why business schools remain more relevant than ever. Institutions like ESMT Berlin are not just equipping students with knowledge but also instilling in them the courage to lead through disruption. Business schools provide an environment where this mindset is cultivated, where students are challenged to embrace uncertainty, develop bold strategies and take responsibility. The challenges we face today make leadership education more vital, not less, ensuring that the business school sector will continue to thrive.”
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Soft skills, HARD IMPACT
16 Ambition • ISSUE 2 • 2025
ROUNDTABLE REVIEW
S oft skills, encompassing such traits as apply them with integrity and ethical insight. Looking ahead, the demand for leaders with robust soft skills will only intensify. Business schools must proactively evolve, embedding experiential learning and real-world simulations. This ensures graduates possess not just theoretical knowledge, but also the ability to lead with empathy, navigate ambiguity and develop inclusive cultures – all of which will be essential for thriving in tomorrow’s challenging global economy. communication, emotional intelligence, teamwork and adaptability, enable future leaders to build strong relationships, inspire teams and drive innovation. By integrating soft skills training into the curriculum, management education can empower graduates not only to understand business principles, but also to What role should organisations play in partnering with business schools to ensure that graduates possess the soft skills they need to succeed in the workplace? Tom Lindholm: “I think the important thing here is to establish a long-term relationship with the organisations that we partner with in order to create a continuous dialogue and foster strong collaboration. This will enable us to better understand how we can help those individuals who are joining our programmes in terms of the specific soft skills that they require.” Hannah Holmes: “I think it has to be contextualised around whether that’s at a programme level, which would be a very specific partnership, or something that sits across the school and is perhaps more of a strategic type of partnership. “Areas where I’ve seen partnerships working really well at programme level are when companies provide case studies for students to work on real-life business challenges, as well as collaborating with the teaching team. This ensures that those units are properly industry-aligned. “In terms of soft skills, I’ve found that working with recruiters who design the recruitment pathways into industry – accessing their knowledge and expertise to design that curriculum for your students – is extremely effective.” Munish Thakur: “We operate two pathways. One involves real‑life projects, where industry leaders will tend to embed soft skills; the other way is when we do curricula mapping and we speak to an industry advisory board. Every department at our school has its own advisory board, where company CEOs will come in to discuss which soft skills can be incorporated into the curriculum and to what extent they’re relevant. We also try to assess these soft skills, along with our executive partners, during the break after students have completed their first-year internships.”
In today’s dynamic and increasingly interconnected business landscape, technical proficiency alone is insufficient for effective leadership. Business schools must prioritise the development of soft skills, which are crucial for navigating complex organisational structures and fostering collaborative business environments. Ambition editor Colette Doyle recently convened a panel of six top international business schools to discuss how best such skills can be cultivated In association with BlueSky Education
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think we’ve signed a deal with 16 over the past two years – so it’s fairly intensive. There is a variety of applications, such as being involved in course delivery, having access to students for internship and recruitment, as well as participating in our summer schools. “We have a strong demand from our students for [practical, hands-on] experience. We also have about 40 student clubs – they are extremely dynamic and entrepreneurial – and several of their initiatives involve corporate partners. I remember one business leader saying that he had learned as much outside the classroom as he had inside; this is what we must strive to attain – having a learning experience outside the classroom that is also extremely valuable and enriching.” How do cultural differences affect the importance and application of certain soft skills and how can business schools best address this in their curricula? Munish Thakur: “I’d like to start by commenting on why soft skills are so hard to acquire. First off, they take time to develop, whereas students are only with us for a maximum of two years and they’re also non-linear. Such skills are holistic, or tacit in nature too, so it’s very difficult to quantify and figure out how they are developing. [Then you have to factor in] that the MBA is cognitive, whereas soft skills are behavioural. Plus, business schools are extremely competitive, they are focused on grades. There is a certain amount of conflict, therefore, between the MBA programme and soft skill development. “Soft skills are cultural and contextual; for example, in India, which is more of a collectivistic society, deference for authority is very important and there is a perceived difference between wisdom and knowledge. People who have gone to university might be more Western in their approach, but there’s a whole lot of India which is still very Eastern in this regard. When you’re born in a community you acquire certain values – and they become part of you. These cultural nuances are very difficult to change, but a manager must know how to handle them.” Tom Lindholm: “We have been integrating soft skills, including communication, people management, personal leadership and development, very heavily into both our MBA and executive MBA programmes, not as separate modules, but as [an integral] part of the work that we are doing. “As well as our activity in Finland, we have a big partner programme going on with South Korea, with more than 5,000 alumni. What is interesting to note when talking about the cultural differences between countries is that a lot of the same things are on the agenda both in Europe and East Asia.” Federica Pazzaglia: “We’re based in Dublin, but we are very much a global business school, with around 60 different nationalities. Culture is a filter in the way you perceive and practise soft skills. We have placed considerable emphasis in our programmes on communication, interaction, networking and group work. We have
Tessa Melkonian: “We are trying to jointly create new approaches with organisations in the sense of developing a research-oriented type of project around the kind of challenges they face – and which soft skills would help most in this context. To my mind, what really matters is to elaborate partnerships where professors try to anticipate what could be potential solutions to business problems in terms of the lack of associated soft skills.” Federica Pazzaglia: “There’s a group of corporate partners who repeatedly engage with us – and that is through our alumni who are now placed within these organisations. “We hear a lot in academia about the importance of soft skills, but I think in the minds of our students there is still that notion of how essential hard and technical skills are too. We need to remind them that technical skills are important, but you will be called on more often than not to act as a mediator between differing points of view, or communicate difficult issues, or drive change. “So that part is something you need to start practising while you’re in the MBA programme – and I think that is very much where a partnership with industry can help.” Bruno van Pottelsberghe: “We have drastically accelerated the number of partnerships with industry and corporate partners – I
