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 5 2025 VOLUME 83
Copenhagen’s compassionate approach
CBS dean Anna Thomasson on the noble nature of the Nordic Nine
LEARNING FROM LATIN AMERICA Centrum PUCP details the region’s exec ed boom
FROM CAMPUS TO C-SUITE The ESMT alumnae leading the charge for global change
ESSEC’S MISSION: COLLECTIVE INTELLIGENCE How a bold transformation has built a hub of brilliance
ASIA PACIFIC CONFERENCE BALI, INDONESIA 23-26 NOVEMBER 2025 AMBA & BGA
The AMBA & BGA Asia Pacific Conference will be held in Bali, Indonesia, from Sunday 23 to Wednesday 26 November 2025. This dynamic three-day event will feature world-class thought leadership, insightful discussions and two memorable dinners at some of Bali’s most iconic venues. Delegates will explore the key issues set to shape business schools across the Asia Pacific region over the coming years. Topics are expected to include innovation through digitalisation and AI, lifelong learning and alumni engagement, sustainable entrepreneurship and industry collaboration, as well as the integration of responsible management and sustainability into business education. GRAND HYATT BALI | 23-26 NOVEMBER 2025
FOR MORE INFORMATION OR TO BOOK YOUR PLACE, SCAN THE QR CODE
OR VISIT www.amba-bga.com/events/apac-2025
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ISSUE 5 • 2025 • VOLUME 83
NEWS & INS IGHT
REGULARS
07 | EDI TOR’ S LET TER
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Why business leaders must learn to partner responsibly with AI, rather than to merely use the technology 42 | IN FOCUS A profile of King’s Business School, London and its sustainability centre 44 | OP INION Chicago Booth’s Sanjog Misra considers how to train future leaders to use AI in an ethical manner 46 | VIEW FROM THE TOP CEO Andrew Main Wilson reflects on AMBA & BGA’s growth and innovation at its financial year end
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08 | BUSINESS BRIEFING The latest selection of news and research from across AMBA’s global network of accredited business schools 30 | LAYING THE FOUNDATIONS FOR THE FUTURE An exclusive look at ESSEC’s redeveloped campus in the Parisian suburbs, designed to serve as a “hub of collective intelligence” 38 | SETTING THE STANDARD The AMBA-award winning CSR strategy at Zhongnan University of Economics and Law’s School of Business Administration is helping to amplify its impact and set a strong example within China’s higher education landscape, says dean Haitao Wu
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18 | INSIDE THE EXECUTIVE EDUCATION DEBATE AMBA & BGA convened a panel of school leaders in Madrid to explore how management education is harnessing technology and nurturing cultures of lifelong learning to equip professionals for an evolving landscape ROUNDTABLE REVIEW
Ambition • ISSUE 5 • 2025 3
Excellence Awards 2026 & Gala Dinner AMBA & BGA
Join us for an unforgettable evening celebrating excellence in global business education The AMBA & BGA Excellence Awards & Gala Dinner 2026 will take place on Friday 23 January 2026 at the prestigious Royal Garden Hotel, London Why attend? • Celebrate the outstanding accomplishments of schools and individuals shaping the future of management education • Enjoy an evening of fine dining and entertainment in an iconic London setting • Network with peers, partners and thought leaders from AMBA & BGA’s global community • Gain fresh insights and inspiration from industry experts and award finalists Reserve your place today and be part of an evening that inspires, connects and celebrates the very best in business education
SCAN FOR MORE INFORMATION OR TO RESERVE YOUR PLACE
23 JANUARY 2026 | ROYAL GARDEN HOTEL, LONDON WWW.AMBA-BGA.COM/EVENTS/GALA-DINNER-2026
ISSUE 5 • 2025 • VOLUME 83
FEATURES
26 | FROM LECTURE HALL TO LEADERSHIP Three female graduates of ESMT Berlin share takeaways from their business school experience and subsequent career journeys
12 | COVER STORY IN CONVERSATION WITH... ANNA THOMASSON Dean of education at Copenhagen Business School Anna Thomasson discusses the need to balance business competitiveness with social compassion
32 | THE DIGITAL BRAIN SHIFT BREAKTHROUGH Exploring digital learning’s alignment with how the brain learns, adapts and thrives
16 | ALL HAIL THE AGENTS OF AGILITY Porto Business School dean
José Esteves explains why leaders must master strategic flexibility, as well as technical fluency
24 | TOP OF THE CLASS Centrum PUCP’s Mayra Vega explains why Latin America has the potential to become a global leader in executive education
36 | PROCEED WITH CAUTION
Delving into the dangers of any partnership between artificial intelligence and humanity
Ambition • ISSUE 5 • 2025 5
BEYOND ACCREDITATION AMBA-accredited business schools have access to a range of complimentary resources, including PR and marketing support, the opportunity to be featured in our flagship magazine, Ambition , free student and graduate membership, our global Membership Platform and discounts across our award-winning international events portfolio, as well as free Business Graduates Association (BGA) membership. To find out more and access AMBA’s products and services, visit www.amba-bga.com/beyond-accreditation
