BGA | BUSINESS IMPACT
and relevance in a world where the definition of ‘learning’ has suddenly broadened into wider concepts including ‘lifelong learning’, ‘meaning’, ‘purpose’, or ‘paying it forward’. Students come to Business Schools to enhance their business skills but are now also seeking insight about their important life and business choices in the broader context of society, the environment and their role within it. The so-called ‘Great Resignation’ is indicative of how large groups are weighing up their options, including where to go for useful and relevant postgraduate education. Business Schools which offer this new insight and innovate their learning formats in this broader context stand to win in the future educational marketplace. So, the question is: How can Business School leaders create a culture across their institutions to help faculty and staff embrace change, so that their Schools remain relevant to future learner needs? To answer this question, it’s useful to look back at the wider context of postgraduate education over the last several decades and then use this as a basis to imagine a more innovative and relevant future. Trends in postgraduate education As far back as the early 2000s, students and clients have been challenging the conventional wisdom of Business Schools and their approach to professional development – both the content and the methodologies. What have people been increasingly dissatisfied with? In the traditional context – and something which is still a dominant model in many institutions – Business Schools applied tried and tested methods to impart business knowledge to students. Content was
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‘The new normal has acted as an accelerator to educational megatrends that had bubbled in the background for years’
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