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# Global Focus Magazine

## Sitemaps
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## Posts
- [Excellence in Practice Awards 2026 Introduction](https://globalfocusmagazine.com/excellence-in-practice-awards-2026-introduction/): The 2026 Excellence in Practice Awards highlight how learning and development can drive measurable, sustainable organisational change. Drawing on more than 50 submissions and insights from Gold Award winners, this article introduces the EiP Impact Framework, examining both what changed and how impact was evidenced. The findings show that the strongest cases combine rigorous quantitative and qualitative evidence while connecting individual development to broader organisational, business, and societal outcomes.
- [Strategy Lives in the Tensions that Leadership Teams must Learn to Steward](https://globalfocusmagazine.com/strategy-lives-in-the-tensions-that-leadership-teams-must-learn-to-steward/): Seco Tools partnered with Hult Ashridge Executive Education to build the organisational capacity needed for sustained transformation. Rather than treating change as a skills challenge, the approach used live strategic tensions, team practices and governance as vehicles for learning. Over time, relational stewardship spread from the senior leadership team across the organisation, contributing to stronger collaboration, engagement, strategic focus and commercial outcomes, while enabling Seco to take greater ownership of continuous transformation.
- [RioInspire: Building a Global Pipeline  of First Nations Talent](https://globalfocusmagazine.com/rioinspire-building-a-global-pipeline-of-first-nations-talent/): RioInspire is Rio Tinto's global First Nations talent development programme, co-designed with AGSM @ UNSW Business School to accelerate Indigenous talent into positions of greater leadership and influence. Grounded in Indigenous ways of Knowing, Being, Doing and Belonging, and Walking in Two Worlds / Two-Eyed Seeing, the programme combines cultural identity with contemporary leadership, strategy and business practice. Across four cohorts, RioInspire has delivered measurable impact in career progression, mobility and retention while strengthening Indigenous influence in organisational decision-making. The programme demonstrates how culturally grounded talent development can create meaningful individual, organisational and business impact.
- [From Project to Enterprise Leader: How Novo Nordisk Rebuilt its Development Organisation’s Leadership Model](https://globalfocusmagazine.com/from-project-to-enterprise-leader-how-novo-nordisk-rebuilt-its-development-organisations-leadership-model/): Novo Nordisk’s success with its blockbuster molecules Ozempic and Wegovy transformed the organisation’s operating model. Whereas before it was tightly focused on developing treatments for diabetes, it quickly evolved into a multi-therapy organisation spanning obesity, cardiovascular healing and other chronic conditions. Global Project Team (GPT) Chairs were high-performing key leaders sitting at the centre of the model. They were now being asked to change both how they worked and how they were rewarded. IMD collaborated with Novo Nordisk to develop a deep understanding of the leaders’ needs and built the engagement around developing a self-managed Community of Practice.
- [The Digital Fortress: How a ‘Triple-Helix’ Partnership Dismantled the SME Cyber Embarrassment Barrier](https://globalfocusmagazine.com/the-digital-fortress-how-a-triple-helix-partnership-dismantled-the-sme-cyber-embarrassment-barrier/): Through a collaborative partnership between Keele Business School, Hixon Group, and the North Staffordshire Chamber of Commerce, the Staffordshire Cyber Resilience Programme demonstrates how business schools, industry, and regional networks can work together to create tangible economic and social impact. By combining academic expertise, student-led innovation, industry insight, and trusted community engagement, the programme helped SMEs overcome barriers to cyber resilience through practical, accessible support. The initiative reached more than 5,000 individuals, reduced cyber incidents, strengthened regional resilience, and established a scalable model for how universities can drive meaningful change within their local business ecosystems.
- [How Sanofi Moved AI from Strategy to Everyday Leadership](https://globalfocusmagazine.com/how-sanofi-moved-ai-from-strategy-to-everyday-leadership/): Sanofi turned an ambitious vision, to become the first biopharma company powered by AI at scale, into a leadership-driven transformation. Through DriveDigital, developed with HEC Paris Executive Education, AI moved beyond technology teams and became part of leaders’ everyday mandate. Starting with the Top 150 executives and expanding to 2,240 senior leaders, the programme transformed learning into action, generating 224 AI use cases and a 97% Net Promoter Score. More importantly, it helped shift leaders from discussing AI to experimenting with it: demonstrating how leadership ownership can turn technological ambition into sustained organisational adoption and business impact.
- [Re-Imagine Tiger: Creating a pipeline of strategic leadership and cultural change](https://globalfocusmagazine.com/re-imagine-tiger-creating-a-pipeline-of-strategic-leadership-and-cultural-change/): Tiger Brands understood that to succeed in a highly regulated and cost-sensitive fast-moving consumer goods sector, it needed more than a new strategy; it needed a fresh leadership mindset and a unified corporate culture. Partnering with GIBS, Tiger Brands created the multi-modal and experiential, Re-Imagine Leadership Development Programme to develop agile, people-focused exco-minus-one leaders who could drive strategy and innovation, embrace digital and AI capabilities, and deliver results. After two iterations, the programme’s success can be measured by the creation of a talented exco pipeline, improved collaboration, accelerated innovation, improved performance and a consumer-centred cultural transformation across the organisation.
- [Supercharging Prosperity Through Connectivity](https://globalfocusmagazine.com/supercharging-prosperity-through-connectivity/): Helios Towers partnered with Cranfield to make leadership development a core enabler of its pan-African growth strategy. As rapid expansion created a need for greater alignment, empowerment and collaboration, the five-year programme connected leadership development directly to strategic priorities. Its impact was reflected in stronger leadership capabilities, succession and diversity, alongside improvements in operational performance, customer satisfaction, retention and financial results.