EDITOR’S LETTER
PARTNERING FOR PROGRESS
EDITORIAL Head of editorial Colette Doyle c.doyle@amba-bga.com Content editor Tim Banerjee Dhoul t.dhoul@amba-bga.com
Actively adapting to utilise artificial intelligence is the key to future success for the next generation of leaders
I
Art editor Sam Price Sub-editor Heather Ford
n a year defined by the rapid emergence of generative AI, the conversation has quickly moved beyond the seemingly limitless capacities of the technology itself. We are now confronting the essential human questions, ie how should we manage a workforce augmented by these tools and what new ethical frameworks must leadership establish? In this issue we explore how the shift from simply using AI to actively partnering with it is redefining core management skills and demanding a clear moral compass from business leaders. First up is an article from Porto dean José Esteves, which looks at the new kind of leadership that is required to effectively coexist with generative algorithms. He argues that it’s not only a new kind of leadership which is needed, but a new kind of learning. The leaders of tomorrow must “first be ambidextrous learners today”, he writes, advocating for leadership that is not only adaptive and visionary, grounded and innovative, but also transformational – shaped through learning that mirrors the very challenges leaders are expected to solve. Next, we have Iedc-Bled’s Pierre Casse on the importance of handling AI with care, given that any partnership between artificial intelligence and humanity introduces a tangible risk, as it involves dealing with an entity that demonstrates superior knowledge in a number of areas. Moreover, the inherent ethical dimension of sharing power in order to decide what is most beneficial for humanity must be addressed. Our guest column, which this time comes from Sanjog Misra at Chicago Booth, also touches on this perspective. It’s not just about being able to use AI, says Misra; it’s about how to use it responsibly. Moreover, it raises tough questions about bias, privacy, accountability and fairness – and understanding these ethical dimensions is just as important as mastering the technology itself. The coming era isn’t about a Terminator -style, human-versus-machine apocalyptic showdown; it’s about synergy. By embracing the power of algorithms and mastering the ethical dimension, the next generation of leaders won’t just manage change, they will actively partner with technology to unlock unprecedented progress and reshape the world of work for the better.
Insight, content and PR manager Ellen Buchan e.buchan@amba-bga.com CORPORATE Membership director Victor Hedenberg v.hedenberg@amba-bga.com
Director of Business School Engagement 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
Colette Doyle , Editor, Ambition
Head of IT and data management Jack Villanueva
THIS MONTH’S CONTRIBUTORS
Head of events Carolyn Armsby
HR and employer relations manager Aarti Bhasin Finance and commercial director Catherine Walker
Chief executive officer Andrew Main Wilson
DEBBIE KEMP
JOSÉ ESTEVES
KATHARINE D’AMICO
PIERRE CASSE
Executive assistant to the CEO Amy Youngs a.youngs@amba-bga.com ACCREDITATION ENQUIRIES accreditation@amba-bga.com
HAITAO WU
MAYRA VEGA
ANNA THOMASSON
SANJOG MISRA
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 5 • 2025 7
BUSINESS BRIEFING
All the latest updates from across AMBA’s global network
Featured among the latest updates from AMBA-accredited schools is a look at one university’s initiative that involves sharing its sustainability teaching materials, how conspiracy theories can create a community bond and the perils of CEOs underestimating their CMOs. Tim Banerjee Dhoul and Ellen Buchan report
SCHOOL : University of St Gallen, Switzerland NEW PLATFORM OFFERS FREE TEACHING RESOURCES ON SUSTAINABILITY ISSUES
The University of St Gallen (HSG) has made a collection of around 300 teaching materials freely available with the launch of a new platform called Sustainability in Academia (SiA). “Surveys at HSG showed that lecturers want support in integrating sustainability topics into their teaching,” revealed Anna Diaz, project manager of the platform and an expert in circular economy at the school. Among the materials currently available through the platform are a simulation for developing climate solutions, explanatory videos about a new currency system and research articles on green investments. Launched in collaboration with WWF Switzerland and the Network for Business Sustainability (NBS), the collection has concentrated on HSG’s expertise in economics, management, finance and marketing to date, but will soon extend its remit to incorporate other subjects, such as computer science and natural sciences.