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ROUNDTABLE REVIEW
PANEL PARTICIPANTS
invested in intercultural training sessions and underpinning that work is the concept of bringing together various perspectives. It’s important to ensure that people can talk across different cultural dimensions without, potentially, being biased in the way they interpret what they hear.” Bruno van Pottelsberghe: “Corvinus is going through a very significant change with respect to multiculturalism; that’s partly why I’ve been recruited, to internationalise the school, because they recognise that it’s of key importance to offer multicultural and global exposure, as Hungary is a fairly small country. We operate a substantial study abroad programme whereby universities send cohorts to learn in Budapest for a term and they have access to the same elective courses; we also have around 300 student exchanges per year. “I’m well-versed in integrating cultural differences in terms of leadership skills – it’s my personal experience as I come from Belgium, but in Hungary the way of working is different. You have to be able to adapt to different environments and ways of communication. This can be covered on an MBA course, but you really need to secure practical experience – that’s why we’re planning to offer our students internships abroad to learn about different ways of working.” Hannah Holmes: “The approach that we take is to harness a passion for intercultural differences. We are trying to instil in our students the importance of being aware of cultural differences and learning to appreciate them – that’s why we integrate international case studies into the curriculum. COIL (Collaborative Online International Learning) projects are a great way for students who can’t travel outside the UK, due to financial or family reasons, to gain international experience and [forge] collaborations across borders. “I think it’s really important that the people leading these sessions are undergoing training as well, so that they can consciously bring that to light in their conversations with students. Business school students tend to have an appreciation of that already because [their course] opens up all these global opportunities. We encourage them to practise self-reflection and become the best version of themselves in this context.” Tessa Melkonian: “Our faculty is more than 50 per cent non‑French, so we are already operating in a totally international context. Plus, our students participate in multiple exchange programmes and spend on average more than 12 months of the curriculum abroad. I think it’s important to highlight that it’s not all about the cultural differences between us, but what similarities we share as members of a universal system, in terms of global co‑operation and facing the challenges of operating globally. “Many studies have made it clear that organisational culture can be far more influential on behaviour than national culture – great leaders transcend national cultures, meaning that they use a universal dimension to engage with people.”
CHAIR Colette Doyle, head of editorial AMBA & BGA
DELEGATES
Hannah Holmes, dean Manchester Metropolitan University Business School
Tom Lindholm, managing director Aalto University Executive Education
Tessa Melkonian, head Leadership Academy for New Futures Emlyon Business School
Federica Pazzaglia, associate dean University College Dublin Michael Smurfit Graduate Business School
Bruno van Pottelsberghe, rector Corvinus University of Budapest
Munish Thakur, dean Delhi-NCR campus, XLRI-Xavier School of Management
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How can we accurately assess and measure the development of soft skills? What tools and techniques can be used to provide meaningful feedback to students and track their progress? Federica Pazzaglia: “We use psychometric assessments in our modules. These are debriefed with the students, so there is an element of reflecting with them on what has emerged. Even with all the inherent limitations of psychometrics, this gives us something to use as a conversation starter. Also, it’s about observing certain reactions and encouraging good behaviour; letting a student know that you were impressed with what they did in a specific situation. “There is certainly a role for a more kind of objective, evidence‑based system of assessment, but there is also an element of keeping your eyes open and generally listening, so there is behavioural reinforcement of sorts. I think both have a place, although in different ways.” Tom Lindholm: “One key thing for us is our personal development process that goes through the whole programme; at the outset, students’ personal learning goals are set and there are soft skills-related targets defined in there. Those are then discussed and followed up on during the process. We also have individual coaching sessions, where the coaches help participants to identify which soft skills they need to develop. “This can be done through self-reflection, or with the help of 360-degree assessments, or by using a lot of other different tools, providing feedback to participants both from their peers and faculty. I’m not convinced that the most important thing for an executive MBA student to know is that a particular soft skill has increased from 5.1 to 5.3, however. I think the point is to see how that skill has grown and how they have developed as an individual.” Tessa Melkonian: “This is the reason that we created an academy of leadership because management is as much a science as it is an art, in the sense that having pure cognitive knowledge is not enough to make you good in practice. We also use 360-degree feedback tools to help students learn how to talk about leadership skills, as well as experiential learning and personal development courses. “In France, one of the cultural differences compared with other countries is that the concept of leadership is essentially viewed as being innate. People generally think that a leader is charismatic by nature, so they have a tendency not to bother so much about training. We try to counteract this kind of entrenched behaviour through research, as well as using the testimonies of high-ranking managers, who come to the academy and elaborate on their daily challenges as human beings in the workplace.” Bruno van Pottelsberghe: “I had lunch with the head of KPMG here in Budapest recently and he passed on a very interesting fact when I asked him about his recruitment strategy. Apparently,
apart from Corvinus, there is another university from which they like to recruit graduates because they have a high share of students who are the first members of their family to go to university. Generally, they have observed a higher degree of resilience [in these first-generation students] and they appear better able to cope with stress. I’m currently pondering on how to translate that into our pedagogical strategy. “I think our own individual experience is also an important factor. If you have a young athlete who knows what it means to work, to strive to improve their performance, you will [be dealing with] a completely different behaviour than someone who doesn’t. Soft skills are difficult to measure and I’m not sure we absolutely want to measure everything because, at the end of the day, we might spend our time measuring instead of doing.” Hannah Holmes: “It’s very difficult to measure these things – you have to get the balance right when it comes to spending time on assessing skills accurately, versus the importance of instilling them in students. My preference around soft skills is a non-deficit
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