“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
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