To ensure quality, admission of any material in the platform comes only after evaluation from a pool of around 50 experts from WWF, NBS, HSG and other universities. There is also an emphasis on promoting “innovative formats such as project work with industry partners, podcasts or ‘serious games’” according to Fabio Allegrini, who forms part of HSG’s Responsibility & Sustainability Team, together with Diaz. “Issues of sustainability affect all industries,” Allegrini added. “With SiA content, students learn how to tackle complex challenges, such as climate change, inequality and resource scarcity.” However, SiA is not intended solely as a repository for teaching materials, sources and ideas; it also aims to be a growing network for sustainability. More than 400 lecturers took part in workshops and webinars related to the platform’s development and the expectation is that this number could rise to 1,000 by 2027, with conferences and partnerships involving universities and academic networks also in the pipeline. TBD
8 Ambition • ISSUE 5 • 2025
NEWS & INSIGHT
The Business Science Institute (BSI) has announced two new Doctor of Business Administration (DBA) partnerships with leading universities in France and the UK, strengthening its international academic network and expanding opportunities for senior executives seeking research-based management education. The new collaborations, with Université Paris-Saclay and Manchester Metropolitan University, each offer distinct areas of strengths. The Paris‑Saclay Executive DBA will focus on the major societal challenges of health, innovation, AI and environment, combining scientific rigour with managerial relevance. Meanwhile, the Manchester Metropolitan DBA will draw on the UK institution’s tradition of applied research and professional engagement to offer an executive doctoral pathway that is fully aligned with contemporary business challenges. Business Science Institute president Michel Kalika explained that these developments reflect BSI’s mission to deliver high-level doctoral education through a global academic community: “Our new partnerships allow us to offer executives access to diverse research environments and supervisory expertise. They also reinforce our ambition to connect European research excellence with the practical challenges faced by managers worldwide.” The initiatives form part of BSI’s strategy for the years 2024-28, which aims to position the institute as a benchmark global provider of DBA education acknowledged for practice-oriented research and sustainable impact. The expansion also reflects BSI’s values of flexibility, practical relevance, ethical leadership, global perspective and collaboration, while supporting the long-term goal of enhancing the visibility of its alumni’s impact. Founded in Luxembourg in 2013, the Business Science Institute’s network has grown to reach 299 professors across 34 countries and 516 doctoral participants. Its professional DBA programme is designed for experienced managers seeking a transformative journey from practitioner to researcher, with the aim of generating lasting personal, professional and societal value. TBD DBA SPECIALISTS ANNOUNCE NEW PARTNERSHIPS IN FRANCE AND THE UK SCHOOL : Business Science Institute, Luxembourg
RETURN TO OFFICE POLICIES LIKELY TO INCREASE TURNOVER, STUDY SUGGESTS
SCHOOL : IAE Business School Universidad Austral, Argentina
A number of large organisations, such as Amazon and JP Morgan, have moved to get their employees back into the office full time, in the belief that it will boost productivity and collaboration on levels witnessed under remote and hybrid working patterns. But are these employers underestimating how the experience of working from home has impacted employee expectations and motivation? A new IAE Business School study, entitled Remote work: between flexibility and trust , aimed to find out. Among the study’s survey of 512 corporate workers in Argentina who can work from home, 80 per cent expressed a belief that their performance is not negatively impacted by working outside the office. Respondents also linked remote working positively to flexibility, feelings of being trusted and perceptions over their wellbeing. The majority said they would not be happy to go back to the office full time. “Companies that do not adopt hybrid schemes will face more turnover; those that do, will compete for the best talent,” surmised Patricia Debeljuh, director of the Centre for Family and Business Reconciliation at IAE Business School. “Flexibility, based on trust and remote work, is a strategic advantage today: the organisations that integrate them will be better prepared to attract talent and grow in a context where the hybrid modality has proven to be not only viable, but also highly effective,” Debeljuh continued. Reflecting on the study’s results, IAE Business School professor Santiago Sena highlighted that there is no “one-size-fits-all” solution for employers: “What we see is that remote work is a multidimensional phenomenon: it’s not a single format, but rather diverse experiences that combine productivity, trust, wellbeing and communication. The great challenge is for leaders to design differentiated policies, tailored to individuals, departments and teams, to manage the perceived inequalities within the framework of hybridisation.” EB
Ambition • ISSUE 5 • 2025 9
THE COMMUNITY APPEAL OF CONSPIRACY MOVEMENTS
SCHOOL : Trinity Business School Trinity College Dublin, Ireland
Deep-diving into the mechanics of a popular conspiracy theory can be highly engrossing – for example, watching someone passionately explain why they believe the earth is flat, or that the moon landing was staged, or even that every world leader is involved in the Illuminati. For most people, consumption of this form of content doesn’t go beyond entertainment but others start to believe in the theories being propagated; the question is why. A new study co-authored by Trinity Business School assistant professor Stephen Murphy suggests that a primary reason lies in the sense of community felt by fellow conspiracy theorists and is a striking departure from the stereotypical image of a tinfoil hat-wearing loner. Conducted in collaboration with researchers at the University of Bath School of Management, the study found that the beginnings of belief in a conspiracy theory are often linked to a traumatic life event, after which people experience ‘awakenings’. Initial interest can also fill a void for those who are lonely and seek interaction with others, not least in the context of the decline of traditional community spaces, such as high streets and pubs. In this sense, conspiracy theories allow people to come together, build on ideas and feel like they are part of something. While this sounds positive, there are some clear risks to believing in conspiracy theories. Among the most serious identified in the research are isolation from friends and family, and for those involved in related activism, getting into trouble with the law. There is also the added problem of conspiracy entrepreneurs; those who capitalise on conspiracy theories to build fame and fortune, by selling products and services to those who support these ideas. The study is based on five years of research into the motivations of those on the cusp of becoming conspiracy theorists, as well as immersion in the meetings and events such communities hold. It seeks to extend sociological theories of conspiracy movements and resonance. EB
