Poets&Quants’ Annual New Year’s Predictions From Business School Thought Leaders

Here at Michigan Ross, we are very deliberate in creating an educational experience that emphasizes decision-making under uncertainty, using data and analytics to inform this decision-making, working collaboratively, and leading in a continually changing environment. The University of Michigan is among the top five universities in the country in producing the CEOs of Fortune 1000 companies. I have the great honor of regularly talking with these alumni, and they cite the action-based learning orientation of their experience here as being critical to their long-term career success, particularly because it has prepared them to lead in the face of change and uncertainty. In our last academic year alone, 1,051 Michigan Ross students engaged in 210 projects, with 171 sponsoring organizations across 21 countries in 24 states across our portfolio of degree programs. Our sponsor firms – many among the most desirable companies to work for in the world – estimated these projects generate over $3.21B in revenue and $1.25M in cost savings upon full implementation. These projects also create an impact because they bring our research faculty who teach these courses in close contact with the key challenges of the day that executives are facing. This is one of the ways that Michigan Ross simultaneously creates value for students and the business world while also inspiring our faculty to ask important research questions that matter to executives as well as academic thought leaders. I predict that business students will increasingly value educational experiences like these that prepare them to thrive in an increasingly uncertain world and connect them to firms they want to work for.

I also predict that business schools will be under greater pressure to demonstrate their impact and value to society. Faculty research that is informed by the very real challenges executives are facing and mechanisms to provide direct value to businesses are two examples of how Michigan Ross demonstrates tangible impact. In addition, business leaders will be called upon to contribute solutions to the grand challenges of the day, such as climate change, economic inclusion, and technology changes, such as AI reshaping our future. Providing a range of ways to prepare these leaders with fundamental business knowledge and the ability to apply it in the face of specific challenges means extending access to our educational offerings. At Michigan Ross, we are continually elevating the curriculum and experiences of our degree students, including in key areas like AI, and we are also robustly growing our executive education offerings. As part of this effort, we are creating a second location for the Ross School in the heart of the arts district in downtown Los Angeles to complement many of our academic offerings in Ann Arbor and Detroit. The new Michigan Ross Los Angeles campus will house the Executive MBA program that we have already been delivering out of LA for a decade, and expand our ability to serve executive education clients on the West Coast, and anchor unique/bespoke programs for executives and organizations from around the world, in particular Latin America, Southeast Asia, and the Middle East.

Overall, the year ahead will create opportunities for business leaders who are adept at thriving under uncertainty. The ability to use decision-making models and styles for this context, a continual learning orientation, and an expansive, accomplished network will differentiate who is best positioned to take advantage of opportunities that lie ahead. Business schools that can provide this knowledge and access and clearly show their positive impact more broadly are well-positioned for the year ahead. It’s an important time across the higher education landscape. We have an increasing duty to not only our faculty and students but also to our communities. Knowledge, matched with the right tools, can educate our students, who, in turn, will be tasked with leading the world forward.

—Sharon Matusik, Edward J. Frey Dean at Michigan Ross School of Business

Duke Fuqua interim Dean Mary Frances Luce: “Our students are motivated to enter business ecosystems where climate goals are a priority, and it is our responsibility to meet that motivation with a curriculum that creates a useful foundation they can leverage for years to come”

CONSIDERING THE ROLES OF individuals and private organizations in addressing the climate challenge, 2025 will be a significant year not only for us at The Fuqua School of Business but for organizations across every sector. I resolve to make progress on climate goals, both as a leader at Fuqua (there is so much promise in the expertise we can leverage!) and as an individual (an area where there is always room for improvement!).

Our students are motivated to enter business ecosystems where climate goals are a priority, and it is our responsibility to meet that motivation with a curriculum that creates a useful foundation they can leverage for years to come. This requires actively shifting our talent and focus to innovation, pushing boundaries, and rallying the strengths of our inclusive network to face urgent global challenges. Many of us at Fuqua will spend 2025 collaborating with our colleagues at Duke’s Nicholas School of the Environment on a new interdisciplinary program addressing these very needs.