- [Standard Bank Retail Executive Programme: A Journey of Discovery, Innovation & Growth](https://globalfocusmagazine.com/standard-bank-retail-executive-programme-a-journey-of-discovery-innovation-growth/): Standard Bank’s Retail Executive Programme, developed with GIBS, prepares junior to mid-level retail banking executives to lead in a rapidly changing industry. Combining executive education, international immersions and action learning projects, the programme broadens strategic thinking, strengthens cross-functional collaboration and turns learning into practical business solutions. Across eight cohorts, it has developed nearly 200 executives, built a strong succession pipeline, and generated innovations that deliver measurable gains in efficiency, revenue, financial inclusion, and customer value.
- [When Learning Becomes a Growth Engine](https://globalfocusmagazine.com/when-learning-becomes-a-growth-engine/): Tech Mahindra partnered with INSEAD Executive Education to create Velocity, a customised leadership and commercial acceleration programme designed to strengthen strategic client engagement and drive growth in major accounts. Combining AI-enabled diagnostics, immersive learning, former CXO coaching and live deal application, Velocity has developed 156 senior sales leaders across four cohorts and reached more than 800 executives through cascade learning, strengthening sales capability while contributing to strategic account growth and large transformation opportunities.
- [Dignity by Design: How Thammasat Business School Connected Learning, Livelihoods and Opportunity in Thailand’s Silver Economy](https://globalfocusmagazine.com/dignity-by-design-thammasat-business-school/): The Talat Phlu Silver Skills Initiative, supported by Thammasat Business School, connects the knowledge and experience of older workers in a historic commercial neighbourhood in Bangkok with new skills, markets and work opportunities. Through practical learning, intergenerational coaching and collaboration with public, private and community partners, it reached 628 participants across 317 enterprises. The project supported the creation or improvement of products and services, generated more than 200 job matches, and strengthened income opportunities for participating vendors. Its broader lesson is one of “dignity by design”: recognising what people already know and designing learning around their real lives and contributions.
- [Global Focus – Spanish Issue – 2026](https://globalfocusmagazine.com/global-focus-spanish-issue-2026/): La edición 2026 de Global Focus en español, bajo el título Milagros, tecnología y la mente: por qué nuestro futuro depende de usar la IA con sabiduría, explora la transformación profunda que la inteligencia artificial impone sobre la educación en gestión y el futuro del trabajo. Desde la crisis cognitiva que la economía de la atención genera en las aulas hasta la necesidad de rediseñar universidades preparadas para la IA, esta edición reúne reflexiones sobre el retorno real de la inversión en formación directiva, la medición del impacto de la investigación, la resiliencia y autonomía como competencias esenciales, y los compromisos pendientes en materia de descarbonización. Un recorrido por las grandes preguntas que las escuelas de negocios no pueden seguir aplazando: cómo formar líderes capaces de usar la tecnología con criterio, responsabilidad y un sentido claro de propósito humano.
- [The Missing Question in the AI Agenda](https://globalfocusmagazine.com/the-missing-question-in-the-ai-agenda/): In early 2026, six major consulting firms published reports on agentic AI that converge on a single message: competitive advantage now depends on redesigning organisations around AI. These reports map structure and governance, but treat human capability as a workforce-planning afterthought. The shift from AI-as-tool to AI-as-colleague changes the nature of professional work itself. AI adoption can follow two trajectories, erosion or amplification, and the path is set by design decisions, not by the technology. Five human capabilities are at stake, integrated by a sixth: practical wisdom.
- [The Demographic Reality Business Schools are Ignoring](https://globalfocusmagazine.com/the-demographic-reality-business-schools-are-ignoring/): Society's demographic shape is quietly shifting from bell-shaped to a light bulb, yet business schools have barely noticed. Dan Pontefract argues that three interconnected forces now demand a place in management education: ageism, the silent saboteur silencing potential at every career stage; the irreplaceable loss of tacit knowledge as experienced workers exit without structured transfer; and artificial intelligence amplifying both failures through biased, unchecked talent practices. The graduates of business schools are, by and large, lacking awareness and preparedness for the most predictable workforce transformation of a century: demographics.
- [From Adoption to Architecture: The ABC Framework for AI-Ready Universities](https://globalfocusmagazine.com/from-adoption-to-architecture-the-abc-framework-for-ai-ready-universities/): Artificial intelligence is pushing higher education beyond experimentation into systemic transformation. The challenge is no longer adoption, but how to implement AI responsibly across the institution. Drawing on insights from ESCP’s AI in Higher Education Summit, this article introduces the ABC Framework: Accountable (governance-first), Bold (institution-wide capability building), and Creative (redesigning teaching and academic work around human judgment). As employers demand AI-ready graduates and industries change quickly, universities must move from fragmented initiatives to coherent strategies. AI is not just a tool, but a sociotechnical shift requiring alignment across pedagogy, operations, and leadership. The institutions that succeed will balance accountability, boldness, and creativity.
- [When Research Becomes Junk: The Enshittification of Academic Publishing](https://globalfocusmagazine.com/when-research-becomes-junk-the-enshittification-of-academic-publishing/): Academic publishing is undergoing what Carl Rhodes and Martina Linnenluecke call the ‘enshittification’ of research. The publication of research, ostensibly intended to advance knowledge, has been reshaped by commercial publishers, journal-based metrics and a deeply entrenched ‘publish or perish’ culture. Research is increasingly treated as a commodity, with pay-to-publish models, rising publication volumes and pressure on peer review threatening quality and integrity. For business schools, this erodes the knowledge base that underpins research and teaching and informs executive education and policy advice. The authors argue that research must be reclaimed as a public good.