Insper has launched an artificial intelligence (AI) centre at its campus in São Paulo, in collaboration with the Indian multinational, Tata Consultancy Services (TCS). The TCS AI-Powered Research & Innovation Centre is designed to bring together clients, partners, startups, academia and companies, with the goal of driving business innovation through AI and other emerging technologies. Insper president Guilherme Martins highlighted the centre’s potential benefits, declaring that it will create opportunities for its community “to innovate, solve complex problems and help deliver positive outcomes for Brazil and Latin America”. The centre forms part of a partnership established last year that pledged R$50 million (cUSD$9 million) towards expanding innovation initiatives in Brazil over the next 10 years through collaborative actions. It offers access to TCS’s global research ecosystem and will feature labs specialising in AI, cybersecurity, robotics and prototyping from an enviable location in the newly renovated Rua Quatá 67 building in São Paulo’s Vila Olímpia district. “The inauguration of the new space on the Insper campus, along with the collaboration with TCS, reinforces our school’s mission to drive Brazil’s transformation through innovation,” detailed Rodrigo Amantea, head of the Paulo Cunha Innovation and Entrepreneurship Hub at Insper. “This partnership will not only enhance our capacity to develop cutting-edge engineering and computer science projects addressing real business challenges but also expand the learning opportunities and experiences we offer to our students.” Insper joins a number of other institutions in teaming up with TCS, including Cornell Tech in New York and Imperial College London, and will act as one of the Mumbai-headquartered company’s global innovation hubs, known as Pace Ports. “Our partnership with Insper is a fantastic launchpad to leverage the academic and industrial ecosystem within Brazil. The innovation centre reinforces our role as a strategic partner for industries, accelerating their transformation journey and promoting sustainable, business, social and economic growth in the region,” enthused TCS CTO Harrick Vin. TBD NEW AI HUB AIMS TO PROPEL INNOVATION & TRANSFORMATION SCHOOL : Insper, Brazil
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NEWS & INSIGHT
ARE CEOs UNDERESTIMATING VALUABLE CMO KNOWLEDGE ABOUT MARKET CONDITIONS? SCHOOL : Macquarie Business School, Macquarie University, Australia
The question of who CEOs turn to when they seek decision-making advice is the subject of a new study from Macquarie Business School. In its analysis of more than 500 CEOs and business owners in Australia, the study found that when faced with technological uncertainty, CEOs overwhelmingly backed the advice of their chief technology officer (CTO). However, when market conditions were unclear, they didn’t consistently rely on their chief marketing officer (CMO). Furthermore, when CTOs and CMOs gave conflicting advice, for example over a technological investment, CEOs were more likely to back the CTO. The upshot is that many CEOs believe they can judge market conditions without the help of their CMOs. The study’s authors believe that this is a risky mindset because it can lead technological innovations to be pushed forwards without there being the necessary market appetite. This is a particularly pertinent point for business in Australia, where there are questions over the country’s relatively poor innovation performance, compared to other advanced economies. “We need to help CEOs draw on their CMOs’ deep customer knowledge to drive radical innovation,” reasoned Nidthida Lin, an associate professor and co-
director of the Macquarie University Innovation, Strategy and Entrepreneurship (ISE) research centre. To illustrate the point, professor and fellow ISE co-director Ralf Wilden gave the example of the Iridium satellite phone. “The technology worked perfectly, but the high price and lack of network effects, like how you could only call other Iridium users, made it a market failure. Radical innovations are as much about market acceptance as technological breakthrough.” In this sense, larger firms can learn much from the agility of startups, according to researcher Saad Khan: “CEOs must keep financial metrics top of mind, but they also need to weigh market value, such as potential demand and customer needs.” The study also found that the best innovation outcomes arose when CEOs combined internal advice with external perspectives. It therefore recommends that leaders canvas the insights and opinions of consultants, peer networks and industry experts in addition to those of their leadership teams. EB
SHARE YOUR NEWS AND RESEARCH UPDATES by emailing AMBA & BGA content editor Tim Banerjee Dhoul at t.dhoul@amba-bga.com
Ambition • ISSUE 5 • 2025 11
Anna Thomasson is dean of education at Copenhagen Business School; here she tells Ambition editor Colette Doyle about life-changing decisions, the significance of the Nordic Nine and the importance of maintaining a balance between business competitiveness and social compassion In conversation with… Anna Thomasson
Tell us a little bit about your background and how you came to be in your current role “I grew up in southern Sweden and studied at Lund University, where I also earned my PhD. My connection to Lund goes back to childhood – my grandparents lived there and I vividly remember my grandmother showing me the university’s main building when I was four years old. From that moment, I knew that was where I wanted to study. “Pursuing a PhD was not initially part of my plan but, thanks to the encouragement of my aunt and uncle, I began to consider it seriously after completing my master’s degree. I am deeply grateful for their support, as it was a life-changing decision. After completing my PhD, I took on a postdoctoral research position at Lund and remained there for 13 years. “Early in my career, I discovered a passion for pedagogical development, which led me to work extensively on course and programme design. These experiences gradually prepared me for leadership positions, ultimately culminating in my current role as dean of education at Copenhagen Business School (CBS).” What have been the highlights of your career to date? “One defining moment was defending my PhD thesis, which marked the formal beginning of my academic career. Earning a PhD opened up opportunities I would not otherwise have had and remains one of the most important milestones in my professional journey.