That said, I am also inviting our community to welcome this new year with grace and humility. I am so proud of my community at Duke, at Fuqua, and beyond. I hope we all find 2025 to be a year where we can leverage our strengths to innovate, to experiment, and to care for one another.

—Mary Frances Luce, interim Dean and Robert A. Ingram Professor of Business Administration at Duke Fuqua School of Business

HEC Paris’ Brad Harris: “I’m convinced we’re approaching some break points on how we deal with climate, sustainability, globalization, diversity and inclusion, and more”

WHAT WILL 2025 BRING? Probably a lot more of the same, but different…

Like 2024 and the years before it, my guess is that 2025 will be marked by complexity and change: radical and incremental technological innovations, more geopolitical tensions and conflict, new evolutions in the way people work, and increasing pressure for business leaders to “fix it all” (e.g., climate, sustainability, tech regulations, societal issues, and more)—and that’s just the surface. We will need sharp, courageous, and high-character business leaders more than ever, and while I think the perceived value proposition of MBA and EMBA programs will continue to be questioned, the actual value proposition has perhaps never been higher. It’s up to us—faculty, staff, administrators, and alumni—to bridge that gap. I believe that b-schools and MBA/EMBA programs have an important place in the conversation.

So, what’s different? AI has not yet delivered on its promise, but it might be ready to breakthrough in 2025. If and when that happens, we’re in for a wild ride. The way we work, the way we interact with coworkers and customers, and maybe even what we believe to be true will change in ways that make the status quo obsolete. This is exciting, perhaps, but it won’t be a smooth or linear unfolding. On top of that, I’m convinced we’re approaching some break points on how we deal with climate, sustainability, globalization, diversity and inclusion, and more. The solution is probably not to [just] “do the same, but more,” but rather “we absolutely have to approach these challenges differently.” Business leaders and prospective business leaders—e.g., MBA and EMBAs—will need to be smart and adaptable, as always, but they’re going to need the courage to lay down strategic “bets” about how they approach these challenges. In a lot of ways, the thorniest issue for leaders will be deciding what not to do in a complex and charged world. Separating buzzwords, bright shiny objects, and BS from strategic priorities will be the name of the game…still.

As a final point, I’m guessing we eventually hit a point (probably post-2025) where AI and whatever tech comes next become so ubiquitous that some of the old virtues—trust, character, empathy, interpersonal relationships, etc.—become the rarest and most valuable currency a leader can possess. We’re preparing leaders for that here at HEC Paris. Students in our programs will master business fundamentals, learn about the latest technological innovations, and meet people from all over the world, but they’ll also be pushed to look inward for the most transformative gains.

—Brad Harris, Associate Dean of MBA Programs and a Professor of Management and Human Resources at HEC Paris

Emory Goizueta’s Brian Mitchell: “It is important that we develop ethical guidelines to shape AI as we integrate it into our business practices and lives”

IN 2025, I PREDICT ethics to resurge as one of the hottest topics discussed in business schools around the world. At Emory University, we have the privilege of having a world-class Center for Ethics on campus which has been an important partner for us in the Goizueta Business School. In the coming year we will continue exploring creative ways to engage our Center for Ethics, inside and outside the classroom for the benefit of our students as the topic returns to center stage for a couple of key reasons.

First among these reasons is that we are entering into an economic period where growth will be driven, in part, by decreased regulations. Policy makers and influential business leaders like Jeff Bezos appear to be aligned on this approach. And while decreased regulation may lead to a friendly environment for innovation and growth, regulations sometimes act as guardrails against unethical behavior and business practices. Serious work within business schools around ethics can serve as a ballast in this environment, and help our students learn to lead effectively while focusing on both growth and values. I expect to see an increasing focus on ethical questions and implications in our case discussions in the classroom. I also expect our experiential learning projects and initiatives to include explorations of ethical questions in their rubrics and assessments. Finally, as it relates to decreased regulations in business, I expect us to increase our engagement with the vast number of business leaders in our community, bringing to life the importance of operating ethically while remaining committed to creating value for stakeholders.

