EXPERIENTIAL LEARNING
For more than two decades, consulting projects on the executive MBA programme at the University of East Anglia have combined international immersion with hands-on learning in Prague. Julian Campbell offers a comprehensive guide to the process and challenges involved, as well as an insight into the experience’s contribution to students’ personal and professional development
E ach year, a group of executive MBA (EMBA) students from the University of East Anglia (UEA) embark on a unique challenge: delivering in-person consultancy services for blue‑chip companies in Prague. This six-week initiative combines academic rigour with applied business acumen, requiring students to demonstrate adaptability as they navigate the nuances of client engagement, teamwork and cross-cultural dynamics. The programme reaches its pinnacle during International Project Week, when students travel to Prague to conduct field research and present strategic actionable recommendations directly to their clients. UEA began organising these projects back in 2001, just 12 years after Czechia (also known as the Czech Republic) became a democracy through the Velvet Revolution. In 2001, the economic environment remained uncertain and early UEA projects focused on advising local companies how to navigate the pressures of a competitive market environment. Today, the country boasts one of Europe’s strongest economies with GDP growth higher than the European Union average in 2024 and it is the chosen location within the region of Central and Eastern Europe for many global brands.
Over the years, UEA has built up a strong network of companies in Czechia, in collaboration with the
AMBA‑accredited University of Economics and Business (VSE) in Prague. Encompassing the likes of IBM, LEGO, Phillips and a range of local corporates, these firms regularly host the school’s EMBA consultancy projects. The long-standing aim of the consultancy project experience is to take students out of their comfort zone, placing them with clients from an unfamiliar sector and presenting them with a challenge that is removed from the students’ professional experience. Their primary task is to develop a set of workable recommendations for clients based on a combination of practical research and the application of an analytical toolkit developed during their EMBA studies. The consultancy project kicks off with an introductory briefing, usually held in the UK or through virtual meetings with the Prague-based client. Students are divided into groups of four or five, with each team assigned a specific challenge that the client is facing. These challenges can vary widely, from developing a new market-entry strategy to designing a digital transformation plan, but each requires a structured approach and a comprehensive understanding of both the industry and the company’s unique context. This process is detailed in the boxout on page 22 and is designed not only to keep the teams focused, but also to ensure that the client receives a professional, methodical solution to their business challenge. Transitioning from theory to practice The most anticipated part of the project is the International Project Week. For many students, travelling to Prague to work directly with the client is their first chance to apply classroom knowledge in a real-world setting and interact face to face with stakeholders. This on-the-ground experience is crucial for three reasons. Firstly, students develop their contextual understanding by working on location and getting to know a client’s cultural and business environment. Being immersed in a client’s business is also a great opportunity to build strong relationships and trust. In addition, the chance to conduct field research with access to resources and people they wouldn’t have remotely is invaluable, allowing for more thorough research and analysis.
Ambition • ISSUE 6 • 2025 21
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