“Another important watershed in my career was leaving my alma mater, Lund University, to start working at CBS. It was a tough decision to make since it’s never easy to work in another country and in a different language from your mother tongue. However, the move has enabled me to grow professionally as well as personally. Lund will always hold a special place in my heart, though. “In this context, I also want to mention that before I started university, I spent one year in the military. Being out in the forest in the middle of the night, setting up camp, taught me more about myself than just how to pitch a tent. During my military training I gained important insights into myself and my capabilities. Because of that experience, I know that I can always trust myself and my own strengths. Knowing that has helped me through many difficult times, both in my work life and on a personal level.” With the rise of alternative providers such as LinkedIn and Coursera, how does the MBA need to reinvent itself to remain relevant in the 21st century? “I do not see online platforms posing a direct threat to MBA programmes. They cannot replicate the value of in‑person MBA experiences, particularly the close interaction with professors, the immersion in a research environment and the opportunity to build a professional network through shared learning and collaboration. To remain relevant, MBA programmes must continue to
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INTERVIEW WITH THE DEAN
BIOGRAPHY
Anna Thomasson is dean of education and associate professor at Copenhagen Business School. She previously held several academic leadership positions, including vice-dean, programme director and director of studies at Lund University; moreover, she has been actively engaged in national expert groups and advisory boards on municipal governance and public policy. With broad pedagogical experience, Thomasson has taught and developed courses at bachelor’s, master’s and PhD level, as well as in executive education. Her research explores governance, accountability and sustainability in hybrid and public sector organisations, particularly in municipalities and water services, linking academic insights with societal impact.
Photos: Kasper Kristoffersen
Ambition • ISSUE 4 • 2025 13 ISSUE 5 • 2025
“It is embedded in our curriculum, competency profiles, course objectives, teaching methods, assessments and feedback practices. More than a design tool, it represents an educational philosophy. By emphasising reflection, responsibility and ethical action, it equips students to navigate ambiguity and integrate DEI and sustainability principles into organisational and societal contexts.” What kind of skills do you think are necessary nowadays in order for MBA graduates to become efficient and productive leaders? “The Nordic Nine provides a concrete framework for this; it focuses on developing nine transformative capabilities in students and is designed to go beyond traditional
refine what is unique about their offerings. As long as they do so, online alternatives will complement rather than replace them.” How has management education evolved since you started your career back in 2009? “Management education has grown significantly, with more specialised offerings and an increased emphasis on learning throughout the entire trajectory of one’s career. The most significant development in recent years has been the strong political interest in lifelong learning. “As people work longer before retirement, there is greater demand for mid-career programmes, shorter courses and microcredentials. Governments in Sweden
business skills to equip graduates to be socially responsible leaders who can address complex, real-world challenges. These capabilities are
and Denmark have introduced financial support for individuals returning to university, although the long‑term effects of these measures are yet to be seen. “For universities, the challenge lies in creating more flexible study options while preserving the unique value of campus-based education. Moving entirely online would place universities in direct competition with platforms such as Coursera, which I do not believe is in our interest. Instead, the task is to balance flexibility with maintaining the distinctive benefits of university education.”
based on a unique Nordic approach that emphasises collaboration,
sustainability and a balance between business competitiveness and social compassion. “At CBS, we aim to equip graduates not only with strong business knowledge but also with the mindset to lead responsibly, think
critically and act ethically in complex environments. In our full-time MBA, this is reinforced through case studies, group projects and real-world business challenges, ensuring that students develop both analytical and practical leadership skills.” What has attaining AMBA membership meant to Copenhagen Business School? “AMBA membership has been highly valuable for the development of our MBA programmes. It has supported both quality assurance and curriculum innovation, providing benchmarking opportunities, feedback from accreditation panels and valuable discussions during site visits. These processes help us continuously improve and refine our programmes.”
A campus-based education that allows interaction with professors and immersion in a research environment is a key offering at CBS
How does CBS ensure its MBA curriculum not only instils the foundational importance of DEI, but also equips future graduates with the strategies necessary to embed these practices responsibly in complex, real‑world scenarios? “Our strategy is to ‘transform society with business’. In this spirit, we have developed the Nordic Nine, which defines the transformative capabilities we want all CBS graduates to embody. Rooted in Nordic values such as responsibility, trust, transparency and care for future generations, the Nordic Nine serves as a compass for programme design, pedagogy and student development.