- [The Self-Knowledge Course: A Pedagogical Model for Student Leadership Development](https://globalfocusmagazine.com/the-self-knowledge-course-a-pedagogical-model-for-student-leadership-development/): How should leadership be taught in a context where artificial intelligence can generate, organise, and analyse information instantly? This article argues that leadership education must move beyond knowledge transmission and instead focus on developing self-aware individuals capable of ethical judgment and effective relationships. Drawing on more than three decades of experience, we examine the Self-Knowledge Course implemented at Universidad de los Andes as a pedagogical model for leadership development. Through experiential learning, emotional reflection, and interpersonal engagement, the course strengthens students’ understanding of themselves and their impact on others. The evidence suggests that self-awareness is not a complementary skill but a foundational capability for leadership in complex and uncertain environments.
- [Unlocking the Full Potential of International Advisory Boards in Business Schools](https://globalfocusmagazine.com/unlocking-the-full-potential-of-international-advisory-boards-in-business-schools/): In this article, Ines Blal, Martin Boehm, Björn Kjellander, Benjamin Stevenin and Koen Vandenbempt argue that amid financial pressure and fierce competition in higher education, IABs are an underused strategic resource. Too many function as ceremonial committees or legitimising tools. The authors call on schools to define a clear, results-oriented mandate, curate board composition for relevance and diversity, engage members in substantive strategic issues and run boards with corporate-style rigour, feedback loops and accountability.
- [Rethinking Mobility: How a Peruvian Business School is Turning International Exchange into Social Impact](https://globalfocusmagazine.com/rethinking-mobility-how-a-peruvian-business-school-is-turning-international-exchange-into-social-impact/): International mobility is under pressure to justify its value in a context shaped by climate concerns, unequal access, and rising expectations around public impact. A programme at Centrum PUCP Business School in Peru offers one response. Mobility for Positive Impact treats international exchange not as travel simply for exposure, but as a structured learning model linked to organisational challenges, local partnerships, and practical outcomes. By combining multicultural teamwork, place-based learning, and follow-up capacity through local student facilitators, the programme suggests a more reciprocal form of global education. For business schools, the lesson is clear: mobility remains relevant when it produces contribution, not just experience.
- [Business Schools in an Age of Extremes](https://globalfocusmagazine.com/business-schools-in-an-age-of-extremes/): Extreme climate events such as floods, wildfires and heatwaves are becoming more frequent, threatening lives, infrastructure and economies. Business schools are responding by moving beyond abstract sustainability towards practical risk assessment, resilience and decision-making under uncertainty. At HEC Lausanne, the Centre of Expertise on Extreme Climate Events (ECCE) integrates climate science with business education, fostering interdisciplinary collaboration and new modelling techniques. Its approach equips students to interpret complex data, manage volatility and make decisions in uncertain conditions. It shows how business schools can bridge research, industry and societal needs in a world shaped by interconnected planetary risks.
- [Educating for Hope, Resilience and Agency in a Time of Uncertainty](https://globalfocusmagazine.com/educating-for-hope-resilience-and-agency-in-a-time-of-uncertainty/): Today’s students are stuck between fake social media success stories and tough realities like high living costs and climate change. This gap makes them feel anxious and cynical, turning learning into a mere box-checking exercise. To fix this, universities need to drop the empty optimism and offer real, credible hope. This means cutting down on heavy exams and focusing on teamwork to solve real-world problems. By fixing these systemic issues, they can help students build true resilience, and confidently face an uncertain future.
- [Preparing Leaders for a 100-Year Life: Why Business Schools Must Act Now](https://globalfocusmagazine.com/preparing-leaders-for-a-100-year-life/): Longevity is the most predictable megatrend shaping economies and organisations — and the most underrepresented in management education. This article, co-authored by Céline Abecassis-Moedas and Avivah Wittenberg-Cox, makes the case for why business schools must treat demographic change as a core strategic issue, not a footnote. Drawing on the Longevity Leadership Programme developed at Católica-Lisbon, it outlines the capability gaps facing organisations, explores the shift from front-loaded to lifelong education models, and proposes a five-dimensional framework for moving from awareness to action. In a world of 100-year lives, leadership itself must evolve.
- [The Climate Action Imperative: Moving Business Schools from ‘Why’ to ‘How’?](https://globalfocusmagazine.com/the-climate-action-imperative-moving-business-schools-from-why-to-how/): Deakin Business School’s journey illustrates how climate action can move from ‘why’ to ‘how’, translating intention into implementation through a whole-of-school approach. By embedding sustainability across strategy, curriculum, research, and operations, enabled through top-down leadership and bottom-up engagement, DBS builds awareness and practical capability. Initiatives such as carbon literacy training, curriculum transformation, and student-led engagement translate intent into measurable action. Crucially, the experience highlights the need to institutionalise sustainability as a core strategic priority embedded in everyday practices and decision-making, while recognising that meaningful climate action is an ongoing journey of cultural transformation that demands sustained commitment, collaboration, and continuous learning.
- [Impactful Corporate Learning: Refreshing the CLIP Accreditation Framework in Line with Evolving  Best Practice](https://globalfocusmagazine.com/impactful-corporate-learning-refreshing-the-clip-accreditation-framework-in-line-with-evolving-best-practice/): The article outlines the 2026 refresh of EFMD’s Corporate Learning Improvement Process (CLIP) accreditation framework to reflect emerging best practices in corporate learning. The update is built around four major trends: human-centred value creation, learning ecosystem orchestration, intelligent enterprise orientation, and AI-enabled learning acceleration. The revised framework evaluates how effectively learning contributes to organisational performance, agility, and strategic transformation. Through 60 updated criteria, CLIP positions corporate learning as a key driver of business value, capability development, workforce adaptability, and sustainable competitive advantage in an increasingly AI-driven world.