The second reason for prioritizing ethics may be more obvious, but it’s worth noting, nevertheless. We are still very much in the “Wild Wild West” era of artificial intelligence. Many business school leaders are rightly focused on the amazing potential of AI tools and machine learning. However, the development of AI also is fraught with challenges. At Emory, our Center for Ethics is an emerging leader in the ethics of AI as highlighted by our faculty’s scholarship, publications, and presentations. AI platforms can be deeply biased, misguided, or lack transparency. As they have increasing utility in the business world, AI itself could begin making moral decisions with real impact on our lives; we are entering the age of Moral Machines. It is important that we develop ethical guidelines to shape AI as we integrate it into our business practices and lives. I would argue that business leaders have a special obligation here because of the scale and reach of products and services in a consumer-based society.

Thankfully, the study of ethics is not new to business schools. But I do expect new energy, emphasis, and programming around this topic as we adjust to decreased regulation and increased AI exploration in 2025.

—Brian C. Mitchell, Associate Dean, Full-Time MBA Programs, Goizueta Global Strategy & Initiatives, Emory University Goizueta Business School

London Business School’s Oded Koenigsberg: “Whatever the program format – online, in-person or blended learning – business schools in 2025 will need to ensure contemporary business issues are at the heart of the curriculum”

OUR POST-PANDEMIC WORLD has been shaped by smart tech and smart ways of working. Looking to 2025 and beyond, it is likely that the popularity of flexible program formats will continue to rise and that we will see a growing demand for smart study. We have already seen an increased desire for stackable qualifications, which is why we are developing programs like our One-year MBA for experienced masters graduates.

The world faces big challenges: social inequality, geopolitical fragmentation, humanitarian crises, climate change, shifting economies and the resurgence of populism. And they probably will not be solved by further fragmentation. That’s why for a global school like LBS, bringing together diverse groups of the best minds, and offering access to an excellent education and for a global network, will always be important.

We will do that in some new and exciting ways, like LBS Online – self-paced courses you can take from anywhere, with dedicated Learning Manager support and a global online network of peers from around the world. Whatever the program format – online, in-person or blended learning – business schools in 2025 will need to ensure contemporary business issues are at the heart of the curriculum. Business leaders today, need a business education that gives them the confidence to tackle big challenges, and the skills, frameworks, and tools to deliver for people, planet, and profit.

—Oded Koenigsberg, Deputy Dean, Degree Education and Digital Learning, London Business School

Duke Fuqua Professor Ashleigh Shelby Rosette: “Schools will need to refine recruitment strategies, leverage data-driven insights, and proactively address prospective students’ interests and concerns to stay competitive. Building stronger partnerships with international stakeholders seems especially important, as it will help schools adapt and further develop resilience tactics”

AS I LOOK TO 2025, I see business education dealing with a dynamic mix of challenges and opportunities. The year will focus on responsibly leveraging technological advancements, addressing complex societal issues, and adapting to evolving regulatory frameworks.

As AI continues to change the way we do business, I expect that schools will remain focused on taking advantage of its innovations while placing an even greater emphasis on tackling the ethical and societal challenges that derive from its use. Business schools will need to emphasize leadership capabilities entrenched in empathy, ethical judgment, and purpose. This will help to ensure that our future leaders can balance AI-driven efficiency with the need for interpersonal connection and trust. This two-pronged approach positions business schools to develop leaders who can harness AI’s potential while also focusing on the welfare of people and society.

The evolving dynamics of diversity, equity, and inclusion (DEI) will also remain an important consideration. Schools must prepare leaders to negotiate these complexities thoughtfully, emphasizing strategies that resonate across diverse contexts. By targeting high-impact, transformative learning opportunities, our programs can equip students with cultural competence and the ability to effectively lead diverse teams that are positioned in an ever-expanding global workforce.

Additionally, navigating shifting regulatory policies will require business schools to remain flexible and responsive—a challenge I believe they are well-equipped to meet. Schools will need to refine recruitment strategies, leverage data-driven insights, and proactively address prospective students’ interests and concerns to stay competitive. Building stronger partnerships with international stakeholders seems especially important, as it will help schools adapt and further develop resilience tactics. Through this adaptability, business schools can sustain their global appeal while also driving innovation in a rapidly changing global environment.