14 Ambition • ISSUE 5 • 2025
INTERVIEW WITH THE DEAN
CBS students benefit from a unique Nordic approach that emphasises collaboration, sustainability and a balance between business competitiveness and social compassion
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? “The leaky pipeline remains a serious concern. It discourages women early in their careers and leaves too few role models for aspiring female academics. At CBS, we take this issue seriously and have implemented measures to address it. “Personally, I cannot recall facing direct discrimination because of my gender, but academia can be a demanding environment. Early in my career, I was fortunate to have a male professor who actively worked to change academic culture, including attitudes towards female scholars. “His mentorship helped me recognise that academia was a place for women too; that gave me the confidence to pursue my career. I also remember valuable advice from a female professor: “You have to choose your battles.” While that guidance has served me well, in retrospect, I sometimes wish I had taken on more challenges.” What’s your take on the impact of AI and other generative algorithms such as ChatGPT – how can faculty best adapt to maximise its potential for future business leaders? “At CBS, we have shifted from banning to embracing AI. It is permitted in all courses and exams unless specifically prohibited in the instructions. We have also developed an
AI strategy to ensure that all CBS graduates leave with the knowledge and skills to use AI responsibly. This connects to our Nordic Nine framework, which emphasises preparing graduates to navigate major societal transformations. “We have made considerable progress in integrating AI into teaching. Many faculty members actively use it in their courses; we have also launched several pilot projects to test new methods of teaching and assessment with AI. These initiatives aim not only to develop innovative approaches, but also to expand our collective knowledge and experience in using AI as a constructive and responsible educational tool.” With the ongoing geopolitical unrest around the world 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 believe there is. In fact, business schools are more important now than ever. In the face of global challenges, they have a responsibility to contribute knowledge and insights through research and education, particularly on how to navigate uncertainty. “Our greatest societal impact is through our students, who will become future leaders. That is precisely why we developed the Nordic Nine at CBS: to ensure that our graduates are equipped to lead responsibly and contribute to sustainable, ethical and transformative change.”
Ambition • ISSUE 5 • 2025 15
All hail the AGENTS OF AGILITY
Artificial intelligence is transforming every industry, making it a reality that fundamentally shifts leadership demands. Technical fluency is no longer sufficient; today’s leaders must also master strategic agility and emotional intelligence, as well as possessing a high tolerance for risk, maintains Porto Business School dean José Esteves
The definition of ambidextrous leadership Ambidextrous leaders are those who can manage and balance two often opposing priorities at once: exploration and exploitation. Exploration involves experimenting with new ideas, questioning existing assumptions and embracing risk. Exploitation, on the other hand, is about refining what already works, focusing on efficiency, execution and continuous improvement. Most people and organisations tend to favour one over the other. They either become stuck in routine (too much exploitation) or chase every new trend without follow-through (too much exploration). Ambidextrous leaders, however, can toggle between these modes based on the context. That flexibility is what helps organisations stay innovative without losing focus. The idea of ambidextrous leadership originated in organisational theory, but the concept has gained traction in leadership development. It captures a core challenge of modern management: how to maintain operational excellence today while also innovating for the uncertainties of tomorrow. Cultivating an ambidextrous mindset means avoiding the ‘success trap’. This occurs when businesses become so focused on exploiting current strengths that they fail to invest in what’s next. Ambidextrous leaders help organisations avoid this trap by encouraging a mindset of continuous learning and adaptation. They help to create cultures that value both operational discipline and experimental thinking. This dual capability becomes even more critical in AI-infused environments. AI can amplify leaders’ capacity to analyse, decide
A rtificial intelligence (AI) is no longer a distant promise – it’s a present-day reality. From finance to healthcare, logistics to education, AI is transforming how industries operate, how work is performed and how leadership decisions are made. What’s needed is not only a new kind of leadership, but a new kind of learning. The leaders of tomorrow must first be ambidextrous learners today: individuals who can navigate complexity by switching between learning modes depending on the challenge at hand. It follows, therefore, that the learning environments we create must reflect this dual imperative. We need leadership that is not only adaptive and visionary, grounded and innovative, but also transformational – shaped through learning that mirrors the very challenges leaders are expected to solve.
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FUTURE SKILLS
ideas can stall. Closing behaviours provide a balance by introducing discipline focus and accountability into the leadership process. • Flexibility: Perhaps the most defining characteristic of ambidextrous leadership is the ability to shift between opening and closing behaviours based on context. This is not simply about multitasking; it’s about discerning what the situation requires and adjusting accordingly. As AI continues to augment human roles, the premium shifts toward uniquely human capabilities: emotional intelligence, ethical reasoning, cultural agility, systems thinking and lifelong learning. Such skills enable leaders not just to coexist with AI, but to harness its potential to create more inclusive, innovative and resilient organisations. Students using our learning model engage in immersive, collaborative and tech-enabled learning experiences – from live consulting projects and leadership labs to simulations powered by AI itself. These environments promote reflection, experimentation and feedback-rich growth, developing not just knowledge, but identity and intention. The emphasis is on shaping agile thinkers and responsible doers who can bridge insights with execution. A transformative learning experience This structured yet flexible model, built on three interconnected layers, ie guiding principles, active learning practices and transformative outcomes, is designed to reflect the complexity of modern leadership challenges. Rather than offering a checklist of skills, it encourages a mindset of lifelong learning and critical inquiry. The integration of AI into business, society and leadership is accelerating, but the technology is not the whole story. The real challenge and opportunity lie in how we prepare people to work with these tools thoughtfully, ethically and effectively. Ambidextrous leadership offers a compelling approach to navigating this. It equips leaders to make the most of what AI offers, while staying grounded in what only humans can do: think creatively and act ethically. The future doesn’t belong to those who know the most: it belongs to those who learn the fastest, adapt the best and who can lead with both integrity and empathy.