- [Envisioning Engaged AI-centric Scholarship](https://globalfocusmagazine.com/envisioning-engaged-ai-centric-scholarship/): Two long-running waves — the relational turn in engaged, responsible scholarship and the technological turn in generative and agentic AI — have converged in ways business schools did not anticipate. The relational turn was argued for societal relevance; in a research landscape where the empirical substrate is proprietary and trust-mediated, it turns out to be the essential access layer for the current technological turn, too. The strategic answer is a Signature Faculty Model: composing faculty around combinational careers, a portfolio of distinctive scholarly identities, and humancratic recognition — producing schools whose authenticity is structural, deepening and durable rather than a marketing claim.
- [Climate Change Management Learning and Education in a Climate-contested World: Why Accreditation Bodies Can Act  as Support and Shield](https://globalfocusmagazine.com/climate-change-management-learning-and-education-in-a-climate-contested-world-why-accreditation-bodies-can-act-as-support-and-shield/): Climate change is increasingly contested, and this backlash has recently extended to business schools. While Responsible Management Education has helped mainstream sustainability themes, it often leaves core assumptions untouched. Recent Climate Change Management Learning and Education (CCMLE) scholarship reframes management education within a disrupted Earth system and calls for imagination, radical critique and transdisciplinary collaboration. This article argues that accreditation bodies can act as both support and shields by protecting academic freedom and legitimising climate-related content, while aligning quality criteria with planetary realities. We outline levers for standards, assurance of learning, peer review, and guidance for schools.
- [Artificial Intelligence: Problems and Bias](https://globalfocusmagazine.com/artificial-intelligence-problems-and-bias/): As artificial intelligence (AI) spreads into commercial, academic, and business applications, problems will inevitably arise. What are these problems, and which stakeholders are affected? Moreover, how do corporate managers and educators prepare employees and students for these issues? These incidents are common and meaningful. For example, Rite-Aid’s facial recognition technology allegedly classified a disproportionate number of minorities and women as shoplifters. Yet, there’s been little to examine these problems systematically. We study 225 harmful AI incidents involving public companies from 2013 to 2023. These incidents reveal significant issues not just with technology but also with social, ethical, and safety implications.
- [AI Anti-Hypists of the World Unite: Reclaiming the Human in the Age of Algorithms](https://globalfocusmagazine.com/ai-anti-hypists-of-the-world-unite-reclaiming-the-human-in-the-age-of-algorithms/): Generative AI offers real productivity gains in areas such as coding, customer service, and scientific research, but it does not solve the deeper challenges of management. Organisations remain constrained by bureaucracy, command-and-control structures, and overreliance on efficiency. Human judgment, creativity, cooperation, and contextual understanding are still essential for navigating complex problems. Rather than replacing people or deepening digital Taylorism, AI should support more human-centred forms of management built on autonomy, shared purpose, and the augmentation of human capability.
- [Why Leadership Remains a Social Process as AI Reshapes Work](https://globalfocusmagazine.com/why-leadership-remains-a-social-process-as-ai-reshapes-work/): Artificial intelligence (AI) is reshaping the conditions in which leadership is practised, yet it cannot replicate the fundamentally human dimensions of leadership itself. Drawing on decades of research, the Center for Creative Leadership maintains that leadership is best understood as a social process — one that relies on fostering Direction – Alignment – Commitment (DAC)™ among people. AI augments this process by accelerating analysis, surfacing insights, and reducing administrative overhead. Our experience points consistently in one direction: AI integration is most durable when developed alongside, not instead of, enduring human capabilities such as empathy, communication, and collaborative sense-making.
- [Houston, We Have a Problem — and an Opportunity: Re-Thinking ROI in Management Education in the Age of AI](https://globalfocusmagazine.com/houston-we-have-a-problem-and-an-opportunity-re-thinking-roi-in-management-education-in-the-age-of-ai/): The AI debate in management education has largely focused on teaching, learning, and curriculum innovation. This article argues that a more pressing question is being overlooked: what happens when the entry-level jobs that traditionally launch management careers begin to disappear? As AI reshapes the labour market, business schools, faculty, students, accreditors, and employers all have a role to play in strengthening employability and career pathways. The challenge is not to turn business schools into placement agencies, but to ensure they remain relevant by helping graduates develop the capabilities, networks, and opportunities needed to thrive in an AI-augmented world of work.
- [Rewired for the World: Why Internationalisation Demands a New Operating Model](https://globalfocusmagazine.com/rewired-for-the-world-why-internationalisation-demands-a-new-operating-model/): Most universities treat internationalisation as an add-on function rather than embedding it in their institutional architectures, creating a dangerous gap between ambition and capacity. The authors argue that closing this gap requires three things: restructuring governance so internationalisation is distributed across the institution rather than siloed in one office; investing seriously in boundary-spanning professionals who bridge academic, administrative, and cultural domains; and grounding global engagement in responsible values — reciprocity, equitable access, and environmental sustainability — rather than treating it as an unqualified good.
- [AI, the Excavator](https://globalfocusmagazine.com/ai-the-excavator/): In my new book, "How Great Ideas Happen: The Hidden Steps Behind Breakthrough Success", I argue that we can think of the creative process as being similar to archaeology: surveying the landscape of ideas for fertile topics, digging for possibilities, and sifting through to see what we’ve found. And within this framework, we can think of AI as a powerful tool—an excavator of ideas. It can rapidly explore creative spaces and generate countless possibilities on a theme, but it needs human guidance to know which directions are worth exploring. As quickly as the creative landscape is changing, true innovation still belongs to those with vision, taste, and the willingness to keep digging past the obvious answers.