I see 2025 as a year with a lot of potential for business schools to play an important role in influencing our future leaders. I’m hopeful for a transformative year—one that offers unconventional paradigms and embraces new opportunities. In a world shaped by technological evolution, evolving equity dynamics, and global uncertainty, leaders will need to adapt both with agility and purpose. I believe that business schools will be instrumental in preparing leaders to navigate the blurred boundaries between organizational goals and societal responsibilities. They will emphasize collaboration, stakeholder engagement, and the ability to lead in multi-stakeholder environments where profitability, sustainability, and equity converge.

—Duke Fuqua Professor Ashleigh Shelby Rosette, James L. Vincent Professor of Leadership

Next Page: Prognostications from deans at Cornell, Berkeley Haas, INSEAD and more.

Cornell’s Andrew Karolyi: “As we move forward, we are energized by the possibilities AI and immersive learning hold for transforming business education and research”

GENERATIVE AI CHALLENGES THE norms of traditional education, research, and administration, urging business schools to adapt swiftly and thoughtfully. The implications stretch far beyond tools and systems; they demand that we rethink how we teach, learn, and collaborate in an era of rapid innovation.

It’s impossible to ignore a fundamental truth about Generative AI: we have yet to comprehend its profound implications on human and market dynamics fully. Nevertheless, I predict it will fundamentally transform our universities’ administrative functions. While rendering many traditional teaching methods and assessments in business schools obsolete, it simultaneously creates provocative opportunities to reimagine teaching strategies and learning experiences. For business schools, this moment is not just disruptive, it is an extraordinary opportunity to redefine our role in shaping the leaders of tomorrow.

One area that warrants greater attention in our business school circles is the impact of Generative AI on raising the standards for published research in business and management. Scholars will face increasing accountability for data validation, intellectual property adherence, and compliance with requirements from journals, funding agencies, and field data sources. The acceleration of open science principles—open access, open-source code, open data, and open peer review—will also play a role in reshaping research. Addressing these challenges requires collaboration among business schools, accreditation bodies, and third-party organizations. No single institution can move the needle alone.

Cornell University ranks #3 in AI research, bringing exceptional AI expertise across disciplines, including engineering, public policy, law, and business. This interdisciplinary strength has catalyzed transformative initiatives within the SC Johnson College of Business, comprised of the Johnson School, the Nolan Hotel School and the Dyson School.

Dean Vishal Gaur recently shared some of the significant initiatives at the Johnson School: the launch of a Tech Track in the Executive MBA program, the completion of a curriculum review for the pioneering Johnson Cornell Tech MBA (now celebrating its 10th year), and the introduction of AI Curriculum Innovation Awards. These awards are designed to integrate AI skills into teaching across business disciplines, resulting in specialized MBA courses on AI Strategy and AI applications in finance, marketing, and operations.

“We believe a deep understanding of AI as a tool—and a multi-disciplinary approach to its challenges and opportunities—is essential for today’s business graduates,” said Dean Gaur. “For example, the decision to deploy an AI chatbot for customer service must consider technical feasibility, marketing implications, and ethical responsibilities. By fostering this holistic analysis, we prepare our students to lead in an increasingly AI-driven world.”

Looking ahead, I predict the future of business education rooted in immersive, engaged learning. This year, we concluded an extensive review of our MBA curriculum to emphasize experiential learning and sustainability, particularly in the second year of the program.

Immersive learning, grounded in 19th-century constructivist education theory, prioritizes active participation and meaningful integration of experiences with ideas. Our college has long recognized its value. Decades ago, the Nolan Hotel School and Johnson School pioneered immersive, career-track-oriented education. Johnson’s MBA program, for example, condensed its first-year core nearly 30 years ago to allow for career track immersions—intensive, sponsored projects with corporate partners in areas like investment banking, consulting, and manufacturing management. These programs have equipped thousands of MBAs to excel in their summer internships and beyond.

The Nolan Hotel School offers similarly transformative opportunities. Programs like the Hotel Ezra Cornell (celebrating its 100th anniversary) and the Hotel Leadership Development Program, combined with the 800-hour practice requirement, provide unparalleled hands-on experience with major hotel brands, real estate companies, and hospitality firms.