and execute, but it cannot replace human judgment, creativity or empathy. Leaders must know when to trust data, when to question it and when to diverge from it. How to train the leaders of tomorrow One way to support the development of ambidextrous leaders is through learning models that blend theory with hands-on experience. Some leadership programmes now focus less on lectures and more on learning by doing through real-world projects, simulations and collaborative problem-solving. But ambidextrous leadership can only emerge from ambidextrous learning. In a world shaped by constant disruption, those who lead must first learn how to both explore new possibilities and deepen existing strengths. Ambidextrous learners are not just passive recipients of knowledge; they are active navigators of complexity, capable of switching learning modes to match the demands of the moment. Porto Business School has developed the Dynamic Learning Model, a strategic educational framework designed to equip leaders with the mindset and tools to thrive in the AI-driven world. It’s a model built not just on knowledge acquisition, but on transformation: cultivating leaders who can lead through complexity and change with both vision and versatility. Unlike conventional learning approaches that separate theory from action, the model integrates academic depth with real-world relevance. At its core are two reinforcing dimensions: innovation & exploration and real-world application. Innovation & exploration fosters a mindset of curiosity, experimentation and breakthrough thinking. It encourages students to challenge assumptions, explore emerging trends and co-create new value. This dimension pushes learners to go beyond their comfort zone, to question established models and to imagine bold alternatives. Real-world application ensures that ideas are not just intellectually engaging, but actionable applied to real challenges. By collaborating with organisations, working on live business problems and engaging in field-based learning, students learn how to navigate complexity and lead with confidence and credibility. Together, these dimensions form a balance between thinking and doing, between ideation and execution. This balance mirrors the ambidextrous challenge that leaders face in the workplace. Analysing core behaviours Effective ambidextrous leadership involves three key behaviours: • Opening behaviours: Leaders who exhibit these behaviours are suited to environments where new ideas are welcomed, diverse perspectives are encouraged and failure is viewed as a source of learning rather than blame. Individuals feel safe to voice opinions, offer dissenting views, or suggest untested ideas, so creativity can flourish. • Closing behaviours: These include setting clear goals, monitoring progress and ensuring accountability. While innovation is essential, without structure and follow-through even the most promising
BIOGRAPHY José Esteves is the dean of Porto Business School. He previously spent 18 years at IE Business School in Madrid, where he held roles such as professor of information systems, associate dean and head of department. His research focuses on digital innovation, strategy and leadership, the impact of IT systems, cybersecurity, AI, smart cities, gamification and big data. He is a published author and has spoken at conferences in the field of information systems and technology management
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A panel of business school leaders came together in Madrid recently to discuss technology’s transformative potential and discuss how management education is changing to prepare executives for the future world of work. Tim Banerjee Dhoul presents highlights from the conversation INSIDE THE Executive EDUCATION DEBATE
A s technological change accelerates, it is becoming increasingly critical to equip learners with the skills, attributes and values needed for an evolving business environment. This responsibility can no longer be limited to finite degrees alone, with employers and professionals across the world now alive to the advantages of adding knowledge and capabilities over the course of a career. Following on from industry 4.0, the opportunity to reshape education by harnessing technology and nurturing cultures of lifelong learning has led to the emergence of the term, “executive education 4.0”. AMBA & BGA, in association with Canvas by Instructure, recently convened a group of business school leaders to share insights into the burgeoning landscape of tech-driven business education. Representing institutions in Spain, Portugal and Italy, panellists discussed strategies,
challenges and prospects around reaching wider audiences and better serving individuals and industry, as innovations and demands develop. What does executive education 4.0 mean to you and how is it represented within your institution? Luigi Gangitano: “The most compelling challenge I see right now is the fact that in the next five to 10 years, we will have students that are very different from our current students and we will have executives who are growing in a different world. In that scenario, part of my thinking is about the kind of experience they are used to and the kind of learning that will suit them most. This is the reason why, two to three years ago, we decided to focus on experiences more than just technology. “One common challenge for students is to find the right place to do what they need to do, so we decided to
18 Ambition • ISSUE 5 • 2025
LIFELONG LEARNING ROUNDTABLE REVIEW
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PANEL PARTICIPANTS CHAIR Debbie Kemp