- [Why Business Schools Must Teach Lucidity in an Age of Acceleration](https://globalfocusmagazine.com/why-business-schools-must-teach-lucidity-in-an-age-of-acceleration/): As AI accelerates decisions, the new risk for organisations is not simply moving too fast, but seeing too little. Dashboards may look green while weak signals, dissent, and ethical drift disappear from view. This article argues that business schools should make lucidity a core graduate competence: the disciplined ability to detect warning signs, challenge dominant narratives, understand incentives and constraints, integrate stakeholder consequences, and document judgment under pressure. It introduces the LUCID loop — Look, Unpack, Challenge, Integrate, Decide and document — as a practical routine schools can teach, assess, and evidence.
- [What Endures: Human Skills in the Age of AI](https://globalfocusmagazine.com/what-endures-human-skills-in-the-age-of-ai/): Artificial intelligence is reshaping skills, education, and the nature of work across every sector and economy. As AI transforms what organisations and society need, the capabilities it cannot reliably replicate—judgement, adaptability, critical thinking, effective collaboration—are becoming more important. Yet globally, only 32% of employers believe education is developing these capabilities adequately. Proven models exist to change this, but they operate in isolation. Closing the gap requires coordinated action from educators, employers, and policymakers working together.
- [2026 Annual Research Issue: Foreword](https://globalfocusmagazine.com/2026-annual-research-issue-foreword/): Professor Sir Cary Cooper CBE: A Pioneer in the Field of Organisational Psychology and Health in Business Schools: Conversations of a Lifelong Journey.
- [2026 Annual Research Issue Introduction: An Editorial Overview](https://globalfocusmagazine.com/2026-annual-research-issue-introduction-an-editorial-overview/): Editorial Overview to the Special Issue on Addressing Health and Wellbeing Issues in the Contemporary Business School
- [The Science and Practice of Mindfulness at Work: Reclaiming Wellbeing in Business Education](https://globalfocusmagazine.com/the-science-and-practice-of-mindfulness-at-work-reclaiming-wellbeing-in-business-education/): Students face increasing challenges related to wellbeing, attention regulation, and stress in contemporary academic and work environments. In response, we developed The Science and Practice of Mindfulness at Work, a secular, evidence-based semester-long university course. Integrating research from mindfulness science, positive psychology, and organisational behaviour, the course combines experiential practice with theoretical grounding to cultivate self-awareness, attention, emotion regulation, and resilience. After outlining the pedagogical rationale and course structure, we trace the development of the course and discuss administrative and institutional challenges involved in embedding mindfulness education into the core curriculum of a top management university in Asia. Drawing on quantitative and qualitative evaluation data collected across multiple course cohorts, the article presents sustained improvements in student wellbeing and related psychological capacities, offering insights for institutions seeking to implement scientifically grounded mindfulness education at scale.
- [A Crisis of Wellbeing Among Business Schools’ Early-Career Scholars: Reasons, Repercussions and Remedies](https://globalfocusmagazine.com/a-crisis-of-wellbeing-among-business-schools-early-career-scholars-reasons-repercussions-and-remedies/): The growing crisis of wellbeing in business schools is gaining attention among researchers concerned about the toll of the neoliberal institutional culture on scholars and scholarship, manifested by rising levels of anxiety, stress, and burnout. The article draws attention to how, particularly early-career academics’ (ECAs) wellbeing is compromised. Moving beyond critique, solutions are offered to promote a cultural transformation within business schools where ECAs are viewed not just as future academics chasing metrics, but as current contributors deserving of support and flourishing. Approaching the issue with 3 Rs: reasons, repercussions and remedies, the article is positioned within the emerging movement of ‘Positive Academia’, which seeks to reimagine academic life through values of care, collegiality, and collective transformation. We suggest that senior scholars can take positive steps in helping ECAs and lay the groundwork for a healthier academic culture, one that not only supports survival but fosters flourishing.
- [The Business School Human Capital System: Fostering a Climate of Wellbeing and Organisational Health](https://globalfocusmagazine.com/the-business-school-human-capital-system-fostering-a-climate-of-wellbeing-and-organisational-health/): The attention on employee health and wellbeing in business has grown over the past decade, with a rapid rise in awareness during the COVID-19 pandemic. While many firms have aggressively addressed workplace wellbeing as an essential element toward high performance, it is unclear how business schools have embraced this challenge as a part of their practice. Taking lessons from our own research and experience, we highlight the elements of the human capital system within business schools as the essential approach for faculty, staff, and students. In addition, we suggest a review of curricular and non-curricular programme elements that may serve to reinforce the cultural elements that support a positive climate of wellbeing.
- [Sustaining Collegial Relations and Staff Wellbeing: Collegiality and ‘Local Leadership’ in Contemporary Business Schools](https://globalfocusmagazine.com/sustaining-collegial-relations-and-staff-wellbeing-collegiality-and-local-leadership-in-contemporary-business-schools/): This paper explores the concept of collegiality through a case study of a UK business school, offering a valuable example of how local practices and actions can nurture collegiality and support staff wellbeing in the face of institutional pressures. The research highlights three key factors. First, horizontal collegiality, characterised by informal networks and peer support often facilitated by academics in middle managerial roles. Second, empathetic leadership, where senior leaders take responsibility for how institutional processes are implemented within the school, prioritising care and consideration over centralised control and top-down communication. Third, community integration, where these elements are reinforced by proactive and reflective efforts to sustain a shared sense of identity and purpose, actively extended to include new staff and foster belonging. These practices demonstrate how school leadership can be both collegial and care-oriented, enhancing staff morale and cohesion. Overall, the findings emphasise that collegiality is not merely a governance model but a cultural and relational practice that requires time, effort, and intentionality.