The Dyson School’s undergraduate program showcases our commitment to societal impact through the Grand Challenges program. This multi-year, immersive capstone experience integrates academic rigor with team-based projects addressing pressing global issues aligned with the UN Sustainable Development Goals. Collaborating with corporations or nonprofits, students tackle topics like hunger, climate action, and social inequity, making their learning purposeful and reflective. These projects embody engaged learning—experiential, impactful, and oriented toward the common good.
As we move forward, we are energized by the possibilities AI and immersive learning hold for transforming business education and research. These efforts reaffirm our mission: to develop globally minded, socially conscious leaders equipped to create meaningful change in the world.

—Andrew Karolyi, Dean, Cornell SC Johnson College of Business

UC Berkeley Haas School of Business interim Dean Jennifer Chatman: “The most successful organizations are able to define and adapt to rapid change while staying true to their strategic vision. As we head into 2025, we are ready for whatever challenges come our way”

WE ARE LIVING THROUGH a historic period of upheaval, and I believe 2025 will be a defining year. AI is advancing at breakneck speed, global power dynamics are being rewritten, energy systems are being reinvented, and workplace norms are being fundamentally reshaped. I don’t think anyone can predict exactly where we’ll be in a year—never mind five years—but I do know that new leaders will require a broad and flexible set of skills and the curiosity and intellectual agility for continuous learning.

At Berkeley Haas this year, we will lean into our North Star, the four Defining Leadership Principles (DLPs). Question the Status Quo and Confidence Without Attitude motivate our spirit of innovation as we continually seek better paths forward—after all, Haas is the place for innovation leaders; we are Students Always as we learn new ways to work, lead, and collaborate; and Beyond Yourself guides us as we tackle critical challenges like climate change in all our programs but particularly in our new MBA/Master’s in Climate Solutions, joint with Berkeley’s Rausser College of Natural Resources. As we mark the 15th anniversary of codifying our DLPs, we believe they are as relevant as ever and continue to evolve.

Haas is also the place where innovation meets impact, and in January, we’ll welcome students from across UC Berkeley to our new Berkeley Haas Entrepreneurship Hub. I predict that some of the most disruptive and useful new ideas will be hatched within the walls (and on the patio) of this welcoming and inclusive new space. UC Berkeley is the #1 university in the world for alumni founders, venture-backed startups, female founders, and female-founded companies (according to Pitchbook). And we know that some of the most successful companies arise when founders from different disciplines partner to tackle big challenges. The “eHub” is unique in that it’s designed as an entry point, an incubator, and a launching pad, and will make entrepreneurship more accessible for all Berkeley undergraduate and graduate students.

In February, we’ll be hosting more than 500 students from 41 partner schools worldwide for the annual ClimateCap MBA summit. Tickets sold out in eight minutes—an indication of the urgency people feel about addressing climate issues. I have no doubt that ideas that emerge during those two days will help drive business to accelerate the transition to net zero. At Berkeley Haas, we’ll continue to grow our commitment to educating leaders who will address our climate crisis; research from our faculty found that a majority of firms anticipate hiring for sustainability-focused roles in the next year. Based on this research, we expect to see increasing demand for advanced sustainability skills, especially in consulting and across specific functions such as reporting, finance, and policy.

Addressing the rapid adoption of AI across business, I expect a continued surge in student interest and opportunities. Our faculty are teaching students and startups how to separate commercial potential from hype and where to draw ethical lines. Many of our faculty—such as Professor Zsolt Katona—were early adopters of AI tools and have been using them in their teaching and research for years. Professor Jonathan Kolstad’s new Center for Healthcare Marketplace Innovation, a joint center with the College of Computing Science, Data and Society, will be shaping decisions on AI use in that critical industry. In Finance, Adair Morse is looking at fair AI use in credit markets and Anastassia Fedyk is researching and teaching on firm-level implications for hiring and innovation; in our Management of Organizations group, Abhishek Nagaraj is studying how the industry is evolving and which companies are poised to dominate. The list goes on of faculty on the cutting edge; not to humble brag (or just straight-up brag…), but our faculty—every single one—are rock stars in their fields! In 2025, we are adding more courses that address all areas of AI from strategy to ethics.