design a unified system that provides services in a single place. For example, when you use Amazon, you find what you want, buy it, get it delivered and have all the information in a single place. This is our idea and it’s been a big challenge because the off-the‑shelf technology available to the industry is not yet ready. Having said that, POLIMI Graduate School of Management believes that the impact comes from the time professors spend with the students; that’s the key. So, technology must also help free up time for teachers and students to spend together. The more time they spend together, the better the result.” Olga Ivanova: “We feel that people want something that is tailored to their individual needs and executive education 4.0 is something that allows them to adapt their learning to the pace of their workload and career needs. And of course, with the help of technology, we can provide more support to students. “For example, we have now introduced AI agents across our institution, so that students can receive personalised support. As this technology develops, we think that education will become more student-centric, as well as more productive and efficient. “Another thing we are doing is making different tracks. For example, if a student cannot complete a whole unit, they can now split it into smaller parts and do it at their own pace.” Andrea Ampò: “I think it’s a matter of curricula, so reshaping skills development and introducing topics in different ways, from a technology perspective. “We need to provide training on what AI is and how it is applicable to different topics, such as marketing or supply chain management. However, we also need training on critical thinking problem-solving and evaluation, so that AI is not giving results instead of you, but that you’re able to use them as a starting point to make better decisions.” João Pinto: “It means combining technology, personalisation and scale with a high-contact, high-value approach that puts the person at the centre. We are trying to foster interdisciplinarity by building up projects that integrate the expertise of the other
Director of business school engagement, AMBA & BGA
DELEGATES
Andrea Ampò Head of learning & teaching technologies, MIB Trieste School of Management, Italy
José Crespo de Carvalho President, Iscte Executive Education Instituto Universitário de Lisboa (Iscte), Portugal
Luigi Gangitano Chief of digital innovation, POLIMI Graduate School of Management Politecnico di Milano, Italy
Olga Ivanova Head of innovation and development, GBSB Global Business School, Spain
Raffaele Oriani Dean, Luiss Business School, Italy
schools on our campus. Through this, we can offer new executive education programmes that take this all‑important holistic and systemic approach. “For example, when you’re talking about sustainability or AI, you need to understand both the business model and the engineering side, as well as the laws and regulations associated with these topics and their related concerns.” Raffaele Oriani: “We truly believe that to be future-ready, our students need to be able to combine human skills with technological ones, because this is the only way they can get the best from using technology. Across all our
Carmen Paz-Aparicio Deputy vice-rector for lifelong learning and employability, Universidad Carlos III de Madrid, Spain
João Pinto Dean, Católica Porto Business School, Universidade Católica Portuguesa, Portugal
Michele Quintano Deputy director of executive education, ESADE Business School, Spain
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ROUNDTABLE REVIEW
for us, as a university, to reach executive participants as part of our objective of upskilling and reskilling our society, because they are better able to come back to being a student. However, it’s also more challenging in terms of evaluating the learning within those programmes. So, it gives us a lot of flexibility, but at the same time, we need to be strict about how we measure participant outcomes.” In the context of technology, how much importance should we place in personalising the learning experience? Carmen Paz-Aparicio: “We are aware that students need to be engaged and if it is already difficult to do that in a class, it’s even harder when you don’t see them in person. We are talking here in person and our conversation may be more fluent than if we were meeting online. This is a challenge and what we try to do is make the teaching more personalised. For example, we usually avoid teaching large numbers and use small groups in all our programmes. We also try to ensure that we know exactly what students are learning from our lectures and classes, by engaging them and making them participate in discussions. “Technology accompanies lifelong learning in its delivery and quality control. It allows for personalised learning through the implementation of digital tools and ensures individual assessment by producing individualised exams and invigilation practices.” José Crespo de Carvalho: “It’s extremely important to engage students and participants with this new perspective of technology and the introduction of online or hybrid classes. How can you engage people if some of them turn off their cameras? It’s very difficult for the professor and the teaching process. It’s also very difficult to evaluate their learning. “At the level of executive education, it’s also more difficult to engage some cultures than others. For example, you tend to get lots of participant participation, questions and so on from students from Brazil, but this is often not the case among students from China.”
executive education programmes, therefore, participants can choose from a set of transversal skill labs, no matter what the topic of the master’s or the programme is. It’s our responsibility to teach people to use technology responsibly, critically and with full consideration of the human side. This is the only way to have effective interaction with agentic AI systems, because at the end of the day, every one of us will need to deal with them.” José Crespo de Carvalho: “I would say that we try to combine these three formats – in-person, hybrid and online – and to maintain two important things: the final experience for participants and the impact.” Michele Quintano: “Something else that I think is critical in this context is the cross-cultural aspect. We are all international schools, so we absolutely need to understand the dynamics that we can have in our classrooms and ensure everybody understands the perspectives of others, whether these relate to differences in culture, religion, or other elements of diversity.” Carmen Paz-Aparicio: “For me, executive education 4.0 has a good side and a challenging side. The good side is that it’s easier
Which emerging technologies, such as AI, VR and adaptive learning, are you most excited about?
João Pinto: “There are three areas where we currently see real potential. The first is around AI co-pilots and adaptive learning. At the university level, we are currently testing adaptive learning solutions through our Católica Learning Innovation Lab to see how models of gamification and storytelling can fit inside our programmes. “Another area is AI’s applications around feedback and tutoring, where we are using the learning management system, Blackboard Ultra. Through these kinds of tools, students can interact with AI tutors and faculty can access information
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