- [Managerial Pathologies: Barriers to Academic Culture, Collegiality and Leadership](https://globalfocusmagazine.com/managerial-pathologies-barriers-to-academic-culture-collegiality-and-leadership/): This article explores the role of administrative bloat as a counterweight to positive culture and collegiality in business schools. The growth of administration in universities is well established, with several studies showing that administrative staff numbers have increased far more rapidly than those of students and faculty. Business schools sit at the centre of this trend, as they not only experience similar levels of administrative expansion as other faculties, but also shape the managerial training and administrative logic adopted across the wider university. The rise of managerial professionalism as a mode of governance consequently weakens collegial forms of governance. In this sense, business schools represent both an extreme case of this development and a contributing force behind it.
- [Seeing Things as They Are: A Reflection on Wellbeing and Not-So-Wellbeing in Business Schools](https://globalfocusmagazine.com/seeing-things-as-they-are-a-reflection-on-wellbeing-and-not-so-wellbeing-in-business-schools/): What do business schools owe their people with respect to wellbeing? This article engages with that question, which remains elusive despite experience across roles such as student, faculty member, leadership team member, and accreditor. Rather than offering a definitive resolution, it bears witness to moments of wellbeing and not so wellbeing in the everyday life of a school, including a candid coaching conversation, a medical scare, the enduring question of relapse, and a daily practice that is at times steadying and at times not. Following where experience leads, the article reflects on where responsibility truly lies. At times it appears personal, at others institutional, and often somewhere in between, with none of these dimensions alone proving sufficient. It ultimately offers a clear account of what was observed and what was asked within these contexts.
- [Wellbeing in Business Schools Through the Lens of Self-Determination Theory: Application to the Case of the Mediterranean School of Business (MSB)](https://globalfocusmagazine.com/wellbeing-in-business-schools-through-the-lens-of-self-determination-theory-application-to-the-case-of-the-mediterranean-school-of-business-msb/): The article provides an overview of SDT, with a specific focus on Organismic Integration Theory, relevant for analysing the quality of motivation in educational and organisational contexts, and Basic Psychological Needs Theory, which is central to SDT-based analyses of wellbeing. These perspectives are mobilised to examine existing initiatives at the Mediterranean School of Business, the first and only business school in French-speaking Africa to hold triple international accreditation (AACSB, AMBA, and EFMD). The article concludes by proposing a framework intended to support the development of a culture of wellbeing at the institutional level.
- [Addressing Wellbeing in the African Context: Culture and Leadership in ESCA, Morocco](https://globalfocusmagazine.com/addressing-wellbeing-in-the-african-context-culture-and-leadership-in-esca-morocco/): This article examines the importance of promoting employees’ wellbeing in African higher education institutions, where faculty and staff face particularly challenging working conditions, such as limited resources and technological disruptions. It highlights how building a positive work environment can help African HE institutions attract and retain the best talent and engage employees in pursuing their strategic goals. Using ESCA Ecole de Management as a case study, this paper demonstrates how the school has successfully leveraged wellbeing drivers such as culture, leadership, and collegiality to foster a positive and high-performing workplace. It also shows how the school has tailored its approach to wellbeing by considering the specific context and the aspirations of its stakeholders. In this regard, the article illustrates that wellbeing should be addressed through a combination of variables, including institutional purpose, strategy, culture, structure, and policies that the school's stakeholders perceive as aligned with their personal values and benefits and as crucial for organisational performance. 
- [Woxsen Business School’s ‘Oven-Ready’ Graduates: A Distinctive Approach with an Integrated Excellence, Collaborative Culture, Socioeconomic Impact Model for India](https://globalfocusmagazine.com/woxsen-business-schools-oven-ready-graduates-a-distinctive-approach-with-an-integrated-excellence-collaborative-culture-socioeconomic-impact-model-for-india/): This article explores the case of Woxsen Business School, which operates outside the traditional IIM hierarchy and aims to produce 'oven-ready' graduates by combining academic rigour with practical application, wellbeing, and social responsibility. Its Integrated Excellence Model responds to concerns that graduates are not sufficiently prepared for practice, bringing together close collaboration with industry through Corporate Boards of Studies and a curriculum built around real world experience, including three industry embedded components and a Social Internship Project. Faculty are assessed across a broad set of contributions, from academic work to student development, industry engagement, and community impact. The article reports strong outcomes in terms of placement and early career progression, suggesting that a more integrated and human centred approach can align with, and potentially strengthen, traditional performance expectations.
- [The Changing Forms of Culture and Collegiality](https://globalfocusmagazine.com/the-changing-forms-of-culture-and-collegiality/): Sasin School of Management's transformation from its 1982 founding as Thailand's first internationally partnered, English language business school to its evolution into a globally diverse institution reveals changing definitions of faculty wellbeing. Beginning as a US-centric model built on visiting faculty from Wharton and Kellogg, Sasin initially emphasised emulating American business education. The journey through international accreditation (AACSB and EQUIS in 2010) marked a turning point toward greater independence and regional identity. Under recent leadership, merit-based hiring has organically resulted in a faculty representing 14 countries, with 59% from outside Thailand. The authors argue that faculty wellbeing extends beyond working conditions to encompass strategic clarity and collective purpose. Three strategic priorities now shape Sasin's future: advancing family enterprise research, aligned with Asian economic realities, balancing academic rigour with regional impact, and planning leadership succession that preserves the school's multicultural identity while embracing educational innovation.