My decades of research on organizational culture have shown that the most successful organizations are able to define and adapt to rapid change while staying true to their strategic vision. As we head into 2025, we are ready for whatever challenges come our way. Happy New Year!

—Interim Dean Jennifer Chatman, Haas School of Business, UC Berkeley

USF’s Richard Stackman: “As the future moves beyond 2025, ultimately those who operate like my friend, never shirking responsibility and accountability, operating from a care perspective, and focused on the long-term while rooted in the moment, are more likely to succeed as well”

I HAVE A FRIEND who is a retired containerized cargo ship captain. As the captain, he daily faced a volatile, uncertain, complex, and ambiguous (VUCA) environment. Risk was ever-present. No two trips at the helm were ever the same. Yet, my friend succeeded in such an unrelenting environment. How? He understood the mission at hand: navigate the ship safely to port — usually within a predetermined and very narrow time window — no matter what was thrown at him. He watched and he listened. He would continuously correct the ship’s course through decisions, small and large. He exhibited a discipline that respected the mission (the long-term goal), while not allowing short-term, incongruent events to wreak immediate and long-lasting disaster. Among the tumult, he exhibited care for all stakeholders.

Our current social reality is volatile, uncertain, complex, and ambiguous. That is not going to change anytime soon. In fact, it is likely to get more so. Yes, a rather safe and obvious prediction. A better prediction is: As the future moves beyond 2025, ultimately those who operate like my friend, never shirking responsibility and accountability, operating from a care perspective, and focused on the long-term while rooted in the moment, are more likely to succeed as well.

—Richard W. Stackman, professor and associate dean for graduate programs at the University of San Francisco School of Management

INSEAD’s Mark Stabile: “Combined with a student body representing over 70 nationalities, INSEAD provides a unique platform for cross-cultural dialogue”

AS WE APPROACH 2025, the global business landscape stands at a pivotal juncture, shaped by technological advancements, economic disparities, and geopolitical shifts. These forces bring both challenges and opportunities, making INSEAD’s mission more relevant than ever: to unite people, cultures, and ideas in developing responsible leaders who transform business and society.

INSEAD is dedicated to fostering principled leadership and global collaboration. Guided by cutting-edge faculty research, we prepare our students to navigate uncertainty, embrace complexity, and drive sustainable, meaningful change.

Our priority in the year ahead is clear: to address these pressing challenges head-on and empower leaders to thrive in a rapidly evolving world.

Embracing the Potential of AI

As AI continues to improve I predict it will continue to improve productivity across a range of jobs and industries. As we embrace these tools we also need to address critical questions about ethics, equity, and trust.

Leadership in the AI era demands more than technical proficiency. Attributes such as emotional intelligence, empathy, and authentic communication are fundamental, and we remain dedicated to cultivating these traits within our leadership programmes. By nurturing these capabilities, INSEAD aims to equip leaders to leverage AI’s transformative potential with ethical reflection and a deep commitment to positive change.

Driving Inclusive Economic Growth

Beyond technological challenges, the global economy faces deepening inequalities. In the U.S. and China, strong growth has been concentrated at the top, while lower-income groups are often left behind. Meanwhile, in Europe, stagnant growth highlights the urgent need for strategies that both increase productivity and inclusive growth.

Understanding how companies and economies can grow in ways that benefits large segments of society, reinforcing the benefits of that growth should remain a priority for business schools and businesses alike.

Bridging Geopolitical Divides

Geopolitical fragmentation will likely continue reshaping the world in 2025, challenging global collaboration. In this context, INSEAD’s role as a business school for the world is more vital than ever. By fostering collaboration and embracing diversity, we act as a bridge in a divided world.

Our alumni network, spanning over 70,000 members in 180 countries, demonstrates the power of cooperation to drive progress and foster cross-border partnerships. Combined with a student body representing over 70 nationalities, INSEAD provides a unique platform for cross-cultural dialogue.

