BGA | BUSINESS IMPACT
T he evolution of business and management education, as well as the focus on experiential learning to prepare students and learners for an agile, competitive and regularly changing global marketplace, have been gaining in pace for decades. This trend has been impacted by Covid-19, turning specific and lifelong learning at large on its head, but opening endless opportunities for change and accelerating discussion about the future of learning. The disruption can push Business Schools to be more creative and expand their academic teaching, research and service offerings while capitalising on the power and reach of digital transformation. One thing should be clear: we should not go back to a pre-pandemic business-as-usual mode of operation. If that happens, it will suggest that we have missed an opportune moment to leverage the possibilities offered by advanced technologies to transform and enhance students’ and learners’ educational journey and better prepare them for the future. A future that will surely be impacted by the growing digitisation trend and opportunities enabled by the emerging technologies of the fourth industrial revolution, including, but not limited to, AI, data analytics, cloud computing, and robotics. Rethinking the future of learning It’s time to rethink the future of learning through the lens of improving the skillset and capacities required in the marketplace, instead of focusing on legacy approaches reflected in traditional curricula, lecturing and conventional exams, and assessment techniques. More attention should be directed towards creative learning modes, the depth and breadth of content covered, student and learner mobility, on-campus extracurricular activities, and off-campus pre-experience learning environments. Undoubtedly, in the not-too-distant future, the learning process at one end and the assessment of learning outcomes at the other end will rely on a more innovative and interactive model. This is likely to include more embedded remote collaboration in research projects, opportunities for virtual and cross- border internships, integrated hands-on learning and participation in virtual co-op programmes. However, given that the learning environment, by design, promotes peer-to-peer and in-person communication, we need to find the right balance between in-person and virtual interactions. One thing is for sure, the future of learning will undoubtedly be based on a hybrid model.
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