- [When Purpose Drives Culture… and Wellbeing! The IPADE Experience in Mexico](https://globalfocusmagazine.com/when-purpose-drives-culture-and-wellbeing-the-ipade-experience-in-mexico/): This article presents IPADE Business School as a unique case of a purpose-driven institution where wellbeing is embedded in its culture, not treated as an add-on. Rooted in a humanistic and Christian ethos, IPADE embraces a holistic approach to wellbeing—addressing physical, emotional, social, intellectual, financial, occupational, and spiritual dimensions. The school implements practices like communal meals, leadership mentoring, and extensive benefits. Programmes support faculty development, retirement planning, and community engagement. Despite these efforts, IPADE faces challenges common to global business schools: workload pressures, cultural cohesion across campuses, generational differences, and digital transformation. IPADE’s experience offers valuable lessons for other institutions: aligning purpose with daily practices, adapting to cultural contexts, and investing in long-term, multidimensional wellbeing.
- [Clarity and Contradiction in Care: Cultivating Wellness in Business Schools](https://globalfocusmagazine.com/clarity-and-contradiction-in-care-cultivating-wellness-in-business-schools/): Business schools and their deans have been widely critiqued as embodying neoliberal logics of efficiency, performativity, and marketisation, raising questions about whether workplace wellness is even possible in such contexts. This article examines the tensions, contradictions, and possibilities of cultivating a culture of wellness in contemporary business schools. Framed by an ethics of care, the article explores wellness as grounded in people, systems, and space, while acknowledging that change rarely feels comfortable. Foregrounding the self as a site of leadership, the article considers depletion, resilience, and the gendered burden of care experienced by women deans. It concludes with practical, reflexive commitments for leading wellness as ongoing, imperfect, and necessary leadership work.
- [Targeting Impactful Cultural Shifts at the University Level: Insights About Building the People and Cultural Agenda at the University of Exeter and its Business School](https://globalfocusmagazine.com/targeting-impactful-cultural-shifts-at-the-university-level-insights-about-building-the-people-and-cultural-agenda-at-the-university-of-exeter-and-its-business-school/): Professor Rajani Naidoo is a leading and widely cited scholar in higher education management and the social sciences, with a distinguished academic career that includes senior roles at the University of Bath, a UNESCO Chair, and a Visiting Professorship at Nelson Mandela University. Her trajectory also reflects a transition into senior leadership as Vice President of People and Culture at the University of Exeter, where she has led a range of cultural change initiatives aimed at strengthening wellbeing across the institution. Drawing on a series of conversations, this account highlights how scholarly insight can be translated into organisational practice, and the challenges and opportunities involved in leading culture and people-focused transformation in a university context.
- [Shifting Research Paradigms: From ‘Publish or Perish’ to ‘Purpose and People’](https://globalfocusmagazine.com/shifting-research-paradigms-from-publish-or-perish-to-purpose-and-people/): This chapter addresses the question of how universities may create positive research environments and cultures, thereby supporting and enabling the wellbeing of faculty, researchers, and research students. It argues that the fundamental mission and goals that a university considers paramount shape the institution’s environment and culture. Given how many universities are engrossed with university rankings, and individuals operate under a ‘publish or perish’ culture, a range of malpractices and misdirections have resulted – mistreatment, particularly of early-career scholars, misconduct where academic integrity is breached, and manipulation, where metrics-driven research may lead to citation manipulation. The paper argues for an urgent need to rethink research impact to counter the ‘metricisation’ of research performance, and the importance of creating a culture of open dialogue and transparency within every level of the university.

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- [Global Focus Spanish Issues](https://globalfocusmagazine.com/global-focus-spanish-issues/): La sostenibilidad en las escuelas de negocios revisitada: ¿Ya no es sostenible? Global Focus - Spanish Issue - 2023 La sostenibilidad en las escuelas de negocios revisitada: ¿Ya no es sostenible? Read more Un nuevo papel en la vanguardia del cambio para las escuelas de negocio Global Focus - Spanish Issue - 2022 Un nuevo papel en la vanguardia del cambio para las escuelas de negocio Read more EFMD acreditación de programas: pasado, presente y futuro Global Focus - Spanish Issue - 2021 EFMD acreditación de programas: pasado, presente y futuro Read more Aprendizaje real, impacto real Global Focus - Spanish Issue - 2020 Aprendizaje real, impacto real Read more Hacer que los recursos humanos sean a prueba del futuro Global Focus - Spanish Issue - 2019 Hacer que los recursos humanos sean a prueba del futuro Read more Aprendizaje Internacional '4.'0 Global Focus - Spanish Issue - 2018 Aprendizaje Internacional '4.'0 Read more Creando impacto con propósito Global Focus - Spanish Issue - 2017 Creando impacto con propósito Read more Clase superior Global Focus - Spanish Issue - 2016 Clase superior Read more Nubes de cambio Global Focus - Spanish Issue - 2015 Nubes de cambio Read more La conexión correcta? Global Focus - Spanish Issue - 2014 La conexión correcta? Read more
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- [Vol. 18 Issue 02 ’24](https://globalfocusmagazine.com/regular-issues/vol-18-issue-02-24/): This issue features a range of thought-provoking articles addressing current challenges and innovations in global management education. Herman Aguinis highlights the need for business schools to address irresponsible research practices, while Oliver Laasch calls for radical changes in management education to tackle ethical and environmental issues. Bob Galliers discusses the importance of accreditation in maintaining high educational standards, whilst Simeon de la Torre examines the shift away from hustle culture, urging schools to adapt. Plus, much more.
