GEN Z & THE MBA
Equally, problem-solving skills will be vital, but developing these may be challenging for some Gen Zers. As she explains: “Problem-solving involves navigating uncertainty and managing it, which takes time,” whereas Gen Z is more accustomed to instant gratification. After technological literacy at number three, the fourth skill is one of self-efficacy: curiosity and lifelong learning. “There was a time when doing an MBA almost guaranteed career progression,” observes Kynighou, “but now, after completing the programme, people will need the desire to learn more. The qualification itself should cultivate that.” Skill five – resilience, flexibility and agility – is also self‑efficacious. “I don’t think someone from this generation can be successful in an MBA, or in business, without being flexible and agile,” asserts Kynighou. Working in partnership with industry experts So how can MBA programmes implement the necessary changes to satisfy Gen Z? For Kynighou, the answer involves partnerships. For instance, the rapid pace of technological advancements makes collaborations with industry experts increasingly attractive. These can enable the traditionally slower-moving higher education sector to adopt the latest innovations to attract technologically literate Gen Zers. While consultancy has long been a requirement for MBA students, “they now get the chance to work on a real organisational topic in each module”, elaborates Kynighou. By working with businesses, MBA programmes can offer students real-life learning experiences and more authentic assessment methods. This also helps business schools to develop industry-relevant curricula, enhancing graduate employability. However, she adds that the relationship is “bidirectional” – working in partnership with institutions also has benefits for the business community, as the MMU director explains: “Some of the things you build as a private company, you do because there has been research produced by universities”. As 2030 approaches, executive education must evolve to meet the needs and expectations of Gen Z. By integrating flexibility and technology with real-life learning, institutions can ensure that Gen Zers are well-equipped to thrive as dynamic and resilient business leaders in a rapidly changing world.
Yet, Gen Z has access to more information than ever before, literally at their fingertips, enabling them to easily research institutions online. “They’re also more concerned about the value of education,” Kynighou comments. Institutions must work harder to convince potential applicants that there is value, not just financial but also in terms of career opportunities and progression, in their MBA programme. The post-MBA expectations of Gen Z will be different too, says Kynighou. Gen Zers “operate at a faster pace and are more comfortable moving around,” she remarks, so they’re less likely to remain loyal to an employer and “more inclined to prioritise their own needs”. The changing nature of the MBA Given these characteristics, how will MBA programmes need to adapt? According to Kynighou, the sector is already seeing more demand for micro-credential routes. She adds that “the big thing that’s going to change is flexibility”, with Manchester Metropolitan having developed its own hyflex room to support this. “Other changes will come in terms of the curriculum,” explains Kynighou, “and embedding sustainability is a must” as Gen Zers have more environmental awareness. Moreover, the UN’s sustainable development goals encompass work and industry, so sustainability is “not just about the environment, but about aspects of business life too”. She maintains that inclusivity will also be essential to the MBA curriculum, as many Gen Zers are used to “growing up with people who are different – and they embrace that”. The importance of utilising technology How will Gen Z’s proficiency with technology shape students’ learning preferences? For Kynighou, their familiarity with sophisticated graphics and interfaces on gaming, streaming and social media platforms will influence their expectations. If an institution delivers an MBA with text-heavy resources and non-user-friendly learning platforms, “they’ll perceive that as not technologically advanced and question the value”. This also ties into gamification. For Gen Z, gaming is an important trend. Even non-gamers are used to the playfulness of smartphone apps, so it will be important for MBAs to develop learning experiences that reflect commercial apps and work effectively on a range of devices. “We can’t discuss technology now without mentioning AI and it will be crucial to find ways to bring it into the pedagogical space”, explains Kynighou. Gen Z students will be expecting to find AI and virtual reality embedded in the MBA curriculum. However, she notes that MBAs must also explore the ethical aspects of utilising technology. Developing critical leadership skills If MBA programmes will need to adapt to suit Gen Z, then how must the learners themselves develop in order to become effective business leaders? To answer this, Kynighou references The Future of Jobs report by the World Economic Forum, identifying the top ten skills predicted to grow in importance for workers over the next five years. The first two skills are cognitive: creative thinking and analytical thinking. “We’re putting creativity into our curriculum,” comments Kynighou, emphasising that Gen Zers will need it in social media, marketing and product innovation when they are business leaders.
BIOGRAPHY Dr Anastasia Kynighou is the MBA director at Manchester Metropolitan University Business School and a reader (associate professor) in human resource management at the Department of People and Performance. She is a chartered member of the Chartered Institute of Personnel and Development, a fellow of the Higher Education Academy and an EFMD-accredited online facilitator
Ambition | SEPTEMBER 2024 | 35
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