Ultimately, business, at its best, is a force for good—uniting people, fostering innovation, and building prosperity. Despite uncertainties, I am confident in the power of business education to tackle global challenges: harnessing AI responsibly, driving inclusive growth, and bridging geopolitical divides.
Through shared learning and a steadfast commitment to inclusivity, INSEAD empowers graduates to combine vision with empathy. We nurture leaders who navigate complexity and drive meaningful progress for generations to come.

—Mark Stabile, Dean of Degree Programmes, Dean of Europe Campus, INSEAD

Duke Fuqua Professor Saša Pekeč: “I expect the need to meaningfully address the complex relationship between businesses and their broader institutional and societal contexts to drive curricular improvements”

AI AND ANALYTICS PLAY a transformative role in some of the most successful businesses in the world, and I expect the trend of integrating these data-driven approaches to accelerate. As such tools become ubiquitous in “traditional” business functions across established industries, business schools have a responsibility not just to keep up by developing and offering new analytics- and AI-focused courses, but also to stay relevant by integrating modern analytics and AI tools in the MBA core courses, from finance to marketing, operations, and strategy.

Similarly, I expect the need to meaningfully address the complex relationship between businesses and their broader institutional and societal contexts to drive curricular improvements. As initiatives like the European Sustainability Reporting Standards have shown, the ability to navigate the regulatory or institutional environment, as well as the interests of various stakeholders, is key to effective organizational performance. For that reason, course improvements are likely not to be contained just within specialized areas, such as environmental, social, and governance (ESG), sustainability, and others. Covering core concepts in the MBA curriculum will have to incorporate these central issues as they can threaten or enhance business operations and managerial decision-making at any level.

Finally, business education is undergoing a transformation driven by digital technologies. The value proposition of an MBA degree will be reshaped and possibly enhanced by how well programs structure and utilize available technologies. This includes leveraging modern analytics tools (which might be more transformative than spreadsheet models were more than a quarter century ago) and incorporating generative AI in the learning process. AI tools provide an immense opportunity to personalize and create interactive educational paths to fit individual student needs beyond AI-based teaching assistants, which many faculty use, and toward fully incorporating AI tools within learning management systems. However, adopting this powerful technology often requires a willingness to change course design and delivery. As technology continues to evolve, the pressures on traditional MBA teaching approaches will continue, encouraging continuous innovation in educational practices.

—Duke Fuqua Professor Saša Pekeč, Peterjohn-Richards Distinguished Professor of Business Administration

Georgetown’s Anne Kilby: “By building our capabilities in teaching, learning, and research in these areas, maintaining our global view, and fostering interdisciplinary connections, the McDonough community will lead the changes taking place in the business world”

IN 2025, UPSKILL TO better weather uncertainty.

With a change of administration in the U.S. federal government, there will be many transitions to follow. Many staffers appointed in the Biden-Harris presidency will be seeking new opportunities come January. Similarly, certain government contractors and consultants may also be impacted, and there will inevitably be changes and adjustments required across industries. While some of these professionals may choose to stay in the job market, others may seek new advancement or professional development opportunities in higher education. Not only is Georgetown conveniently and strategically located in our global capital city in Washington, D.C., but we are uniquely positioned as a business school to prepare students for the future of work.

Despite the uncertainty of the coming year, Georgetown McDonough’s community culture is unwavering. Our Jesuit tradition, character, and values-based approach to business continue to endure the changes of our world, and as a result, we equip our students and alumni with the tools and mindset they need to tackle complex challenges and use business for good.

As we prepare for the future, Georgetown McDonough has identified three “fields of the future” that will shape the business world in the years to come – AI, analytics, and the future of work; the business of health; and the business of sustainability. By building our capabilities in teaching, learning, and research in these areas, maintaining our global view, and fostering interdisciplinary connections, the McDonough community will lead the changes taking place in the business world.

Even though we are still early into our admissions cycle for the fall 2025 incoming cohort, our MBA applications have increased – both in quantity and quality. In times of uncertainty, we historically see an increase in applications to higher education programs. We are proud to be able to offer individuals a safe space for learning, community building, exploration, and challenge as they build their careers and strive to make the world a better place. After all, doing well and doing good globally is central to our mission, and creating meaningful impact including embracing Jesuit values such as cura personalis and being people for others is our philosophy.