- [Vol. 19 Issue 01 ’25 - EFMD Projects](https://globalfocusmagazine.com/special-supplement/vol-19-issue-01-25/): The latest EFMD Global Focus issue calls for a fundamental transformation in business education to address complex global issues. As the world confronts challenges like climate change and social inequality, business schools are urged to reimagine their purpose and methods. Experts advocate for a shift from profit-focused teaching to fostering long-term thinking and innovation. This requires a complete rethinking of curricula, teaching approaches, and the core mission of business schools. Emphasis is placed on experiential learning and AI integration to bridge the gap between theory and practice, preparing students for real-world complexities. Faculty roles are evolving from content experts to learning facilitators and mentors, reflecting the changing needs of students and the business world. The focus is shifting beyond sustainability to regenerative business practices and ecosystem thinking, with climate change education now seen as essential, not optional, in core business curricula.
- [Vol. 19 Issue 02 '25](https://globalfocusmagazine.com/regular-issues/vol-19-issue-2-25/): The latest EFMD Global Focus issue calls for a fundamental transformation in business education to address complex global issues. As the world confronts challenges like climate change and social inequality, business schools are urged to reimagine their purpose and methods. Experts advocate for a shift from profit-focused teaching to fostering long-term thinking and innovation. This requires a complete rethinking of curricula, teaching approaches, and the core mission of business schools. Emphasis is placed on experiential learning and AI integration to bridge the gap between theory and practice, preparing students for real-world complexities. Faculty roles are evolving from content experts to learning facilitators and mentors, reflecting the changing needs of students and the business world. The focus is shifting beyond sustainability to regenerative business practices and ecosystem thinking, with climate change education now seen as essential, not optional, in core business curricula.
- [Vol. 19 Issue 03 '25](https://globalfocusmagazine.com/regular-issues/vol-19-issue-03-25/): This issue of Global Focus explores the evolving landscape of business education amid rapid technological and societal change. Key articles examine the impact of AI and authoritarianism on management education, the urgent need to redefine management’s purpose for the 21st century and the growing demand for sustainability-led curricula. The issue also highlights how business schools, employers, and Gen Z are shaping the future of work, whilst additional features discuss the customisation of MBAs, the integration of AI in career services, and strategies for fostering community resilience among business school leaders. Collectively, GF aims to provide critical insights into how business schools can adapt to meet the demands of a complex, fast-changing world.
- [Vol. 19 Issue 04 – EiP’25](https://globalfocusmagazine.com/special-supplement/vol-19-issue-04-eip25/): The Global Focus Excellence in Practice 2025 special supplement spotlights award-winning partnerships delivering impact in leadership, talent, organisational, professional, and ecosystem development across industries and geographies. From 50 applications, three Gold cases demonstrate culture-led transformation, experimentation at scale, and community-wide educational uplift and impact delivered. Silver winners showcase scalable digital upskilling, early-career leadership pipelines, productive youth inclusion, crisis-resilient management, culture-building through storytelling, and cross-sector collaboration initiatives. The supplement offers practical insights on defining, measuring, and benchmarking impact and celebrates transformative learning partnerships.
- [Vol. 2 – Annual Research 2023](https://globalfocusmagazine.com/cat-research-issues/vol2-annual-research-2023/): It is now essential for business school leaders to examine how business schools should shift from simply counting research citations to assessing impacts in a more comprehensive fashion. How can business schools communicate their impact clearly to all their stakeholders and demonstrate their ability to catalyse strategic development and social change?
- [Vol. 20 Issue 01 '26](https://globalfocusmagazine.com/regular-issues/vol-20-issue-01-26/): This Global Focus issue is themed around “Miracles, Technology, and the Mind”, with a strong emphasis on how AI, cognitive pressures, responsibility, and inclusivity are reshaping management education, research, and leadership practice. The lead article argues that our collective future depends on using AI wisely, framing AI as both a technological and moral challenge for education and leadership. Several pieces probe the “attention economy” and a growing cognitive crisis, calling on business schools to address how digital overload affects learning and decision-making. Other articles focus on responsibility, strategy and societal impact, including decarbonising business schools, the “Respect Dividend” of leading with humanity, strengthening trust between schools and society, rethinking rankings, educating for “strategic competence” in a complex world, and much more.
- [Vol. 20 Issue 02 '26](https://globalfocusmagazine.com/latest-issue/vol-20-issue-02-26/): This issue of Global Focus examines how AI, demographics, climate pressure, and global uncertainty are reshaping business education. The articles look beyond tools and trends to ask how schools should adapt their programmes, research, and governance. Contributors explore AI‑ready institutional models, refreshed accreditation for corporate learning, and new approaches to ROI in an algorithm-driven world. Others highlight the realities of ageing societies, climate risk, and social impact as strategic priorities for schools. Throughout, the issue returns to a central theme: leadership development remains a human, social process, grounded in judgment, self‑knowledge, and resilience – and AI should support, not replace, those capabilities.
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- [Vol. 4 – Annual Research 2026](https://globalfocusmagazine.com/cat-research-issues/vol4-annual-research-2026/): This special issue of EFMD Global Focus Annual Research 2026, edited by Rachel Ashworth, Eric Cornuel, Howard Thomas and Matthew Wood, and foreworded by Professor Sir Cary Cooper CBE, confronts the mounting mental health and wellbeing crisis facing business school faculty and staff. Leading global authorities examine how ‘publish or perish’ cultures, managerial pathologies and eroding collegiality are driving stress, anxiety and burnout. Across three themes, contributors present conceptual frameworks diagnosing the crisis, case studies from business schools spanning Africa, Asia, Europe, India, Mexico and the Middle East, and analysis of institutional governance and policy structures. The collection calls for genuine cultural transformation over tokenistic responses, urging leaders to actively build cultures of care, purpose and collegiality.
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