—Anne Kilby, Associate Dean of MBA Admissions at Georgetown University’s McDonough School of Business

Texas-Austin McCombs’ Michael Sury: “The business world is becoming increasingly interconnected and unpredictable, requiring leaders who can navigate complexity and lead with confidence”

AS WE APPROACH 2025, the priorities for business schools are undergoing a significant transformation to address the challenges of a rapidly evolving business landscape. The intersection of data, technology, and leadership skills has become more critical than ever. As institutions rethink their strategies, we can anticipate several key focus areas that will shape business education.

First, the explosion of data and advancements in analytical tools and machine learning are reshaping how students are prepared for their careers. These technologies provide unprecedented opportunities to tackle business challenges in innovative ways. However, technical skills alone are insufficient to thrive in this environment. At the McCombs School of Business at UT Austin, we see firsthand how essential it is to prioritize developing students’ critical thinking and problem-solving abilities. Without these foundational skills, even the most technically adept graduates risk being overwhelmed by the sheer volume and complexity of data they encounter.

A crucial component of critical thinking in business is the ability to identify and define a problem. Traditional business school case studies often present neatly packaged scenarios with clear challenges, which may not reflect the ambiguity of real-world business issues. At McCombs, we have been incorporating more open-ended projects into our curriculum. For example, in our undergraduate and MBA/MS programs, students work directly with both local startups and established firms to identify core challenges rather than solve predefined problems. This hands-on approach equips students to navigate ambiguity, synthesize diverse information, and refine their understanding before proposing actionable solutions. Such skills are essential for effective leadership in an increasingly uncertain world.

Another emerging priority is preparing students to handle messy, real-world data. In many academic settings, students work with curated datasets that allow them to focus on applying analytical methods. However, modern businesses deal with raw data that is often incomplete, inconsistent, or error-ridden. Our graduate-level course in Empirical Finance immerses students in the realities of working with imperfect data. They must merge information from disparate sources, address biases, and clean datasets, gaining the confidence and technical proficiency needed to tackle real-world data challenges—skills that set them apart in their careers.

The emphasis on data proficiency extends to fostering a thoughtful approach to analysis. With powerful machine learning models and statistical tools at their disposal, students might fall into the trap of “data dredging,” or running countless models in search of statistically significant results. In our programs, we emphasize grounding analysis in a deep understanding of business and economic contexts. For instance, in our Analytic Finance and Machine Learning course, students use both traditional regression techniques and advanced AI methods to analyze financial data—but only after developing clear, testable hypotheses rooted in well-defined problems. This helps increase the confidence that generated insights are not only statistically robust but also economically sound.

Equally important is the ability to communicate insights effectively. In the business world, data rarely speaks for itself. Graduates must be adept at crafting compelling narratives that resonate with diverse audiences, from technical teams to senior executives. At McCombs, communication training is integrated into nearly every program. For example, in our Capstone programs, students present their findings to panels of industry professionals, receiving real-time feedback on clarity, persuasiveness, and impact. These experiences prepare students to advocate for their recommendations and drive action in the organization.

In addition to these specific skills, the broader priority for business schools in 2025 will be cultivating adaptable and resilient leaders. The business world is becoming increasingly interconnected and unpredictable, requiring leaders who can navigate complexity and lead with confidence. At McCombs, we will continue to emphasize interdisciplinary learning, ethical decision-making, and global perspectives to prepare students for these challenges.

As business schools adapt to the demands of the 21st century, their mission will extend beyond imparting technical know-how. By focusing on defining complex problems, mastering real-world data, grounding solutions in context, and communicating insights effectively, business schools can prepare students not just to succeed but to lead in an increasingly complex, data-driven world—ensuring that business education remains relevant and impactful in the years to come.

—Michael Sury, Associate Professor of Practice, Department of Finance & Managing Director, Center for Analytics & Transformative Technologies at the University of Texas at Austin McCombs School of Business

The post Poets&Quants’ Annual New Year’s Predictions From Business School Thought Leaders appeared first on Poets&Quants.